1 / 16

Theory, Pedagogy, and Resources for Teaching History and Contemporary Issues Through Dilemma Discussions

Discussing Dilemmas in Promoting Cognitive-Moral Growth. Theory, Pedagogy, and Resources for Teaching History and Contemporary Issues Through Dilemma Discussions. Overview of Presentation. Rationale Research and Theory in Moral Development Piaget (1969) (1971) Gilligan (1982)

chick
Télécharger la présentation

Theory, Pedagogy, and Resources for Teaching History and Contemporary Issues Through Dilemma Discussions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Discussing Dilemmas in Promoting Cognitive-Moral Growth Theory, Pedagogy, and Resources for Teaching History and Contemporary Issues Through Dilemma Discussions

  2. Overview of Presentation • Rationale • Research and Theory in Moral Development • Piaget (1969) • (1971) • Gilligan (1982) • Implementing Dilemma Discussions in your classroom • Curriculum Resources and Developing your Own Dilemmas

  3. Why Consider Social-Moral Issues and Hold Dilemma Discussions • Students have the need and capacity to engage in discussions about American history that can promote moral growth and democratic aims • In an adequately politicized classroom, students may begin to experience school as a place to which they can bring some meaning. School will no longer be experienced as a compulsory act in a theater of the absurd (Nels Nodding)

  4. Guiding Principles of Dilemma Discussions • Integrated with standards and academic aims • Concordant with overall approach to classroom atmosphere and development of student personal responsibility • Grounded in age-developmentally appropriate discourse • Guiding Principles of Social-Moral Issues

  5. Research in Moral Development: Piaget’s Influence

  6. Research in Moral Development: Kohlberg’s Stages of Moral Growth

  7. Principles of Morality that Come into Conflict During a Dilemma Discussion • Affiliation • Authority • Contract • Conscience • Law • Life • Liberty • Punishment • Property • Truth

  8. Research in Moral Development: Gilligan and Kohlbergian Perspectives

  9. Constructing a Discourse Community - Types of Discourse • Strategic discourse - aim to win an argument, don’t have to listen. • Debates • family arguments • teacher imposition of authority • Communicative Discourse • No Speaker can contradict themselves • May only assert what you really believe • Everyone is allowed to question any assumption • Disputation of a proposition or norm not under discussion must be given with a reason for wanting to do so.

  10. Review and Development (5 minutes) • Form groups of four or five at tables • Summarize the points • Expand and add ideas • Raise Questions for Clarification

  11. Transactional Discourse Skills Builders (up to 5 participants) • Elaboration Game - Students provided with an issue. One player records the # of paraphrases and elaboration (paraphrases or selective parroting) - Grades inhibit meaningful learning? • Rebuttal Game - same as elaboration but now the transactions must refute the statement of the other accurately taking into account the argument presented - Teachers should be drug-tested? • Consensus Exercise (for older students) - students start in small groups and are given a controversial issue attempting to reach consensus on the issue. Don’t vote for consensus - the death penalty should be abolished

  12. The Five StepDilemma Discussion Teaching Process

  13. Kohlberg’s Questions for Facilitating Dilemma Discussions • Perception Checking: Can you tell me what Fred Said • Seeking Reasoning: Why? • Definitional: What do you mean by terrorism? • Student to Student Interaction: What do you think of what Maria has argued for? • Issue-related: How can breaking the law ever be an act of justice? • Role-switch: How would you feel if you were held unjustly at Guatanomo? • Universal Consequences: What if everybody ..?

  14. RESOURCE HIGHLIGHTS FROM BIBLIOGRAPHY • Lockwood, Alan L. and David Harris. 1985. Reasoning With Democratic Values: Ethical Problems in United States History. New York: Teachers College Press. (examine examples in handout: note the questions and issues raised) • Power, F. C., Higgins, A., & Kohlberg, L. (1989). "Lawrence Kohlberg's Approach to Moral Education." New York: Columbia University Press. • “Studies in Moral Development and Education” [online] (cited 20 July 2004); available from http://tigger.uic.edu/~lnucci/MoralEd/; INTERNET. • “Gilder Lehrman Institute of American Hisotry” [online] (cited 20 July 2004); available from http://www.gilderlehrman.org/teachers/boisterous/section4_7.html; INTERNET

  15. CREATING YOUR OWN DILEMMAS • Identify significant events or central issues from American history, e.g. Jim Crow Laws • Identify the moral principles that are in conflict in the dilemma • Construct an abstract that contains the main themes and moral principles you wish students to address (dilemmas) • Provide questions that ask students to interpret/resolve the the issue of the dilemma

  16. Review and Development • In Groups of four of five • Summarize key points • Expand and add ideas • Raise questions for clarification

More Related