Download AME Conference 2007

AME Conference 2007
Final Draft of Conference Program
October 23, 2007
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Thursday, November 15
Helen and Martin Kimmel Center for University Life
60 Washington Square South
Registration Desk Open from 8:00 am-5:00 pm
Morning Coffee from 8:30 am-10:00 am
Workshops from 9:00 am-12:00 pm *
*(Workshop # 6 will begin at 8:00 am)
Workshops 1-8
Workshop 1
9:00 am-12:00 pm
Room:Eisner/Lubin
Title: Beyond the Classroom: Democratic Theater with Prisoners, Pushers, and
Parolees
Author(s):
Kevin Bott, Steinhardt School of Culture, Education, and Human Development, New
York University
Abstract:
Democracy cannot survive without open and honest dialogue. Yet the most vulnerable of
the world’s population are either denied permission to join the conversation, or are
subjected to patronizing monologues from the so-called experts. University/community
alliances can be undermined by miscommunication between those with social, cultural,
and economic power disparities. This participatory workshop invites participants to
engage in drama exercises used by the facilitator in prisons and outpatient clinics in New
York and Africa. These activities are designed to foster dialogue, examine and
interrogate cultural and racial barriers, and complicate the roles of facilitator and
participant. Video of prison and clinic work will be screened.
Workshop 2
9:00 am-12:00 pm
Room: 903
Title: EQUIP for Educators for Behaviorally At-Risk Students: Pedagogy, Praxis
and Pragmatics of Program Implementation
Author(s):
Ann-Marie DiBiase, Faculty of Education, Brock University, Canada
Jan van Westerlaak, International Trainer of the EQUIP for Educators Program, The
Netherlands
Abstract:
EQUIP for Educators (EFE) is a psychoeducational intervention program that seeks to
remediate the limitations widely evident among behaviorally at risk students. These
limitations can be characterized as three socially problematic “Ds ": (a) developmental
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delays in moral judgment, (b) self-serving cognition distortions, and (c) social skill
deficiencies. These limitations are interrelated, and so are the components of EFE.
Remediation of these delays, distortions, and deficiencies can occur by equipping at-risk
students with: (a) mature moral judgment (Social Decision-Making), (b) skills for
managing anger and correcting self-serving cognitive distortions (Anger Management),
and (c) social skills for balanced and constructive social behavior (Social Skills.)
Workshop 3
9:00 am-12:00 pm
Room: 905
Title: The Essence of Moral Education
Author(s):
Bernice Lerner, School of Education, Boston University
Abstract:
Guided by the works of great philosophers and storytellers, gain a deeper understanding
of educators’ most important mission, i.e., to help students develop powers of ethical
thinking, and habits and dispositions that lead to wise and responsible choices. Learn
why moral education involves more than a single course, a quick-fix program, or slogans
posted on a bulletin board. Discover how to mine sources of wisdomfrom both within
and beyond the academic curriculum to engage students in lively discourse and active
learning, to assist them in forging meaningful lives.
Workshop 4
9:00 am-12:00 pm
Room: 907
Title: Prospects for Coexistence: Religion, Identity, and Belonging in a Changing
World
Author(s):
Diane Moore, Harvard Divinity School
Adam Strom, Facing History and Ourselves
James W. Fraser, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
Using a range of case studies from schools in Europe, the United States, Pakistan, and
Kenya, the workshop will explore the particular challenges and opportunities that
religious diversity presents to education and the construction of healthy civil societies in
a variety of cultural contexts. Through our discussions we will move beyond particular
representations to larger questions of the best ways to create respectful, cosmopolitan,
and religiously pluralistic civil societies that can both sustain and be fostered by primary
and secondary schools.
Workshop 5
9:00 am-12:00 pm
Room: 909
Title: Scoring Moral Narratives and Measuring Moral Development
Author(s):
Michael Lamport Commons, Harvard Medical School
Sara Nora Ross, Acting / Researching / Integrating Network Associates, Inc.
Terri Lee Robinett, College of the Desert
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Patrice Marie Miller, Harvard Medical School
Abstract:
“Applying the Model of Hierarchical Complexity to Scoring Moral Narratives and
Constructing Instruments to Measure Moral Development”
This workshop addresses two forms of measurement of moral development and a
framework for evaluating specific interventions. The Hierarchical Complexity Scoring
System is applied to the construction of instruments with consent of the user’s preference
and to the scoring of narratives. Those attending the workshop will learn about 1) the
model, 2) the concepts underlying the model, 3) the description of the stages and their
relationship to Kegan’s and Kohlberg’s stages, 4) steps involved in universal stage
transition, and 5) examples of scoring samples from interviews, illustrating adult
development applied to using the Hierarchal Complexity Scoring System (HCSS) as a
scoring aid.
Workshop 6
8:00 am-12:00 pm
Room: 912
Title: The Konstanz Method of Dilemma Discussion (KMDD)
Author(s):
Georg Lind, University of Konstanz, Germany
Abstract:
The Konstanz Method of Dilemma Discussion (KMDD) has emerged from the dilemma
method by Moshe Blatt and Lawrence Kohlberg, and is also based on Habermas'
communicative ethics, Oser's discourse method, and Lind's Dual-Aspect-Theory of moral
behavior and development. In the past 20 years, new elements like counter-arguments
and phases of support and challenge have been added, the role of the learner has been
strengthened, and its focus has been sharpened to make it even more effective and
teachable. The KMDD has strong and lasting effects on the cognitive-moral development
of students of various age groups. In intervention studies, very high effect sizes were
found (gains of 20 out of 100 C-points; r > 0.70). This workshop will introduce the three
main didactical principles of the KMDD, a blueprint for a dilemma discussion, and guide
lines for writing one’s own dilemmas.
Workshop 7
9:00 am-12:00 pm
Room: 914
Title: Voices Reading: A Comprehensive Reading and Character Development
Program
Author(s):
Patrick C. Walker, Zaner-Bloser Voices Programs
Co-author(s):
Catherine Snow, Harvard Graduate School of Education
Robert Selman, Harvard Graduate School of Education
Abstract:
This workshop will present case studies (including videotapes) of students using the
Voices Reading curriculum over a one year period. Voices Reading is a K-5
comprehensive reading program that fully integrates character education into the teaching
of reading and writing. Participants will be introduced to the curriculum and participate in
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core character development activities. The adult development of teachers will also be
analyzed with respect to their ability to teach core character development activities.
Longitudinal and case study data will be analyzed to study the relationships between the
growth in moral development, student achievement, and student behavior.
Workshop 8
9:00 am-12:00 pm
Room: 802
Title: Racial and Ethical Sensitivity Training (REST) Workshop
Author(s):
Lauren Rogers-Sirin, Drew University
Selcuk R. Sirin, Steinhardt School of Culture, Education, and Human Development, New
York University
Abstract:
The U.S. Department of Education (2001) states that in 2000, 39% of public school
students belonged to a minority group, representing a 17% increase from 1972, and that
the immigrant population nearly tripled from 1970 to 2000. It also predicted that the
proportion of students who are considered racial, ethnic, or language minority students
would continue to rise in the next several decades. On the other hand, 90% of teachers
who work with these children are predominantly White and 81% are between the ages of
45 and 60 (National Education Association, 1997). Schools are burdened with the double
challenge of finding teachers who are trained to successfully teach a diverse student
population and dealing with an anticipated shortage of teachers in general in the next
decade. Researchers and professional organizations continue to emphasize a great need
for school professionals to be sensitive to the special needs of diverse students and the
adverse academic and social effects of intolerance and discrimination within educational
settings. The Racial and Ethical Sensitivity Training (REST) Workshop is designed to
address precisely these needs by providing a hands-on training for current and future
school professionals to promote cultural competence as an ethical requirement for
teaching professionals.
12:00 pm-1:30 pm LUNCH (on your own)
Paper Presentations and Symposium Sessions
1:30 pm - 2:45 pm
Session 1
1:30 pm -2:45 pm
Room: 903
Papers #47
Title: The Cosmopolitan Solution: Political Lessons from Nineteenth Century
Education Reformers
Author(s):
Chris Anderson, University of Hartford
Abstract: This is a consideration of the rhetorical strategy of an earlier successful
educational reform movement: the mid-nineteenth century American common school
movement led by the “Friends of Education.” While the Friends were generally Whiggish
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in politics and liberal in religion, they sought to avoid the rhetorics of party politics and
sectarian controversy by moving discussion of education outside of these spheres,
developing what they called a “cosmopolitan” rhetoric of education. They also developed
new institutions to bring the reform message directly to practicing teachers and teachers
in training. These strategies have direct relevance to moral education advocates of our
day.
Title: Dialogue and Conflict of Cultures
Author(s):
Yu-hui Chen, Institute of Teacher Education, National Chengchi University, Taiwan
Abstract:
Hegel interprets world history as dialectically moving from the East to the West, with the
spirit of Chinese philosophy remaining at the first moment; this spirit is the “immediate
unity” and lacks individual self-consciousness and mediation. The author hopes that
through this article the meanings of “reason,” “subjectivity,” and “self-consciousness” in
the development of world history can be further elucidated. Do Hegel’s Universal
History and Fukuyama’s The End of History both fall into the myth of “Rationalism” and
“Monism” and ignore the subjectivity of the “others” that post-modern scholars are
striving to eliminate?
Title: Cosmopolitan Ethics and the Cultivation of the Moral Resources
Author(s):
Dale T. Snauwaert, Center for Nonviolence and Democratic Education, Judith Herb
College of Education, University of Toledo
Abstract:
The purpose of this paper is to explore the nature and cultivation of the internal moral
resources required to enact a cosmopolitan ethic. The moral resources are capacities and
dispositions of consciousness and of natural human inclination that enhance our capacity
to morally respond to others. While a rational understanding of the principles of ethics is
essential, the development and actualization of particular moral resources is necessary for
securing respect and care for human dignity in the human community. The paper
articulates and defends these capacities in the context of a cosmopolitan ethic as basic
goals of global civic education.
Session 2
1:30 pm-2:45 pm
Room: 905
Papers #40
Title: A Conceptual Framework For Teaching Ethics in a Pluralistic Society
Author(s):
Miriam Orkar, The University of British Columbia, Vancouver, Canada
Abstract:
Almost everyone thinks ethics should be taught in schools. However, moral education
experts are often not in agreement about which ethical values should be taught, in a
pluralistic society. This is because what may be considered ethical by a certain group of
people may not be considered ethical by another group of people. The author’s central
claim is that there is a basic moral principle, which appeal to people of all color and
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creed. Respect for human dignity is not only considered to be a universal moral principle,
it is also considered to be the highest moral principle, among many philosophers and
moral educators. To respect human dignity in all persons means to respect human dignity
in oneself (self-respect) and to respect human dignity in others (respect-for-persons).
Excerpts of lessons on self-respect and respect-for-persons are included in the paper. A
discussion of the authors experience in sharing ethical values with youths in her
neighborhood, through the “NeboReach Youth Project,” is also included as an Appendix.
Title: Plurality as the Heart of Ethics, in Community and Curriculum
Author(s):
Simon Robinson, Leeds Metropolitan University, Leeds, United Kingdom
Abstract:
The paper argues that plurality is central to ethical reflection and practice. Engaging
plurality within and beyond the community involves enabling critique of that community
and a sharing of responsibility around practice that makes a difference to members,
partners and the wider community. This moves beyond either tolerance or practical
wisdom, requiring commitment to the other and the shared project, leading to creative
transformation. Plurality in the curriculum often works against this dynamic, with
different cognate areas of value and ethics demanding their own space. The paper
examines pedagogies that can make the connections, through an ethics of critical
hermeneutic.
Title: Professional Ethics, Pluralism, and the “Rationality of Traditions”
Author(s):
Daniel Vokey, Faculty of Education, University of British Colombia, Canada
Abstract:
The citizens of pluralistic societies such as the US and Canada have very different and
sometimes incompatible moral standpoints representing a wide range of cultural,
philosophical, religious, and/or political traditions. If there is no “tradition-neutral”
perspective from which to engage ethical issues in a pluralistic society, then from what
perspective(s) should instructors teach professional ethics courses for educators? The
paper examines whether this question can be answered by drawing upon MacIntyre’s
arguments in Three Rival Versions of Moral Enquiry that “post-liberal” educators should
commit to defend both their own traditions and the conditions of productive discourse
across deep disagreement.
Session 3
1:30 pm-2:45 pm
Room: Eisner/Lubin
Symposium #73
Title: Moral Emotions in Childhood and Adolescence and Their Role in Moral
Education
Discussant:
Dan Lapsley, University of Notre Dame
Chair:
Tina Malti, University of Zurich, Switzerland
Abstract:
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The symposium analyses the development of moral emotions in childhood and
adolescence. The first presentation investigates the role of moral emotions in the
development of a moral self in childhood. The second presentation examines how moral
emotions and moral reasoning interrelate and affect children’s prosocial behavior. The
third presentation analyses how adolescents' meta-cognitive understanding of morality
contributes to the coordination process of moral knowledge and moral emotions. Overall,
the symposium contributes to our understanding of how moral emotions develop in
childhood and adolescence, and the implications of the findings for moral education are
discussed.
Title: Moral Emotions in Middle Childhood: Foundations for the Development of
the Moral Self
Author(s):
Bryan Sokol, St. Louis University
Abstract:
In current theorizing about “moral selfhood”, children’s emotion attributions play a
central role in determining the level to which moral rules have been integrated into the
self-system. As compelling as this account has become, there remain several critical
issues needing further clarification. The present paper begins to address some of these,
including: 1) how self begins to develop in childhood; 2) what role perspective-taking has
in the self-integration process; 3) what sorts of behavioral outcomes are associated with
moral emotion attributions; and, 4) how this approach can be used to design moral
education programs.
Title: Children’s Moral Emotions, Moral Reasoning, and Prosocial Behavior
Author(s):
Tina Malti, University of Zurich, Switzerland
Abstract:
This study investigated the role of moral emotions (i.e. sympathy and moral emotion
attributions within the happy victimizer paradigm) and moral reasoning in children’s
prosocial behavior. Representative cross-sectional data of six-year-old kindergarten
children were used to examine this rationale. The findings document that sympathy is
positively associated with prosocial behavior, whereas moral emotions as attributed to the
self-as-victimizers and moral reasoning in the context of emotion attributions moderated
the relationship between sympathy and prosocial behavior. The findings suggest complex
interactions between affective-motivational and cognitive dimensions of morality in
children’s prosocial behavior, and the implications for pedagogical interventions are
discussed.
Title: “It Can't Be Right What Feels Wrong”: The Coordination of Moral Emotion
Expectancies and Moral Judgment in Adolescence
Author(s):
Tobias Krettenauer, Wilfrid Laurier University, Canada
Abstract:
This study expands research on the "happy victimizer phenomenon" by analyzing the
coordination process of moral emotion expectancies and moral judgment in adolescence.
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It is demonstrated that a subjectivist meta-ethical understanding of moral judgments that,
typical for adolescents, promotes the coordination process of judgment and emotions. In
the course of adolescent development moral emotion expectancies become an important
source of moral judgments. The finding points out that greater attention should be
devoted to the interaction of judgment and emotions in the course of development, both
in theory and practice.
Session 4
1:30 pm -2:45 pm
Room: 802
Symposium # 55
Title: Urban School Reform: Three “Social Justice” Efforts to Engage Students
Discussant:
Steven Becton, Facing History and Ourselves
Chair:
Anna L. Romer, Facing History and Ourselves
Abstract:
Three high and extreme poverty urban schools—two high school level and one middle
school—have all chosen Facing History and Ourselves (FHAO), which engages students
in complex studies of prejudice reduction, social justice and participation in democracy
as a key dimension to their school-wide efforts to transform teaching and learning. These
papers will explore the divergent ways the three principals have mobilized FHAO to
strengthen their students’ sense of agency, academic achievement, understanding of
citizenship and participation in democracy, as well as the ways in which it has been more
challenging to do so.
Title: Strengthening Students’ Voices and Engagement in a Chicago Middle School
Author(s):
Anna L. Romer, Facing History and Ourselves
Abstract:
This Latino middle school in Chicago has engaged a set of civic and moral education
materials and methods—Facing History and Ourselves—to combat academic
underachievement and student disaffection. Intensive and ongoing professional
development of almost all staff and dynamic leadership on the part of the principal have
begun to reinvigorate teaching and learning in this extreme poverty school (96% free or
reduced lunch). The paper will report on interviews, classroom observations, and
objective data regarding school climate in a discussion on how infusion of Facing History
has changed the school, as well as ongoing challenges to educating students living in
poverty.
Title: Citizenship School Theme Promotes College Bound Critical Thinkers
Author(s):
Meredith Gavrin, New Haven Academy
Abstract:
New Haven Academy (NHA) is an Inter-district Magnet School in the New Haven
system that also draws 35% of its students from the surrounding suburbs. NHA seeks to
provide a rigorous education that prepares all students to succeed in college and become
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active citizens. With 70% of the students on free or reduced lunch, this is a high-poverty
school. Presentation will discuss how program engages students in complex studies of
prejudice reduction, social justice and participation in democracy using Facing History
and Ourselves to achieve its academic success and 100% college acceptance rate of first
graduating class.
Title: Civic Learning and Small School Reform: Theory and Practice
Author(s):
Dennis J. Barr, Facing History and Ourselves
Abstract:
This paper will examine how a small school founded in 2005, has used an innovative
program to conceptualize how core notions of social responsibility, civic engagement,
and participation can be infused throughout the school, both in terms of academics and
school life. The program, Facing History and Ourselves, provides the core principles,
content and pedagogy that guided the curricula, instructional practices, student support
systems, and the design of opportunities for student civic involvement. This paper uses
qualitative research on students’ experience of the school to explore the innovations and
challenges that have sprung from this work.
Session 5
1:30 pm-2:45 pm
Room: 907
Papers #26
Title: Understanding Suffering: The Need for Service-Learning in Ethical
Education
Author(s):
Katherine Kirby, St. Michael’s College
Abstract:
For Emmanuel Levinas, French Postmodern ethicist, the authority on whom one
necessarily depends for any instruction about suffering can only be the person who
suffers herself. Only she is able to reveal her pain and need. Based upon this idea, I
argue that Service-Learning experiences in colleges and universities are invaluable, and
perhaps necessary, for any curriculum aiming toward the development of ethical
understanding, personal moral character and commitment, and/or conscientious
citizenship, both local and global. Further, I see no reason why the same could not be
said regarding secondary and even elementary education, as appropriate, of course, to
age-level.
Title: From Serving to Learning: Using Reflection to Facilitate Growth in College
Author(s):
First Author:
Debora L. Liddell, The University of Iowa
Co-author(s):
Steven Hubbard, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
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The purpose of this paper is to review the literature on reflection as a process to both
facilitate and assess cognitive and moral development in college students involved in
service learning. In particular, we will briefly examine the work of King and Kitchener
(reflective judgment theory), Kegan and Baxter Magolda (self authorship), and Noddings
(moral conversation), and make recommendations for reflection experiences designed to
facilitate and assess cognitive and moral growth.
Title: Catalyzing a Commitment to Service-Work in Emerging Adults
Author(s):
Scott Seider, Harvard Graduate School of Education
Abstract:
Interviews with college students committed to volunteer work reveal that a majority of
these students can point to a single academic experience that deeply influenced their
commitment to service-work. These experiences typically occur during the freshman year
of college and can lead to a replacement, modification or specification of the students’
existing worldviews. Here, the paper draws upon identity theory and emerging adult
theory to offer a model that demonstrates the role of these ‘frame-changing experiences’
in catalyzing a young adult’s commitment to service-work.
Session 6
1:30 pm-2:45 pm
Room: 909
Papers #80
Title: Documenting the Relationship Among Moral Judgment Phases and
Attributional Complexity
First Author:
W. Pitt Derryberry, Western Kentucky University
Second Author:
Chris Chandler, Western Kentucky University
Third Author:
Ian Love, Western Kentucky University
Abstract:
This study addresses how moral judgment developmental phases of consolidation and
transition relate to attributional complexity. In two samples of college students, no
differences in attributional complexity existed in comparisons of those operating from
differing moral judgment schemata. However, consolidated participants were
significantly advanced over transitional participants in attributional complexity.
Furthermore, when consolidated and transitional phases were accounted for at each moral
judgment schema, further trends were noted. In addition to illustrating that attributional
complexity peaks during consolidated phases, the findings affirm the predictive power
and overall utility of consolidated and transitional phases of moral judgment
development.
Title: Toward a New Vocabulary in Moral Development Theory: Articulating
Models to Cataclysmic Transformations in Theory and Practice
Author(s):
Dawn Schrader, Cornell University
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Abstract:
This paper begins an examination of the three primary components of inquiry in moral
psychology, calling for and proposing new ways to examine the primary questions of our
field: What is the process of moral development and transformation? How do we
educate to promote moral development? What is the relationship between moral
judgment and moral action? The paper first takes the perspective of critiquing the current
descriptions of both stage development and stage change explanations, and then proposes
a new model and new language for exploring each of these three components of moral
theory.
Title: Peer Influence, Religious Beliefs and Ethical Conduct Among Adolescents
Author:
Leslie K. Grier, California State University, Fullerton
Co-author(s):
Wendy Gudiel, California State University, Fullerton
Abstract:
In this research, the impact of religious beliefs and peer influence on adolescent conduct
is examined. The significance of peer influence on adolescent outcomes is well
documented and more often than not, framed as a risk factor. Perceived or actual risk
behaviors of friends have been found to be solid predictors of adolescent behaviors. In
contrast, religiosity among adolescents is construed as a protective factor whereas diverse
measures of religiosity have been associated with positive developmental outcomes. In
this study an attempt is made to parse the relative influence of peers to religiosity with
respect to pro and anti-social behaviors.
Session 7
1:30 pm-2:45 pm
Room: 914
Symposium # 62
Title: Pathei Mathos: Suffering, Identity and Moral Education
Author(s):
Avi Mintz, Teachers College, Columbia University
Rodino Anderson, Bowdoin College
James Stillwaggon, Iona College
Abstract:
The stability of childhood as a category of educational thought highlights the radical
transformation, or loss of childhood, necessary to achieving moral adulthood. At the
same time, the Progressive tradition’s focus on childhood experience heightens our
awareness of this loss. Where these concerns intersect stands the child’s suffering as a
necessary educational condition. These papers examine suffering as the destabilizing of
identity necessary for learning to occur. Drawing upon Western educational intellectual
history, we focus on the ways in which the child or student suffers in becoming a subject
of a moral order.
Title: Plato and the Tragedians on the Pains of Moral Development
Author(s):
Avi Mintz, Teachers College, Columbia University
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Abstract:
This paper examines the work of Plato and the Greek Tragedians to identify four ways
that pain contributes to moral development. First, suffering at the suffering of another
cultivates compassion. Second, the painful recognition of one’s own moral failing may
contribute to moral development. Third, pain may be a by-product of any new moral
orientation. Fourth, pain might be experienced as one struggles to form one’s moral
identity.
Title: Hegel and the Moral Curriculum of Images
Author(s):
Rodino Anderson, Bowdoin College
Abstract:
Hegel’s Phenomenology of Spirit provides a curriculum of consciousness attempting to
harmonize concept (Begriff) with image (Bild), but inevitably discovering that the two
cannot be reconciled. Hegel terms this frustrating project, “the way of despair,” because
through it consciousness comes to its mature understanding of freedom. Character
education toward freedom necessitates a curriculum allowing concept and image to
negate one another: the phenomenological experience of moral discomfort. Moral
discomfort is nothing to be added to the curriculum, but can be extrapolated through play
theory from the educational narratives (fairy tales) used to socialize children. Children
must “play” with painful dilemmas to gain an understanding of freedom.
Title: The Weakness of the Child: Orwell on Suffering and Education
Author(s):
James Stillwaggon, Iona College
Abstract:
George Orwell’s “Such, Such Were the Joys” describes his painful formal and social
education at the hands of teachers, administrators and fellow students too caught up in the
life of Edwardian England to notice its imminent collapse. While most of the essay is
spent detailing particular sufferings, he closes with a general statement about the
suffering of childhood in relation to adult moral laws. Using this statement in relation to
the expectations of happiness in childhood, I argue that the idealization of childhood
serves as a balance to the suffering involved in becoming an adult.
Paper Presentations and Symposium Sessions
3:00 pm - 4:15 pm
Session 8
3:00 pm-4:15 pm
Room: 912
Symposium #86
Title: Social Understanding, Trust, and Commitment in Democracy
Chair(s):
Seana Moran, Stanford Center on Adolescence, Stanford University
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Abstract:
Democracy is a process of community self-rule. The number of different perspectives—
and thus the complexity of democracy—increases in societies that incorporate diverse
cultures. How people interact with each other, through social understanding, trust, and
commitment, become more important with diversity because fewer norms, ideas, or
tenets may be taken for granted. In this symposium, we draw on literature syntheses and
studies with children, teens, and adults to elaborate what these three concepts entail, how
they affect each other, what benefits and risks they present for democracy, and how
educators and leaders might pursue their development to support democracy.
Title: Social Understanding in Democracy
Author(s):
Katie Davis, Harvard Graduate School of Education
Abstract:
This presentation discusses the role of social understanding in creating a democratic
society that respects and values diversity. Using qualitative data from studies with
elementary school children, I discuss how social understanding develops over time, is
rooted in one’s own personal experiences, and influences how well children comprehend
important historical democracy-enhancing events such as the Civil Rights Movement.
This presentation has implications for educational programs that aim to teach civic
engagement, democratic values, and/or cross-cultural understanding.
Title: Trust in Democracy
Author(s):
Amy Dray, University of California, Los Angeles
Abstract:
This presentation argues for the need to cultivate youth’s prudent trust judgments in order
to maintain a viable democracy. Trust is essential in today's complex world, as each of us
must rely on others for information and services. At the same time, our Constitution is
based on an inherent skepticism of government, and a certain amount of distrust seems
necessary to hold governments and officials accountable. Thus, trust and distrust each has
a role to play in a democratic society. How might we define these roles in order to teach
young people to trust and distrust wisely?
Title: Commitment in Democracy
Author(s):
Seana Moran, Stanford Center on Adolescence, Stanford University
Abstract:
This presentation provides an interdisciplinary model of commitment and investigates
how an educational focus on commitment may stimulate opportunities for better civic
engagement. Commitment involves how individuals invest their personal resources in
other people, groups, ideas. Commitment stabilizes relations among people and people’s
behavior over time. But commitment can also undermine democracy through injudicious
placement of resources, dogmatism, or fundamentalism. Interacting with people who hold
different commitments brings to light our own. Increasing diversity, then, may provide an
opportunity to make more considered commitments to support democracy.
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Session 9
3:00 pm-4:15 pm
Room: 903
Papers #28
Title: A Case for Educating Against Hate Speech
Author(s):
Kim Hyunjung, University of Illinois at Urbana-Champaign
Abstract:
Hate speech, defined as communicative acts intended to intimidate and subordinate
individuals who belong to historically marginalized groups, causes substantial harms,
although it is considered protected speech. While hate speech has been in the center of
debates involving two conflicting democratic values, freedom and equality, this paper
argues that equality should be placed at forefront in addressing hate speech in the K-12
public schools. For hate speech negates the principle of equality, and public schools
should be an environment in which every student should be treated equally regardless of
their race, gender, creed, or sexual orientation.
Title: Civil Civic Dialogue Across “Enemy” Lines
Author(s):
Gerri Perreault, University of Northern Iowa
Abstract:
“If you want to make peace, you don’t talk to your friends. You talk to your enemies”
(Moshe Dayan, Israeli general & politician 1915-1981). This presentation is an overview
of the conceptual underpinnings as well as the practical implementation of the “Civil
Civic Discourse and Opposing Views” series sponsored by the American Democracy
Project (ADP) at the University of Northern Iowa (UNI). ADP is part of a national
project sponsored by the American Association of State Colleges and Universities. The
presentation will include the purposes of this series, the outcomes expected, the different
assumptions underlying debate vs. dialogue, and the relationship between dialogue and a
relational conception of leaders and leadership.
Title: Hate Words and “Multiculturalism as Crap”: Discomfort, Resistance,
Barriers, Ethics
Author(s):
Tom Wilson, School of Education, Chapman University
Abstract:
This session focuses on two classroom incidents that occurred within the School of
Education (SOE), Chapman University and how faculty and education students
responded. Both cases were situated in courses whose purpose was to have potential
teachers examine the ways by which large numbers of subordinate groups are
marginalized, disenfranchised, and silenced. After describing the facts of the cases,
questions that confronted the SOE will be presented for participant analysis. Particular
attention will be paid to (1) issues of student discomfort, resistance and barriers to
learning and (2) policy centering on ethical criteria for admission to the teaching
profession.
