Reflective methods must be internalized as habit to operate in everyday moral choice, and internalization depends on supportive social arrangements¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1992 · 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 an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? For reflection to play a part in everyday moral choice it must become a natural, almost automatic response, and its internalization depends on facilitative social arrangements. → Willower 1992

Evidence¶

Willower 1992¶

Willower, Donald J. (1992). Dewey's Theory of Inquiry and Reflective Administration. Paper presented at the annual convention of the University Council for Educational Administration, Minneapolis. https://eric.ed.gov/?id=ED355669

q1 · i? · theoretical · r2

Theoretical exposition of Dewey's account of internalization, presented in the paper's section on internalization in administrator preparation. The paper adds that Dewey saw internalization as depending on facilitative and supportive social arrangements, making internalization and institutionalization symbiotic. No empirical evidence is offered for this claim in the paper.

"if reflection is to play a part in moral choice in everyday affairs, it has tobe internalized as habit."

Discussion¶

Related Claims¶

• The limited empirical literature on administrative decisionmaking supports the utility of reflective procedures — related
• Dewey grounds morality in everyday problems, making administrative practice chiefly an ethical undertaking resolved by reflective appraisal of competing values — related
• A teacher's prompting that oriented a student's reflection on his own tracking methods fostered monitoring of his goal-directed counting activity — a narrower finding that bears on this claim
• Expert performers counteract automaticity by building increasingly complex mental representations, unlike everyday skill learning — related
• Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work — a narrower finding that bears on this claim
• 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
• Academic misconduct emerges primarily from systemic pressures rather than individual moral failure, and academic integrity is a collective epistemic practice institutions must sustain — 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
• Consciousness is most prominent during change and has little role in fixed reflexes and well-established habits — related
• Edwards' textbook's thesis is that all learning is habit formation, and that learning should be of permanent value with generalized as well as specific improvement sought — related