Reconstruct Kohlberg-style moral education to integrate reason and feeling, self and relationship, and concept and context, using real problem situations instead of hypothetical dilemmas¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's reconstruction of Kohlberg's moral education specifies four integrations drawn from Dewey: moral judgment "involves reason and feeling, self and relationship, concept and context." Justice as a sole fixed standard is rejected in favor of discovering the suitable principle through continual inquiry, and hypothetical dilemma stories are replaced by real problem situations, since deliberation prepares learners for future problematic situations. Moral thinking should always take into account the present situation and social environment.

Design Implications¶

Context¶

Requirements¶

• Real problem situations rather than hypothetical dilemma stories as the material for deliberation
• Attention to emotional feeling and intuition alongside moral cognition

Constraints¶

• The article notes hypothetical dilemmas are of little help in preparing for future problematic situations
• Taking deliberation itself as a general moral principle is described as possibly the only exception to rejecting fixed principles

Target Learners¶

• school students in moral education

Target Learning Goals¶

• moral judgment integrating cognition and sentiment
• dealing with real moral conflicts in specific situations

Affordances¶

• Dewey Moral Deliberation Dramatic Rehearsal

Related Strategies¶

• SEL Discussions on Ethical Dilemmas

Examples¶

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Key Sources¶

• 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/