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Session 10
3:00 pm-4:15 pm
Room: 905
Papers # 37
Title: Character in Teaching
Author(s):
David Carr, Moray House School of Education, University of Edinburgh, Scotland
Abstract:
Arguably, qualities of personal character play a significant role in the professional
conduct of teachers. It is often said that we remember teachers for their qualities of
character, and some kinds of professional expertise may themselves be understood as
qualities of character. After roughly distinguishing qualities of character from those of
personality, the present paper proceeds to a distinctive account of the role and status of
character in professional life and expertise and then concludes with some observations
about the professional education or cultivation of character.
Title: Fostering and Connecting Teachers’ Spiritual Moral Commitments
Author(s):
Ramona Cutri, Brigham Young University
Abstract:
Conceptual framework ranging from critical pedagogy to the moral dimensions of
education each attempt to ground teachers’ thinking in the ethics of teaching in a
pluralistic society. Such frameworks focus teachers’ attention on the magnanimous
constructs of social justice and preparing the young for a democracy. Yet, often these
notions are not part of a teacher’s mind-set, or private theory. For some teachers, these
notions may remain mere intellectual commitments (public theory). A small sample of
data will illustrate the potential of efforts to connect teachers’ private spiritual beliefs to
the public agenda of moral education.
Session 11
3:00 pm-4:15 pm
Room: 914
Symposium #66:
Title: Effects of the EQUIP Peer-Helping Program
Discussant:
John C. Gibbs, Ohio State University
Chair:
Daniel Brugman, Utrecht University, The Netherlands
Abstract:
EQUIP is a multicomponent program, which is intended to encourage and equip youth to
think and act responsibly using a peer-helping approach. The program aims to reduce
externalizing behaviour problems by decreasing self-serving cognitive distortions,
improving social skills, and stimulating moral development. Different versions of the
program are currently applied with different target groups (juvenile and adult delinquents,
adolescents with behaviour problems) and in different settings (correctional facilities,
ambulant care, high schools). In this symposium effects of the EQUIP program are
presented in mainstream secondary schools using EQUIP for Educators and in
correctional facilities using specific adaptations of EQUIP.
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Title: An Investigation of the Impact of a Psychoeducational Intervention Program
for Behaviourally At-Risk Students: EQUIP For Educators
Author(s):
Ann-Marie DiBiase, Faculty of Education, Brock University, Canada
Abstract:
Increasing numbers of students are coming to school who already possess well-developed
patterns of aggressive, oppositional, and disruptive behaviour. This study examines the
effectiveness of a multi-component psychoeducational intervention program (EQUIP for
Educators—EFE) for behaviorally at-risk students. A quasi-experimental 2 x 2 x 2
repeated measures MANOVA was conducted. Subjects (n = 45) aged 10.1 - 11. 8 years
(M = 10.9) participated in this 15-week study. Results indicated that the EQUIP
treatment group evinced less anger/aggression, more positive social skills, and more
sophisticated social-decision sociomoral reasoning than the control group at the posttest
period.
Title: EQUIP for Educators in Spain: Results from a Pilot Intervention in
Secondary Schools
First Author:
Kevin van der Meulen, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
Co-author(s):
Laura Granizo, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
Cristina del Barrio, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
Abstract:
In our paper we will present results from our pilot study using EQUIP for Educators
(DiBiase, Gibbs & Potter, 2005) in Spain. We named the program EQUIPAR and
adapted it to the Spanish secondary school context. Two classes of students (aged 14-17;
n=40) were trained in anger management/thinking error correction, social skills and
social decision making. We evaluated their progress in these aspects and compared the
results with data obtained from two control groups (n=48). In the second place, we tested
the influence of EQUIPAR on the group’s moral atmosphere. Finally, as we were
interested in using the program for the prevention of bullying and social exclusion, we
measured its incidence before and after the training.
Title: The Preventive Effects of EQUIP for Educators on Moral Cognitions and
Behavior
First Author:
Floor van der Velden, Utrecht University, The Netherlands
Co-author(s):
Daniel Brugman, Utrecht University, The Netherlands
Jan Boom, Utrecht University, The Netherlands
Willem Koops, Utrecht University, The Netherlands
Abstract:
A quasi-experimental pre-test/ post-test study was conducted to investigate the effects of
EQUIP for Educators on moral judgment, cognitive distortions, social skills, moral
atmosphere and antisocial behavior of at risk, low-education adolescents. EQUIP for
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Educators is a prevention program, designed to decrease moral judgment delay, social
information-processing deficits and social skill deficiencies. Participants were students
between the ages of 13 and 16 years from both highly urbanised and rural schools. A total
of about 425 adolescents participated in the control group and about 300 adolescents
from the same schools participated in the experimental group. Pre-test/post-test results
and effect sizes will be presented.
Title: Responsible Adult Culture: A Case Study of Cognitive and Behavioral
Changes at a Community-Based Correctional Facility
First Author:
Renee S. Devlin, Ohio State University
Co-author(s):
John C. Gibbs, Ohio State University
Abstract:
This article provides a case study of Responsible Adult Culture (RAC), a cognitivebehavioral group treatment program in use at the Franklin County Community-Based
Correctional Facility. A treatment aim of RAC is to induce cognitive change (e.g., to
reduce cognitive distortions) and thereby to promote responsible conduct. The
participants in the program (76 male and female adult offenders) evidenced both
cognitive and behavioral gains. Furthermore, the cognitive gains correlated with one
measure (risk level) of the behavioral gains. This correlation suggested that the
behavioral gains were attributable to RAC. Effect sizes were comparable to prior
outcome evaluations of RAC’s parent program, EQUIP, and will be presented.
Title: Restorative Education and EQUIP in Juvenile Delinquents
First Author:
Micha de Winter, Utrecht University, The Netherlands
Co-author(s):
Daniel Brugman, Utrecht University, The Netherlands
Abstract:
To strengthen the effects of the EQUIP intervention in juvenile delinquents, EQUIP was
combined with Restorative Education. Restorative Education is a Dutch experimental
program for young offenders. Its main goal is the restoration of citizenship, by educating
the youngsters about the consequences of their anti-social behaviour for their victims and
for society, and by helping them to repair the harm they have caused. In a quasiexperimental study the effects of EQUIP and Restorative Education were investigated.
Two highly similar closed reception facilities for juvenile delinquents participated in the
research with a total of 114 male participants (aged 13-20 years). Effects were measured
on moral development, empathy and egocentrism.
Session 12
3:00 pm-4:15 pm
Room: 907
Papers # 18
Title: The Mathematics of Moral Education: Creating Conditions for Profound
Empathy
Author(s):
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Bridget Cooper, Leeds Metropolitan University, Leeds, United Kingdom
Abstract:
This paper considers the hidden curriculum in education and the mathematics of human
interaction in moral development. Based on research which analysed observations of
around sixty teaching sessions with students from age five to eighteen in the UK and
interviews with the sixteen teachers, selected for their empathy, it provides an analysis of
different types of empathy, fundamental, relative, profound and feigned. It considers the
constraints in educational institutions which limit the development of profound empathy,
as well as strategies to enhance its development and discusses the implications for the
moral order both in education and the wider world.
Title: The “New” New Civics: Exploring Empathy Through a Video Game
Author(s):
James Diamond, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
I will discuss a proposal for my dissertation research in which I will explore how students
develop skills associated with historical empathy as they play an educational video game
entitled Peacemakers. In order to win, students must consider the perspectives of many
groups if they are to achieve their support in the quest for peace. I will administer preand post-intervention instruments in order to gauge changes in empathy, but the study
will be primarily interpretive, as I will focus on the discussion that occurs between
students as they play the game, as well as on their responses during interviews.
Title: Empathy as Intersubjectivity: Resolving Hume and Smith’s Divide
Author(s):
Matthew Schertz, Pennsylvania State University, Berks
Abstract:
Although empathy is arguably an important factor to consider in moral education, the
concept itself has consistently stood on tenuous ground. In this essay, I claim that our
adherence to ontological dualism and discrete subjectivity have problematized our
comprehension of empathy. I propose that our understanding is limited by our
perception of selfhood. If the self were defined as intersubjective, along the lines of
Merleau-Ponty, then empathy’s ambiguities would dissipate. After reconceptualizing
empathy in light of intersubjectivity, I call for pedagogical relations that are aligned with
developmental research, which provides further support for adhering to an alternative
conception of the phenomenon.
Session 13
3:00 pm-4:15 pm
Room: 802
Symposium #68
Title: Middle School Moral Development: Climate, Discourse and Teacher Efficacy
Chair(s):
Darcia Narváez, University of Notre Dame
Abstract:
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Linking together two research paradigms, we address the influence of both academic
climate and social climate on student moral character in middle school. We report on data
from both public and Catholic schools in the first paper. In the second paper, we analyzed
teacher discourse in 5th grade Catholic school classrooms to measure instructional, social
and ethical content, in relation to student effects. In the third paper, we developed a new
measure of teacher moral efficacy in order to understand how teacher moral self-efficacy
affects classroom practices and classroom climate.
Title: Middle School Academic and Social Climate Influences on Moral Character
First Author:
Vladimir Khmelkov, University of Notre Dame
Co-author(s):
Darcia Narváez, University of Notre Dame
Julianne C. Turner, University of Notre Dame
Jenny Vaydich, University of Notre Dame
Andrea Christensen, University of Notre Dame
Abstract:
We examined the influence of both academic and social climate on moral development in
samples from public and Catholic schools. Learning climate was measured as perceptions
of academic goal structures; both mastery and performance. We examined social climate
by measuring perceptions of teacher connectedness, expectations and engagement as well
as student connectedness. To examine moral character we tested empathy, knowledge of
ethical goodness, citizenship, and attitudes towards cheating. OLS regressions indicated
strong relations between both types of climate variables and character measures in both
samples.
Title: Teacher Discourse and Its Relation to Moral Character
Authors:
Darcia Narváez, University of Notre Dame
Co-author(s):
Julianne C. Turner, University of Notre Dame
Gayle Mullen, Midwestern University
Abstract:
Teacher discourse about learning and achievement are associated with cognitive and
affective outcomes, including effort and belongingness, and with ethical development,
such as concern for others. The discourse of four middle school teachers was examined:
two whose classrooms scored low and two whose classrooms scored high on student
perceptions of classroom climate. We coded discourse for academic motivation, social
climate and ethical climate. Ethical and motivational discourse was more prevalent in the
highest scoring classroom. The lowest scoring classrooms had more negative discourse.
Teacher discourse and practice that promote intrinsic motivation to learn overlap with
those that promote ethical behavior.
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Title: A New Scale for Measuring Teacher Moral Efficacy
Authors:
Darcia Narváez, University of Notre Dame
Co-author(s):
Vladimir Khmelkov, University of Notre Dame
Jenny Vaydich, University of Notre Dame
Abstract:
Teachers with high instructional self-efficacy manage the classroom differently from
teachers with low teaching self-efficacy (Gibson & Dembo, 1984). Although there is
much discussion in teacher education about what leads to high instructional self-efficacy,
little is known about teacher moral development efficacy. The Teacher Moral Efficacy
Measure (TMEM) followed standard scale developmental procedures. The TMEM has
good construct validity and predicted higher scores on attitudes more successful teachers
hold—mastery learning, efficacy for promoting positive relationships and for helping
students learn.
Session 14
3:00 pm-4:15 pm
Room: 909
Papers #25
Title: Linking Professionalism with Ethical Capacities
Author(s):
Muriel J. Bebeau, School of Dentistry, University of Minnesota
Abstract:
Two concerns are evident in the professional ethics education literature. One, similar to
the debate in elementary and secondary education, is whether to focus on the
development of a physician’s character or on reasoning and problem solving capacities
(Kenny & Shelton, 2006). A second (Stern, 2006) shifts the debate from questions of
character or ethical competence to a concern for simple adherence to appropriate
behaviors. This study links the two by demonstrating a relationship between deficiencies
in professionalism observed during medical school with shortcomings in capacities
evident in dentists disciplined by a licensing board. Implications for professional ethics
education are discussed.
Title: Sense and Act: Assessing Ethical Sensitivity, Reasoning, and Implementation
in Resident Physicians
Author(s):
Danielle King, School of Medicine, New York University
Sean Cavanaugh, School of Medicine, New York Univerisity
Adina Kalet, School of Medicine, New York University
Abstract:
Ethical practice is central to the daily functioning of physicians. Recently, competence in
ethical behavior has become a topic of increasing scrutiny for the regulatory bodies that
oversee medical education. There exists little data in the medical literature regarding
methods for assessing competence in ethical behavior in medical trainees. In our study,
we seek to describe baseline measures of ethical sensitivity, reasoning, and
implementation of first-year medical residents.
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Roundtables
5:45 pm - 7:00 pm
Roundtable -301
5:45 pm -7:00 pm
Room: 914
Title: Classroom Relationships: Preparation for Living Respectfully in the World?
Author(s):
D. Kay Johnston, Colgate University
Abstract:
This discussion will focus on the connection between respectful ways of living in a
classroom and respectful ways of living in the world. We will ask the question: are
developing classroom relationships a grounding for civic and moral education and a
preparation for thinking of oneself as responsible in a world outside the classroom? If
teachers help their students think about themselves as not only individuals achieving
academically, but also as people in relationship with their classmates, are they teaching
for social justice?
Rountable-302
5:45 pm-7:00 pm
Room: 914
Title: Taiwan’s Civic Education: Based on the Dialectic between Globalization and
Localization
Author(s):
Chou-Sung Yang, Institute of Curriculum Instruction and Technology, National Chi Nan
University, Taiwan
Abstract:
Through the theoretical approach, this paper aims at inquiring into the practices and
problems of civic education under the dialectic between globalization and localization in
Taiwan. First, it starts with a research for the ideas and development of globalization and
localization. Second, it outlines a developmental history of civic education in Taiwan,
and then examines the incoming problems and challenges facing the dialectics between
globalization and localization. At last, it suggests that ‘glocalization’ is the important core
conception to reconstruct the curriculum and teaching of civic education in Taiwan.
Rountable-303
5:45 pm-7:00 pm
Room: 914
Title: Teachers’ Sensitivity to Social Justice: Beliefs and Practice
Author(s):
Mary Louise Arnold, University of Toronto, Canada
Co-authors:
Dwight Boyd, University of Toronto, Canada
Abstract:
In this paper we report on part of a larger study entitled “Making Commitments to Social
Justice: Adolescents’ and Teachers’ Perspectives.” As context, we will first briefly
describe the conceptual rationale and overall aims of the larger project. We will then
focus in greater detail on the critical first-step of exploring teachers’ sensitivity to social
justice. We will describe our methodology and report findings pertaining to patterns of
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association between teachers’ beliefs about such concerns and their commitment to them
in the context of their educational practice. Finally, we will discuss the implications of
these findings for moral education.
Roundtable-304
5:45 pm-7:00 pm
Room: 914
Title: Packaging Boyhood: Masculinity, Media, and Moral Education
Author(s):
Lyn Mikel Brown, Colby College
Co-author(s):
Mark B. Tappan, Colby College
Sharon Lamb, Saint Michael's College
Abstract:
The purpose of this presentation is to consider the role that the media (particularly film
and television) play in perpetuating both a very limited conception of masculinity and a
profound sense of male privilege and entitlement that fuels, at least in part, the current
“boy crisis” in US schools and colleges, and contributes to violence, substance abuse, and
civic disengagement among an increasing number of young men in our society.
Participants will consider examples of mediated messages aimed at boys and young men,
and discuss strategies that parents and teachers can employ to help boys and young men
resist these messages.
Rountable-305
5:45 pm-7:00 pm
Room: 914
Title: Factors Influencing Moral Development in Professional Education
First Author:
Trevor S. Harding, California Polytechnic State University
Co-author(s):
Cynthia J. Finelli, Center for Research on Learning and Teaching, University of
Michigan
Donald D. Carpenter, Lawrence Technological University
Matthew J. Mayhew, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
The E3 (Exploring Ethical decision-making in Engineering) Research Team is a group of
engineering educators and educational researchers who have been working
collaboratively to understand ethical decision-making and development in engineering
undergraduates for the past seven years. Initially convened to understand the high levels
of cheating self-reported by engineering undergraduates, the team has more recently
begun a federally-funded project to assess the efficacy of curricular and non-curricular
activities in promoting the ethical development of engineering students. This roundtable
discussion will focus on both the formation of the moral self within professional
education and practical considerations of ethics education within the professions.
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Roundtable-307
5:45 pm-7:00 pm
Room: 914
Title: The Moral Judgment of Gifted Adolescents: An Exploratory Study
Author(s):
Ashley Lewis, University of Minnesota
Abstract:
The purpose of this study is to examine both the abstract and concrete moral judgment
ability of gifted adolescents. Preliminary evidence suggests that gifted adolescents differ
from their non-gifted peers in a variety of ways, including their ability to think about
moral issues. This study investigates gifted adolescents’ use of abstract concepts, as
measured by the Defining Issues Test (DIT), and use of intermediate concepts, as
measured by the Adolescent Intermediate Concepts Measure (AD-ICM). Results indicate
that gifted adolescents differ from their peers in both types of moral judgment, which has
implications for moral education curricula.
Roundtable-308
5:45 pm-7:00 pm
Room: 914
Title: The Ethical Decision –Making Behavior of Advertising Executives
Author(s):
Diane Rutkow Persky, Steinhardt School of Culture, Education, and Human
Development, New York University
Abstract:
In the last two decades, the advertising industry has shifted from one that was previously
populated by independently owned companies to one that resembles Big Business where
a handful of publicly owned conglomerates are dominant. The emphasis has changed
from creating cutting edge work and building client relationships to profitability,
returning value to shareholders, and retaining clients. Today, the industry faces two
major challenges, economic viability and negative perceptions due to questionable ethical
behavior. This new environment often compromises the ethical decision-making abilities
of advertising executives who experience ethical conflicts between their own creative and
managerial beliefs, and their economic interests.
The proposed paper examines the effect of corporate culture and personal factors on the
ethical decision-making ability of advertising executives.
Roundtable-309
5:45 pm-7:00 pm
Room: 914
Title: Promoting Democratic Values Across Nations: Findings from a Long-term
American-Russian Partnership
Author(s):
John McGurgan, The Amerus Exchange, LTD
Co-author(s):
Tatyana V. Tsyrlina, Kursk State Medical University, Kursk, Russia; Regional Open
Social Institute, Kursk, Russia
Joseph Henry Rustick, The Amerus Exchange, LTD
Abstract:
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Our presentation aims to share the goals, strategies and experiences of cooperation
between American educators, Upstate New York community members, and Russian
educators of Kursk. Originally informal in nature, now the contacts take place under the
aegis of a non-profit organization, THE AMERUS EXCHANGE, LTD. Since 1994
organizers from both nations have tried to raise the level of mutual understanding and
develop democratic ideas, principles and practices. One of the presenters, Joseph Rustick
has participated in every exchange since he was 10. He will speak about how he has
grown morally and emotionally through his involvement in this unique series of contacts.
Roundtable-310
5:45 pm-7:00 pm
Room: 914
Title: Educating Children About Peace, Inclusive Thinking, and Nonviolent
Problem Solving
Author(s):
Marshall Strax, College of Saint Elizabeth
Abstract:
The goal of this paper is to encourage a conversation based on the ideas of Carl Rogers,
Mortimer Adler, R. J. Starratt, Thomas Green, Howard Zinn, and others concerning what
children should be taught about peace, inclusive thinking, and nonviolent problem
solving. Humanistic educators believe when given a fair and balanced education people
can be counted on to make the “right” decisions. Examples of curricula and pedagogical
methods which can be used to teach children informed decision making about peace,
inclusive thinking, and problem solving using music, literature, art, science, and other
liberal arts will be discussed.
Roundtable-312
5:45 pm-7:00 pm
Room: 802
Title: Total Moral Education: The Outlines of the 1920s Americanization
Movement
Author(s):
John Kenneth Press, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This paper will present the Americanization Movement as a positive model of Civic
Education by looking at the life of its leader, its philosophies and teaching materials.
This early 20th Century movement provided a source of guidance and harmony for the
increasingly diverse and chaotic society. This widespread movement involved local
communities, industry and Presidents. Together they welcomed and tried to protect
immigrants. In turn they asked that the immigrants make progress towards acquiring
American citizenship. English and civic lessons were used to enable their participation in
America. Simultaneously, parades and public demonstrations celebrated the immigrants’
contributions to society.
Roundtable-313
5:45 pm-7:00 pm
Room: 802
Title: Teaching for Moral Democracy: Lessons from School and University Contexts
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Author(s):
Tom Wilson, School of Education, Chapman University
John Gunderson, School of Education, Chapman University
Abstract:
This proposal offers pedagogical questions in terms of both theory and practice. In what
ways and by what forms of teaching/learning seem to be effective in educating for a
moral democracy? How do we deal with Hedley Beare’s question “but what do I do on
Monday morning?” What theoretical positioning anchors our daily practices? What is the
ethical justification for the methodology we choose to use? Who is the “we” in the
choosing? Examples of the struggle for democratic formation from elementary,
secondary, university, community and social movement settings are all possibilities.
Roundtable-314
5:45 pm-7:00 pm
Room: 802
Title: Implications for Moral Education Practices from the Field
Author(s):
Sandra K. Winn, Albany College of Pharmacy
Abstract:
This workshop will focus upon moral development research conducted at a progressive
urban elementary school. The school has a conflict resolution forum called a Council
Meeting, which is similar to Lawrence Kohlberg’s Just Community Model. Fifteen
Council Meetings were recorded and analyzed to see how closely the school’s forum was
to Kohlberg’s model. The research also looked at teacher and student communication to
answer the question of whether moral development does occur while engaged in Council
Meeting. In this workshop, the participants will hear the research results, engage in an
activity based upon these and discuss any possible implications pertaining to educational
environments.
Roundtable-315
5:45 pm-7:00 pm
Room: 802
Title: The Evolving Moral Self: Where We’ve Been and Where We’re Going
Author(s):
Jess Matthews Duval, Cornell University
Abstract:
Might the moral self develop integrated into other aspects of personality and might all
adolescents, even those who do not seem to emphasize morality in their thinking, have
some aspect of a moral self even if it is not the central organizing conception of their
personality? To begin to address this question, I have focused on how empirical
literature has considered the processes connecting moral cognition and moral action.
Have our questions considered the psychological processes behind this relationship and
have our methods illuminated these processes and allowed for increased understanding of
how moral judgment becomes moral action? How do we enlarge the construct to
consider recent work in the socio-cultural traditions (Tappan, 2000) and the contribution
of the social intuitionist model (Haidt, 2001; Narvaez & Bock, 2002)? How do we (as a
field) understand the relationship between moral judgment and moral action?
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Roundtable-316
5:45 pm-7:00 pm
Room: 802
Title: Culturally-Relevant Teacher Care: Can It Be Quantified? Should We Try?
Author(s):
Mari Ann Roberts, Emory University
Abstract:
This interactive session will examine and evaluate an instrument which purports to measure
practicing teachers’ beliefs about, comfort with, and actions involving teacher care as it is
defined by foundational researchers in the field of care and culturally-relevant pedagogy.
The researcher will discuss the results of piloting this instrument. Then together the
presenter and audience will evaluate the potential questions that purport to measure this
type of teacher pedagogy, debate the validity of such an instrument, and debate the
possibility of measuring a morality of care.
Roundtable-318
5:45 pm-7:00 pm
Room: 802
Title: Moral Development through Constructive Controversy
Author(s):
Michelle Tichy, St. Norbert College
Abstract:
Constructive controversy is an instructional procedure that combines cooperative learning
with structured intellectual conflict. This study examined the impact of constructive
controversy upon students’ morality; specifically looking at Rest’s four components of
moral development and the associated sets of ethical skills. Half the participants were
assigned to work individualistically on a curriculum-based moral issue and the other half
were assigned to work on the same issue using the constructive controversy procedure.
The constructive controversy procedure had a statistically significant positive effect on
three of the four components of moral development after the two weeks of the study.
Roundtable-319
5:45 pm-7:00 pm
Room: 802
Title: The Moral Hero: Using Biography to Teach about Moral Development
Author(s):
Debora L. Liddell, The University of Iowa
Abstract:
What is moral courage and what does it look like in the lives of our heroes? This paper
describes a classroom assignment in which graduate students read biographies of moral
exemplars and applied their stories to a theory of moral development. The paper
discusses the utility of social learning theory in such an assignment, describes outcomes,
and shares strategies for other settings.
Roundtable-320
5:45 pm-7:00 pm
Room: 802
Title: Using Realistic Vignettes to Teach Ethical Thinking in Psychological Research
Author(s):
Kathryn M. LaFontana, Sacred Heart University
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Abstract:
In undergraduate psychology programs, ethics is typically covered in a single class or
chapter, usually in a research methods class. As a result, students are given the
impression that ethical issues in psychology are limited in both scope and relevance. In
the present example, a series of vignettes was created to help students think about ethical
issues in a broader and more personally relevant context. Rather than using extreme
hypothetical scenarios, these vignettes feature the kinds of ethical dilemmas that students
may encounter as undergraduate psychology majors, which lead to greater external
validity in the results of this teaching method.
Roundtable-321
5:45 pm-7:00 pm
Room: 802
Title: Was Socrates’ Method of Moral Education Anti-Democratic?
Author(s):
Elly Pirocacos, The American College of Greece; The International Center for Hellenic
and Mediterranean Studies, Greece
Abstract:
There are scores of prominent contemporary philosophers that boldly claim that the
Socratic Method “is important less for its drive at moral education than for its capacity
for civic education” (Rob Reich, “Confusion about the Socratic Method: Socratic
Paradoxes and Contemporary Invocations of Socrates”, PES Yearbook, 1998). How is it
that the very same man, practicing the same method could paradoxically be acclaimed for
both his anti-democratic stance, as well as a seemingly democratic-friendly stance?
Perspectives like this one are accommodated by placing emphasis on the open-endedness
of Socratic dialectic inquiry, accepting Socrates’ disavowal of knowledge as sincere, and
finally claiming that the method cannot after all establish more than inconsistency and
hence must rest on a more fluid and regulative notion of truth. My paper presentation will
take issue with arguments that aim to gloss over this Socratic paradox by inadvertently
casting out of the picture Socrates’ pursuit for objective moral truth as well as his air of
moral superiority.
Roundtable-322
5:45 pm-7:00 pm
Room: 802
Title: Resources of Confucian Moral Education in a Pluralistic Global Society
Author(s):
Kwok Keung Lau, Faculty of Education, The Chinese University of Hong Kong, Hong
Kong
Abstract:
Confucian moral education could be a resource for moral education in today’s
multicultural global society. Confucian morality teaches not by first assuming the
existence of a God or a higher principle and then making inferences from top down, but
by starting from peoples’ experiences close at hand and then moving upward and forming
syntheses and principles. Confucian moral education is based on a picture of human
existence closer to our common sense experience. Theoretically, Confucian morality
forms an open system, which has its objectivity; universality resides at the self-
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determination and authentic existence of the individual. Confucian moral principles do
not necessary contradict with other moral philosophies or religions.
Roundtable-324
5:45 pm-7:00 pm
Room: 802
Title: Seeking Cosmopolitan Citizenship: A Comparative Study of Two
International Schools
Author(s):
Theresa B. Alviar-Martin, Emory University
Abstract:
This study explored the feasibility of educating youth for cosmopolitan citizenship by
examining how two international schools foster learning about human rights, develop
students’ recognition of diversity in communities ranging from the local to the global,
and compel action in response to issues across that range (Osler & Starkey, 2005). Using
mixed research methodology, I analyzed data from curriculum documents, observations
of social studies classes, interviews with teachers and students, and a student survey.
Preliminary findings show that participants ponder how to reconcile local and global
issues, and how to define citizenship within settings characterized by a predominantly
global outlook.
