Character education is criticized for didacticism and de-emphasizing reflection and moral judgment, and Dewey's deliberation is proposed as a bridge between it and Kohlberg's approach¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Character education has been criticized for didacticism and for de-emphasizing reflection and moral judgment, while Kohlberg's approach has been criticized for inability to cultivate moral content and for ignoring moral sentiment. → Xiangdong Liu 2014

Evidence¶

Xiangdong Liu 2014¶

Xiangdong Liu. (2014). The Problem of Character Education and Kohlberg's Moral Education: Critique from Dewey's Moral Deliberation. Philosophical Studies in Education 45. https://www.ovpes.org/

q1 · i? · theoretical · r2

Philosophical argument in the article's framing section: the author states that "Character education has been criticized for didacticism" and positions Dewey's moral deliberation as an effective way to bridge the divide between the two dominant approaches. No empirical data are offered; this is the author's interpretive claim.

"Character education has been criticized for didacticism and for its de -emphasizing of reflection and moral judgment."

Discussion¶

Related Claims¶

• Dewey rejects Kohlberg's fixed stage hierarchy: moral inquiry happens only in problematic situations where no single action seems morally justified, and must be repeated as concrete situations arise — related
• For Dewey, moral knowledge is a product of moral inquiry, so character education should add moral problem solving rather than teach fixed principles through example, reward, or punishment — related
• A meta-analysis of 55 studies found Kohlberg's dilemma discussion approach had a moderate to significant effect on moral education, and Just Community Schools provided a moral culture — related
• Dewey holds that virtues cannot be given fixed meanings because they express interests in changing objects and institutions, so virtues should be taught in relation to specific situations — related
• The relational taxonomy is argued to support values and moral education because fostering ego strength addresses the gap between moral reasoning and moral behavior — related
• Dewey grounds morality in everyday problems, making administrative practice chiefly an ethical undertaking resolved by reflective appraisal of competing values — related
• Ten developmental experiences are proposed as key mechanisms whereby settings influence character development — related
• In the third year, children acquire moral judgments about whether one should help, judging helping obligatory in simple situations — related