Moral Dilemmas Education based on Kohlberg's Theory

1. The New type of Moral Education

The moral education we are promoting is based on Kohlberg's Theory of Cognitive-Developmental Approach to Moral Education. This has a philosophical base in Dewey's theory and a psychological base in Piajet's theory.

We are promoting moral dilemmas education in which we try to enhance moral decision making ability through the discussion process of moral dilemma cases.

2. Basic theory of Development
2-1. Basic theory of Development

The basic theory of development of morality is based on Piajet's theory.

1. Development of morality is the same as other intellectual development
2. It is justice to respect the rights and value of all human beings.

2-2. Morality

Moral development will appear as the difference in the quality of moral decision making. We would like to explain the level of moral development as being at the level of the quality of cognition.

2-3. What will promote the moral development of children?

Cognitive development is an equilibrating process. Moral dilemma plays a role of producing a disequilibrium of moral cognition. Students will find some conflicts in moral dilemma cases and try to change and modify their original ideas in order to resolve it.

Children are mini-philosophers. The aim of moral education is to develop a child's morality. In order to do that, it is effective to give moral dilemma cases to children. They can develop their moral ability through cognitive conflicts and moral value conflicts.

3. Development of Morality and its Structure

The idea of development of morality by Kohlberg is shown in fig.1. One's morality develops by integrating his or her cognitive ability and role-taking ability. So it is important for students to try to resolve their conflict with others in order to develop their morality.

One of the most famous dilemmas is Haints' dilemma. Teachers will show the Haints' dilemma case to the children, ask if you agree with his behavior, let the students think of the reasons, and evaluate the students' level.

4. Measurement and Evaluation

• Tests to measure one's morality.

  Kohlberg:	Standard Issue Scoring Test
  	Norm Element-Method
  James Rest	Defining Issue Test

• Fairness test
  Fair Distribution and Sharing Test
  Social-Perspective taking Test

• Test for morality development:norm-fundamental decision method (Yamada-san's dilemma)
  Fairness test
  Fairness mind...*
• Fair Distribution and Sharing Test (Chocolate Dilemma)
• Social-Perspective taking Test (Cats on the tree)

*Fairness mind test This test measures one's fairness and justice using moral dilemma cases according to Kohlberg's theory.

5. Teaching Method of Morals Based on Kohlberg's Theory

• Emphasis on discussion
• affected by Socrates' Midwifery and Rogers' nondirective counseling method
• Fair and considerate atmosphere in the class is important.
• Democratic discussion is also important: democratic discussion gives the students a chance to think from others' point of view (which is a chance to take a role) , to know the higher level of morality, and to guess how one's actions affect others.
• We spend 2 hours for 1 case. Firstly, students share their understanding of the case. Secondly, each students votes his or her opinions. Thirdly, they discuss with their teachers, and make the final decisions.
• It is important to provide a device for students to discuss easily (ex. setting of seats)
• Feedback opinions are follows: "It was interesting to discuss these things" “It was a good device to write our opinion in a paper. It helped us making a presentation". “It was the first experience for me to have a moral education class in which the teachers did not give one right answer. It was interesting and great!"

Q&A:

1.Role-taking Ability
Q: Is Role-taking Ability an ability to think from various stake-holders?
A: We define Role-taking Ability as an ability to think from others' point of view, to understand others' ways of thinking, to infer others' emotions, and to use it in negotiating with others. And the higher level of role taking ability is social perspective taking ability. The idea of stakeholders may relate to level 2.

2. Evaluation Method of Morality
Q:I would like to know how to evaluate one's morality more.
A: In the case of Yamada-san's dilemma, teachers show the case first, ask if each student agrees, and asks 10 questions about his or her decision. Methods other than Yamada-san's dilemma would take such a long time that they are not applicable to children.

3. Kohlberg's stage of Moral Development
Q: In the Kohlberg's stage of moral development, stage 4 is the maintaining of the social order, stage 5 is the Social Contract and Individual Rights, and stage 6 is the Universal Principles. Does this mean that individual rights are prior to the social norm?
A. Kohlberg said that moral values are prior to the social norms, aspired to valid and universal principles, and maintain the self principle. Stage 5 means that values are relativistic because they differ by individuals and groups. So we need procedures and aspire social contracts and public interests. At stage 6, people can think and act according to universal moral principles. The example of the person who are at stage 6 are Jesus Christ, Buddha, Pastor King. Japanese or American Constitutional Laws are at stage 5.

4. Criticism to Kohlberg
4-1. Criticism to Kohlberg
Q: I have heard that some criticize Kohlberg's theory. I would like to know them.
A. I personally don't know them well, but I would like to introduce some good books on them: 1)Doutokusei no Hattatsu Dankai: Kohlberg no Riron wo Meguru Ronso eno Kaito (The Stages of Moral Development:Answers to the Criticisms of Kohlberg's theories), Shinyo-sya, 2) Kohlberg Riron Kitei (Basis of Kohlberg's theories) by Yasuhito Sano, Kenji Yoshida

4-2. Criticism to the Simplification
Q: I think that Kohlberg's theory has a demerit that in that we have to simplify cases too much.
A: Some have criticized it. But we can evaluate the stages. We can let students use the various types of cases whose quality differ.

5. Stages of Moral Development for Adults
Q: I am teaching Engineering Ethics. I think it is better to have the theory for stages of moral developments for adults.
A: It is said that we act according to the 2nd stage in daily life. It would be a very high level if we could live according to the 3rd stage that includes bible words or golden rules.

6. Is Kohlberg's theory a norm or an empirical rule?
Q: Is Kohlberg's theory a norm or an empirical rule?
A: It is a kind of hypothesis which is useful for teachers to have a relationship with children.