Roundtable-325
5:45 pm-7:00 pm
Room: 802
Title: Changes of Concept in Global Citizenship for Taiwanese Young People Being
International Volunteers
Author(s):
Chiau-Jen Chen, National Taiwan Normal University, Taipei, Taiwan
Abstract:
The research explores the experiences of young Taiwanese international volunteers, and
resulting positive influences on their concept of global citizenship. Firstly, several points
of global citizenship summarized through literature review would be theoretical bases in
this research. Secondly, certain Taiwanese young people who had participated in
international volunteering programs, recommended by the organizations would be
subjects of interviewing in this research. Finally, a special requirement is that those
programs need to be held for over five years, because of the abundant experience of those
organizations. Finally, some findings may develop from the in-depth interviews, which is
the main method used in this research, and provide recommendations for Taiwan and
other countries.
Rountable-326
5:45 pm-7:00 pm
Room: 802
Title: Ecological Cosmopolitan and Civic Education: Taiwan’s Problems Under
Globalizing Condition
Author(s):
Chun-Ping Wang, National Chi-Nan University, Taiwan
Abstract:
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This article tries to construct a possible ethical foundation for ecological cosmopolitan
responsibilities and consciousness. Its main purposes are as follows: firstly, to illustrate
the significance of ecological thinking in human encounters with globalization; secondly,
to argue theories of traditional-rational aspects based on Martha C. Nussbaum’s ideas of
poetic justice and discourse of the “capability approach”; and thirdly, to explain
globalizing problems in Taiwan (e.g. larger number of southeast Asian labor immigrants
and transnational marriages, culturally sustainable development of indigenous
minorities). Finally, the paper takes multiple and tolerant viewpoints of justice to further
establish a positive ecological citizenship.
Roundtable- 327
5:45 pm-7:00 pm
Room: 802
Title: An Integrated Approach to Global Ethics Education
Author(s):
Changwoo Jeong, College of Education, Seoul National University, Seoul, Korea
Abstract:
Controversial moral issues relating to globalization and multiculturalism raise questions
that have become increasingly pressing to moral inquiry. In addition, they also require
ethical caring—that is, feelings with and for the other that motivate us in natural caring.
For this reason, I think that it is more profitable for practice to be based on the integrated
approach to moral education in the context of globalization and multiculturalism, instead
of trying to chop up global ethics education into justice and caring. Thus, this study
investigates the advantages of the integrated approach to moral education in a global and
multicultural age and explores basic principles and fertile conditions for applying the
integrated view of global ethics education.
Roundtable-328
5:45 pm-7:00 pm
Room: 802
Title: Creating the Ethical Inclusive Classroom
Author(s):
Carol Strax, Dominican College
Abstract:
This paper will demonstrate how preservice teachers can learn about the ethical frames of
justice, caring, and critique and how these ethical frames can be interwoven (Starratt,
1994) to create an ethical classroom through experiential learning in a college course on
inclusion of children with disabilities. Four group projects are used for this purpose.
This paper highlights the need for and suggests the content of preservice education.
Roundtable-329
5:45 pm-7:00 pm
Room: 802
Title: Individual Traits and Prosocial Behavior of Elementary Students in Korea
Author(s):
Chae-Yun Uhm, College of Education, Seoul National University, Seoul, Korea
Abstract:
This study explores the relationship between individual traits and prosocial behaviors of
6th grade elementary students in Korea. The data for research was collected from 6th grade
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students (N=158) by 8 self-reported questionnaires. It investigated the relation between
individual traits and prosocial behavior. The major findings were as follows. First,
cognitive traits were not significantly related to self-reported prosocial behavior; DIT for
moral reasoning, cognitive IRI for role taking. Second, emotional traits such as subjective
well-being (life satisfaction, positive affect, and empathy) were connected with prosocial
behavior significantly. However, negative affect in subjective well-being was not. Third,
self-esteem included in personal traits was related to prosocial behavior positively.
Roundtable-330
5:45 pm-7:00 pm
Room: 802
Title: Moral Development of Teachers by Teaching Career and School Level in
Korea
Author(s):
Hyunjoo Won, College of Education, Seoul National University, Seoul, Korea
Abstract:
This study examines the difference of moral reasoning among teachers by teaching career
and school level in Korea. It also explores the developmental transition among the
subgroups on their moral reasoning. The data was collected from teachers in elementary
and secondary school in Korea. In the case of pre-teachers, they were students from the
college of education. One hundred fifty three teachers and thirty-four students completed
Defining Issue Test (DIT) for their moral reasoning. Analysis of variance (ANOVA) was
conducted to compare the differences among the subgroups. As a result, there was
significant difference in P (%) score both by teaching career and by school level. In the
results of developmental transition, pre-teachers were the highest group.
Roundtable-331
5:45 pm-7:00 pm
Room: 802
Title: College Students’ Perception of Parental Use of Moral Socialization
Techniques
Author(s):
Jupian J. Leung, College of Education and Human Services, University of Wisconsin,
Oshkosh
Abstract:
College students (N=343) anonymously reported their perception of parental use of moral
socialization techniques while they were in high school and living at home. Results
showed that parents used induction significantly more than power assertion or withdrawal
of love, and they used power assertion more than withdrawal of love. Mothers used
induction significantly more than fathers but did not differ from fathers in the use of
power assertion or withdrawal of love. Results also showed that induction was positively
related to students’ moral emotions and power assertion negatively related to students’
moral actions.
Roundtable-332
5:45 pm-7:00 pm
Title: Stage 7 and Multiple Moral Issues
Author(s):
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Gunnar Jorgensen, Communication Director, (Unaffiliated), Norway
Abstract:
In his concept of Stage 7, Kohlberg argues that cognitive moral reasoning has a
counterpart in the affective domain, a moral impulse that precedes and follows cognitive
development. Personality traits in the affective domain have traditionally been described
as four temperamental clusters of traits since the old Greek philosophers, via Galen and
Kant, as well as Eysenck and Cruise & Blitchington. The object of this study is to explore
possible relationships between temperament and cognitive moral reasoning along four
moral principles. Results from a pilot study using a test developed to measure this
relationship, will be presented. Those who wish may take the Multiple Moral Issues Test
(MMIT).
Roundtable-333
5:45 pm-7:00 pm
Room: 802
Title: Promoting Student Civic Involvement and Social Action
Author(s):
Joseph Corsetti, Department of Humanities, New Haven Academy
Meredith Gavrin, New Haven Academy
Abstract:
Each senior at New Haven Academy Interdistrict Magnet School, as an outgrowth of the
Facing History and Ourselves (FHAO) four year program, designs, implements, and
presents a Social Action Project. In the context of the senior Humanities electives each
student identifies a local, national, international issue he/she will explore further. Each
student then develops an independent proposal outlining a course of action to address the
issue and implements the plan in the spring semester. This roundtable will also explore
ways for other educators to implement similar social action projects and civic
engagement activities in other educational settings.
Welcome Reception
Sponsored by St. John’s University
Entertainment by NYU Steinhardt String Quartet
Shorin Room, Kimmel Center , 8th Floor
5:45 pm-7:00 pm
Dinner On Your Own
7:00 pm
AME Executive Board Pre-Conference “Working” Dinner
Payne Room, Pless Hall 4th Floor
6:30 pm-10:00 pm
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Friday, November 16
Helen and Martin Kimmel Center for University Life
60 Washington Square South
Registration Desk Open from 8:00 am-5:00 pm
Morning Coffee from 8:30 am-10:00 am
Kohlberg Lecture
8:30 am-10:30 am
Location: Jack H. Skirball Center for the Performing Arts
60 Washington Square South, New York University
Welcome begins at 9:00 am
Mary Brabeck, Dean of New York University’s Steinhardt School
of Culture, Education, and Human Development
John Sexton, President of New York University
John Snarey, President of the Association for Moral Education
Kwame Anthony Appiah
Laurence S. Rockefeller University Professor of Philosophy at Princeton University
“Global Citizenship”
Paper Presentations and Symposium Sessions
10:45 am-12:00 pm
Session 15
10:45 am-12:00 pm
Room: 803
Papers #5
Title: Global Citizenship and State Standards in Social Studies and Civics
Author(s):
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Anatoli Rapoport, Purdue University
Abstract:
In the era of globalization and economic and political interdependence the term “global
citizenship” acquires new meanings. The concept of global citizenship challenges
educators, particularly in the areas of social studies, to utilize new approaches in
citizenship education. How helpful are State Standards in this process? Using context
analysis the author explores how and to what extent State Standards in Social Studies and
Civics direct educators in teaching about global citizenship.
Title: Civic Identity Crystallization in a Religious Particularistic Venue
Author(s):
Gross Zehavit, School of Education, Bar-Ilan University, Israel
Abstract:
The aim of this paper is to investigate how the crystallization of civic identity can be
enhanced in a particularistic socialization setting. This study was carried out among
graduates of state religious education in Israel utilizing qualitative and quantitative
methodologies. The main conclusion is that the separation between the nationalistic and
civic components within the ego identity structure of the individual weakens democratic
consciousness whereas the integration and adaptation of them within the socialization
process strengthen and enhance democratic awareness and engagement.
Session 16
10:45 am-12:00 pm
Room: 914
Symposium #77
Title: Concepts, Research, and Practices of Linking Different
Perspectives
Chair(s):
Wiel Veugelers, Graduate School of Teaching and Learning, University of
Amsterdam, The Netherlands
Discussant:
Victor Battistich, University of Missouri, St. Louis
Abstract:
The concept of citizenship is getting more complex: it includes in contemporary political
and scientific discourse the formal political level of society, civil society, and
interpersonal relationships between individuals and groups. Citizenship is not restricted
to the national level but is embedded in globalism and cosmopolitanism. Deepening the
concept of citizenship makes the link between citizenship development and identity
development more manifest and stronger. At the same time morality is now viewed as
context-based. Moral values and moral reasoning are embedded in social context. Moral
values are not absolute but become meaningful in social, cultural and political practices.
Linking citizenship development and moral development can create citizenship
education with meaningful learning experiences for students aimed at what Dewey called
‘a democratic way of life’: on getting involved in a democratic society, on the political
level, in civil society and on the interpersonal level. In this symposium we will present
recent work on linking moral development and citizenship education, in particular we
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will focus on conceptual frameworks in linking different theoretical perspectives, like
spirituality, character education, political science and critical pedagogy..
Title: Morality, Spirituality and Global Citizenship
Author:
Kirsi Tirri, University of Helsinki, Finland
Abstract:
Osler and Starkey (2005) identify cosmopolitan citizenship informed by human rights as
a goal of citizenship education. This kind of citizenship is a world view that celebrates
human diversity. Cosmopolitan citizens act locally, nationally and globally. They accept
shared responsibility for humanity’s common future. In this paper the concepts of
morality and spirituality are linked to the concept of global citizenship. The paper will
argue that good citizenship education will address questions concerning moral and
spiritual domains. The holistic approach to education acknowledges the development of a
whole student also in citizenship education. Empirical findings are reported to support the
linkages between moral and spiritual domains in education.
Title: Moral Character Education: An Integrative Approach
Author:
Darcia Narváez, University of Notre Dame
Abstract:
The Integrative Ethical Education model (IEE; Narváez 2006) provides an intentional,
wholistic, comprehensive, empirically-derived approach to values education. It is rooted
in what was intuited by ancient philosophers and confirmed by current science to be
necessary to cultivate moral character, citizenship and human flourishing. The five steps
of the model are: (1) Establish a caring relationship with each student; (2) Establish a
caring supportive classroom climate; (3) Teach ethical skills across the curriculum and
extra-curriculum; (4) Use a novice-to-expert pedagogy; (5) Foster student self-regulation
and self-actualization. These steps are embedded in a context of community involvement
and high expectations for behavior and achievement.
Title: Moral Development and Citizenship Education from a Political Education
Perspective
Author:
Fritz Oser, Lehrstuhl fuer Paedagogik und Paedagogische Psychologie, University of
Fribourg, Switzerland
Horst Biedermann, Lehrstuhl fuer Paedagogik und Paedagogische Psychologie,
University of Fribourg, Switzerland
Abstract:
The relationship between the quality of the moral judgment and citizenship competencies
are not yet clearly resolved. In this paper we hypothesize that morality and the content of
citizenship are completely different domains and that the stimulation of a higher form of
moral judgment does not change any competence profile of political thinking (e.g.
knowledge, attitude, concept, action disposition, sensitivity). In addition to a discussion
on a conceptual basis – i.e. in which we try to show that the justice issue is neither
directly related to political competencies nor to the concept of law and public norms –,
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we present empirical findings in terms of relationships between aspects of political
identity from the IEA CIVED-Study for the upper secondary students and DIT measures
(sample: age = 17-18; n = 1270). We hypothesize that there are no correlations between
aspects of both social-affective and discourse-procedural oriented political behavior
styles and DIT measures with respect to age and gender. These expected results do not
militate against the necessity of moral education in schools and the goal of developing
civic competencies and democratic understanding. Rather they point the fact out, that if
we only stimulate one of these two domains, the other one is not positively or negatively
influenced; thus it must be separately stimulated with different content and different
behavior goals. Does this mean that political thinking cannot be combined with moral
issues? To that question we suggest the answer, that in fact political situations like
scandals, corruptions or misuse of power can’t be morally investigated. Therefore we
think that the core issue of political and civic education cannot be moral education.
Question of the functioning of governmental and public power management are not prima
facie moral issues. Thus, political and civic education has to be aware of how and when
the two domains can be brought intentionally together and how and when they have to be
separated. We would like to present different models of the relationship between morality
and civic contents. These models are either interpretative or additive or complementary
or regulative and the consequences of each model are powerfully different. To distinguish
these models would be an important teaching standard.
Title: Moral Development and Citizenship Education from a Critical Pedagogy
Perspective
Author:
Wiel Veugelers, University of Amsterdam / University for Humanistics, The Netherlands
Abstract:
A critical pedagogy perspective on linking moral development and citizenship education
means focussing on a participatory democracy, a democratic way of life, empowering of
subjects aiming at humanity and a more justice world for all. Developing values is a
process of positioning itself in discourses and practices. A critical pedagogical
perspective means gaining insight in the power relations in and between discourses and
empowering the oppressed voices and human beings.
The paper will explore linkages of concepts from theories of moral development,
citizenship education and critical pedagogy. Results from different empirical studies
(with quantitative and qualitative methods) will be used to clarify concepts, to show
practices and to present possibilities and constraints to link moral development and
citizenship education.
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Session 17
10:45 am-12:00 pm
Room: 802
Papers # 32
Title: Being White/Being Good: White Complicity, Moral Responsibility and Social
Justice Pedagogy
Author(s):
Barbara Applebaum, Syracuse University
Abstract:
This paper looks at a distinction that Iris Marion Young makes between two models of
responsibility – a liability model of responsibility and what Young refers to as a social
connection model. I argue that the liability model is the one primarily assumed by white
students in courses that teach about systemic social injustice and this model supports
white denials of complicity making it more difficult for white students to understand their
role in the perpetuation of systemic oppression and privilege. The social connection
model is detailed and its implications for social justice education are examined.
Title: Social Class, Income Disparity: Children's Awareness and Teachers'
Responsibility
Author(s):
Elizabeth Saenger, Retired Teacher of Ethics, Ethical Culture Fieldston School, Bronx,
New York
Joan Arrowsmith, Children's Librarian, Ethical Culture Fieldston School, Bronx, New
York
Abstract:
Even young children are aware of the huge differences between rich and poor, on local,
national, and global scales. Significantly, children of every economic level are affected.
We have developed specific ways to help them navigate this minefield, including framing
discussion, using children's literature, understanding anthropological approaches and
sociological insights, supporting friendships, improving money issues in schools,
avoiding harmful projects, putting the meritocracy myth in perspective, and providing a
clear, honest, and matter of fact language for everyone. Our goal is social justice.
Title: The Moral Dimension of Tolerance to Human Diversity
Author(s):
Rivka Witenberg, School of Psychology, Australian Catholic University, Australia
Abstract:
The kinds of justifications children and younger and older adolescents use to support
tolerant and intolerant judgments about human diversity were examined. For the tolerant
responses, three main belief categories emerged based on the beliefs that others should be
treated fairly (fairness), empathetically (empathy) and that reason/logic ought to govern
judgments (reasonableness) linking tolerance to moral reasoning, rules and values. The
major constraint to tolerance was beliefs in freedom of speech, pointing to a conflict in
values between tolerance and other human rights. Age and gender differences also
emerged. Grounding tolerance in theories of morality allows for an alternative approach
to promote harmonious intergroup relationship.
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Session 18
10:45 am-12:00 pm
Room: 901
Papers # 31
Title: Community Education and the Construction of Democracy and Citizenship
Values
Author(s):
Ulisses F. Araújo, School of Arts, Sciences and Humanities, University of São Paulo,
Brazil
Abstract:
This research paper presents the experience carried out over 2 years in which two
Brazilian public elementary schools situated in a poor district of the City of São Paulo
created an ethical environment, based in values of ethics, human rights, citizenship and
democracy. In this experience, we have fostered change in school curriculum, inserting
ethical and human rights contents through interdisciplinary and transversal strategies and
not specific disciplines; strengthened school, family and community relationships through
regular forums of ethics and citizenship in which students, teachers and community
members planned ethical tours in the school’s surroundings, and later worked in
classroom through project work.
Title: Social Education as Part of a National Curriculum in Israel
Author(s):
Yael Barenholtz, Ministry of Education, Israel
Abstract:
Social education is part of the national core curriculum in Israel as of 2007. One
mandatory session per week is assigned for social education. Participating in this session
is not for credit, and students’ performance is not graded. The Social education
curriculum for 7-12, includes: promoting youth leadership, values of and for democracy,
social and civic involvement, volunteer work in school and in the community, discussing
current events and its moral aspects, teaching ethics in a pluralistic society, etc. We will
go on a short tour clarifying the concept of Social Education, its goals and “performance”
in the high school system in Israel.
Title: The Chinese Debate over Deyu and the New Curriculum Reform
Author(s):
Zhenzhou Zhao, School of Education, Beijing Normal University, Beijing, China
Co-author(s):
Chuanbao Tan, School of Education, Beijing Normal University, Beijing, China
Abstract:
Deyu (de denotes moral, political-ideological and other characters; yu denotes education)
is one of the most popular topics of debate in contemporary Chinese society. This study
analyses China’s internal debate to see how local researchers re-explore the definition
and function of Deyu since the 1980s. Particular attention will be given to the recent
decade in which China is getting more involved in a growing global and information age.
The discussion will show how the educational researchers and practitioners struggle to
make the Western moral theories take root in China and develop local perspectives in the
ongoing New Curriculum Reform.
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Session 19
10:45 am-12:00 pm
Room: 912
Symposium # 56
Title: Social Change, Values, and the Management of “Positioning”
Chair:
Helen Haste, Harvard Graduate School of Education; University of Bath, England
Co-author(s):
Angela Bermudez, Harvard Graduate School of Education
Leticia Braga, Harvard Graduate School of Education
Salie Abrahams, International Peace University, South Africa
Abstract:
In understanding social change, how we use values and beliefs is at least, if not more,
important than knowing what values people claim to hold. ‘Positioning’, unlike analysis
based on fixed ‘roles’, takes into account the constantly fluid and negotiated relationship
between persons, between persons and institutions – and the continual renegotiation of
those relationships through resistance and power. This panel will explore different
examples of positioning, in relation to changing social, political and ethical values.
Angela Bermudez will present analyses of an online-discussion amongst high school
students about the Rodney King incident and the “L.A. Riots” of 1992. Students’
arguments regarding the role of historic legacies, memory, and social and personal
responsibility are shaped largely by how participants in the forum position themselves,
how they position their co-discussants, and how they presume other students position
themselves. Leticia Braga describes how Brazilian immigrant adolescents construct a
narrative around their past, present, and future experiences of immigration between
Brazil and the United States. Salie Abrahams and Helen Haste analyze how young Black
and Coloured South Africans redefined their identities and repositioned themselves and
the social groups of their society, when Mandela came to power in 1994. Some of these
young people have been followed up 12 years later and we compare their positioning then
and now.
Title: Positioning in the Process of Deliberating Controversial Ethical and Political
Issues
Author(s):
Angela Bermudez, Harvard Graduate School of Education
Abstract:
This paper presents analyses of an online discussion amongst high school students about
the Rodney King incident and the “L.A. Riots” of 1992. The author will discuss how the
varied ways in which students position themselves and others in terms of ethnicity, social
background, and place of origin prescribes their understanding of the incident and
proscribes alternative interpretations. In particular, Angela will illustrate how students’
arguments regarding the role of historic legacies, memory, and social and personal
responsibility are shaped largely by how participants in the forum position themselves,
how they position their co-discussants, and how they presume other students position
themselves.
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Title: Being or Becoming an Immigrant? Understanding Adolescents’
Contextualized Identities
Author(s):
Leticia Braga, Harvard Graduate School of Education
Abstract:
This paper focuses on how the identity development of a sample of Brazilian immigrant
adolescents must be understood as being contextually grounded. The perspectives voiced
by participants illustrate how a narrative is constructed around their past, present, and
future experiences of immigration between Brazil and the United States. In using
positioning as an analytical tool, participants’ statements provide examples of how
national categories like “Brazilian” are transformed into ethnic ones, and documentation
status can be interpreted in multiple ways. The analyses indicate that youths who look
similar demographically can still have vastly different experiences of becoming and
being an immigrant.
Title: “You Can’t Oppress Yourself”: Identity and Re-positioning in Post-Apartheid
South Africa
Author(s):
Salie Abrahams, International Peace University, South Africa
Helen Haste, Harvard Graduate School of Education; University of Bath, England
Abstract:
This paper reports a study with Black and Coloured South Africans at the time that
Nelson Mandela came to power—and they and their families became enfranchised for the
first time. The data (from in-depth interviews conducted by the first author in the first
rond, and by both authors in the second round) demonstrate how they redefined their
identities and positioned and repositioned themselves and the social groups of their
society. Particularly striking about these data were the invocation, in discussion of their
personal identity, of Mandela’s discourses about truth and reconciliation, about creating a
new South Africa that was about being “South African,” not White, Black, or Coloured,
and about the need to remove apartheid from the mind, not only the law, for all groups.
These young people identified very strongly with the “new” South Africa and the concept
of opportunity that was free from constraints. The data are a vivid snapshot of a period of
intense transition, and the lives of a group most powerfully affected by it. The sample is
being followed up, 12 years later, and data from the second round will be presented to
demonstrate similarities and differences between positioning then and now.
Session 20
10:45 am-12:00 pm
Room: Eisner/Lubin
Symposium #72
Title: Translating Developmental Theory and Research into Educational Practice:
Findings from University-School Board Partnerships Developed to Promote
Students’ Social Responsibility
Chair(s):
Kimberly A. Schonert-Reichl, University of British Columbia, Canada
Lisa Pedrini, Vancouver School District, Canada
Co-author(s)(s):
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Maureen Dockendorf, School District #43 Coquitlam, Canada
Shelly Hymel, University of British Columbia, Canada
Jeannie Kerr, Admiral Seymour Elementary School, Vancouver, Canada
Molly Stewart Lawlor, University of British Columbia, Canada
Sharon LeClair, School District #43 Coquitlam, Canada
Jan Sippel, Vancouver School District, Canada
Terry Waterhouse, School of Criminology and Criminal Justice, University College of
the Fraser Valley, Canada
Abstract:
The promotion of social responsibility and social-emotional competence in students has
long been considered to be a goal of education. In 1997, in British Columbia (BC),
Canada, the Ministry of Education identified social responsibility as one of four
performance standards - a standard to be promoted to the same degree of reading, writing,
and numeracy. In response to the increased focus on social responsibility in BC, a
partnership was formed between faculty at the University of British Columbia's Faculty
of Education and the University College of the Fraser Valley with educators at the
Vancouver School Board and the Coquitlam School District. In this symposium three
projects that have emerged from this partnership will be presented. These projects can
serve as an illustration of the ways in which schools and universities can work
collaboratively to translate theory and research into practice to promote students’ social
responsibility.
Title: Assessing Social Experience and Socially Responsible Behavior in Secondary
Students
Author(s):
Lisa Pedrini, Vancouver School District, Canada
Jan Sippel, Vancouver School District, Canada
Shelly Hymel, University of British Columbia, Canada
Terry Waterhouse, School of Criminology and Criminal Justice, University College of
the Fraser Valley, Canada
Abstract:
The Safe School Social Responsibility Survey for Secondary Schools is an extensive selfreport measure of student perceptions of personal safety, self- esteem, social
responsibility, racial and sexual discrimination, bullying, school violence and substance
use, school connectedness, and community involvement as well as school and home
support. As part of a unique university-community collaboration between practitioners
and researchers, the survey was developed in response to educational mandates to foster
socially responsible behavior among students and demands for school accountability.
Based on extensive consultation with partner school districts and a review of the diversity
of approaches used in schools to enhance school safety and student social responsibility,
this survey provides an inside look at the social and moral climate of secondary schools
across districts within British Columbia.
Title: Creating Socially Responsible Learning Communities in Elementary Schools:
Translating Theory into Practice
Author(s):
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Maureen Dockendorf, School District #43 Coquitlam, Canada
Sharon LeClair, School District #43 Coquitlam, Canada
Abstract:
British Columbia, Canada is the first jurisdiction to have developed performance
standards for Social Responsibility. Learn about one elementary school’s journey to
create a safe and caring learning community using the Social Responsibility Performance
Standards as a framework. Research supports both the importance and value of social and
emotional learning and its links to academic achievement. This session will include
practical strategies that focus on the implementation of high-quality and sustainable
social and emotional earning that is integrated into every aspect of both whole school and
classroom learning. The presentation will demonstrate how systemic, ordinary initiatives
create possibilities to develop extraordinary school climates that are safe, caring and
promote high academic learning for all students.
Title: Linking Theory and Research to Practice: The Role of Classroom and School
“Connectedness” to Social Responsibility, Empathy-Related Responding, and
Academic Motivation
Author(s):
Molly Stewart Lawlor, University of British Columbia, Canada
Kimberly A. Schonert-Reichl, University of British Columbia, Canada
Jeannie Kerr, Admiral Seymour Elementary School, Vancouver, Canada
Abstract:
Recent years have seen an emergence of research linking students’ school belonging and
school “connectedness” to children’s social-emotional competence, social responsibility,
and school adjustment. Although both theory and research point to the salient role of the
school context or "community" on children's academic achievement and success in
school, relatively little attention has been paid to examining the ways in which schools as
social institutions influence the socio-emotional needs of students, over time. Cognizant
of this important relationship between school context and student success, educators at
four elementary schools in Vancouver, in collaboration with partners at the University of
British Columbia and the Vancouver School Board, have undertaken a series of studies
that demonstrate the ways in which efforts to promote students’ feelings of school and
classroom belonging can result in changes in socially responsible behaviors and socialemotional understanding.
Session 21
10:45 am-12:00 pm
Room: 907
Film Screening #70
Title: Film Screening of American Idealist: The Story of Sargent Shriver
Author(s):
Bruce Orenstein, Writer/Director/Producer, Chicago Video Project
Anna Gomberg, Outreach Coordinator, Chicago Video Project
Abstract:
During the 1960’s Sargent Shriver’s foundational work with the Peace Corps and the War
on Poverty inspired a generation to explore new approaches to service and civic
responsibility. In his private life, Shriver was a man of great character and a passionate
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idealist. This session will consist of presentation of an upcoming historical PBS
documentary, American Idealist: The Story of Sargent Shriver, and a discussion of the
film’s utility for moral education. Special attention will be paid to the use of film as a
teaching tool, historical figures as moral exemplars, and service-learning and moral
development.
Session 22
10:45 am-12:00 pm
Room: 903
Special Topic # 81
Title: Publishing in Academic Journals: Tips to Help You Publish Successfully
Author(s):
Graham Hobbs, Editorial Director, Education Journals, United Kingdom
Abstract:
In the academic world, publishing papers in academic journals is becoming increasingly
important for all academics, especially those starting their careers. The process of
submitting a paper to journal, understanding the peer review process and getting your
paper accepted is a mysterious world. In this presentation you will find out how to choose
the best journal for your paper, how to prepare the perfect manuscript and find out the top
ten reasons why your paper could be rejected.
Session 23
10:45 am-12:00 pm
Room: 904
Papers #13
Title: Exploring Thematic Analyses of Interviews with Cambodian-American
Buddhists and Christians
Author(s):
Kaye Cook, Gordon College
Meghan Savina, Gordon College
Abstract:
In this presentation, we will present findings from the thematic analysis of interviews
about values that were carried out with Cambodian-American Christians and Buddhists.
We will use these interviews as a way of discussing techniques for conducting thematic
analysis and combining findings from several analyses with one another.
