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Generating moral reasoning

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Generating moral reasoning

  1. 1. Generating Moral Reasoning Through Debate
  2. 2. Agenda Identify why moral dilemmas occur Define the stages of moral reasoning Practice a moral debate
  3. 3. 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)
  4. 4. Not all values are moral a person’s happiness tradition language inclination to “do favors” solidarity with same-class Cultural Fairness (Lind 1995)
  5. 5. 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
  6. 6. 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/
  7. 7. 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/
  8. 8. Exploratory talk http://thinking-together.org.uk/
  9. 9. 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
  10. 10. 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?
  11. 11. How can I apply this?
  12. 12. 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.
  13. 13. 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

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