David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 19 (2):124-138 (1990)
Abstract In this article it is argued that the moral dilemma discussion model usually relied upon in moral development research is not by itself an effective way to help students achieve principled moral reasoning. This goal is more effectively achieved by directly teaching in tandem the cognitive skills of logic, role?taking, and justice operations which have been clearly identified by theory and research as the constitutive elements of moral reasoning. The argument presents statistical data on the results of pre? and post?tests with the Defining Issues Test (DIT) of three variations of an ethics course design and two comparison groups over a five?year period. The ethics course design in its most intense form integrated the study of logic, developmental theory, and classic philosophic texts directly to target, teach and exercise the constitutive elements of moral reasoning and their application to controversial social issues. Changes in pre? and post?course DIT scores show effect sizes nearly double those of the most successful moral education projects previously reported in the literature. This article explains the intervention design, reviews the statistical data and compares the results with those achieved by other studies reviewed in the literature
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References found in this work BETA
Anne Colby (1987). The Measurement of Moral Judgment. Cambridge University Press.
William Y. Penn & Boyd D. Collier (1985). Current Research in Moral Development as a Decision Support System. Journal of Business Ethics 4 (2):131 - 136.
James R. Rest (1982). A Psychologist Looks at the Teaching of Ethics. Hastings Center Report 12 (1):29-36.
Citations of this work BETA
Rhoda Cummings, Steve Harlow & Cleborne Maddux (2007). Moral Reasoning of in-Service and Pre-Service Teachers: A Review of the Research. [REVIEW] Journal of Moral Education 36 (1):67-78.
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