Title: Meetings with Remarkable Men and Women: On Teaching Moral Exemplars
Author(s):
Roger Bergman, Creighton University
Abstract:
For many years, I have taught an undergraduate seminar on diverse moral exemplars and
various theoretical perspectives on their development. Although there is a growing
literature on moral exemplars, there is little on the teaching of moral exemplars as a
method of moral education. Although Aristotle provides relevant comments on
emulation and on youthful character, I will be working mainly from intuition and
reflection on my own experience in the classroom. Helpful ideas will be gleaned from
MacIntyre, Freire, Flescher, and Noddings. Key topics include moral imagination,
personal vocation, the human telos, and historical legacy as moral horizon.
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Session 24
10:45 am–12:00 pm
Room: 905
Papers #12
Title: Preparing Dutch Undergraduates for Lives of Moral and Civic Responsibility
Author(s):
Rob Boschhuizen, Center for Educational Training, Assessment and Research, Vrije
Universiteit, The Netherlands
Co-author(s):
Joyce Aalberts, Faculty of Psychology and Education, Vrije Universiteit, The
Netherlands
Abstract:
Higher education students will be the leaders and teachers in tomorrow’s multicultural
society. It is therefore imperative to educate them in how to be responsible and critical
professionals. Such professionals need to be adept in judging and defending arguments.
Sooner or later, judgment will be integrated into the curricula of all institutes of higher
education throughout Europe. Judgment is a complex competence, requiring a
longitudinal and interdisciplinary approach from primary school to university. This paper
will contribute to the interchange of theories and practices (including good practices) in
this domain.
Title: It’s All Good: A Fresh Look at Ethical Relativism
Author(s):
Theo L. Dawson, The Developmental Testing Service, LLC
Zachary Stein, Harvard Graduate School of Education
Abstract:
In both Perry's (Perry, 1970) and Kitchener and King's (Kitchener & King, 1990) models
of epistemological development, the earliest stages of development are differentiated
from later stages by an increasing awareness of the uncertainty of knowledge. At the
earliest stages, knowledge is viewed as absolute. In adolescence, an increasing awareness
of the uncertainty of knowledge produces relativism. Both Perry's and Kitchener &
King's research primarily focused on adolescence and adulthood. In this paper, we
examine patterns in the emergence of relativism in 5 to 57-year-olds. We identify 6 forms
of relativism, each of which appears for the first time at a particular developmental level.
The results indicate that relativism, rather than being symptomatic of an adolescent
developmental crisis, is a gradually developing phenomenon. We explore the
implications.
Title: Moral Emotions: Their Role in Moral Development and Education
Author(s):
Brigitte Latzko, University of Leipzig, Germany
Abstract:
This study contributes to a theoretical framework that integrates cognitive and affective
aspects in moral development. Moral reasoning of students attending elementary school
was compared with reasoning of emotionally or behaviourally disturbed students. In the
tradition of domain theory children were asked to judge rule transgressions as well as to
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attribute emotions to the transgressor and victim. Emotionally or behaviourally disturbed
children attributed more often positive emotions to the transgressor and were less
empathic. The results indicate that moral emotions are strongly associated with the
acceptance of rule transgression and support the effect of domain appropriate education,
especially the education of moral emotions.
Session 25
10:45 am–12:00 pm
Room: 906
Papers # 6
Title: Conflicting Moralities in Children’s Literature: Children’s Choices and
Adults’ Agendas
Author(s):
John D. Beach, The School of Education, St. John’s University
Abstract:
A content analysis of “best” book lists chosen by children and adults (librarians, teachers,
reviewers) over thirty years reveals significant divergences. Adults see children’s
literature as a vehicle for imposing morality, while children’s own choices reveal moral
issues as emerging from all stories as part of the fabric of characters and situations. The
developmental nature of children’s thinking is ignored by many adult recommendations
that favor the magnitude of the issue over children’s readiness to comprehend it. The
success of moral education likely depends on a better match to developmental stages and
a less controlling approach to adopting values.
Title: Literature and the Cultivation of Ethical Relationship across Difference
Author(s):
Ann Chinnery, Faculty of Education, Simon Fraser University, Canada
Abstract:
Literature has recently come to play an increasingly prominent role in moral education,
especially insofar as it facilitates development of the other regarding moral emotions such
as empathy and compassion. In this paper, I explore two divergent approaches to the use
of literature in moral education in pluralist societies: 1) using literature to cultivate the
moral imagination by bridging the self-other gap across differences of race, class, gender,
etc.; and 2) using “resistant literature” (literature that deliberately excludes the reader) in
order to cultivate humility and respect for those whose lives may be very different from
one’s own.
Title: Shakespearean Drama as a Tool of Reconciliation in War-torn Bosnia
Author(s):
Andrew Garrod, Dartmouth College
Anthony Luckett, The MATCH School, Boston
Abstract:
Although it is twelve years since the U.S.-brokered Dayton Agreement ended civil war in
the Balkans, hostilities run deep and ethnic tensions persist. Schools throughout the
country are segregated, and ideas that encourage cross-cultural collaboration are viewed
with suspicion. Mounting bilingual and bi-ethnic drama productions with teenagers from
the city of Mostar in Bosnia and Herzegovina was a deliberate effort in peace making and
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enhancing dialogue across ethnic and religious divides. This presentation explores the
impact of Bosnian student involvement in the productions of Romeo and Juliet (August
2006, Mostar) and A Midsummer Night’s Dream (August 2007, toured the Balkans).
Session 27
10:45 am–12:00 pm
Room: 909
Symposium #48
Title: Adults as Moral and Character Educators: How They Understand Their
Roles and Responsibilities
Faciliatator:
Ann Higgins-D’Alessandro, Fordham University
Title: Youth Sport Coaches as Moral Educators: Possibilities and Challenges
Author(s):
Nicole M. LaVoi, Tucker Center for Research on Girls & Women in Sport, University of
Minnesota
F. Clark Power, Center for Ethical Education, University of Notre Dame
Brooke Crawford, Center for Ethical Education, University of Notre Dame
Kristin Sheehan, Center for Ethical Education, University of Notre Dame
Ann Power, Center for Ethical Education, University of Notre Dame
Abstract:
The challenge of preparing character educators is compounded as we consider character
education outside of the classroom. One of the greatest “growth areas” in character
education is in youth sports. To what extent are youth sport coaches open to accepting
responsibility as a character educators? In two papers, we present exploratory findings
based on a train-the-trainer model of preparing youth sport coaches as character
educators. The focus is on the coaches and their response to a three-hour “Play Like a
Champion” coach education workshop, which presents coaches with an approach that
draws on moral education as well as achievement goal and self-determination theories.
The workshop begins by addressing the role of the coach as character educator and gives
coaches’ practical methods of acting as character educators in practices and games. Pre
and post workshop evaluations provide important insights into the way in which coaches
embrace their responsibilities as character educators, and perceive elements of the sports
climate that potentially foster or hinder athlete moral development. In particular we are
learning how coaches perceive and respond to the tensions inherent in coaching—namely
the complex tensions between optimal performance (i.e. winning), optimal development
(including athletic, social, psychological, and moral development), and optimal
experience (i.e. fun and enjoyment).
Title: Peruvian Teachers’ Construction of Community and Moral Self
Author(s):
Susana Frisancho, Pontificia Universidad Católica del Perú, Peru
Ann Higgins-D’Alessandro, Fordham University
Abstract:
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For Peruvian education, the construction of a sense of community within schools was
strongly recommended in 2003 by the Commission for Truth and Reconciliation as one
way to help in the construction of an inclusive, democratic and just society. However,
very little has been done to follow this recommendation. In this context, it is relevant to
understand which notion of community teachers already have, and how it informs
teacher's daily practices and their commitment with moral and democratic development.
Results of a study of 59 Peruvian high school teachers from three different kinds of
schools explored the construction of a sense of community and the development of a
moral self and analyzed their implications for moral and democratic education. Results
indicate that teachers regard community as a kind of place in which to become better
people because socializing and living with others is perceived as essential to human
nature and that teachers did not have a developed sense of moral self, which may hamper
their development as moral educators.
Title: Classroom-Level Emotional and Instructional Quality and Children’s Risk
for School Failure: The Role of School-wide Intervention in Social-Emotional
Learning and Literacy
Author(s):
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
Higher quality classroom emotional and instructional climate in elementary school
settings is associated with greater student engagement in academic activities and less
negative behavior with peers and teachers. Little is known, however, about the impact of
interventions in social-emotional learning and literacy on the links between classroom
characteristics and children’s developmental outcomes, particularly for children at risk
for school failure.
Using data collected from 942 3rd grade students, their teacher, parents and classrooms
during the first two waves of a 3-year school-randomized study of the Reading, Writing,
Respect and Resolution (4Rs) Program, this paper addresses (1) whether the quality of
classroom climate moderates the relationship between child school risk status and
academic and relational outcomes, and (2) whether exposure to the 4Rs Program
strengthens the role of classroom climate in promoting greater academic and relational
outcomes for at-risk children.
Child school risk includes both functional (behavior problems, poor school engagement)
and demographic (maternal education) risk indicators. Quality of classroom emotional
and instructional climate was assessed through independent observational ratings of 82
classrooms in Spring 2005. Child academic and relational functioning was assessed
through teacher-reported language and literacy skills and relationship quality.
Implications for school-based social-emotional learning interventions will be discussed.
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Session 28
10:45 am–12:00 pm
Room: 910
Papers #49
Title: Creating Technological “Safe Space” for Dialogue: Diverse Teacher
Candidate Interactions
First Author
Benjamin H. Dotger, School of Education, Department of Teaching and Leadership,
Syracuse University
Second Author:
Michael J. Maher, Saint Augustine’s College
Abstract:
In order to expose teacher candidates to diverse populations and perspectives, video
conferencing technologies were employed to connect two demographically-different
teacher candidate groups. Interactions centered on virtual discussions of race, gender,
class, and sexuality. Results indicate the emergence of a “safe space” for teacher
candidates to engage in challenging dialogue. Implications focus on the increased use of
emergent technologies as a forum for teacher candidate racial identity development.
Title: Helping Teachers to Develop a Moral Language About Teaching
First Author:
Willem Wardekker, VU University Amsterdam; Windesheim University of Professional
Studies, The Netherlands
Second Author:
Yvonne Leeman, University of Amsterdam; Windesheim University of Professional
Studies, The Netherlands
Abstract:
We will present a method developed to help teachers acquire a language to talk and think
about the ethical implications of their work. Additionally, we will present an analysis of
the statements teachers see as most relevant in this respect, and indicate for what
elements of the profession it is true that teachers are unable or unwilling to think of the
moral implications.
Title: What Do Teachers Do to Raise Good Citizens?
Author(s):
Michael McCambridge, School of Education, California Lutheran University
Julia Sieger, School of Education, California Lutheran University
Abstract:
If the purpose of schools includes a responsibility for critical enculturation into a political
democracy, then teachers are indispensable. (Goodlad, 1992) The question arises, what is
it exactly that teachers do to raise good citizens? Survey research and focus interviews
were used to identify specific actions, which teachers believe fulfill this role. Believing
that good teachers develop over time, a taxonomy introduced by Leland and Cohen
(1991) was used to classify these actions into four teacher development stages. The
purpose of this research is to help teachers recognize components of their own practice
that do, indeed, help raise good citizens.
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Boxed Lunch
Eisner & Lubin Auditorium, Kimmel Center: 4th Floor
12:00 pm - 12:45 pm
Plenary Address
12:45 pm - 1:45 pm
Kimmel Center, Eisner & Lubin Auditorium, 4 th Floor
Anne Colby
Psychologist and Senior Scholar at the Carnegie Foundation of the Advancement of Teaching
“Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement”
Paper Presentations and Symposium Sessions
2:00 pm - 3:15 pm
Session 29
2:00 pm –3:15 pm
Room: 802
Symposium #76
Title: “Enter More Deeply”: Facing Fear in Anti-Racist Education
Author(s):
Barbara S. Stengel, Millersville University
Co-authors:
Mary Casey, Harvard Graduate School of Education
Tracey Weis, Millersville University
Abstract:
The symposium involves three scholars – identified with history, psychology and
philosophy respectively – who bring a specific disciplinary voice to the phenomenon of
fear as it figures in racism and anti-racist education. Specifically, we examine the features
of fear in the context of racism as well as what it means to enter more deeply into what
William James calls "the aesthetical and ethical point of view" of those who are
oppressed in a racist system.
Title: Seeing Race/Reading Fear: Memory and History
Author(s):
Tracey Weis, Millersville University
Abstract:
“Visual forms,” one scholar has argued, “elicit desires, fantasies, and fears of both the
artist and his/her audience.” Offering “insight into the habits of mind, the competing
logics, and the critical debates of a particular eras,” visual evidence has become
increasingly important to historians who seek to examine the assumptions of those who
inhabited the past. Using images to identify and discuss the powerful emotions
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(especially fear) that students bring into the classroom is particularly useful when the
topics of study include race, gender, sexuality, and power. Images in the representation
and interpretation of the Black Freedom Struggle will serve as a case study to ground the
philosophical and psychological discussions of facing fear in anti-racist education – and
as a potential tool for educating students' imagination.
Title: Fear and Racism: The Tyranny of Judgment and the Failure of Imagination
Author(s):
Barbara S. Stengel, Millersville University
Abstract:
Fear figures in human experience at the level of personal perception, judgment, and
emotional response and it functions systemically in patterns of expectation and
interaction. A phenomenological analysis of personal and systemic experiences of racism
(experiences of both the oppressed and the privileged) reveals in detail the tyranny of
judgment and the failure of imagination that prevent persons from recognizing and
responding generously to the aesthetic and ethical perspective of the racialized other.
One specific effort to defuse judgment and enhance imagination in late adolescents—by
studying the facets of fear and the rhetoric of racism in distinct but integrated college
courses—will be explored.
Title: Fear, Race, and Relationship in Adolescent Development
Author(s):
Mary Casey, Harvard Graduate School of Education
Abstract:
Adolescent development – social, moral and academic – is integrally linked to the quality
of available relationships with peers, with authorities (including teachers) and with those
less mature. Race and racism function in the lives of adolescents to limit possible – and
possibly rewarding and challenging – relationships. Similarly, fear operates to restrict
opportunities for interaction. As sites of potential interracial interaction, schools can
open up opportunities for relationships while also educating the emotions and enhancing
imagination. Using two school sites as case studies, this paper explores the intersection of
fear, relationship and development in the context of race and racism.
Session 30
2:00 pm–3:15 pm
Room: 803
Papers #30
Title: Teaching for Peace to Children of War in Sri Lanka
Author(s):
Chandi Fernando, Ontario Institute for Studies in Education, University of Toronto,
Canada
Abstract
This mixed-methods study examined (mal)adaptive development—especially moral and
faith development—in children of war in Sri Lanka (war orphans, non-war orphans and a
comparison group of children from intact families). The study involved 62 children and
15 caregivers. Measures included Goodenough Harris Drawings (man and woman), Risk
and Resilience Indices, Sandtray Analysis, Stages of Faith Interview and a Sentence
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Completion task. Contrary to past research, most war orphans demonstrated substantially
better inner peace and resilience than expected. Although all participants spoke of faith at
age appropriate levels, orphans and orphanage caregivers were more action oriented,
while comparison participants were more philosophical.
Title: A Theoretical Framework for Peace Education among Israelis and
Palestinians
Author(s):
Shai Fuxman, Harvard Graduate School of Education
Abstract:
Amidst the bloodshed and suffering that plague Israelis and Palestinians, various
education programs have been developed to promote peace. In order to fully maximize
the potential that these educational efforts can have in bridging gaps between the two
sides, it is necessary to identify the psycho-social characteristics that make this conflict
intractable. This paper aims to do so through a review of three areas of literature:
literature on intractable conflicts, collective narratives, and development of political
understandings. This analysis provides a framework with which to understand the role
that education can play in making way for reconciliation in the region.
Title: Being a Peacemaker: Muslim and Christian Peacemakers’ Faith-Based
Values
Author(s):
Joshua P. Morgan, Azusa Pacific University
Co-author(s):
Kevin Reimer, Azusa Pacific University
Joy Bustrum, Azusa Pacific University
Theresa Tisdale, Azusa Pacific University
Abstract:
Interfaith conflict has ravaged the world for millennia. Many programs suggest
peacemaking interventions. However, none investigate what exemplar peacemakers are
doing. This secondary study investigates how the faith-based values of exemplar Muslim
and Christian interfaith peacemakers contribute to the formation of their peacemaking
methodologies. Each peacemaker was interviewed with questions taken from McAdams’
(1997) Life Narrative Interview. The transcripts were analyzed with qualitative coding,
forming a Grounded Theory (Strauss, 1987) of how faith-based values contribute to the
formation of peacemaking methodology. Five themes emerged: Principles,
Personalization, Purpose, Process, and Pragmatism.
Session 31
2:00 pm–3:15 pm
Room: Eisner/Lubin
Symposium #64
Title: Religion and Morality
Discussant:
René Arcilla, Steinhardt School of Culture, Education, and Human Development, New York
University
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Title: Morality and Religious Pluralism
Author:
Lawrence Blum, University of Massachusetts, Boston
Abstract:
People in the US and elsewhere are increasingly confronted by an often bewildering
plurality of religious traditions and their accompanying moralities, including, of course,
purely secular morality. For this situation we require a morality of religious pluralism that
seeks to secure respect for others while providing a justification for our continued loyalty
to our own tradition. I examine some attempts to provide such a morality (in the Vatican
II declaration, Nostra Aetate, Diana Eck’s Encountering God, and David Wong’s Natural
Moralities), and argue for a rejection of both a purely secular and a purely religious
morality.
Title: Catholicism and Pluralism Within and Outside of Religious Groups
Author:
F. Clark Power, University of Notre Dame
Abstract:
Oser’s theory of the development of religious judgment and Fowler’s theory of faith
development help us to map some of the complex ways in which moral and religious
judgments influence and inform one another. Using a sample of young Catholics who are
teaching in Catholic Schools, I examine some of the ways in which religious belief
animates what Blum calls “the morality of religious pluralism.” I also explore ways in
which religious traditions themselves are deeply pluralistic and thus require a “morality
of religious pluralism” for the resolution of internal conflicts.
Title: Kohlberg’s Moral and Religious Exemplars: Through the Eyes of William
James
Author:
John Snarey, Emory University
Co-author(s):
Lynn Bridgers, Educator/Consultant, Santa Fe, New Mexico
Abstract:
The least understood of Kohlberg’s methods of moral education is his use of “moral
exemplars.” Such exemplars, Kohlberg observed, typically are religiously motivated to
move from principled moral reasoning to moral action. This paper will review his top 12
exemplars through the eyes of William James. Why did Kohlberg select them and not
others? What we can learn from them in terms of making effective use of exemplars in
moral education today.
Session 32
2:00 pm–3:15 pm
Room: 914
Symposium #74
Title: A Cosmopolitan Orientation Toward the World: Hope, Thought, and
Dialogue
Author(s):
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Stephanie Burdick-Shepherd, Teachers College, Columbia University
Cristina Cammarano, Teachers College, Columbia University
Gonzalo Obelleiro, Teachers College, Columbia University
Chair:
David T. Hansen, Teachers College, Columbia University
Abstract:
What is distinctive about a “cosmopolitan” orientation to the world? In this symposium,
three presenters respond to the question by elucidating what they regard as core aspects
of a cosmopolitan outlook. The aspects include (1) hope as a mode of moving in the
world that is animated by practical knowledge of hope’s generative power, (2) thought as
influenced by dynamic forgetfulness and remembrance as people expand their vision of
possibilities, and (3) dialogue as guided by an interest in bringing into being humane
modes of intercommunication both near and far. The presenters will illustrate how a
cosmopolitan orientation offers ethical and moral resources for a world often fractured by
suspicion and misunderstanding.
Title: Seeing With Hope: A Direction for Cosmopolitan Education
Author(s):
Stephanie Burdick-Shepherd, Teachers College, Columbia University
Abstract:
A cosmopolitan education provides a standpoint from which to view the world. This
standpoint encompasses both the particularities of the human subject’s experience and the
generalities of the world. The author will argue that through a cosmopolitan education,
this outlook can emerge as an orientation of hope. She will suggest that such hope is not
for the world and its people; instead, it is a hope in the world and its people. This hope
enables the subject to engage meaningfully with and see possibilities in the world. This
engaged seeing can be described as a careful reading of the world through which one
resists ‘appropriating’ other subjects. The engagement turns persons toward one another,
not in a search for already known commonalities or differences but rather in quest of
what might be newer and more expansive for all.
Title: The Necessity of Forgetfulness and Remembrance in Cosmopolitan Thinking
Author(s):
Cristina Cammarano, Teachers College, Columbia University
Abstract:
The author will highlight the place of memory as it cuts across thinking. Our capacity to
conceptualize experience depends upon memory; “autobiographical memory” points to
how one makes sense, or think through, events as the author relates them in a continuity
across time; and “historical memory” encompasses social thinking as a group interprets
and presents to itself past events. Drawing in part on the work of W. G. Sebald, the
author will argue for another form of memory constitutive of cosmopolitan thinking.
This form accompanies, and supports, developing cosmopolitan virtue through which a
person gains a broader viewpoint of the world as he or she aspires to lead a good life.
The author conceives this form of memory as a fusion of “moral forgetting” and “moral
remembering.” The former is important in order to move beyond (when necessary) local,
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naturalized standpoints; the latter is crucial for unsettling and reopening frames of
reference on the world. Ultimately a cosmopolitan outlook assists persons “to keep the
future open.”
Title: A Dialogical Vision as a Core Element in the Cosmopolitan
Author(s):
Gonzalo Obelleiro, Teachers College, Columbia University
Abstract:
There are many ways to approach the question of global citizenship as a possible
response to the challenges of our time including the education of world languages and
cultures, a revision of history curricula, the widespread promotion of democratic spirit
and practices, the establishment of international governing bodies, etc. However, this
presentation focuses on the cultivation of a cosmopolitan orientation as a central moral
aspect of global citizenship. The author claims is that the ever-changing nature of the
world and the increasingly deepening awareness of interdependence that defines our
human condition demand not merely a rethinking of history, legal systems or political
allegiances but also a rethinking of the self. Taking John Dewey’s notion of “the self as
interest in the new”as a starting point, I describe a dialogical vision of the self, in which
dialogue is understood in a broad sense as encompassing all interactions with others and
the environment in radical openness to self-transformation in the pursuit of meaning and
value. I foreground questions such as What would a vision of the self as emergent
through a process of constant dialogical interaction with the environment look like? Why
can this vision of the self constitute a core element in a cosmopolitan orientation? What
difference can this orientation make in constructing a notion of global citizenship that
responds to the moral challenges of the 21st century?
Session 33
2:00 pm–3:15 pm
Room: 901
Papers #44
Title: Tensions in Education for Citizenship in the West and in Asia
Author(s):
Lutz H. Eckensberger, German Institute for International Educational Research, Germany
Abstract:
In the West, citizenship is based upon certain western moral values/principles like justice
and equality. Education for citizenship therefore is based upon education for morality.
Two types of democracy can be distinguished: participatory and representative
democracy. Unlike education for reading writing and science, education for citizenship is
by necessity contextualized. This calls for a theory of contextualized moral judgment. An
action theoretical model of moral development will be used to demonstrate (a) that the
two types of democracy differ psychologically, and (b) that the western representative
democracy may be impeded by an Asian (Confucian) value system.
Title: Panoply of Values: Tracing the Perceptions and Origins in Rajasthani
Families
Author(s):
Divya Sharma, The Maharaja Sayajirao University Of Baroda, India
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Prerana Mohite, The Maharaja Sayajirao University Of Baroda, India
Abstract:
The study attempts to examine the parents’ perceptions of values they live by and the
sources of these values. The sample comprised of 80 parents of school going children of
9-12 years of age from urban middle class Hindu families of Udaipur city. The primary
tool used for data collection was Family Tree Checklist. The Family Tree Checklist
comprised of 48 values within Five basic core Universal Human Values viz. Truth,
Righteous Conduct, Peace, Love and Non -Violence. The data collected was coded and
analyzed both qualitatively and quantitatively from the perspectives of gender and family
type. The results revealed that Parents’ lives depict an integration of all the five basic
core universal human values, however Righteous conduct and Love were found to be the
predominant values for them as compared to Truth, Peace and Non-violence. Further,
Parents, Grandparents and Teachers emerged to be the most significant sources of values,
whereas, the sources like Friends and Media emerged as virtual non-entity for them.
Finally, although more research is needed, to identify the values people live by, the
present study does resuscitate the importance of parents as significant sources.
Title: The Making of Legal Culture in Three Chinese Societies
Author(s):
Thomas Kwan-Choi Tse, Chinese University of Hong Kong, Hong Kong
Simon Tat-Ming Ng, School of Professional and Continuing Education, Hong Kong
University, Hong Kong
Abstract:
Over the past two decades, Hong Kong, Taiwan and mainland China have experienced
significant socio-political changes. As school education plays an important role in
helping young people develop proper citizenship and legal values, there has been a
change in the formal curricula concerning legal education in these Chinese societies. This
comparative study aims to analyze the relevant formal curricula at junior secondary level
in the region and to examine the composite images of ‘legal culture’ represented and
transmitted by the syllabuses and textbooks in each society, as well as the similarities and
differences in terms of legal culture taught in each society.
Session 34
2:00 pm–3:15 pm
Room: 903
Papers #42
Title: Narrative Imagination, Human Rights, and the Catholic Tradition
Author(s):
R. W. Carstens, Ohio Dominican University
Abstract:
Following Martha Nussbaum’s lead that becoming an educated citizen “means learning
how to be a human being capable of love and imagination,” this study argues that the
Catholic intellectual tradition, particularly its emphasis on the development of narrative
and moral imagination, is uniquely designed to produce students with strong civic
responsibility as a result of a particular moral understanding of the world.
Title: Peer Influence, Religious Beliefs, and Ethical Conduct among Adolescents
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Author(s):
Leslie K. Grier, California State University
Co-author(s):
Wendy Gudiel, California State University
Abstract:
In this research, the impact of religious beliefs and peer influence on adolescent conduct
is examined. The significance of peer influence on adolescent outcomes is well
documented and more often than not, framed as a risk factor. Perceived or actual risk
behaviors of friends have been found to be solid predictors of adolescent behaviors. In
contrast, religiosity among adolescents is construed as a protective factor whereas diverse
measures of religiosity have been associated with positive developmental outcomes. In
this study an attempt is made to parse the relative influence of peers to religiosity with
respect to pro and anti-social behaviors.
Title: Religious Ideals, Cosmopolitanism, and Democracies
Author(s):
Michael S. Merry, Beloit College
Doret J. de Ruyter, Vrije Universiteit Amsterdam, The Netherlands
Abstract:
In this talk we will argue that most religious persons share with cosmopolitans both an
allegiance to their homeland as well as to the world community. Though we will not
downplay the manner in which some fanatical religious persons misinterpret and
misapply their religious ideals, our focus on religious ideals will illuminate (1) the
implausibility of arguments that posit religion as an ipso facto cause for undermining
democracy and world order, and (2) the compatibility of espousing religious ideals and
demonstrating moral capacities and dispositions of both democratic and world
citizenship.
Session 35
2:00 pm–3:15 pm
Room: 904
Papers # 16
Title: Myth, Story, and Narrative in Modern Rites of Moral Passage
Author(s):
Robert Davis, University of Glasgow, Scotland
Co-author(s):
David Carr, Moray House School of Education, University of Edinburgh, Scotland
Abstract:
Following a previous (now published) AME presentation on the moral educational
implications of art and literature, this paper by Carr and Davis explores the hazards to
which modern day young people are prey in finding clear ethical bearings in the face of
morally mixed contemporary cultural influences. Following some consideration of the
psychology of youth to adult transition, and of anthropological evidence of the way in
which the myths, narratives and rituals of traditional societies have assisted such
transition, the paper considers the possibilities of analogous contemporary educational
resources for such ‘rites of passage’.
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Title: The OC at the AME: Moral Messages in Adolescent Media
Author(s):
Rebecca J. Glover, College of Education, University of North Texas
Co-author(s):
Lance C. Garmon, Salisbury University
Abstract:
This presentation represents a further step in an ongoing investigation regarding the
potential of prime time television and/or cable programming to convey moral knowledge
to viewers via the cultural stories evident in programs. The same coding scheme utilized
in previous analyses using adult and children's programming was employed to analyze a
popular television program related to adolescence, specifically The OC. Data analyses
involve approximately 180 college students from 2 universities. This presentation will
discuss differences between the groups of raters with regard to the content of moral
messages perceived as well as information regarding the validity of the coding
instrument.
