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¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶

q2 i? Kohlberg's dilemma discussion approach had a moderate to significant effect on moral education according to a meta-analysis of 55 studies by Schlafli, Rest, and Thomas. → 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/

q2 · i? · theoretical · r2

Review-reported finding: the article cites, in the Kohlberg section, a meta-analysis of 55 studies by Schlafli, Rest, and Thomas finding dilemma discussion had "a moderate to significant effect on moral education." No effect size is printed; the reviewed studies' designs are not described here.

"In a meta-analysis of 55 studies conducted by Schlafli, Rest, and Thomas, the researchers found that Kohlberg’s dilemma discussion approach had a moderate to significant effect on moral education."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it
• 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
• 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
• 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
• 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
• Dewey grounds morality in everyday problems, making administrative practice chiefly an ethical undertaking resolved by reflective appraisal of competing values — related