5. Moral judgment competence:
“the capacity to make
decisions and judgments which
are moral (i.e., based on
internal principles) and to act
in accordance with such
judgments”
Kohlberg (1964)
6. Not all values are moral
a person’s happiness
tradition
language
inclination to “do favors”
solidarity with same-class
Cultural Fairness
(Lind 1995)
7.
8.
9.
10.
11. How can you get better results?
Mutual respect and free discourse.
the teacher must not use authority
the teacher can suggest new ideas when needed
Opposing arguments or level +1
One session every 2 or 3 weeks
Semi-real dilemmas
it doesn’t affect any of the participants
it could cause real conflicts if it existed
not too real
Promote exploratory talk
12. Disputational Talk
There is a lot of disagreement and everyone just makes
their own decisions.
There are few attempts to pool resources, or to offer
constructive criticism.
There are often a lot of interactions of the 'Yes it is! – No
it's not!' kind.
The atmosphere is competitive rather than co-
operative.
http://thinking-together.org.uk/
13. Cumulative talk
Everyone simply accepts and agrees with what other
people say.
Children use talk to share knowledge, but they do so in
an uncritical way.
Children repeat and elaborate each other's ideas, but
they don't evaluate them carefully.
http://thinking-together.org.uk/
15. Cue Cards
my turn to
talk
my turn to
listen
what do you
think?
why do you
think that?
I don’t agree
with
________
because
__________
I agree with
___________
because
___________
I’m in with the
group
decision.
I can say
more!
http://thinkingtogether.educ.cam.ac.uk/resources/Talk_Cue_Cards.pdf
16. Dilemma
Pánfilo teaches TOEFL to students in their last semester at the university. If they
pass his course, they can skip the test completely and get their title.
He has 40 students per class and is teaching 5 different courses all together. He
uses the 1st partial of 5 to notice the students that need most help. Ada is in her
last semester and does particularly badly on the exam. She confesses she
doesn’t think she can pass the TOEFL because she is blocked and, by the way,
hates grammar.
On the second exam Pánfilo notices something funny about Sara. He stares at
her trying to figure out what is wrong. When he picks up the exam and asks her
something he figures it out. This is not Sara! He asks her to stay after the exam to
talk. The new girl is Sara’s cousin and is studying her master’s degree in the same
university.
Pánfilo knows the university is very strict with forgery and will expel both of
them if he reports the incident but will fire him if he doesn’t report it and they
find out.
Do they deserve to be singled out and academically destroid? Especiallywhen
Sara was driven to temptation from fear of not being able to graduate?
18. Ping-Pong
The person who is talkig decides who is going to answer.
The teacher doesn’t intervene unless rules aren’t followed
(respect for one another and ping-pong principle)
Lind , Georg (2007) La Moral Puede Enseñarse: Manual
teórico-práctico de la formación moral y democrática,
trillas.
19. Feedback
You can find this presentation on Slideshare:
http://www.slideshare.net/joanakennington/generatin
g-moral-reasoning
If you have further questions please contact me
joana@moreenglish.com.mx
Editor's Notes
Good Morning, Thank you for your interest in the development of Moral Reasoning.
My interest in moral reasoning came out of seeing the incongruencies in people who criticize government, transit officers, company policies and then turn around and do things that contradict those same moral principles that they just criticized..
----- Meeting Notes (09/11/13 13:00) -----
Today we're going to talk about what happens to get us into a moral dilemma.
Understand how moral reasoning is evaluated.
Have the opportunity to participate in a debate.
What is happening here? What kind of dilemma can these children be facing?
Activity
2. Get CPs to brainstorm and shout out different moral dilemmas their students encounter, not just ones in their school. You may need to prompt.
3. Build up a list, which will probably include the following: copying in class, talking only to their friends, giving back money they find, helping a classmate and getting bullied, etc.
----- Meeting Notes (09/11/13 13:00) -----
What is happening here? What's the problem?
What other problems do children encounter?
These are some of the things that I’ve observed but find incongruent:
Have you ever copied in an exam?
Have you ever seen money on the ground and kept it?
Have you ever bribed a police officer?
We all complain about the situations we live in Mexico of injustice, corruption and authorities looking the other way but how do we contribute to this situation?
I have got the strangest reasoning from transitos when they stop me for speeding (specially during school zones):
Reasons to give me a fine
it is difficult to survive with this salary and give my children a proper education. That is why I ask for bribes.
You see I take bribes, but I don’t help drug cartels
don’t see it as if you were bribing me, see it as if you were just helping me out
Reasons to let me go:
you look very angry and I don’t want you to get upset with me too
go, I’m not going to get anything from you so you are wasting my time
I won’t give you a ticket so your parents don’t get on your case
What do YOU think makes their lifestyle acceptable in their own eyes?
I hope to encourage you to start addressing these issues in your classrooms.
In order to get this, our students have to enunciate and explain the reasons they make certain judgements. We have to evaluate what they say based on their reasoning.
It is also important to notice that there can be a broad difference between what people consider correct and what they do when they have to make a difficult decision.
EXAMPLES??????
Stage 1. How can I avoid punishment?
Stage 2. What is in it for me? // Paying for a benefit
Stage 3. Social norm
Stage 4. Maintain social order
Stage 5. Principles agreed in a contract
Stage 6. Universal principles
Take a few minutes to talk about what you think Heinz should do.
PUT ANIMATION ON THE STAGES SO THAT CPs CAN SAY WHAT THEY THINK WOULD BE A YES OR NO ANSWER FOR EACH STAGE
CP write examples of the reasoning on flipchart.
MAKE A SERIES OF DIFFERENT DILEMMAS FOR DIFFERENT AGES AND LEVELS OF ENGLISH AND CPS CHOOSE WHICH DILEMMA TO DISCUSS ABOUT.
IN THE LAST SESSION CPS ASKED FOR ACTIVITIES FOR BEGINNERS AND SMALL CHILDREN (!)