Title: Submitting to Liberation: “The Corn is Green” as Anti-Oppressive Pedagogy
Author(s):
James Stillwaggon , Iona College
David Jelinek, Pratt Institute
Abstract:
The liberation involved in liberatory or anti-oppressive pedagogies is always necessarily
conceived from the perspective of the liberator. To that extent, being freed or freeing
oneself by means of an educational model always entails submission to the moral order of
those empowered to liberate, namely, the oppressors. We analyze key scenes from The
Corn is Green (1945) with the aim of locating the domination entailed in educational
liberation at the level of the particular commitments of teacher and student.
Session 36
2:00 pm–3:15 pm
Room: 905
Papers #9
Title: Examining the Relationship Between Cheating and Trust among College
Students
Author(s):
Alesha D. Seroczynski, Bethel College
Kathryn Scheid, Bethel College
Abstract:
The Center for Academic Integrity (CAI; 2002) reports that 70% of all college students
admit to some form of academic dishonesty. David Callahan (2004), author of The
Cheating Culture, suggests that trust is the key variable influencing the academic
integrity of our students. That is, the more one trusts the less likely s/he is to engage in
dishonest behavior. Using a modified cheating behavior inventory (Jordan, 2001) and a
hierarchy of trust designed for this study, we found support for Callahan’s hypothesis.
Results also suggest that cheating behavior may be related to the kind of distrust
experienced.
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Title: Attitude of High School Students Towards Moral Education
Author(s):
Hema Pant, Indira Gandhi National Open University, India
Abstract:
The present study seeks to examine the attitude of high school students towards moral
education in respect of scholastic attainment and introvert extrovert personality. The
study was conducted on a group of students from a school where moral education was
being taught as a subject since many years. Since the classroom teacher has an important
responsibility in molding and actually creating the architects of the nation, it is essential
to know the importance of attitude and to assess students’ attitude towards the main
aspects of life. Hence the study was undertaken to explore the attitude of different
categories of school students towards moral education.
Title: Civic Engagement and Moral Development of Undergraduate Honors
Students
Author(s):
Jacqueline R. Klein, Courant Institute of Mathematical Sciences New York University
Abstract:
This national study examined the civic engagement activities and moral development of
undergraduate students enrolled in honors programs. Findings indicated that the large
majority of college honors students were involved in at least one form of civic
engagement. Factors that were associated with type of civic engagement were college
major and involvement in religious activities. A significant difference was found
between participation in political voice activities and type of civic engagement. While
the study did not find a significant relationship between civic engagement and level of
moral development, college major was found to be associated with level of moral
development.
Session 37
2:00 pm–3:15 pm
Room: 906
Papers #19
Title: Judging In Morally Relevant Situations: A Result of Moral Intuition or Moral
Reflection?
Author(s):
Karin Heinrichs, Ludwig-Maximilian-Universität München, Germany
Abstract:
Based on a process model of judging (Heinrichs, 2005) an action-theoretical perspective
will be explained which can be used as a theoretical framework first to reconstruct
Haidt´s and Kohlberg´s approach to moral judging, secondly for pointing out to what
types of morally relevant situations both authors referred to. Especially one of the core
assumptions defines judging to be essentially influenced by an individually constituted
situation. Taking the dominance of the situation for granted would open up new vistas to
differentiate Kohlberg´s and Haidt´s approach to moral judging.
Title: Intuitive Moral Judgments and Moral Reasoning
Author(s):
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Albert W. Musschenga, Vrije Universiteit, The Netherlands
Abstract:
Jonathan Haidt introduced a distinction between intuitions or intuitive moral judgments
and reasoned or deliberative moral judgments (Haidt 2001). In my paper I want to discuss
how these two categories’ judgments relate to each other. Are intuitive judgments about
the rightness or wrongness of an action expressions of gut feelings – pre-reflective and
uncritical statements that have to be subjected to critical reasoning? This position
assumes that reasoned moral judgments are more reliable than intuitive ones. Or are they
to be regarded as reliable indicators of reasons pro or contra that action? But how do we
know that they are reliable?
Title: Stages in Action: A Complex Example From a Politician’s Life
Author(s):
Don Collins Reed, Wittenberg University
Abstract:
The Kohlbergian stages of moral development have been taken to be qualitatively
different forms of either metaethical or normative ethical reasoning. However, the stages
themselves are not theoretical but practical knowledge structures. The presentation will
illustrate this claim by describing a complex real-life, interpersonal, political, moral
dilemma the author faced when deciding whether to support a neutral mediator’s
recommendations concerning wages and health insurance benefits in a union contract
with city school support staff (bus drivers, food service workers, building secretaries,
custodians, teacher’s aides, etc.). The state agency “Fact Finder” recommended against
the proposal of the city school board of which the author is a member.
Session #38
2:00 pm-3:15 pm
Room: 910
Symposium 53
Title: Assessing Democratic Values: Methodological Challenges and Strategies
Author(s):
Melinda Fine, Metro Center for Urban Education, Steinhardt School of Culture,
Education, and Human Development, New York University; Community Involvement
Program, Annenberg Institute for School Reform
Ethan Lowenstein, Eastern Michigan University
Angela Bermudez, Graduate School of Education, Harvard University
Abstract:
Historically, measures of students’ civic capacity have come chiefly from the field of
political science, and have thus tended to assess rather narrowly-defined and
developmentally irrelevant indicators of civic commitment (e.g., voting).
Civic learning discourse increasingly embraces a broader vision of civic capacity,
integrating concepts in moral education, and fostering competency in democratic
dispositions, skills, and understandings; still, measurement and classroom practice often
lags behind. Sorely needed are classroom practices and assessment strategies that
cultivate and measure how students develop and enact democratic values in these
multicultural and globally interdependent times. This symposium discusses the
theoretical rationale and strategies for assessing students’ civic capacity and teachers’
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preparedness to foster that capacity. Blending practice and assessment approaches in
moral, civic, and anti-bias education, we focus on students’ deliberation of controversial
issues as a means strengthening tolerance, self-efficacy, and civic responsibility.
Symposium papers provide a theoretical rationale for deliberation as a critical thinking
methodology and describe assessment strategies scholars currently employ in their
experimental evaluation of Facing History and Ourselves and in other interventions.
Title: Assessing Students’ Democratic Dispositions: Tolerance and Civic
Responsibility
Author(s):
Melinda Fine, Metro Center for Urban Education, Steinhardt School of Culture,
Education, and Human Development, New York University; Community Involvement
Program, Annenberg Institute for School Reform
Abstract:
Measures for assessing students’ civic competency have increasingly looked for
outcomes across a triad of knowledge, skills, and dispositional domains, yet parameters
defining each of these domains remains tightly circumscribed. This presentation will
discuss how specific pedagogical practices – like deliberation of controversial public
issues – can be used to foster acquisition of democratic values in students, and how
assessment measures must vary accordingly to capture more nuanced dispositional
outcomes. A valid and reliable survey instrument for measuring students’ competency in
these domains will be presented. The instrument is currently being used as part of an
experimental impact study of Facing History and Ourselves.
Title: Developing New Measures of Teacher Efficacy in Civics and Moral Education
Author(s):
Ethan Lowenstein, Eastern Michigan University
Abstract:
Research across school subjects has pointed to the influence of teachers’ sense of efficacy
on student achievement, motivation, as well as their own sense of efficacy. This
presentation will discuss how professional development can impact teachers’ sense of
efficacy in teaching that promotes the deliberation of sensitive and controversial issues,
social tolerance, and a safe and inclusive classroom environment. A valid and reliable
survey instrument for measuring teachers’ sense of efficacy in these domains will be
presented. The instrument is currently being used as part of an experimental impact study
of Facing History and Ourselves.
Title: Five Critical Thinking Tools for Controversial Conversations
Author(s):
Angela Bermudez, Harvard Graduate School of Education
Abstract:
Education is expected to cultivate democratic citizens by teaching youth to reflect
critically about controversial issues, and to dialogue across differences. This paper
discusses some of the challenges involved in this task, not simply in nurturing and
evaluating the development of critical thinking capacity of individual students, but also in
fostering a healthy intellectual dynamic in the classroom that allows students to think
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critically together. The author proposes five critical thinking tools, discusses their
importance for high-quality public talk, and provides examples of how the use of these
tools shape the deliberation of a group of high-school students about law enforcement
and the legitimacy of using force and violence to solve social conflicts.
Session 39
2:00 pm–3:15 pm
Room: 909
Papers # 41
Title: The Network of Interdependence as a Basis for Moral Education
Author(s):
Nobumichi Iwasa, Reitaku University, Japan
Abstract:
We human beings live in a very complex network of interdependence not only with other
human beings, but also with living and non-living things on this earth. This fact
constitutes, it can be said, the fundamental basis of our social life and morality, and
therefore, the basis for moral or civic education. This presentation will report results of
two educational interventions or experiments. They indicate the importance of deepening
our awareness as a member of the global network of interdependence, and its implication
will be discussed especially in connection with a situation of moral education in Japan.
Title: African-American Secondary Teachers and Their Perceptions of Care for Their
African-American Students
Author(s):
Mari Ann Roberts, Emory University
Abstract:
The teacher-student connection is one of the more powerful pieces of the academic
achievement puzzle for students, especially students of color, in present day classrooms.
Nevertheless, in today’s desolate climate of privatization, standardization, and
corporatization of schooling; the importance of school climate and basic respect for the
humanness of education, educators and students has primarily been ignored. This
presentation will involve an in-depth discussion of the subaltern stories of “successful”
African-American teachers, their teaching, and how they believe their work in creating
caring classrooms has resulted in effective, ethical, academically excellent, learning
communities for their African-American students.
Title: Integrating Moral Education into Junior High Working Class Students’
Resistant Culture: A Case Study of Taiwan
Author(s):
Yu-Chen Wu, National Taiwan Normal University, Taipei, Taiwan
Co-author(s):
Fwu-Yuan Weng, National Chi Nan University, Taiwan
Wei-Lin Tan, National Ping Tung Education University, Taiwan
Ming-Lun Chung, National Taiwan Normal University, Taipei, Taiwan
I-Chien Li, National Taiwan Normal University, Taipei, Taiwan
Abstract:
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We would take the critical perspective to analyze Paul Willis’s “cultural production”
theory and use it to explore the subculture of working class family students in junior high
school in Taiwan under the influence between cultural hegemony and cultural production.
At the same time, we will use integrative moral methods to lead junior high working
class（JHWC) students to produce good moral values.
The research method of this paper is conducted by the semi-structured interview
of students and teachers. We choose six JHWC students by the purposive sampling. The
interview is to testify the theory of “culture production” which was put out by Paul Willis
and apply the moral education theory to inspect and improve “the Black Box” in the
educational field. The other interview is about four teachers. The interview is according
to two orientations, Kohlberg’s “just community”, “moral reasoning”, “moral judgment,”
“moral discussion,” and Gilligan’s and Noddings’s caring perspective. By the semistructured interview, we hope that the teachers should foster the critical consciousness
and take the responsibility as transformative intellectuals to help JHWC students liberate
from the dominant school hegemonic culture, establishing school as a just and caring
community.
Session 26
2:00 pm-3:15pm
Room: 912
Papers #33
Title: What Makes a School Democratic? A Nation-Wide Study of School Practices
Author(s):
Jason J. Barr, Monmouth University
Abstract:
To date there has been no research on the implementation of democratic schools. This
was a nationwide study of the practices that schools implement to establish democracy.
Schools differed greatly on their practices to establish democracy and these practices
were influenced by the philosophical ideologies of the school, as well as the existing
bureaucratic nature of the school system. Schools varied greatly on their approaches to
promoting civic engagement and with the issue of respecting the goals of individual
students while respecting the goals of the school community. Future research should
focus on how these practices affect student outcomes.
Title: Cultural Context and the Qualitative Study of Democratic Citizenship
Education
Author(s):
E. Doyle Stevick, University of South Carolina
Abstract:
In this paper, we review and synthesize the insights from some 20 different recent
qualitative research studies (spanning three different edited volumes), which emphasize
the cultural particularities of democratic citizenship education. Whether democratic
political socialization occurs primarily through the classroom practice of citizenship
education, or in other venues from talk circles to saunas, culture continues to mold the
particular social relations and practices of democratic citizenship education. To the long
conversation about what kind of citizenry is necessary to sustain democratic institutions
and a democratic society, and what kind of education is necessary to create such a
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citizenry, we contribute some of the concepts and findings of the many fields of
qualitative research, particularly those centered on culture.
Title: Democratic Values and The Social Visions of Aldous Huxley, Part One: The
SAT as our Brave New Test
Author(s):
Ronald Lee Zigler, Pennsylvania State University, Abington
Abstract:
As Aldous Huxley made clear, Brave New World is less about science and technology per
se, and more about the impact of science and technology upon the lives of individuals.
This impact is most apparent in education through the use and abuse of standardized
testing. One test, however, has emerged as a threat to our society’s democratic values: the
SAT. This paper will consider how the emergence and widespread use of the SAT has
begun to contribute to the kind of segregated society which both Huxley as well as John
Dewey believed were antithetical to democratic values.
Session 40
2:00 pm–3:15 pm
Room: 908
Papers #11
Title: Activity Theory, Expansive Learning and Research in Moral Education
Author(s):
Geir Afdal, Ostfold University College, Norway
Abstract:
This paper is aiming at analyzing the contribution of activity theory to research in moral
development and education. Current activity theory has its origin in the Russian culturalhistorical psychological tradition of Vygotsky, Leont’ev and others, but is today drawing
on a variety of perspectives. This paper focuses on the theory of expansive learning of the
Finnish academic Yrjo Engestrom. The paper consists of two parts: The first is a reading
of activity theory on the issue of morality and values. The second is an analysis of how
this account can contribute to the understanding of research in moral development and
education.
Title: A Transactional Approach to Moral Development
Author(s):
Matthew Pamental, Northern Illinois University, Zulauf
Abstract:
Several authors have advanced a sociocultural approach to moral education, centered on
post-Vygotskian activity theory. However, activity theory has never been able to
overcome the dualism of individual and environment. This is problematic because it
leaves unexplained the way in which individuals are transformed by their experiences. A
transactional approach, taken from the work of John Dewey, overcomes the dualism of
subject and environment, and provides a needed corrective to the sociocultural approach.
Not only is this model theoretically more appealing, but it also accounts for both the
apparent lack of success in, and the possibility of, inculcating strong character.
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Title: Accessing the Moral Zone of Proximal Development in Children
Author(s):
Val D. Turner, College of Education, University of Missouri, St. Louis
Abstract:
Transactive discussion, as a discourse model, has been shown to positively affect levels
of moral reasoning. Neither instructional strategies, nor age appropriateness, for
promoting the usage of transactive discussion has been delineated. The author has
developed a three-pronged instructional strategy for young children based upon
Vygotskian theory that includes traditional instruction, modeling, and play activities
(thinking games). This research represents a pilot study in the development of a
transactive discussion thinking game and its impact on the appropriation of transactive
discussion. The research also represents initial support of a major Vygotskian construct
that instruction can precede and promote development.
Break
3:00 pm-3:30 pm
Paper Presentations and Symposium Sessions
3:30 pm-4:45 pm
Session 41
3:30 pm–4:45 pm
Room: 803
Papers #36
Title: Moral Skill Training: A New Method of Moral Education in Japan
Author(s):
Yasunari Hayashi, Joetsu University of Education, Japan
Abstract:
In Japan, we have one moral class a week in elementary and junior high schools. The
virtues to be taught are determined by “the course of study”. Therefore, the moral
education in Japan is classified as “inculcation”. But acquiring moral virtues does not
directly lead to moral action. For this reason, recently the social skill training is used in
Japan. However, it is not sufficient for moral education. So, our group proposes the moral
skill training. In my presentation, I will show the appearance of the moral skill training in
an elementary school by the video, and explain it.
Title: A Case Study of Planning, Implementation, and Evaluation for CharacterBased School Culture
Author(s):
(Angela) Chi-Ming Lee, National Taiwan Normal University, Taipei, Taiwan
Abstract:
This study focused on how to plan, implement and evaluate character-based school
culture (CBSC). The purposes were as follows: (1) to conduct a thorough analysis of the
theoretical basis of school culture and moral atmosphere； (2) to analyze, integrate and
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adapt several comprehensive models of character education program into Taiwan’s
educational system； (3) to examine the feasibility of planning, implementation and
evaluation for CBSC in one Taiwan elementary school；(4) to understand the
effectiveness of CBSC project and what factors influenced the planning, implementation
and evaluation of said projects ; (5) to make recommendations for the improvement of
comprehensive character-based school culture, both in theory and in practice, for Taiwan
and other countries. CBSC was inspired by the ideas of justice, caring and positive
discipline central to the modern theory of civic and moral education and based on the
three facets related to the development of exceptional quality school culture.
Additionally, CBSC adopted a number of character education programs implemented in
the USA that were later transplanted into Taiwan’s educational system. CBSC is an
ongoing project from August 2005 to July 2007. Some initial findings were as follows:(1)
CBSC exhibited a number of distinguishing features that displayed its rationale and
feasibility;(2) The research results of this study revealed its effectiveness in both
qualitative and quantitative terms; (3) This study found several factors, both beneficial
and harmful, that influenced the planning, implementation and evaluation of CBSC
projects. This CBSC project was based on the input of not only researchers and
educators, but also principals, administrative staff, teachers and parents. This CBSC
project gave consideration to both in theory and practice, process and product, and
qualitative and quantitative methods. Finally, these research results of this project offered
certain recommendations on how to apply CBSC as a basis for instilling effective, high
quality character-based school culture in Taiwan schools and other countries as well.
Title: The Importance of Impressions in Character Education Endeavors
Author(s):
Matthew Schertz, Pennsylvania State University, Berks
Abstract:
While character education supporters advocate for high school environments which extol
caring, respect and honesty, students are also richly rewarded for individual competitive
aspirations while being simultaneously groomed as consumers both within and outside
the school. Utilizing Hume’s moral theory, I will provide an analysis of the
“impressions” that students receive which reinforce competitive individualism and
consumerism. I will contend that effective character education at the high school level is
dependent upon teachers being able to facilitate equally powerful impressions, which
challenge the rise of the self-aggrandizing subject.
Session 42
3:30 pm–4:45 pm
Room: 901
Papers #29
Title: The Forgiving Child: Forgiveness Education for Children in Impoverished
Communities
Author(s):
Anthony C. Holter, University of Wisconsin, Madison
Co-author(s):
Robert D. Enright, University of Wisconsin, Madison
Abstract:
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This study examined the impact of classroom forgiveness education programs for
elementary-aged students in impoverished communities. Forgiveness education is a
classroom program based on the Enright Process Model of Forgiveness (Enright, 2001).
Forgiveness education programs target anger and depression, which often affect children
in urban, impoverished communities. Participants for this study were 125 fifth grade
students. Posttest data collection and analyses for this study will be completed in May.
Results will be compared to successful interventions with first and third grade students in
Milwaukee, Wisconsin and Belfast, Northern Ireland. The design of the forgiveness
education program will also be discussed.
Title: Adolescence and Violence: Building and Integrating Networks of Protection
Author(s):
Clary Milnitsky-Sapiro, Universidade Federal do Rio Grande do Sul, Curso de PósGraduação em Educação, Faculdade de Educação, Brazil
Carmem Craidy, Universidade Federal do Rio Grande do Sul, Curso de Pós-Graduação
em Educação, Faculdade de Educação, Brazil
Abstract:
In Brazil, we have many regional programs and public policies involving Governmental
Organizations, Non Governmental Organizations and a variety of partnerships, which
independently, have some alternating positive impact on different poor communities. One
factor for its limitations is how rapidly devastating violence is gaining terrain. Moreover,
in most of cases, the root of violence itself is multifaceted and usually involves drugs,
family neglect, child abuse, and poverty. Therefore, there isn’t a straight line of attacking
this generational and social problem, and this paper presents a literature review
discussing the main findings and results on this issue.
Title: Adolescent Girls’ Relational Aggression: Second Year Follow-up Results of
the Bully-Victim-Bystander Dynamic Interaction Model and the Development of
Moral Integrity in Action
Author(s):
Dawn Schrader, Cornell University
Co-author(s):
Jess Matthews Duval, Cornell University
Abstract:
Our paper reports results of the second year of a longitudinal study of adolescent girls’
relational aggression in comparison to first year data. We examine girls’ own definitions
of social and relational aggression, how they perceive the bully-victim-bystander
dynamic, what influences this dynamic, what gets in the way of acting morally in the face
of aggression, and how girls may develop and maintain self integrity. We examine moral
judgment, reflection, conception of self, peers, emotions, and intuition on thought and
action in the face of verbal and nonverbal conflict. We further explore the impact of
mothers’ experiences of relational aggression on girls’ experiences and meanings,
developing a fuller picture of girls’ interpretation, meaning-making, and action in
relationally aggressive situations.
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Session 43
3:30 pm–4:45 pm
Room: 903
Papers # 38
Title: Catholic School Pedagogy From/For the Dissent of the Faithful
Author(s):
Graham McDonough, Ontario Institute for Studies in Education/University of Toronto,
Canada
Abstract:
Dissent is partially constitutive of any conception of education for secular social justice
and citizenship. In the publicly-funded Catholic schools in three Canadian provinces,
however, socio-moral dissent is also a spiritual issue because the majority of Canadian
Catholics disagree with the prevailing Catholic teachings on sexuality, gender, and
reproduction. This study uses interviews with fourteen Catholic school religion teachers
to sketch a range of responses to student dissent and the challenges of teaching religion in
these schools. Finally, it integrates these data with theoretical conceptions of dissent to
propose “pedagogy of dissent” as a means toward moral and spiritual growth.
Title: Christian Perspectives on Harry Potter: Tool of Satan or Christian Parable?
Author(s):
Amie Senland, Saint Joseph College
Co-author(s)
Elizabeth Vozzola, Saint Joseph College
Abstract:
This study, focusing on differences between fundamentalist (biblical) and liberal
Christian families’ perceptions of Harry Potter, is part of ongoing work exploring
scriptural-literalism’s influence on parents’ decisions to allow their children to read Harry
Potter and how families’ understanding of themes and characters is shaped through the
Christian worldview. Parents completed a quantitative measure assessing theme
perception and scriptural-literalism and a qualitative measure assessing perception of
Dumbledore’s principled reasoning. Children completed similar measures, without
questions on faith. Findings for liberal families will be reported and compared with those
of biblical participants. Results will be presented in light of their implications for moral
education in pluralistic societies in which many families hold strong but divergent
religious views.
Title: Faith Schools: Communication and Citizenship in a Moral Democracy
Author(s):
Mark Pike, University of Leeds
Session 44
3:30 pm–4:45 pm
Room: 914
Symposium# 57
Title: Teaching History, Teaching Ethics, Teaching Democracy
Chair/Discussant:
Joan Malczewski, Steinhardt School of Culture, Education, and Human Development,
New York University
Author(s):
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James W. Fraser, Steinhardt School of Culture, Education, and Human Development,
New York University
Diana Turk, Steinhardt School of Culture, Education, and Human Development, New
York University
Rachel Mattson, Steinhardt School of Culture, Education, and Human Development, New
York University
Abstract:
Historians in NYU’s Steinhardt School of Culture, Education, and Human Development
have been revising the programs that prepare teachers of History and Social Studies with
a view toward strengthening future teachers’ historical knowledge and their abilities to
link this knowledge with democratic civic engagement. These papers will report on an
ongoing process of building a program that emphasizes the links between historical
content knowledge, service learning, dramatic means of engaging students, and what we
have come to call democratic civic engagement. Knowing history and seeing oneself as
an actor in history are thus connected for the future teachers and for their students.
Title: Good History is Good Democratic Civic Engagement . . . and Vice Versa
Author(s):
James W. Fraser, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
Many today worry that, “Americans don't know their history,” and also that young people
are alienated from the larger society from voting and many forms of civic participation.
But these two concerns are normally treated quite separately. We have come to believe
that these two concerns can be most effectively addressed when linked. As students learn
history they see themselves as actors in history. As students are engaged in their
communities history begins to seem more worthy of their attention.
Title: Democratic Preparation of Democratic Teachers
Author(s):
Diana Turk, Steinhardt School of Culture, Education, and Human Development, New
York University
Abstract:
The pre-service curriculum for aspiring History/Social Studies teachers has been revised
at NYU Steinhardt to emphasize deep links between historical content knowledge and
democratic civic engagement. Beginning with a fall orientation in which we lay out the
basis what we mean by democratic civic engagement, the program leads students through
a revised MA Seminar, with its central focus on civic engagement and teaching for
democracy, and features an in-depth service learning project that students complete in
schools, with these projects linked to their understanding of social studies teaching.
Title: Theater of the Assessed: A Historian Considers the Promise and Challenge of
Drama-Based Pedagogies in the History Classroom
Author(s):
Rachel Mattson, Steinhardt School of Culture, Education, and Human Development, New
York University
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Abstract:
This paper will explore her contention that theater, specifically the great small works
method and process drama provide ways to help students participate in, understand, and
engage with historical issues and debates in ways that more traditional forms of
instruction and classroom interaction simply miss. Programs that prepare future
History/Social Studies teachers that ignore the opportunities of drama limit the reach and
potential success of their graduates.
Session 45
3:30 pm–4:45 pm
Room: Eisner/Lubin
Symposuim #59
Title: Racial and Ethical Sensitivity in Teacher Training: A Theory-Driven Model
of Applied Ethics
Chair(s):
Selcuk R. Sirin, Steinhardt School of Culture, Education, and Human Development, New
York University
Discussant:
Mary M. Brabeck, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract :
The Racial and Ethical Sensitivity Test (REST) was originally developed as a videobased measurement tool by Mary M. Brabeck based on James Rest’s four-component
model and codes of ethics in school-related fields. In this symposium, we will present
three projects that utilized the REST framework and videos in teacher training programs
across the United States (U.S.) and in Latin America. The first paper will present findings
from an intervention study testing the effectiveness of REST approach in increasing
teachers’ ability to recognize ethical violations in school settings in the U.S. The second
paper identifies how ethical sensitivity can be assessed and developed in teacher
education candidates to improve their ability to identify racial and gender intolerance.
The final paper will present the Spanish version of the REST and its implementation in
Argentina. We believe that this symposium will give the participants an opportunity to
review a theory-driven model of applied ethics in teacher training.
Title: Increasing School Professionals’ Cultural Competence: Findings From an
Intervention Study
Author(s):
Lauren Rogers-Sirin, Drew University
Kadidja Diallo, Steinhardt School of Culture, Education, and Human Development, New
York University
Frank Pignatosi, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This paper will present the findings from an intervention study of Racial and Ethical
Sensitivity Training using the REST materials with 57 student teachers. The goal of the
program was to increase school professionals’ cultural competence. The workshop was
designed 1) to make the relations between professional ethics and cultural competence
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explicit, 2) to help participants better recognize when a culturally-related ethical violation
has occurred, and 3) to provide them with the skills necessary to respond to such
violations appropriately. Evaluation of the workshop, in a pre- and post test design
showed strong evidence that the participants significantly improved their ethical
sensitivity. Furthermore, the participants rated all aspects of the workshops quite
favorable and they were almost unanimous in their recommendation that the workshop
should be mandatory in teacher education programs. In our presentation, we will share
the kit with the audience and specific findings from our study, which will conclude at the
end of Spring 2007 semester.
Title: Implementing an Ethical Sensitivity Development Program in Teacher
Education
Author(s):
Michael J. Maher, North Carolina State University
Abstract:
The demographics of American public schools are rapidly changing, yet the teaching
force remains relatively unchanged with the majority of teachers and current teacher
candidates identifying as white, middle-class, and female. In an effort to bridge the gap
between the identities of teachers and students, many teacher preparation programs have
developed courses and activities dedicated to exposing candidates to multiculturalism
and/or diversity. The literature suggests, however, that still few students may be prepared
for diverse encounters once they enter their own classrooms. This paper identifies how
ethical sensitivity, a much needed disposition, can be assessed and developed in teacher
education candidates to improve their ability to identify racial and gender intolerance.
