Generating moral reasoning
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This document outlines a presentation on generating moral reasoning through debate. It discusses stages of moral reasoning, defines moral judgment competence, and notes that not all values are moral. It then provides tips for effective moral debates, including mutual respect, opposing arguments, semi-real dilemmas, and promoting exploratory talk over disputational or cumulative talk. Debate cue cards are presented to structure discussions. Finally, a sample moral dilemma is provided about a professor deciding whether to report students for cheating.
Generating moral reasoning
- 1. Generating Moral Reasoning Through Debate
- 2. Agenda Identify why moral dilemmas occur Define the stages of moral reasoning Practice a moral debate
- 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)
- 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?
- 17. How can I apply this?
- 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
- #2: 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..
- #3: ----- 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.
- #4: 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?
- #5: 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.
- #6: 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.
- #7: EXAMPLES??????
- #8: 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
- #9: Take a few minutes to talk about what you think Heinz should do.
- #10: PUT ANIMATION ON THE STAGES SO THAT CPs CAN SAY WHAT THEY THINK WOULD BE A YES OR NO ANSWER FOR EACH STAGE
- #17: 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.
- #21: IN THE LAST SESSION CPS ASKED FOR ACTIVITIES FOR BEGINNERS AND SMALL CHILDREN (!)