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¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Dewey disagreed with Kohlberg's sequenced six-stage model, holding that moral inquiry occurs only in problematic situations and that values cannot be obtained at once but require repeated inquiry in concrete situations. → 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 critique in the section on what Dewey would say about Kohlberg's moral education. The article quotes Dewey that "moral theory cannot emerge when there is positive belief" and adds that moral inquiry needs to be done over and over in terms of concrete situations.

"Dewey noted that “moral theory cannot emerge when there is positive belief as to what is right and what is wrong, for then there is no occasion for reflection.”"

Discussion¶

Related Claims¶

• 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 — 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
• 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
• 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
• 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
• Reflective methods must be internalized as habit to operate in everyday moral choice, and internalization depends on supportive social arrangements — related
• Theories of learning have historically operated to justify societal hierarchies through reification and ranking — related
• Dewey holds the aim of science teaching should be to give pupils the scientific attitude and habit of mind — related
• The reviewer presents Hartman's book as an illustration of combining free-educationist philosophy with keen use of scientific education — related