Title: Ethical Sensitivity among Argentinean Teachers: The Spanish Adaptation of
Racial and Ethical Sensitivity Test (REST)
Author(s):
Juan Jorge Michel Fariña, Science and Technique Program (UBACyT), Universidad de
Buenos Aires, Argentina
Gabriela Salomone, Science and Technique Program (UBACyT), Universidad de Buenos
Aires, Argentina
Esteban Costa, Science and Technique Program (UBACyT), Universidad de Buenos
Aires, Argentina
Alejandra Rodríguez Lamberti, Science and Technique Program (UBACyT), Universidad
de Buenos Aires, Argentina
Fernando Pérez Ferretti, Science and Technique Program (UBACyT), Universidad de
Buenos Aires, Argentina
Abstract:
Since 2003, researchers from University of Buenos Aires (UBA) are working on the
Spanish adaptation of the Racial and Ethical Sensitivity Test (REST). The researcher
used this new instrument with 150 teachers in Argentina and other Latin American
countries. The study will complete in the summer of 2007 and the researchers will
provide empirical findings for the first time at the conference. Specifically, this paper will
focus on these specific points:
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a. The design of the Universidad de Buenos Aires permanent program on Ethics
Education for teachers.
b. Cultural and linguistic matters regarding Adaptation of the Spanish-REST for
low resource teachers,
c. Using the REST as an intervention tool in moral education for diagnosis and
training purposes
Session 46
3:30 pm–4:45 pm
Room: 904
Papers #43
Title: Cooperative Learning: Roles and Opportunities for Civic Education
Author(s):
Chris Arney, Mathematical Sciences Division, Army Research Office
Abstract:
As social animals, humans’ natural desire to cooperate helps people learn, become moral
persons, and engage in their civic responsibilities. Today's technologies along with
progress in cooperative learning help us to develop and utilize these valuable traits more
effectively than ever before. The result can be a value-based society characterized by
personal responsibility and public interest resulting in social justice and trust. Innovative
mathematical structures and processes for cooperation, both for education and life events,
are finding their way into society as effective systems bringing new hope for the future of
society. This presentation includes examples of the roles that cooperative education and
massive collaborations play now and will play in the future and the types of learning and
experiences that are and will be needed for our future students to succeed as moral
citizens of the world.
Title: Kant’s Political Morality and Educating for Cosmopolitan Citizenship
Author:
Pradeep A. Dhillon, University of Illinois at Urbana-Champaign
Abstract:
The emerging global order is one where we are caught between the threat of uni-polar
global governance, on the one hand, and a fragmented, politically unstable, multi-pointed,
often violent, global condition. Educating towards a stable world order, with Kantian
cosmopolitan ethics at its heart, I will argue, is the most plausible approach to take
towards preparing our children for a world that is increasingly fragile and diverse.
Title: Dewey’s Lessons from the War: Implications for Civic and Democratic
Education
Author(s):
Jessica Ching-Sze Wang, National Chiayi University, Taiwan
Abstract:
One of the controversial events in Dewey’s career as a public intellectual is his support
for the US intervention in the First World War. This paper attempts to trace Dewey’s
reflections on war-time politics and to explore the implications his experiences have for
civic and democratic education in a global society. The paper discusses themes such as
the teaching of patriotism in schools, the importance of maintaining dissident culture, the
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need to teach democracy not as a political form of government but as a personal way of
life, and the responsibilities of intellectuals in fostering a global culture of peace.
Session 47
3:30 pm–4:45 pm
Room: 905
Paper #24
Title: Cognitive and Emotional Dynamics in Moral Motivation and Development
Author(s):
Ulas Kaplan, Harvard Graduate School of Education
Abstract:
This paper explores the dynamic nature of moral motivation and emotional experience in
moral meaning making from a developmental perspective. In this process, insights and
methodology of Deci and Ryan's Self-Determination Theory (1985, 2000) are applied to
the study of moral motivation and development. Consistently, Kohlberg's stages of moral
reasoning (1969) are reconsidered as stages of motivation. Approximately 300 college
students and 75 high school students participated in the study by completing a new
questionnaire. Findings revealed developmental patterns of order and variability in
emotional experience and moral motivation based on multiple stages, context, and age.
Title: On the Significance of the Problem of Moral Motivation
Author(s):
Gerhard Minnameier, Philosophische Fakultät, RWTH Aachen University, Germany
Abstract:
The idea of a gap between moral reasoning and action has been prominent in moral
psychology. Suggestions of how to bridge it have all focused on the notion of moral
motivation. Against this view, it is argued that the role of moral motivation has been
largely overestimated and misconceived. Conversely, other (real) problems have been
omitted or neglected. Still there appears to be some specific theoretical room for the idea
of moral motivation that should be illuminated at the end of the presentation in order to
assign moral motivation its proper theoretical and practical role.
Title: Moral Imagination to Shape Education
Author(s):
Azize Özgüven, Faculty of Education, Maltepe University, Turkey
Abstract:
Education is an art, which refines and sublimates the human being. Through education
one is enabled to relate meaningfully to the larger human community. Education starts
with self-education. The individuality of the teacher/educator is of more value in
transmitting cultural values than any well thought-out curriculum. In our time, the model
of selfhood Ricoeur posits is an identity emerging cumulatively and intersubjectively,
always mediated by others. “Aiming at the good life with and for others, in just
institutions”, says Ricoeur would be realized through “ moral imagination” which brings
the capacity for exercising an “enlarged mentality”(Benhabib) that would transfer us to
the mental universe of the other culture. It is a transference and hospitality to the cultural
milieu governed by the ethical and spiritual categories of “the other”. What is required
here is imagination, sympathy and forgiveness lifting the burden of guilt both from
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ourselves and the others in order to weave the poetics of the moral life at the level of
peoples and nations.
Session 48
3:30 pm –4:45 pm
Room: 907
Film Screening #70
Title: Film Screening of American Idealist: The Story of Sargent Shriver
Author(s):
Bruce Orenstein, Writer/Director/Producer, Chicago Video Project
Anna Gomberg, Outreach Coordinator, Chicago Video Project
Abstract:
During the 1960s Sargent Shriver’s foundational work with the Peace Corps and the War
on Poverty inspired a generation to explore new approaches to service and civic
responsibility. In his private life, Shriver was a man of great character and a passionate
idealist. This session will consist of a presentation of an upcoming historical PBS
documentary, American Idealist: The Story of Sargent Shriver, and a discussion of the
film’s utility for moral education. Special attention will be paid to the use of film as a
teaching tool, historical figures as moral exemplars, and service-learning and moral
development.
Session 49
3:30 pm–4:45 pm
Room: 910
Symposium # 60
Title: Teacher Growth in Moral Education: The Next Generation of Measures
Author(s):
Sigrun Adalbjarnardottir, Faculty of Social Sciences, Oddi, University of Iceland
Ethan Lowenstein, Eastern Michigan University
Robert Selman, Facing History and Ourselves, and Harvard Graduate School of
Education
Dennis Barr, Facing History and Ourselves
Abstract:
This symposium will discuss a promising new design framework and model for assessing
teacher sophistication in promoting civic, social, and moral growth grounded in
developmental and cultural psychology. The model uses a carefully contextualized
planned sequence of dilemmas/vignettes about difficult or controversial classroom
discussions and interactions to elicit teacher responses. This model is currently being
used to design and score measures in the National Professional Development and
Evaluation Project (NPDEP), an experimental evaluation of the professional development
organization Facing History and Ourselves.
Title: Teachers’ Pedagogical Visions: A New Analytical Model
Author(s):
Sigrun Adalbjarnardottir, Faculty of Social Sciences, Oddi, University of Iceland
Abstract:
On both sides of the Atlantic educational policy makers call for more emphasis on
Education for Democratic Citizenship and Human Rights yet tend to disregard the
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perspectives of principals and teachers. Key to teachers’ professional growth, and thus to
school development, is gaining a better understanding of teachers’ pedagogical visions.
For over a decade the author and her colleagues have been developing a framework of
teacher professional awareness and development in fostering student social, civic, and
ethical awareness and responsibility. In the proposed presentation the author will
introduce this framework: its history, evolution, and current status.
Title: The Next Generation of Teacher Performance Measures in Civic and Moral
Education: Design Consideration and Theoretical Justification
Author(s):
Ethan Lowenstein, Eastern Michigan University
Abstract:
The teacher knowledge base with regards to pedagogical content knowledge in civic and
moral education has historically been under-conceptualized. Measures that can be used to
evaluate teachers’ knowledge, skills, and motivation have lacked the reliability and
validity necessary for use in an experimental impact study. This presentation will provide
a conceptualization of the teacher knowledge base. It will then describe how this
conceptualization is being used in an experimental evaluation of Facing History and
Ourselves to design carefully contextualized teaching vignettes/dilemmas to measure
teacher cognition and development with regards to promoting student social, ethical, and
civic awareness and responsibility.
Title: Implications of New Research on the Teachers’ Methods to Deal with Ethical
Controversy in the Classroom for Developmental Theory and Moral Education
Practice
Author(s):
Robert Selman, Facing History and Ourselves, and Harvard Graduate School of
Education
Dennis Barr, Facing History and Ourselves
Abstract:
The evolution of a line of research on the professional development of teachers to deal
with controversial, challenging or difficult discussions, both academic and ethical, in
course material and classroom interactions is retraced with a focus on two key questions.
First, how can a developmental approach to teachers’ performance skills in moral
education deal with variations in context, e.g., climate of a school or classroom, students’
backgrounds and experiences of prejudice? Second, how can such a model help us
understand what professional expertise in moral education is, and how to promote the
development of such expertise through professional learning opportunities?
Session 50
3:30 pm–4:45 pm
Room: 802
Papers # 15
Title: Building a Moral Community: The Legacy of Janusz Korczak
Author(s):
Sara Efrat Efron, National-Louis University
Abstract:
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In the post 9/11 era, as the world slips once again into an abyss of division and hatred, the
figure of Janusz Korczak (1878-1942), a Jewish-Polish educator who perished in the
Holocaust, looms large. Before and during World War II, a time of racism, murder, and
social self-destruction, Korczak believed that children are humanity’s only hope. In the
orphanages he conducted, Korczak encouraged individual autonomy and caring
relationships within the context of a democratic community where a vision of justice and
trust was an integral part of life. The presentation discusses Korczak’s moral education
approach and its challenges to contemporary educators.
Title: Children’s Attitudes toward Superheroes as a Potential Indicator of
Children’s Moral Understanding
Author(s):
Justin Frank Martin, Graduate School of Education, University of California, Berkeley
Abstract:
McCrary’s work suggested that superheroes influence children’s development of moral
values. Similarly, Bauer and Dettore advocated adults’ and educators’ monitoring of
children’s superhero play to help children foster cooperation and conflict resolution
skills. The purpose of this study was to explore the relationship between children’s
attitudes toward themselves and their attitudes towards superheroes. Forty-two fourthgrade children (aged 9-11) from a school in Massachusetts completed a questionnaire.
Results indicated that participants generally rated themselves and their superhero as being
high on prosocial behaviour. Findings suggest that there may be a relationship between
how children feel about themselves and how they feel about superheroes.
Title: Transcendence in the Lives of Moral Exemplars: Addressing Moral
Psychology’s Blind-Spot
Author:
Lawrence J. Walker, University of British Columbia, Canada
Co-author(s)
Jeremy A. Frimer, University of British Columbia, Canada
Abstract:
Strangely occluded from the purview of moral psychology has been a consideration of
the relevance of religion, spirituality, and transcendent faith to moral functioning. This
study addresses some of the ambiguities in previous research and presents more definitive
data regarding the relationship between these variables and moral functioning. The
sample was comprised of moral exemplars (national awardees for either exceptional
bravery or caring), as well as comparison participants. They completed a set of
questionnaires and participated in an individual interview. Indices of religiosity,
spirituality, and faith were derived for analyses. Results indicated that aspects of faith
development are most clearly implicated in under-girding caring action. Discussion
explores the relationships among these domains.
Session 51
3:30 pm–4:45 pm
Room: 912
Proposal # 17
Title: A Generation Lost – Biographical Pathways of Female Elders in South Korea
Author(s):
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Detlef Garz, Johannes Gutenberg University, Germany
Hyo-Seon Lee, Kangnam University, Korea
Abstract:
The present study analyzes the life history of Korean elders in order to understand their
biography and the moral burden under which they have suffered. In this study we are
going to present results achieved with the help of narrative interviews.
The female elders had to live a life without a 'self' under the influence of patriarchal
Confucian society and they had to take responsibility for poverty as a collective lifetime
impact without having any rights. Our reconstruction shows that their life was one of
physical, psychological and emotional hunger coming from nationwide poverty,
deprivation of educational opportunities and heavy burden of housework.
Title: Marriage and Relationship Education for Poor Couples: Does it Work?
Author(s):
Josephine Hauer, U.S. Dept. of Health and Human Services, Administration for Children
and Families
Abstract:
Federally funded marriage and relationship education programs have been implemented
in a variety of community based contexts that serve economically and culturally diverse
populations since 2004 under the Administration for Children and Families Healthy
Marriage Initiative. A significant number of projects target individuals and couples in
poverty. These programs teach socio-moral competencies and skills including empathy,
communication skills and problem-solving strategies as well as the benefits of healthy
marriages/relationships for children. The presentation provides an overview of the
implementation research to date on these projects highlighting both “lessons learned” and
trends in the outcome data.
Session 52
3:30 pm–4:45 pm
Room: 909
Symposium #61
Title: Triune Ethics: Testing a Neurobiologically-Rooted Moral Psychology Theory
Discussant:
John Snarey, Emory University
Chair(s):
Darcia Narváez, University of Notre Dame
Abstract:
Triune Ethics Theory (TET) is a neurobiologically-based theory that identifies three
ethics rooted in the phylogenetic evolution of the human brain. In paper one, the three
ethics (Security, Engagement, Imagination) are described with empirically-derived
evidence from neuro and social sciences. The theory proposes that each ethic is
dispositionally present in each individual to varying degrees, but can also be situationally
primed. In paper two, the dispositional aspects of the three ethics are examined. Paper
three describes an experiment in which responses to moral reasoning probes were primed
for one ethic or another. Priming successfully influenced moral reasoning reaction time.
Title: Triune Ethics Theory: A Neurobiologically-based Moral Psychology
Author(s):
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Darcia Narváez, University of Notre Dame
Abstract:
Triune Ethics theory is an interdisciplinary theory with three goals (1) to link moral
psychology to neurobiology and affective neuroscience, (2) to explain individual
differences in moral functioning, and (3) to suggest the initial conditions for optimal
moral development. People can take three types of affectively-based moral stances: the
Ethic of Security, oriented to security and focused on self-preservation through safety,
and personal and ingroup dominance; the Ethic of Engagement, oriented to emotional
engagement with others, particularly through caring relationships and social bonds; and
the Ethic of Imagination, which is focused on creative ways to think and act socially.
Title: Dispositional Aspects of Triune Ethics Theory
Author(s):
Bradley Mattan, University of Notre Dame
Co-author(s):
Darcia Narváez, University of Notre Dame
Abstract:
Triune Ethics Theory presupposes dispositional tendencies towards one ethic or another,
based on childhood and life experiences. We examined the relation of Big-5 personality
factors to measures of factors postulated to be related to the three ethics: empathy
(Engagement), insight (Imagination), and distrust (Security), among others, including
Tomkins’ Polarity Scale and the Moral Chronicity Questionnaire. Indeed, our findings
suggest that predicted constellations of personality factors relate to the three ethics.
Title: Priming Reasoning for Security or Engagement: Situational Aspects of Triune
Ethics Theory
Author(s):
Nicholas Lynchard, University of Notre Dame
Co-author(s):
Bradley Mattan, University of Notre Dame
Darcia Narváez, University of Notre Dame
Abstract:
Triune Ethics Theory proposes that the emotionally-rooted ethics of TET can be primed
by the situation. Participants were randomly assigned to one of three priming conditions:
Neutral (visualizing morning routine), Security (death visualization), or Engagement
(attachment visualization). Participants read a dilemma and then responded to
considerations written at Kohlberg stages 2-6. Actual response times were subtracted
from expected response times, based on syllables, and compared to the neutral condition.
Significant priming occurred. For example, Security priming increased response times to
Stage 3 reasoning indicating that Stage 3 responses were less activated. These and other
findings are discussed.
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Friday Evening Reception
Sponsored by Fordham University’s Graduate School of Education
Entertainment by NYU Steinhardt Brass Quintet
Rosenthal, Kimmel Center, 10th Floor
5:00 pm-7:00 pm
Blind Host Dinner Outing in Greenwich Village
Meet in the Lobby of the Kimmel Center
(Open to All AME Conference Participants)
7:00 pm
Journal of Moral Education
Executive Board “Working” Dinner
Payne Room, Pless Hall 4th Floor
7:00 pm-10:00 pm
Saturday, November 17
Helen and Martin Kimmel Center for University Life
60 Washington Square South
Registration Desk Open from 8:00 am-5:00 pm
Morning Coffee from 8:30 am-10:00 am
Plenary Lectures
9:00 am-10:30 am
Dr. Pedro Noguera
Safety and Caring in Schools: Addressing the Moral Basis of School Discipline Policies
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Professor at Steinhardt School of Culture, Education, and Human Development, New York
University
ROOM: Eisner and Lubin Hall
—or—
Dr. Patricia Mische,
Educating for a Deeper Democracy, Peace and Humanity: Yesterday, Today, Tomorrow
Professor at Antioch College
ROOM: Shorin Auditorium
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Paper Presentations and Symposium Sessions
10:45 am - 12:00 pm
Session 53
10:45 am-12:00 pm
Room: 803
Papers #85
Title: Mechanisms of Transformation in the Loss and Recovery of Integrity
Author(s):
Charles Blakeney, University of Fribourg, Switzerland
Ronnie Blakeney, University of Fribourg, Switzerland
Abstract:
One of the important challenges for moral education is to understand how people recover
the potential for learning and growth after the loss of integrity. This paper outlines
empirically derived mechanisms of transformation associated with recovering integrity
after chronic addiction in a middle class, well-educated population. In the longitudinal
research still underway, we observed rigid entrenched patterns of thinking, feeling and
behavior, as they transformed through a period of disintegration instability and
divergence into a renewed, resilient integrity characterized by increased potential for
further growth, that is, a change in the developmental trajectory.
Session 54
10:45 am-12:00 pm
Room: 903
Symposium #83
Title: Educating for Dissent and Non-Compliant Citizenship
Discussants:
Bill Puka, Rensselaer Polytechnic Institute
Elizabeth Vozzola, Saint Joseph College
Phyllis Curtis-Tweed, Medgar Evers College of City University of New York
Cheryl Armon, Antioch University Los Angeles
Abstract:
Citizenship education, civic engagement, community service learning, and the like,
educate students to be good, contributing members to "the system,” compliant members
of "the system.” This is the political or governmental system—the political-economic
institutions of one's nation state. The good citizen helps enhance the quality of life for
fellow citizens, has her say regarding elected officials and policies, and may even work
with others to reform the least democratic or just practices of the Republic. Recently, the
good citizenry of the U.S. supported a first-strike invasion of Iraq, leading to the deaths
of perhaps 40,000 innocents. Our panel poses approaches for educating "bad" citizens, by
contrast—ornery, suspicious, "uncivil" citizens, ready to challenge public officials and
their authority for the sake of real democracy. Social membership supplants citizenship
status.
Democracy involves coming together as social groups to pursue common social
interests independent of government—regardless of and despite government. Such
citizenship grounds "civil society movements" internationally and grass-roots public
interest organizations (non-profits, NGOs) at home, along with citizen watchdog and
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social entrepreneurship movements. Democratic citizens don't seek a voice in public
policy, but an actual say, consistent with democratic self-rule or self-determination. They
take "public servant" seriously, viewing officials as employees of social will, not leaders
who shape that will. Come share ideas with us.
Session 55
10:45 am-12:00 pm
Room: 802
Symposium #75
Title: The Place of Dialogue in Reconstructing the Cosmopolitan Ideal
Author(s):
Megan Laverty, Teachers College, Columbia University
David T. Hansen, Teachers College, Columbia University
Eduardo M. Duarte, Hofstra University
Abstract:
Human society is moving towards greater global interconnectedness as local communities
are becoming more culturally, racially, and religiously diverse. These societal changes
call for new habits of human sociability as well as new ideals of identity and community
to inform them. Cosmopolitanism is one such ideal because it focuses on communicative
solidarity through the acknowledgement of shared human experience. This symposium
will explore the role of dialogue in a reconstruction of this cosmopolitan ideal. The first
presenter will elucidate and defend a dialogical conception of our humanness, arguing
that foreignness is inevitable—with respect to others and the self—as a constitutive part
of our relationality. The second presenter will underscore the foundational aspects of
cosmopolitan sensibility, arguing that the idea of the cosmopolitan implies a continual
founding, in the sense of “founding” a new community or self. The third presenter will
explore the uncanny entrance of the “cosmopolitan” idea into the history of philosophy,
arguing for a new ontology of learning that arises through a dialogic relation between self
(us, nos) and stranger (other, otro). He represents this “relation” as the hidden harmony
of the cosmopolitan, the unifying force that enjoins “our” others, strangers (nos/otros)
into a community, “us” (nosotros).
Title: The Idea of Dialogue as a Way to Understand and Be Human
Author(s):
Megan Laverty, Teachers College, Columbia University
Abstract:
In this presentation the author argues for a conception of the human condition as
dialogically constituted. The author will elucidate the idea of dialogue and suggest that it
implies the necessity of self and other—as a relationship among, and within, individuals.
This relationship underscores foreignness as an inalienable part of human identity and
community, speaking to what Hannah Arendt describes as “the difference in our
Oneness.” It shifts our focus away from the establishment of foundational human
allegiances towards the acceptance of an emergent, contingent and inherently
unfinalizable human connectedness. The author suggests that the idea of dialogue fosters
tolerance for the ambiguity of our being.
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Title: Responding to the Call of Dialogue: Contours of the Cosmopolitan Sensibility
Author(s):
David T. Hansen, Teachers College, Columbia University
Abstract:
The author begins this presentation by acknowledging the important place of dialogue in
any meaningful conception of the cosmopolitan. At the same time, the author departs
from the dialogical framing urged in the first paper by underscoring the foundational
aspects of what the author calls a cosmopolitan sensibility. The author argues that the
idea of the cosmopolitan implies a continual founding, in the sense of “founding,” a new
community or self. It is a founding of grounds for mutual exchange and solidarity. This
process depends upon human sensibilities that are at once both open to the new and selfcritical, while also being critical of the new and self-affirming. The author suggests that
a cosmopolitan sensibility generates a solidarity of receptivity: a solidarity emergent
through experiencing life educationally.
Title: Nos.Otros/Nosotros, Our Others/Us: the Strange Dialogic Arrival of the
Cosmopolitan Idea
Author:
Eduardo M. Duarte, Hofstra University
Abstract:
This paper, which is inspired by Kant’s important essay Idea for a Universal History
from a Cosmopolitan Point of View, explores the uncanny entrance of the “cosmopolitan”
idea into the History of Philosophy. The entrance arrives as a strange play of voices: a
mysterious stranger who announces “our” Idea, and the voice of “our other” (nos/ostros)
who is compelled to respond to the publication/publicity of the Idea. Today the uncanny
entry, as I will suggest with my reading of the symposium papers, indicates the
mysterious presencing of a new ontology of learning that arises through a dialogic
relation between self (us, nos) and stranger (other, otro). The “relation” arises as the
hidden harmony of the cosmopolitan, the unifying force that enjoins “our” others,
strangers (nos/otros) into a community, “us” (nosotros).
Session 56
10:45 am-12:00 pm
Room: 804 /805
Papers #45
Title: Integrating Getting to Yes With Kohlberg’s Approach to Moral Education
Author(s):
Daniel Candee, Massachusetts Collaborative Law Council
Abstract:
Roger Fisher, in his seminal book Getting To Yes (GTY), advances a process of
negotiation and dispute resolution whose goals and techniques are very consistent with
Kohlberg’s process of moral reasoning, yet the two traditions do not reference each other.
The goal of this paper is to introduce Fisher’s work to the moral education community
and to suggest ways in which it can advance moral education practice and research.
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The presentation will describe the five tenants of GTY: (1) separate the people
from the problem; (2) focus on interests not positions; (3) invent options for mutual
gains; (4) insist on objective criteria; and (5) analyze by BATNA (Best Alternative To a
Negotiated Agreement). We will resolve an illustrative dispute showing how the fairest
solution is the one which maximizes joint gains.
Title: Addressing Conflict in History/Social Studies Classrooms: Possibilities and
Moral Challenges
Author(s):
Deborah Donahue-Keegan, Graduate School of Education, Harvard University
Abstract:
The process of delving into conflict and controversy in history/social studies classrooms
is a key avenue for cultivating perspective-taking capabilities. Teachers who embrace
this belief proactively seek opportunities to help students approach conflict constructively
in their study of history and current issues. Students are encouraged to develop civic
skills, dispositions, and knowledge towards active civic participation (Bickmore, 1997).
This paper considers the possibilities and moral challenges involved, as well as the
support needed, for teachers who aim to foster socio-moral and civic learning through
explicitly addressing conflict – pedagogically, as part of the curriculum and in terms of
classroom management.
Title: Raw Conflict: Exploring the Middle East with Students
Author(s):
Gabriel Reich, Virginia Commonwealth University
Abstract:
This paper proposes a framework for exploring how the use of historical thinking may
impact the growth of historical empathy and, ultimately, models for how teachers can
approach contentious moral issues. The example used is that of the Palestinian/Israeli
conflict, which evokes raw emotion in a way that few other international conflicts do.
This paper discusses the issues that arose during the curriculum design and teaching of
this conflict with diverse groups of pre-service teachers and high school students. As
such, it includes both a critical reflection on my own teaching and the learning of my
students.
Session 57
10:45 am-12:00 pm
Room: 905/907
Symposium #58
Title: New Perspectives on Teaching and Learning History: Investigating the Role
of Ethics and Emotions in Historical Inquiry
First Author:
Alan Stoskopf, School of Education, Northeastern University
Co-author(s):
Angela Bermudez, Harvard Graduate School of Education
Ulrike Hartmann, University of Goettingen, Germany
Robert Selman, Harvard Graduate School of Education
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Mario Carretero, Universidad Autónoma de Madrid, Spain; Latin American Faculty of
Social Sciences, Argentina
Abstract:
Whether at the center of discussions or right beneath the surface, emotions and values
often have been a part of history teaching and learning. Pluralistic societies are based on
a variety of historical accounts that connect present day experiences with the past.
Inevitably, this generates a range of emotional and value-laden responses among
students. This symposium addresses how the domains of values and emotions interact
with students’ intellectual understandings of history from three different perspectives.
Title: Intellectual Rigor, Ethical Reflection and Emotional Engagement in Facing
History and Ourselves
Author(s):
Alan Stoskopf, School of Education, Northeastern University
Angela Bermudez, Harvard Graduate School of Education
Abstract:
Our paper analyzes preliminary data from a study of students in the Facing History and
Ourselves program. It discusses how the domains of ethical reflection and emotional
engagement influence students’ comprehension of core concepts of historical
understanding. Students are given a measure that is drawn from the inter ethnic conflict
that took place in the former Yugoslavia during the early 1990s and asked to answer a
series of item rating, open response, and true and false questions based upon different
primary and secondary source accounts. Quantitative and qualitative analyses of student
responses from field and pilot test data raise important questions about the role ethical
reflection plays in students’ comprehension of core concepts of historical understanding.
Title: Understanding Choices in Historical Context – Encounters of Research in
Historical Understanding and a Developmental Theory on Social Awareness
Author:
Ulrike Hartmann, University of Goettingen, Germany
Robert Selman, Harvard Graduate School of Education
Abstract:
Teaching and learning history can connect to various aspects of students’ contemporary
social and civic learning. The study of the past era around the Weimar Republic serves as
one example where students can learn to apply historical understanding to their present
actions and experiences. We will present research from a German study using a
hypothetical scenario from that period to assess 10th grade students’ capacities to
coordinate historical perspectives, and relate these findings to a theory on the
development of social awareness, and issues about its contextual manifestations.
Title: Could History Teaching in Latin America Contribute to Moral Development?
Author(s):
Mario Carretero, Universidad Autónoma de Madrid, Spain; Latin American Faculty of
Social Sciences, Argentina
Abstract:
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It is generally acknowledged that history education has a strong influence on national
identity formation. Previous research has pointed to some difficulties that this connection
between history and nationalistic content raise. This presentation will draw on examples
of history teaching in different countries of South America, and discuss how two
objectives, the development of students’ historical understanding and the formation of a
national identity, can turn out to be contradictory with each other.
