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Reflective moral inquiry: A process ...

Guidry, Allen Owen.

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Reflective moral inquiry: A process approach for teaching character education in the secondary social studies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reflective moral inquiry: A process approach for teaching character education in the secondary social studies./
作者:	Guidry, Allen Owen.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1206.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212532
ISBN:	9780542627897

Reflective moral inquiry: A process approach for teaching character education in the secondary social studies.
Guidry, Allen Owen.

Reflective moral inquiry: A process approach for teaching character education in the secondary social studies. - 174 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1206.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.

One of the key questions confronting public schools today is how should character be taught? Existing models often fail to take into account beliefs and values of minority groups through their over-assertion of rules of universality, or lack rigor in their failure to require logical justification for their contention. In order to gain solvency on a number of theoretical grounds the present study argues that character education can not be indoctrination of certain values or virtues decided upon by the ruling majority, nor can it be a thoughtless process by which all asserted beliefs are unwaveringly and openly accepted without logical justification. Instead, in order to meet the demands of moral instruction in a pluralist society, the present study poses that character education must be a reflective, self-analytical process whereby students continually strive to live according to Kant's second categorical imperative (roughly, the 'golden rule'---treat others as you would want to be treated). The purpose of this study was to investigate the differences in student moral stage preference in classes using a process-oriented moral education program called Reflective Moral Inquiry (RMI), and those not using the process approach.

ISBN: 9780542627897Subjects--Topical Terms:

1019148
Education, Social Sciences.

Reflective moral inquiry: A process approach for teaching character education in the secondary social studies.
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245 1 0 $a Reflective moral inquiry: A process approach for teaching character education in the secondary social studies.
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500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1206.
500 $a Adviser: Barbara Day.
502 $a Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a One of the key questions confronting public schools today is how should character be taught? Existing models often fail to take into account beliefs and values of minority groups through their over-assertion of rules of universality, or lack rigor in their failure to require logical justification for their contention. In order to gain solvency on a number of theoretical grounds the present study argues that character education can not be indoctrination of certain values or virtues decided upon by the ruling majority, nor can it be a thoughtless process by which all asserted beliefs are unwaveringly and openly accepted without logical justification. Instead, in order to meet the demands of moral instruction in a pluralist society, the present study poses that character education must be a reflective, self-analytical process whereby students continually strive to live according to Kant's second categorical imperative (roughly, the 'golden rule'---treat others as you would want to be treated). The purpose of this study was to investigate the differences in student moral stage preference in classes using a process-oriented moral education program called Reflective Moral Inquiry (RMI), and those not using the process approach.
520 $a The RMI process model for character education was implemented in four high school civics and economics classrooms in two high schools in eastern North Carolina. Pretests and posttests in the form of Colby and Kohlberg's (1987) Moral Judgment Interview were administered to eighty students in both control and treatment classes and an ANCOVA was used to study adjusted posttest mean differences between students in both groups. Adjusted posttest mean differences were likewise assessed for control and treatment group students based on gender, racial, and socioeconomic factors. It was found that there was no statistically significant difference between adjusted mean Weighted Average Scores (WAS) for control and treatment group samples in any of the groups studied. These groups included: the overall group; for whites; non-whites males; females; low SES students; and middle/upper SES students.
520 $a A rationale for study findings is presented, including historic critiques of the Moral Judgment Interview from gender and cultural perspectives, skew factors related to consolidation and transition patterns among respondents, and critiques of the present study's design and implementation. Suggestions are presented regarding further study pertaining to length of study, number and diversity of sample population, frequency of treatment application, and use of alternate measurement instruments. Furthermore, implications for use of a process approach like that forwarded by RMI are explored with regard to their impact on contemporary notions of the social contract, within the context of emerging democratic pluralism, and within the framework of learning communities.
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