Education should "promote young people in the development and strengthening of their whole person," according to Hartmut von Hentig in the introduction to the 2004 education plan. This is a difficult task in today's pluralistic society, in which young people are expected to do more than simply obey and adopt traditional values and norms. This often leads to uncertainty and fear of the future, especially when one's own ideals come into conflict with one another or have to be represented against a majority opinion.
In such situations, the question "What should I do now?" often arises. There is no universal answer to this question; however, it is the task of schools and parents to give students some orientation. Ethics classes in particular, which are often referred to as "thinking about morality," should serve as a way of providing this orientation. This can be ensured primarily through philosophical discussions, in which the aim is to assess morally difficult situations and to point out possible courses of action. It is not important to decide between "right" and "wrong", but to be able to reflect on values in a way that is appropriate to the situation.
An important teaching method to support this moral judgment is the "dilemma method", which will be discussed in more detail. For this purpose, the term "morality" will be discussed in more detail and it will be defined what is meant by the ability to make moral judgments. Before the Kohlberg stage model is discussed in detail, the stages of moral development are briefly presented in tabular form. After general remarks on Kohlberg's concept, a methodical reflection of the dilemma method follows, in which especially criteria of a good dilemma story are discussed. Subsequently, the use of the method in ethics classes is explained on the basis of a dilemma from the book "On My Sister's Life". For this purpose, the competencies that students can acquire through the use of the dilemma method are first discussed before the course of the lesson is outlined in detail.
Table of Contents
1. Introduction
2. Subject analysis
2.1 Definition of “morality”
2.2 Moral judgment
2.3 Kohlberg's stage model
2.3.1 Stages of moral development
2.3.2 Detailed description
2.3.3 General notes on the stage model
2.3.4 Factors influencing moral judgment
3. Methodical reflection
3.1 Dilemmas as a method
3.2 Criteria of dilemmas
3.3 History of dilemmas
3.3.1 Background information
3.3.2 Specific dilemma from the novel
4. Acquisition of competence
4.1 Attitudes
4.2 Abilities
4.3 Knowledge
5. Methodical Implementation
5.1 General remarks
5.2 Lesson plan
5.2.1 Entry phase
5.2.2 Problem statement
5.2.3 Elaboration phase I
5.2.4 Backup phase I
5.2.5 Elaboration phase II
5.2.6 Securing of results II / Closing
5.3 Structure sketch
6. Summary
Objectives and Core Themes
The primary objective of this work is to provide educators with a pedagogical framework for implementing the "dilemma method" in ethics classes. It addresses the research question of how moral judgment can be fostered in children and adolescents by confronting them with structured value conflicts based on the developmental theory of Lawrence Kohlberg.
- Analysis of moral development stages according to Kohlberg.
- Theoretical foundations of the dilemma method in Socratic pedagogy.
- Didactic criteria for creating and managing effective classroom dilemma discussions.
- Practical lesson planning using the literary example of "My Sister's Keeper".
- Development of moral competencies, including empathy, responsibility, and argumentative defense.
Excerpt from the Book
3.3.2 Specific dilemma from the novel
In the following, we will use a "dilemma core" extracted from the book to show how the dilemma story based on it can be used in classroom practice.
Your older sister contracted leukemia before you were born. Since all the usual treatment options could not help her, your parents decided to bring into the world, through artificial insemination, a child who would be genetically suitable as a donor for her - you.
Several years have passed since then and you have saved your sister's life many times by donating bone marrow to her. You get along really well and your whole family is glad Kate can still be with you.
A week ago, she was diagnosed with kidney failure. The day before the surgery, Kate calls you into her room and asks you for a favor: She wants you to refuse to donate your kidney so she can stop suffering and die.
You don't know what to do. Do you respect Kate's wish to die or do you try to save her again by donating your kidney?
Summary of Chapters
1. Introduction: The introduction outlines the pedagogical necessity of ethics education in a pluralistic society and introduces the dilemma method as a tool for moral orientation.
2. Subject analysis: This chapter provides an overview of Lawrence Kohlberg's theory of moral development, defining key terms and detailing the six stages of moral growth.
3. Methodical reflection: This chapter examines the theoretical background of the dilemma method and defines the didactic criteria required for its successful implementation in schools.
4. Acquisition of competence: This section details the specific attitudes, abilities, and knowledge that students are expected to acquire through participation in dilemma discussions.
5. Methodical Implementation: This chapter offers a practical guide for organizing dilemma-based lessons, including a structured seven-stage model and a clear overview of teaching phases.
6. Summary: The conclusion evaluates the efficacy of Kohlberg's approach and reiterates the value of dilemma stories for promoting student personality development.
Keywords
Morality, Moral Judgment, Kohlberg, Dilemma Method, Ethics Education, Moral Development, Pedagogy, Value Conflict, Social Justice, Competence Acquisition, Socratic Conversation, Classroom Discussion, Character Education, Justice, Empathy.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the pedagogical application of the "dilemma method" as a means to encourage moral reasoning and judgment in students within an ethics classroom setting.
What are the central thematic fields covered?
The central fields include developmental psychology (specifically Kohlberg's model), pedagogical methods, moral philosophy, and the practical didactics of teaching ethics.
What is the main goal of the proposed method?
The goal is not to reach a "right" or "wrong" solution, but to foster the students' ability to engage in intensive discussion, weigh conflicting values, and provide well-reasoned justifications for their positions.
Which scientific method is utilized in this paper?
The paper utilizes a qualitative pedagogical approach, drawing upon Lawrence Kohlberg’s empirical research and Socratic-based discussion techniques to structure classroom instruction.
What topics are discussed in the main body?
The main body covers the theoretical definition of morality, the detailed stages of Kohlberg's moral development model, the criteria for effective dilemma stories, and a step-by-step lesson plan.
Which keywords best characterize this work?
Key terms include Morality, Kohlberg, Dilemma Method, Ethics Education, Moral Development, Value Conflict, and Competence Acquisition.
How does the novel "My Sister’s Keeper" serve this study?
The novel provides a concrete, high-stakes narrative example of a dilemma (the conflict between the protagonist's bodily autonomy and her sister's right to life) used to illustrate the practical application of the lesson model.
What specific skills should students develop through this method?
Students should develop the ability to navigate complex value conflicts, articulate and defend their own positions, show empathy for opposing views, and assume personal and social responsibility.
- Quote paper
- Sabrina Habermann (Author), 2012, Dilemma Discussions in Ethics Classes. Methods for Promoting Moral Judgement, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1181944