Session 58
10:45 am-12:00 pm
Room: 914
Symposium #52
Title: Multicultural Issues in Civic Education: International Perspectives
Author(s):
A. Donald Biggs, School of Liberal Arts, Siena College
Co-Participants:
Robert Colesante, School of Liberal Arts, Siena College
Gerald Porter, School of Education, State University of New York, Cortland
Patrícia Bataglia, Universidade Bandeirante de São Paulo, Brazil
Júlio Rique, Universidade Federal da Paraiba, Brazil
Abstract:
The folk psychology of a community is a powerful source of citizenship information and
is often tainted with the injustices of history. This session will explore the intersection of
folk psychology, citizenship, and the common good in pluralistic societies. The first
presentation will discuss a folk model of citizenship in the United States that has led to
two tracks to citizenship. The second presentation will discuss black oppositional identity
as a source of alienation from their role as citizens in a pluralistic democracy. The third
presentation will discuss the concept of moral competence as a standard for citizenship in
pluralistic societies. The fourth presentation will discuss samples of Northeastern
Brazilian adolescents from three different social economic statuses: adolescents attending
public schools, adolescents attending private schools and adolescents living on the
streets, have responded to an open interview. International perspectives will include the
US, Brazil, and Germany.
Title: Citizenship and the Common Good
Author(s):
Robert Colesante, School of Liberal Arts, Siena College
Abstract:
White and Black Americans at the turn of the 21st century may work together or even go
to school together, but for the most part, they do not live together, go to church together
or play together. This presentation will suggest that the folk psychology of citizenship in
the United States, which developed along side a segregated system of schooling, has
supported “two tracks to citizenship.” An important goal of civic education is to assist
citizens in having some impact on public affairs consistent with intentions which they
develop through a process of rational, moral deliberation. We will argue for citizenship
education that provides opportunities for future citizens to learn how to work together to
solve common problems.
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Title: Multicultural Issues in Civic Education – Black Oppositional Identity and
Alienation from Citizenship
Author(s):
Gerald Porter, School of Education, State University of New York, Cortland
Abstract:
Home schooling has been one response of African American parents who view schools in
the United States suspiciously. With serious achievement gaps and a history of failed
efforts to educate their children, parents question whether public schools can adequately
prepare their children to have a place at tables that influence public life. This presentation
will consider home schooling as recognition by African American parents that schools
are likely to provide a track for their child’s journey to citizenship that is qualitatively
and psychologically different from that provided to other students. The presenter will
argue that any citizenship education programs for poor black students (and to a lesser
extent middle class students) must counteract messages in the media that define black
citizenship as inconsistent with an inclusive American citizenship.
Title: Multicultural Issues in Civic Education – Moral Competence and Citizenship
in Brazil
Author(s):
Patrícia Bataglia, Universidade Bandeirante de São Paulo, Brazil
Abstract:
Moral competence is important in all societies, especially pluralistic ones where
perspectives and arguments may appear different, but derive from common moral
principals and reasoning. This presentation will discuss the concept of moral competence
as it relates to good citizenship. The presenter will argue that morality cannot be
understood as a simple internalization of rules nor as a deflagration of internal
dispositions. It is built in the relations established between individual and his/her
environment. The public life of citizens and their ability to maintain positive
environments will be seen as an important facet of citizenship. The presenter will refer to
studies on the moral competence of citizens in Brazil and Germany.
Session 59
10:45 am - 12:00 pm
Room: 901
Papers #46
Title: Towards a Reclaimed “Critical” Peace Education
Author(s):
Monisha Bajaj, Teachers College, Columbia University
Abstract:
The field of peace education is one that includes a diverse array of scholarly perspectives,
programmatic considerations, and underlying values. As a term used for a variety of
programs, studies, and initiatives, in this paper I argue for a reclaimed “critical peace
education” in which empirical study aimed towards local understandings of how
participants can cultivate a sense of transformative agency assumes a central role.
Attention to research and the renewed pursuit of critical structural analyses (Galtung,
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1969) can further the field towards scholar-activism in pursuit of peace education’s
emancipatory promise.
Title: Relativism for Absolutists: the Role of Moral Reflection in a Multicultural
Curriculum
Author(s):
Steven Cresap, Metropolitan College of New York
Louis Tietje, Metropolitan College of New York
Abstract:
Moral instruction in higher education has been increasingly influenced by a multicultural
perspective. This has resulted in a performative contradiction for both teachers and
students. Given the importance of tolerance for other’s views, participants in ethical
discussions assent to forms of relativism, both descriptive and normative. For many
teachers, however, there remain core elements of their disciplines that they consider
absolute. Many students come from cultures that do not practice tolerance and are
resistant to relativism in crucial ways. This paper describes some of the problems such a
situation presents for teaching and learning ethics, drawing on experience in the Values
and Ethics curriculum in graduate and professional studies at Metropolitan College of
New York.
Title: Are Psychopaths Morally Sensitive?
Author(s):
Bruce Maxwell, Faculty of Education and Social Science, University of Münster,
Germany
Co-author(s):
Leonie LeSage, Faculty of Psychology and Education, Free University of Amsterdam,
The Netherlands
Abstract:
James Rest’s four-component model of morality is widely used as an analytic tool for
approaching theoretical problems in moral psychology and as a point of reference for
identifying objectives in moral education programmes. Drawing on empirical evidence
on the moral psychology of the diagnostic category of psychopathy, we argue that Rest’s
schema misidentifies moral sensitivity as a predominantly affective moral capacity.
Session 60
10:45 am-12:00 pm
Room: 909
Symposium #67
Title: Polity (Not Democracy) as the Moral Aim of Education
Chair(s):
Robert W. Howard, University of Washington, Tacoma
Author(s):
Max Riley, Superintendent of Schools, Randolph Township, New Jersey
Jennifer Preisman, University of Washington, Tacoma
Robert W. Howard, University of Washington, Tacoma
Laura Hernandez, Director of Service Learning Programs, Assistant Principal, Shongum
Elementary School, New Jersey
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Abstract:
In his Politics, Aristotle concluded that after examining different constitutional
formations of governments, that in rule by many, it is democracy that is the negative form
and that polity is the good. This seminar makes an argument for polity as the fundamental
aim of education. The authors define polity as the synthesis of principled moral/character
education and citizenship education. The first paper presents a theoretical perspective on
polity. The second looks at the role of social capital in both education for polity and its
relationship with academic achievement and how service-learning can contribute to both
social capital and academic achievement. The third paper examines how service-learning
can be created in K-12 settings to promote social capital, moral education, and academic
achievement.
Title: Education for Polity (Not Democracy)
Author(s):
Robert W. Howard, University of Washington, Tacoma
Jennifer Preisman, University of Washington, Tacoma
Abstract:
In his Politics Aristotle concluded, that after examining different constitutional
formations of governments, that in rule by many, it is democracy that is the negative form
and that polity is the good. In this paper we ask, what it would be like if we took Aristotle
and his definitions of democracy and polity seriously and how it might affect citizenship
eduction? Might we come to conclude that citizenship education (like the form of
constitutions Aristotle studied) has two types and that democratic education as a means
of citizenship is negative and that we should embrace an education for polity?
Title: From Citizenship to Student Achievement: Getting There From Here
Author(s):
Max Riley, Superintendent of Schools, Randolph Township, New Jersey
Robert W. Howard, University of Washington, Tacoma
Abstract:
In the current standards-based environment in K-12 schools, moral education and
citizenship education are frequently seen as second-class and inferior educational goals.
However, research shows that the strength of a community is a better predictor of student
achievement than either a community's racial or economic characteristics. This
presentation will examine social democracy (especially social capital) and its role in
promoting civic engagement AND the academic success of citizens in those
communities. This paper will examine the educational and teaching strategies and their
ability to promote strong communities and social capital including: academic servicelearning, moral education, and programs for increasing protective factors.
Title: Service-Learning for Academic Success, Social Capital, Citizenship, and
Morality
Author(s):
Laura Hernandez, Director of Service Learning Programs, Assistant Principal, Shongum
Elementary School, New Jersey
Abstract:
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Academic Service-Learning is a teaching strategy that uses community service
experience to teach academic curricula. The participatory and experiential nature of
service-learning promotes civic engagement and moral education. Many of the needs
addressed in service are ethical (e.g., hunger and homelessness). This paper will examine
the creation of service-learning programs in K-12 environments to succeed and to
promote citizenship and moral development.
Session 61
10:45 am-12:00 pm
Room: 904
Papers #27
Title: Coaches as Moral Educators: Raising the Bar in Youth Sports
Author:
Cheryl Armon, Antioch University, Los Angeles
Co-author(s):
Stephen Venables, Los Angeles Sports Foundation
Abstract:
This pilot study examines the hypothesis that learning student-centered instructional
strategies will allow coaches to promote not only the physical development and skill
enhancement of their players, but also players’ ethical development. In addition to
assessing player development and performance, the study examines some relationships
among coaches’ development and coaches’, players’, and parents’ sideline behavior
during competitive game situations. 80 male and female student athletes will compete in
a basketball league in which half of the volunteer youth coaches will have participated in
a series of educational workshops that emphasize mutual respect, Socratic questioning,
decision-making, planning, and fair play.
Title: Children and Adolescents Conceptions of Personal, Social, and Moral Issues
Author:
Jennifer Cole Wright, University of Wyoming
Abstract:
Is tolerance for diversity influenced by whether children/adolescents view different
beliefs as involving personal, social, or moral issues? When asked to categorize 30-40
issues, 4th-12th graders were most accepting of different personal beliefs, moderately
accepting of different social beliefs, and less accepting of different moral beliefs.
Children were significantly less tolerant than adolescents of different beliefs regardless of
issue classification and yet demonstrated significantly more variation in tolerance
between issue classifications. Adolescents were significantly more willing to interact
with/help teenagers with different beliefs when they disagreed about a personal/social
issue rather than a moral issue. Gender differences in adolescents were found.
Title: The Use of Forgiveness Education with At-Risk Adolescents
Author:
Suzanne Freedman, University of Northern Iowa
Abstract:
This paper will describe the use of a forgiveness education program designed to help atrisk adolescents deal with deep, personal, and unfair hurts. Results illustrated that the
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forgiveness education was effective in promoting forgiveness in the participants as well
as increasing feelings of hope and self-esteem and decreasing anger and anxiety. Specific
challenges associated with educating a population of at-risk adolescents about
forgiveness will be highlighted. This paper will conclude with examples of verbal reports
from students describing what they learned from the forgiveness education. The
importance of including forgiveness education in both the traditional and non-traditional
school curriculums will be emphasized.
Session 62
10:45 am-12:00 pm
Room: 910
Papers # 20
Title: From Our Needs to Our Norms: Ontogeny Meets Teleology
Author(s):
Joan F. Goodman, Graduate School of Education, University of Pennsylvania
Abstract:
The story of Helen Keller pits a child's present "needs," as perceived by her mother, in
conflict with latent future "needs," as perceived by her teacher. The two response styles
are a metaphor for the dual obligations of educators. To be effective, a moral education
theory should attend to the drives and desires of children and to our social and
educational aspirations for them, both developmentally staged. The complexity and
interaction between the child's ontogeny and teleology is discussed in terms of Kohlberg's
justice theory, with its emphasis on destiny, and Noddings' caring theory, with its
emphasis on needs.
Title: Ideals from the Good (A)moral Life
Author(s):
Stijn Sieckelinck , University of Amsterdam, The Netherlands
Doret de Ruyter, University of Amsterdam, The Netherlands
Abstract:
“Practical idealism” is very popular among adolescents. Moral ideals are pursued on a
smaller scale and youngsters tend to pursue moral ideals in a personal mode and for
prudent reasons as well. We defend the position that educating children for the good life
should encompass what we call (a)moral ideals, combining other-regarding and selfregarding ideals and similar motives for pursuing them. As the double motivational basis
has strong appeal, and because (a)moral ideals also have a moral character, moral
education should not focus exclusively on moral ideals to make moral ideal outcomes
possible.
Title: The Politics of Moral Education: A Chinese Example
Author(s):
Tianlong Yu, School of Education, Southern Illinois University, Edwardsville
Abstract:
As moral development is largely a socio-cultural process, moral education is always
politically charged. China provides a revealing example of the connection between
politics and school moral education. Documenting the history of moral education in
communist China, this paper explores how various political ideologies, including
Confucianism and communism, have influenced the policies and practices of Chinese
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moral education and how the central government has supported various moral education
movements in order to achieve the purpose of political control.
Lunch with Carol Gilligan
Eisner & Lubin Auditorium, Kimmel Center: 4th Floor
12:45 pm - 1:45 pm
Plenary Address
12:45 pm - 1:45 pm
Kimmel Center, Eisner & Lubin Auditorium, 4 th Floor
Carol Gilligan
Psychologist and Professor at Steinhardt School of Culture, Education, and
Human Development and School of Law, New York University
John Snarey, Introduction
“The Scarlet Letter: A Play Inspired by Hawthorne’s Novel”
Paper Presentations and Symposium Sessions
2:00 pm-3:15 pm
Session 63
2:00 pm – 3:15 pm
Room: 803
Papers # 7
Title: Moral and Civic Consciousness Among National Service Participants in
Malaysia.
Author(s):
Vishalache Balakrishnan, Faculty of Education, University of Malaya, Malaysia
Abstract:
The general purpose of this paper is to discuss the moral and civic consciousness
inculcated among youngsters selected and attending the National Service Training
Program in Malaysia. The National Service Training Program started in the year 2004,
that is, after the Malaysian Parliament agreed on the execution of the program which
foresees the below as the objectives of the program: 1) increase the patriotic spirit of the
younger generation; 2) instill racial harmony and national integrity; 3) form positive
character through moral values; 4) develop volunteerism; and 5) create a younger
generation that is active physically, mentally and filled with self confidence.
However, many parties through the media and in public have become dissatisfied with
the National Service Training Program in which 3-month training is being offered to
selected 18-year olds through four training modules. They are the physical module,
nationhood module, character-building module, and community service module. Since it
is a new training program, research on moral and civic consciousness inculcation have
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not been carried out so far. With the findings supplied by this study and future ones, soon
the department involved in implementing this program will be better able to face
challenges and obstacles in carrying out the program.
Title: Student Rights and Human Rights Education- Taiwan’s Experience
Author(s):
Chia-Fan Lin, College of Education, National Taiwan Normal University, Taipei, Taiwan
Abstract:
In the article, it will be argued that human rights education in terms of student rights is a
good approach especially for countries such as Taiwan where some old traditional and
cultural conventions are hindering the implementation of human rights education in
school. It could offer a good way to channel the ideas into the school practices based on
the traditional values and affect human rights issues, which are not remote or foreign but
immediate and local and need to be addressed and taken into action in terms of legal
protections. Therefore, the values of human rights can be translated into practical actions,
which are no more abstract in words, but real in actions for students. In addition,
Taiwan’s experience will be discussed in terms of legislation, formal, and informal
curriculum, and teacher training program.
Title: The Sprout of Taiwanese Democratic Education
Author(s):
(Jennifer) Chin-Chueh Wang, College of Education, National Taiwan Normal University,
Taipei, Taiwan
Abstract:
The purposes of this study were to explore the effect of colony education in Taiwan
during Japanese governing period, and to complement it with the analysis of the
democratic connotation in “citizen and morality” textbooks at Taiwanese high schools
during the period of KMT (“Kou Ming Tang” Party) governing. By reviewing the
education policy and “morals” textbooks during the period of Japanese governing in
Taiwan and analyzing “citizen and morality” textbooks of KMT government during the
period of promulgating and abolishing curfew and martial law, we discovered much
obvious evidence of anti-democratic education connotations still hidden in textbooks.
Session 64
2:00 pm–3:15 pm
Room: 802
Symposium # 78
Title: Selfish or Fair: Integrating Economic Game Theory and Moral Development
Author(s):
Monika Keller, Max Planck Institute of Human Development, Germany
Thomas Canz, Max Planck Institute of Human Development, Germany
Michaela Gummerum, School of Psychology, University of Plymouth, United Kingdom
Tina Malti, University of Zurich, Switzerland
Katrin Rust, Max Planck Institute of Human Development, Germany
Yaniv Hanoch, School of Psychology, University of Plymouth, United Kingdom
Kimberly Schonert-Reichl, University of British Columbia, Canada
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Title: Sharing from Childhood to Adulthood: Negotiation Strategies and Outcomes
Author(s):
Monika Keller, Max Planck Institute of Human Development, Germany
Thomas Canz, Max Planck Institute of Human Development, Germany
Michaela Gummerum, School of Psychology, University of Plymouth, United Kingdom
Abstract:
Sharing behavior was assessed in an experimental setting of behavioral economics.
Participants of five different ages from childhood to adulthood decided individually and
in a group of three how to share a sum of money with an anonymous other group
(dictator-game). Negotiations were videotaped and analyzed. Equal split was a
predominant simple fairness heuristic; groups gave less than individuals; university
students were most selfish. Arguments in discussion were categorized. Younger persons
used more simple, selfish, or fairness arguments. Arguments that served to support more
selfish sharing (justifications, excuses) became more complex with age.
Title: Moral Emotions and Morally Relevant Behaviors in Childhood
Author(s):
Tina Malti, University of Zurich, Switzerland
Abstract:
Although the role of moral emotions in morally relevant behaviors has been theoretically
acknowledged, not much research in early and middle childhood has been conducted so
far. The present study therefore investigates the role of moral emotions (i.e. sympathy
and moral emotion attributions within the happy-victimizer paradigm) in kindergarten
children’s prosocial and morally relevant behaviors. Data of six-year old Swiss
kindergarten children, their parents, and kindergarten teachers are used. Overall, the
findings give evidence for the importance of moral emotions in children’s morally
relevant behaviors. The findings are discussed with regard to pedagogical interventions.
Title: Preschool Children’s Moral Emotions and Prosocial Behavior in Dictator
Game
Author(s):
Michaela Gummerum, School of Psychology, University of Plymouth, United Kingdom
Monika Keller, Max Planck Institute of Human Development, Germany
Katrin Rust, Max Planck Institute of Human Development, Germany
Yaniv Hanoch, School of Psychology, University of Plymouth, United Kingdom
Kimberly Schonert-Reichl, University of British Columbia, Canada
Abstract:
Two studies explored the relationship between prosocial behavior in the dictator game
and moral emotions among 2- to 6-year-old preschool children. In study 1, German
children’s moral judgment and their emotion attribution to a violator of a moral rule
(happy victimizer task) both independently predicted sharing behavior in dictator game,
but did not predict teacher ratings of participants’ prosocial behavior. In study 2,
Canadian preschool children’s empathy significantly predicted prosocial behavior in
dictator game. General emotion comprehension was not related to prosocial behavior.
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These results are discussed in relation to psychological and economic theories of moral
behavior.
Session 65
2:00 pm–3:15 pm
Room: 901
Papers #35
Title: Moral Judgment Stage Development Across Culture: Revisiting Kohlberg’s
Universality Claims
Author(s):
John C. Gibbs, Ohio State University
Karen S. Basinger, College of Social and Behavioral Sciences, Urbana University
Rebecca L. Grime, Washington & Jefferson College
Abstract:
Is moral judgment development basically the same across diverse cultural groups?
Perhaps no developmental psychologist has advanced the thesis of moral judgment
development across cultures more boldly and extensively than did Lawrence Kohlberg.
Our aim is to revisit Kohlberg’s generic claim that, in principle, there is a cross-cultural
universality to the development of moral judgment, as well as to mediating social
perspective-taking processes and moral values.
This study reviewed Kohlberg’s universality claims with research that collectively used
MJI and SRM-SF moral judgment measures. Comprising Snarey’s (1985) MJI database
were 45 studies conducted in 27 countries. Comprising the present SRM-SF database are
72 studies conducted in 23 countries. Collective inclusion of the different (dilemma and
non-dilemma) methods made possible not only a replication (or non-replication) but,
more importantly, a multimethod extension (Brewer & Hunter, 2006) in the study of the
moral universality question. The 42 countries collectively surveyed in the reviews range
from Guatemala to Germany, from India to Italy, from New Guinea to Nigeria. Our
collective survey using the multimethod extension provided some consensus—more
precisely, some convergent evidence across methods—but also revealed some continuing
controversies and the need for further research (using both production and recognition
measures) regarding basic moral values, stages, and social processes.
Title: The Impact of Democratization on Moral Judgment Competence: The Case of
Poland (1977-1982)
Author(s):
First Author:
Ewa Nowak, University of Poznan, Poland
Co-author(s):
Georg Lind, University of Konstanz, Germany
Abstract:
Yet unpublished findings from the international comparative survey of university
students in five European countries (FORM-project; Bargel et al., 1982) show a
surprising development of moral judgment competence in the Polish sample, which
contrasts clearly with other countries like Germany. Between 1977 and 1979 the moral
competence score (MJT's C-score) of Polish students increased strongly from 22.5 to
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37.5 (note: only MJT's mercy killing dilemma was used in Poland). This was a much
bigger increase than in German university students whose C-score increased only 3 points
during the same period of time. But then, between 1979 and 1981, a sharp regression
occurred: the median C-score (MJT) of the Polish descended back to a low of C-score of
24 while the C-score of the German sample remained stable (between 5th and 9th
semester) and later increased further by three C-points.
What has caused these dramatic changes in moral judgment competence in the
Polish university students? What first comes to mind as an explanation is the democratic
movement in Poland in the late 1970’s and, as a reaction, the military coup in 1981,
which ended it. In this paper we discuss the impact of this movement on the cognitive
and affective aspects of moral development of the Polish students. We will differentiate
these impacts into three levels: (1) Macro social level: political, civil, and religious events
having sizable consequences for a whole society (formation and downfall of a free labor
union “Solidarity”, the appointment of a Polish Pope, the Jaruzelski-coup). (2) Middle
social level: studies and social relations in the academic milieu. (3) Personal level: for
example, a frustration because of a divide between the abstract knowledge and the real
work relations in the socialistic economy.
Session 66
2:00 pm – 3:15 pm
Room: 903
Symposium # 82
Title: Democracy on Demand, not Democracy by Consent: Educating for "Bad"
Citizenship
Author(s):
Bill Puka, Rensselaer Polytechnic Institute
Co-authors:
Cheryl Armon, Antioch University, Los Angeles
Ann Hawthorne
Abstract:
These "truths" are made evident: The prevailing notion of democracy as a republic with a
centralized government is fundamentally undemocratic. Democracy is a social, notpolitical phenomenon: government is a pervasively undemocratic institution (even in a
democracy) that deals in enforcement (coercion). Majority rule, rights protection, dissent,
elections, petitioning government for grievances, tri-partite governments with an
independent executive branch, and checks and balances - these are characteristic of
(limited) monarchies.
For example, all these features were dominant in the British monarchy that
America fought in the American Revolution. Only tax voting—the ability to pay or
withhold taxes selectively regarding specific national policies (combined with strict limits
on government borrowing power) - provides the People self-rule. Good citizenship - the
conscientious fulfilling of civic duties - is antithetical to democracy and requires social
members to be basically suspicious and challenging to government power at all levels
and at all times. A democracy-friendly version of tri-partite government would posess an
independent judiciary and two "People's Houses": (a) an elected Congress for parliament
with a prime minister; (b) a People's Counsel—elected managers or supervisors for
congressional members ("rank-and-file employees"). In a democracy, elected "officials"
can never become more official or authoritative than any individual citizen. Their
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leadership comes only in the form of consultants to the public on social policy-servant or
steward leadership. Any stronger leadership infringes self-rule. Self-rule cannot be
achieved by consenting or rejecting already crafted government policies, or chosen
political party candidates. It is not to rubber stamp, or to have a say, but to be heeded; it is
the private-sector "bossing around" of public employees or servants.
Session 67
2:00 pm-3:15 pm
Room: 909
Symposium #67
Title: The 4Rs Program: A Collaboration of Practitioners and Researchers in
School-Based Conflict Resolution
Discussant:
Robert Selman, Harvard Graduate School of Education
Author(s):
Tom Roderick, Morningside Center for Teaching Social Responsibility
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Maria D. LaRusso, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This symposium includes three papers that focus on a collaborative program of practice
and research in the area of school-based social and character development. The first
paper describes the Reading, Writing, Respect & Resolution (4Rs) Program including the
program’s history, current practice, and program implementation successes and
challenges over the course of the research study. The second paper describes the
evaluation of the 4Rs Program, including the program theory, study methods and design,
and experimental impacts of the program on children, teachers, and classrooms over two
consecutive school years. The third paper describes a mixed method sub-study that
examines the climate of participating elementary schools as whole contexts composed of
smaller micro-contexts, including classrooms, lunchrooms, playgrounds, hallways. This
group will be joined by an expert discussant in the area of school-based social-emotional
learning and conflict resolution.
Title: Reading, Writing, Respect and Resolution, The 4Rs Program
Author(s):
Tom Roderick, Morningside Center for Teaching Social Responsibility
Abstract:
The 4Rs Program (Reading, Writing, Respect & Resolution) is a universal, school-based
intervention that provides training and ongoing coaching for teachers in grades K-5 to
effectively teach a comprehensive curriculum in literacy development, conflict resolution
and intergroup understanding. The program uses high quality children’s literature to
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provide a pedagogical link between the teaching of conflict resolution and the teaching of
fundamental academic skills.
Title: Experimental Impacts of the 4Rs Program on Children’s Social-Emotional
and Academic Functioning Over the Course of Two Years
Author(s):
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Co-author(s)(s):
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This paper describes the evaluation of the 4Rs Program, including the program theory,
the methods and design of the study, and experimental impacts of the program on
children, teachers, and classrooms over two consecutive school years.
Title: The Challenge of Assessing and Changing School Climate: Understanding the
Complexities of Schools as Whole Units Composed of Multiple Contexts
Author(s):
Maria D. LaRusso, Steinhardt School of Culture, Education, and Human Development,
New York University
Co-author(s)(s):
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This mixed method study examines the climate of elementary schools as whole contexts
composed of smaller micro-contexts, including classrooms, lunchrooms, playgrounds,
hallways, etc. Analyses revealed large variation across school micro-contexts in childadult relationships, peer interactions, and support from adults for resolving conflicts. For
example, the same students sometimes have highly positive relationships with adults in
one setting and highly negative relationships with adults in other settings. Results
demonstrate how understanding the complexities of the multiple contexts within schools
is essential for successful implementation of school-based interventions and for
advancing theory and assessment of school settings as an important developmental
context.
Session 68
2:00 pm–3:15 pm
Room: Eisner/Lubin
Symposium #63
Title: Dilemmas and Hierarchical Complexity in the Study of Moral Development
Chair(s):
Ean Stuart Bett, Harvard Extension School, Harvard University
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Abstract:
The study of moral development is applicable to many areas of life. In this symposium,
we bring together several related efforts that demonstrate how an individuals’ moral
understanding may be determined by stage of development, as defined by the Model of
Hierarchical Complexity (MHC). We start by examining data collected over a series of
studies with variable demographic populations that look at how stage of development
may influence the understanding of specific moral dilemmas. However, it is also possible
that specific vignettes in the moral dilemmas can be scored differently by participants,
despite their similarity in stage as defined by the MHC. The combined data came from
participants who completed the following moral dilemmas:1) The Helper-Person Problem
2) The Incest Dilemma In Favor 3) The Incest Dilemma Against 4) The Death Penalty
Case and 5) The Stoning Case. The second paper in the symposium looks at how moral
reasoning could be developed in a political setting. By using the MHC to guide group
discussions, the average stage of development increased. This was shown in a qualitative
matter by the group culture transforming from a fragmented, negative tone to a coherent,
deliberative one. The third contribution to this symposium examines Kohlberg’s
cognitive-developmental moral stage theory. This theory was examined through the use
of the MHC and several moral dilemmas, which showed that test items were supporting
moral reasoning stage, as defined by Kohlberg.
Title: Finding the Relationships Among Moral Developmental Measures Using the
Model of Hierarchical Complexity and Rasch Analysis
Author(s):
Ean Stuart Bett, Harvard Extension School, Harvard University
Carrie Melissa Ost, Dare Institute
Michael Lamport Commons, Harvard Medical School, Harvard University
James Meredith Day, Université Catholique de Louvain, Belgium
Terri Lee Robinett, College of the Desert
Sara Nora Ross, ARINA Inc.
