Moral Education: Methods, Dilemmas, and Storytelling

EM Parables: Storytelling in Education

Parables (stories told) are an excellent educational tool. They suggest rather than impose. Stories and practical actions are better guides than rigid rules. Principles and empirical evidence support this approach.

Partial MS Approaches: Dilemmas and Narratives

1. Dilemmas focus on problem-solving, not character description. The protagonist's virtues are fundamental. The goal is finding a solution, not detailed descriptions.

2. Dilemmas demonstrate social characteristics.

3. Dilemmas are open-ended. Each person decides the conclusion.

In stories versus dilemmas, adults convey a judged narrative.

Contrarily, non-directive education posits that adults should not impose values. "Every child is a moral philosopher who has to discover their own values" (Kohlberg).

However, education argues that adults possess moral wisdom that should be shared with children.

Aristotle: Without good habits, it's difficult to grasp moral principles.

Kohlberg's theory led to two main approaches in moral education:

• Discussion of moral dilemmas in the classroom.
• Just communities involving the whole school.

Sociocognitive Conflict Discussion

Cognitive contradictions or conflicts drive development. Discussion and idea exchange among students and teachers are prioritized.

Methodology for Moral Education

Blatt Hypothesis

Children exposed to moral reasoning one stage above their own will be positively attracted and encouraged to develop their reasoning to reach that higher stage.

Methodology: Group discussions with sixth-grade children at different moral reasoning levels.

Result: 64% of students in the discussion group advanced a full stage in their moral reasoning.

Blatt demonstrated three points:

1. Moral conduct is likely influenced by educational intervention.
2. Stimulated development is not temporary but solid and enduring.
3. Stimulation occurs when the intervention provides appropriate conditions.

Moral dilemmas are short narratives of social situations presenting a conflict requiring an individual decision. The person should consider the optimal solution and justify it with valid moral and logical reasons. The situation should have multiple solutions.

Moral Education Content

From a constructivist viewpoint, educational content is varied and not limited to conceptual content.

a) Conceptual Content

Conceptual content is traditionally associated with education. Moral education content can be structured to reflect students' lived reality.

b) Attitudinal Content: Attitudes

Attitudes are learned, relatively fixed tendencies that guide behavior in specific situations. They are complex, involving:

• Cognitive (convictions and beliefs)
• Affective (feelings)
• Behavioral

Values should become attitudes: just, free, united, peaceful, respectful, cooperative, responsible, autonomous.

c) Procedural Content

Procedural content refers to human capacities that enable individuals to generate adequate personal responses.