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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)

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

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  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

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