Helena Marchand, University of Lisbon, Portugal
Maria Judith Sucupira da Costa Lins, Universidade Federal do Rio de Janeiro, Brazil
Abstract:
People may understand moral dilemmas in different ways depending on their stage of
development, as shown by their preferences for interpretations. This study analyzed items
from the following instruments to help determine the relationship between stage of
development and interpretation of moral dilemma: 1) The Helper-Person Problem 2) The
Incest Dilemma In Favor 3) The Incest Dilemma Against 4) The Death Penalty Case and
5) The Stoning Case. Participants rated the quality of arguments on a 1 to 6 scale. A
Rasch analysis produced stage scores for each of the stories, which were regressed
against the hierarchical complexity of each of the stories. A factor analysis was then
conducted to determine if the scales loaded and their various implications.
Title: Effects of a Structured Public Issues Discourse Process on Individual and
Group Moral Development
Author:
Sara Nora Ross, ARINA Inc.
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Abstract:
This study was about adult and political development and its findings may inform
methods for fostering moral development in individuals and groups. Participants in this
study wanted to address the local community’s long-adversarial ways of relating. The
group sessions and the pretest and posttest interviews generated data that were scored
using the Hierarchical Complexity Scoring System. The group’s moral reasoning
developed by the end of the study. The group’s culture transformed from a fragmented
negative tone to a positive, coherent, deliberative tone. The study informs research into
fostering adult moral development while increasing the coherence of public discourse,
improving public deliberation, and the role of structured public discourse about complex
issues in fostering political development.
Title: Comparing Moral Reasoning Instruments Using the Model of Hierarchical
Complexity and Rasch Analysis
Author:
Terri Lee Robinett, College of the Desert
Abstract:
This study provides empirical evidence for Kohlberg’s cognitive-developmental moral
stage theory. It utilized the Model of Hierarchical Complexity (MHC) to relate an
individual’s performance on multiple measures of moral reasoning to a mathematical
order of hierarchical complexity of items. Rather than using standard performance-based
tests of moral reasoning, such as the Defining Issues Test (DIT), or the Moral Judgment
Test (MJT), this study utilized moral dilemmas from these measures and specific items
typically used to measure the responses. The hierarchical complexity of each item was
determined. A factor analysis and regressions of Rasch stage scores on hierarchical
complexity of items supported that test items were measuring moral reasoning stage,
providing support for Kohlberg’s stage theory.
Session 69
2:00 pm–3:15 pm
Room: 904
Papers # 14
Title: The Dimension of Seriousness in Moral Education
Author:
Merete Wiberg, University College Lillebaelt, Denmark
Abstract:
To mean seriously what you are saying and doing is a dimension of being a moral person
due to the establishment of a relationship between the person who acts and the moral
action. Therefore, seriousness as a kind of unfolding of freedom is an important value of
moral education. In the paper, the author, inspired by Dewey, Gadamer and Lovibond,
will define and discuss seriousness as a value of practice in moral education while
focusing on the relationship between seriousness and freedom as moral values which
constitute what it means to be a moral person.
Title: Imaginary Literary Worlds and Moral Education
Author(s):
First author:
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Geoff Madoc-Jones, Faculty of Education, Simon Fraser University, Canada
Co-author(s):
Robert Manery, Faculty of Education, Simon Fraser University, Canada
Abstract:
The contribution of literature to moral education is located within the reader's interpretive
experience of literature, whereby the reader engages with the proposed world of the text
distanced from the psychological intentions of the author and the sociological conditions
of its production. This engagement creates the necessary conditions for selfunderstanding. The central role of narrative identity in the development of the ethical self
has been discussed by a number of theorists. However, Ricoeur's discussion of
distanciation and threefold mimesis has received less attention despite their fundamental
importance in the creating the conditions that allow for the hermeneutic experience of
literature.
Title: The Non-Instrumental Contribution of the Arts to Moral and Spiritual
Formation
Author(s):
Panagiota Sidiropoulou, Moray House School of Education, University of Edinburgh,
Scotland
Co-author(s):
David Carr, Moray House School of Education, University of Edinburgh, Scotland
Abstract:
The arts have been subject to some curricular marginalization in view of more recent
(worldwide) emphases on the economic and vocational goals of education and schooling.
In this light, it has been common to construe the educational value of the arts in more or
less instrumental terms. On the basis of a rather different non-instrumental conception of
the contribution of the arts to human understanding, Sidiropoulou and Carr explore the
extent to which current provision for art and aesthetic education in Scotland and Greece
(and perhaps elsewhere) has failed to appreciate the potential of the arts for wider moral
and spiritual education and formation.
Session 70
2:00 pm-3:15 pm
Room: 914
Papers #3
Title: Future Scenarios; A Key to Young People’s Civic Engagement?
Author(s):
Helen Haste, Graduate School of Education, Harvard University; University of Bath,
England
Amy Hogan, University of Bath, England
Abstract:
Several researchers have argued that perceptions of the future reflect a general positive or
negative perspective of the democratic process, and that this will serve as a motivating
factor in civic engagement, and as an organising element in civic and ethical values. This
paper reports data from 1136 British young people aged 11-21. Quantitative material
explores the relationship between four different scenarios of the future, a range of value
items relating to ethical and civic issues, sense of personal efficacy and responsibility,
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and recent and projected future civic activities. Qualitative material demonstrates the
patterns of perceptions of the future and the dominant preoccupations; gender and age
effects are discussed.
Title: Teaching Global Citizenship to Japanese University Students
Author(s):
First Author
Robin Sakamoto, St. Paul’s University, Japan
Abstract:
University students today need the ability to solve problems through peaceful negotiation
and to recognize and acquire “global citizenship.” This presentation will describe a
course on global citizenship taught in one of Japan’s private universities to students who
will work in the field of international development. The meaning of global citizenship is
defined through the presentation of student work and actual lesson material. The course
was developed by the presenter and uses Noddings’ (2005) Educating Citizens for Global
Awareness as the primary text. Future plans include research on how moral development
is effected by exposure to learning about global citizenship.
Title: Can Young Adolescents Be Cosmopolitan Agents of Community Change?
Author:
Theresa K. Sullivan, Graduate School of Education, Harvard University
Abstract:
Democracy in a cosmopolitan society requires that people with diverse interests come
together to identify shared sociopolitical goals and co-construct workable plans to
achieve those goals in a multicultural environment. An analysis of the sociopolitical
change strategies of 90 middle school youth demonstrates that young adolescents are
capable of generating inclusive, deliberative strategies for community change. And yet
most tend toward more unilateral approaches. This paper offers insights to help
educators and program providers meet young adolescents where they are and begin to
expand their strategic repertoires to include the kinds of strategies required for democracy
in a cosmopolitan society.
Session 71
2:00 pm–3:15 pm
Room: 905
Papers # 22
Title: Academic Environment in High School and Moral Competence
Author(s):
Patrícia Bataglia, Universidade Bandeirante de São Paulo, Brazil
Co-author(s):
Marcia Schillinger-Agati, University of Konstanz, Germany
Georg Lind, University of Konstanz, Germany
Luciana Augusta Gomes Haddad, Universidade Bandeirante de São Paulo, Brazil
Abstract:
The origin is a questionnaire validated to the Portuguese language by Schillinger-Agati
(2006) to be used in evaluations of academic environments at the university level. It was
used to correlate academic environments to Moral Competence (using MJT) results in
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three courses: medicine, business administration and psychology. In this opportunity, the
authors are presenting the validation of the same instrument to the high school and to
teachers of the same level. In addition to this, a correlation to MJT results was done. 90
students and 15 teachers were submitted to both MJT-xt and Origin-hs (high school).
This paper will present the results of the validation process and the correlation study.
Title: Designing and Validating a Computer-animated Moral Reasoning Test for
Young Children
Author(s):
Yuejin Xu, Murray State University
Abstract:
This study presents a computer-animated moral reasoning test, which is developmentally
appropriate for young children. In this computer-animated moral reasoning test, young
children will play a moral reasoning game in which moral dilemmas are presented to
them through visual animation and verbal prompts. Their actions and responses to a
series of tasks will be recorded and from this record an indicator of moral reasoning will
be generated. We plan to use this computer-animated moral reasoning test among a group
of young children. The psychometric properties of the computer-animated moral
reasoning test will be reported.
Title: Exploring Aquino and Reed’s Measure of Moral Identity
Author(s):
Steve Thoma, University of Alabama
Co-author(s):
Jenifer Short, University of Alabama
Vin Porter, University of Alabama
Abstract:
Aquino and Reed (2002) propose a measure of moral identity built around a set of moral
traits. Underlying this procedure is the claim that individuals vary in the degree to which
the importance of these moral traits define the self. The current study assesses the
properties of the instrument in a sample of social science and education majors. We also
address whether individual differences in moral identity can be explained, in part, by
developmental phase indicators: consolidation and transition in moral judgment
development. Findings suggest that the Aquino and Reed measure has limited variability
in this population. Further, developmental phase was related to the complexity of the
description of one’s moral social identity but not to the summary or scale scores.
Session 72
Papers # 84
2:00 pm – 3:15 pm
Room: 804/805
Title: Moral Development and Democratic Attitudes: Are There Developmental
Pre-Sets for Sympathies Toward Terrorists and Terrorist Acts?
Author(s):
James Meredith Day, Université Catholique de Louvain, Belgium
Abstract:
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NEED ABSTRACT
Title: The Enstranged Self Recovering Some Grounds for Pluralism
Author(s):
James Conroy, University of Glasgow, Scotland
Abstract:
NEED TO FIND ABSTRACT
Paper Presentations and Symposium Sessions
3:30 pm-4:45 pm
Session 73
3:30 pm–4:45 pm
Room: 802
Papers #23
Title: Quick-REST: A Measure of Cultural Competence as an Ethical Responsibility
First author:
Selcuk R. Sirin, Steinhardt School of Culture, Education, and Human Development, New
York University
Co-author(s):
Lauren Roger-Sirin, Drew University
Brian A. Collins, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
In this paper, we will present findings from a survey-based study of 237 school
professionals. The goal of the project was to explore demographic, educational, and
psychological predictors of ethical sensitivity and the psychometric qualifications of a
new measure of ethical sensitivity, entitled the Quick-Racial and Ethical Sensitivity Test
(Quick-REST). For this study, established measures of diversity, discrimination and
ethnic identity were administered concurrently with the Quick-Rest. Scales of
discrimination, professional beliefs and ethnic identity, which measure participants’
attitudes towards multiculturalism and equality issues, were significantly correlated with
the Quick-Rest measure. Preliminary data from the Quick-Rest have also shown gender
and educational training to be significant predictors of ethical sensitivity of school
professionals. The results show that the Quick-REST is a short, reliable, and valid
instrument to be used with school professionals.
Title: Moral Development and Conceptions of Good Teaching Among
Undergraduates
Author(s):
Jason M. Stephens, University of Connecticut
GNA Garcia, University of Connecticut
Abstract:
The present study investigated the relations between undergraduates’ (N=118) moral
judgment, moral identity, and conceptions of good teaching. All participants were
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college juniors in their first year of a three-year teacher education program. During their
first class meeting in the program, participants were given 10 minutes to respond in
writing to the following prompt: “A good teacher….” Over the course of the next three
weeks, participants completed the Defining Issues Test (DIT-2) and Sense of Self Survey.
Data analyses explored the extent to which participants’ descriptions of a “good” teacher
relate to their moral schema judgment and sense of self.
Title: Standardization of the Korean Version of DIT
Author(s):
Yong-Lin Moon, College of Education, Seoul National University, Korea
Co-Author(s):
Minkang Kim, College of Education, Seoul National University, Korea
Hyunjoo Won, College of Education, Seoul National University, Korea
Jihye Lee, College of Education, Seoul National University, Korea
Abstract:
This paper reports on the standardization of the Korean version of DIT. The analysis of
standardization data will examine the developmental transition from elementary school
students to collegiate students. The revision of the Korean version of DIT includes new
test instructions, dilemmas, and items that have been reworded from the original test
(Moon, 1986) to make them easier to understand for elementary school children.
Normative data on the Korean version of DIT were obtained on 2,080 participants from
elementary school students to young adults. Analysis of standardization data is expected
to reveal systematic improvement in P-score with increasing age.
Session 74
3:30 pm–4:45 pm
Room: 901
Papers #8
Title: Socialization into Moral Reasoning in a Torah School Classroom
Author(s):
Netta Avineri, University of California, Los Angeles
Abstract:
This project investigates moral reasoning practices within a seventh grade Reform Torah
School classroom, focusing on discussions about Torah stories and discussions about
classroom rules. In Torah story discussions, the teacher invites student participation
through elicitations of “second stories” and the use of “designedly incomplete
utterances.” The analysis of classroom rules discussions looks at question/answer
sequences, formulations, and argument strategies employed by classroom participants.
This study provides evidence for the central role of moral reasoning and argument within
this community of practice and demonstrates how pre-adolescents play a significant part
in their own socialization into the use of these practices.
Title: Acculturation Effects: Moral Learning in a Multicultural Society
Author(s):
Catherine Ann Cameron, University of British Columbia, Canada
Cindy Lau, University of British Columbia, Canada
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Kang Lee, University of Toronto, Canada
Jennifer O’Leary, University of British Columbia, Canada
Trudi S.F. Chan, University of British Columbia, Canada
Genyue Fu, School of Education, Zhejiang Normal University, China
Abstract:
Cultural experiences influence children’s moral classifications, evaluations, and
judgments of veracity, especially when they collide with such other values as modesty.
We examined immigrant Chinese-Canadian children’s evaluations and judgments of selfeffacing and self-promoting lying and truth telling compared with those of Mainland
Chinese and Euro-Canadian children. Chinese-Canadian children evaluated and justified
lying in pro-social situations less positively than did Mainland Chinese children, but less
negatively than did Euro-Canadian children, demonstrating an acculturation effect.
Knowledge of these findings can contribute to curriculum development that promotes
multicultural understanding and could facilitate the adjustment of children and their
families in new contexts.
Title: Japanese Moral Theme Comprehension: Report on an Exploratory Study
Author(s):
Robin Sakamoto, St. Paul’s University, Japan
Abstract:
The 2005 gift-of-time dissertation research grant from AME was used to conduct an
exploratory study of Japanese moral theme comprehension in rural northern Japan.
Results of the study show that 5th grade elementary school students can identify the moral
theme of stories found in the Ministry of Education’s mandatory textbooks at rates close
to that of university students. Furthermore, 3rd grade students can also perform moral
theme comprehension tasks at rates of 80% when having been taught the story in class.
Lessons to be learned from the moral education curriculum in Japan will be presented for
educators in other countries.
Session 75
3:30 pm–4:45 pm
Room: 903
Papers # 21
Title: Moral References During Storytelling: Preservice Teachers’ Communication
to Young Children
Author(s):
Charlotte Horton, The University of Alabama
Co-author(s):
Steven Thoma, The University of Alabama
Maria Hernandez-Reif, The University of Alabama
Abstract:
There remains little research on the nature of adult language directed to children within
the classroom environment (Hart & Risley, 1995; Harvard Educational Review, 2004;
NICHD, 1999; 2002a; 2002b; 2003). Specifically, when given the opportunity to explain
to children why a behavioral decision may be appropriate or inappropriate, will teachers
respond to this opportunity and if so, what do they say? The goals of the present study
were twofold: (1) to gather and examine preliminary data on the content of adult
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storytelling language directed to a preschool child; (2) and to develop an adult language
scale sensitive to the type(s) of moral referencing made during the storytelling. Low
levels of moral referencing were found in both genders. However, significant main
effects were found for males. Data also demonstrate significant effects for imposed role
and time conditions in the study, as well as the levels of moral referencing.
Title: Fostering Social, Emotional, and Moral Understanding During The Preschool
Years
Author(s):
Angela M. Jaramillo, University of British Columbia, Canada
Kimberly A. Schonert-Reichl, University of British Columbia, Canada
Abstract:
Understanding the factors that young children need to be successful in school and in life
has long been an important objective for researchers, parents, and early childhood
educators interested in the promotion of competence and the prevention of educational
and psychological maladjustment. This presentation will provide recent research findings
on an evaluation of a social emotional competence and anti-bullying program for
preschool-aged children, with a focus on the social, emotional, and moral developmental
outcomes. A discussion of both theoretical and practical implications for the promotion
of young children’s social and moral competence will be put forth.
Title: Listening to the Heart: Fostering Moral Discernment in Elementary Schools
Author(s):
Daniel Vokey, Faculty of Education, University of British Columbia, Canada
Jeannie Kerr, Admiral Seymour Elementary School, Vancouver, Canada
Abstract:
This presentation will begin with a brief theoretical introduction to moral discernment as
a form of ethical response attentive to reasons of heart and mind. It will argue for the
importance of moral discernment in terms of the indispensable role of judgment in ethical
decision-making. It will illustrate education for moral discernment in elementary schools
with examples drawn from one teacher's exemplary practices. These practices include
activities that encourage growth in children's ability to discern the features of moral
situations through greater self-awareness of the felt quality of their experiences.
Session 76
3:30 pm–4:45 pm
Room: 904
Papers #39
Title: Teaching Professional Ethics in a Pluralist Society: Proceeding without
Agreement
Author(s):
Matthew W. Keefer, University of Missouri, St Louis
Abstract:
This paper will examine the challenge of implementing professional ethics training, while
serious disagreement exists in foundational issues and principles. Practical doubts are
often raised whether ethics training is even possible while serious disagreement exists
among participants regarding both substantive moral beliefs and their justification. This
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paper will challenge this assumption using both theoretical and practical arguments. It
will be concluded that there are four “potential sources of agreement” that include: the
practical or “specific” problems in the domain; the intermediate level principles for the
justification for moral actions; descriptions of the performances or competencies that
characterize mature ethical reasoning, and finally, the principles guiding the design and
methods of professional ethics education.
Title: Promoting the Ethical Development of Undergraduate Business Students
Author(s):
First Author:
Christopher D. Schmidt, The College of William and Mary
Co-author(s):
Charles R. McAdams, III, School of Education, The College of William and Mary
Christopher P. Adkins, The College of William and Mary
Abstract:
In response to a multitude of high profile business scandals in the past 15 years, the
current business education literature has called for more effective ethics preparation in
undergraduate business education. Kohlberg's moral development scheme has frequently
been cited as a framework for conceptualizing the ethics problem in business; however,
no research has previously evaluated the effectiveness of a classroom-based, cognitive
developmental intervention on the moral/ethical reasoning of undergraduate business
students. This presentation will review the design, implementation, and positive results of
one such intervention, Deliberate Psychological Education(DPE), that was integrated into
an existing undergraduate business ethics course.
Title: On the Role of Authority in Adult-Child Sex
Author(s):
First Author:
Jan Steutel, Vrije University, The Netherlands
Second author:
Ben Spiecker, Vrije University, The Netherlands
Abstract:
Recently the deontological argument (of David Finkelhor and many others) that adultchild sex is morally wrong because the child cannot meet the conditions of valid consent
is strongly challenged by several authors. Their counter-argument is that if adult-child
sex is wrong because the child cannot validly consent, many other adult-child interactions
should be deemed wrong on the very same basis, whereas in fact we consider those
interactions morally legitimate. It will be argued that this counter-argument is valid only
if the adult involved has some form of legitimate authority over the child, and,
correspondingly, that the deontological argument is perfectly sound if the adult involved
lacks such a form of legitimate authority. It will be concluded that cultivating the proper
attitude towards the distribution of authority in adult-child relationships should be
considered a central aim of civic education.
Session 77
6/19/17
3:30 pm–4:45 pm
Room: 804/805
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Symposium #51
Title: Character, Moral, and Citizenship Education in a Democratic Society
Chair (s):
Victor Battistich, University of Missouri, St. Louis
Abstract:
This symposium explores the intersection of character, moral, and citizenship education
in a democratic society. In the first paper, Althof and Berkowitz discuss the socializing
function of schools, providing an analysis of character, moral, and citizenship education
and the relationships between moral character and democratic citizenship. The second
paper, by Bredemeier and Shields, examines sports as a means of developing moral
character, arguing that this is most likely to occur when sports teams have the
characteristics of democratic communities. Finally, Schmidt and Bier describe a youth
empowerment intervention in which students identify social problems in their local
communities and undertake collective action towards their solution.
Title: Where Character Meets Citizenship
Author(s):
Wolfgang Althof, University of Missouri, St. Louis
Marvin W. Berkowitz, University of Missouri, St. Louis
Abstract:
In democratic societies, much attention has been paid to the role of schools in the
socialization of future citizens. In Europe, this endeavor tends to center on terms such as
democratic education, and education for democratic citizenship. In the United States, the
focus is either on moral formation (character education) or on civic/citizenship education.
In Asia, concepts of moral and civic education are closely related with a focus on
morality. We will give an introduction to character and moral education, discuss some
historical and recent approaches that link moral character to good citizenship, and explore
the potential of integrating elements from both domains in educating democratic and
responsible citizens.
Title: Moral and Performance Character: Building Character and Citizenship
Through Sports
Author(s):
Brenda Light Bredemeier, University of Missouri, St. Louis
David Light Shields, University of Missouri, St. Louis
Abstract:
This paper examines specific features of sport teams that are most likely to facilitate
growth in character. Two dimensions of character are distinguished, moral character and
performance character, which each have both personal and civic (or citizenship) aspects.
It is argued that sport teams must have the characteristics of democratic communities
(shared community norms around common values and collective responsibility) if they
are to build character and citizenship.
Title: Media Education and Civic Engagement: Empowering Youth to Make
Healthy Choices
Author(s):
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Spring Schmidt, University of Missouri, St. Louis
Melinda Bier, University of Missouri, St. Louis
Abstract:
Describing the civic engagement strand of a multidisciplinary youth empowerment model
where students learn about the power of media to influence public opinion, to deconstruct
media messages targeted at them, and to produce their own small media to share their
positive messages about health with all levels of their community. In addition to media
education, the YEA! TEAM model uses Project Citizen to teach and guide students
through the process of public policy, and specifically to address the needs of their
community through identifying a problem, working collaboratively on a solution, and
completing an action plan for a regional showcase.
Session 78
3:30 pm–4:45 pm
Room: 909
Symposium #54
Title: Approaches to Education for Democracy in Peru and Mexico
Author(s):
First Author:
Susana Frisancho, Pontificia Universidad Católica del Perú, Peru
Co-author(s):
María Cristina Moreno, North Regional Committee for Cooperation with UNESCO
Susana Patiño González, Universidad de Monterrey, Mexico
Discussants:
José Alberto Mesa, Colegio San José, Colombia
Ann Higgins-D'Alessandro, Graduate School of Education, Fordham University
Abstract:
This symposium presents three visions of the topic of education for democracy in two
Latin American countries. The papers analyze a proposition of curricular planning for K12 in Mexico and the evaluation of the effects of intervention of a civics education
program in K-12 in Peru, and present a proposal to broaden the limits of civic duties
mediated by compassion as a moral obligation, beyond their usual contexts.
Title: Citizen Education and Transitional Justice: Results from a National
Evaluation in Peru
Author(s):
Susana Frisancho, Pontificia Universidad Católica del Perú, Peru
Abstract:
Peru is living the worst moral crisis of its history, and moral and citizen education is
being rediscovered as the only possible way to construct community and democracy. In a
period of transitional justice after a civil war that divided the country, moral and citizen
education are more important than ever. However, until very recently the country did not
have an accurate idea of the way students were constructing citizen skills and concepts,
since there had not been in Peru any evaluation of this educational area.
For this reason, the section of the Ministry of Education in charge of evaluating the
quality of education (UMC in Spanish, Unidad de Medición de la Calidad) carried on the
4th national evaluation of learning. In that year, in addition to the traditional areas of
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language and math, citizen education was evaluated for the first time both in elementary
school and high school, in a nationwide basis. This paper presents the logic of this
national evaluation of citizenship as well as the main results found in the process. The
paper discusses the implication that the results have for the construction of democracy in
Peru.
Title: Civic and Ethics Education at the Elementary Level in Mexico: Challenges
and Responses
Author(s):
María Cristina Moreno G., North Regional Committee for Cooperation with UNESCO
Abstract:
In spring 2006 The Mexican Ministry of Education issued a new program for civics and
ethics education on the elementary level (grades 1 to 6). This program pretends to
“guarantee that all children and youngsters acquire the basic knowledge; develop
intellectual skills, values, and attitudes necessary to lead a fulfilling personal and family
life, to practice a competent and committed citizenship, and to participate in productive
life and life-long learning”.In 1999 the Mexican Ministry of Education (SEP)
reintroduced the teaching of civics and ethics into the secondary school curriculum.
Civics education since the 1920s had stressed issues related with the organization of the
Mexican State, the creation and observation of the constitution, and the creation of a
national identity. The 1999 curriculum stressed educating for democracy, the
relationship between civic and ethical values, and particular issues related to moral
education particularly important during the years of adolescence.
The secondary school curriculum met with resistance from families and conservative
groups, particularly in issues related to sexual education and the presentation of
alternative models of families. This paper discusses the sources of resistance from both
parents and teachers, as well as the negotiations and adjustments made to the secondary
school curriculum. Based on the experience of the introduction of civics and ethics
instruction into the secondary school curriculum, recommendations are made for the
introduction of civics and ethics instruction into the elementary school curriculum.
Title: Compassion as a Moral Duty
Author(s):
Susana Patiño González, Universidad de Monterrey, Mexico
Abstract:
It is quite common in Mexico to observe how people can feel and show moral obligation
toward their closed ones but not for those who are not in the proximity of immediate
relations. To make justice in a country with high figures on poverty we require to
enhance our perception about the other and our sense of obligation to those in need. For
democracy to succeed, we have to promote compassion as a moral duty. The theoretical
ground is Levinas’ thought attuned with Kant’s argument of compassion as an indirect
duty. Some ideas for cultivating compassion in educational settings are presented too.
Session 79
6/19/17
3:30 pm–4:45 pm
Room: 803
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Symposium # 69
Title: Mixed Method and Longitudinal Approaches to Understanding StudentTeacher Relationships, Classroom Climate, and School Climate as Interrelated
Contexts of Children’s Development
Discussant:
Robert Selman, Harvard Graduate School of Education
Author(s):
Erin O’Connor, Steinhardt School of Culture, Education, and Human Development, New
York University
Luba Falk Feigenberg, Children’s Hospital Boston
Maria D. LaRusso, Steinhardt School of Culture, Education, and Human Development,
New York University
Co-author(s):
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This symposium will present three studies using mixed method and/or longitudinal
approaches to examine student-teacher relationships, classroom climate, and school
climate as contexts for children's social development. The first paper will describe the
influence of classroom climate on student-teacher relationships from first through fifth
grade. The second paper will illustrate how middle school students’ behavior is
influenced by their perceptions of school climate, particularly the consistency and
fairness of rules. The last paper will explore the effect of teacher-student relationships
and school relational climate on children’s social and moral development, including
qualitative analyses of variation in support for socio-moral behavior across elementary
school settings.
Title: Quality of Student-Teacher Relationships Throughout Elementary School:
Contextual Predictors
Author(s):
Erin O’Connor, Steinhardt School of Culture, Education, and Human Development, New
York University
Abstract:
The current study examines associations between aspects of the classroom and school
environment and the quality of student-teacher relationships from first through fifth
grade. Findings indicate that classroom environment influences the quality of studentteacher relationships. Furthermore, results demonstrate that the effects of classroom
environment vary as a function of child race/ethnicity and neighborhood characteristics.
For example, the association between a positive classroom emotional climate and a high
quality student-teacher relationship was greater for African-American than EuropeanAmerican children. Results may inform classroom practices to support the development
of high quality student-teacher relationships.
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Title: Context Matters: A Mixed-Methods Study on the Influence of School Climate
on Students’ Behavior and Social Development in Early Adolescence
Author(s):
Luba Falk Feigenberg, Children’s Hospital Boston
Abstract:
In this presentation, I share findings from a mixed methods study that demonstrate the
influence of students’ perceptions of school climate on their behavior. Findings suggest
that the social context of the school influences students’ behavior, regardless of their
social maturity. In addition, results indicate that the effect of a positive school climate on
behavior is moderated by students’ level of social awareness. Qualitative data analyses
highlight the importance of how teachers implement rules as particularly critical to
students’ experiences of school as a positive environment. This study may provide
insight to interventions that strengthen schools’ capacity to promote the healthy social
development of all students.
Title: Mixed Method Analyses of Schools as Contexts for Social and Moral
Development in Middle Childhood
Author(s):
Maria D. LaRusso, Steinhardt School of Culture, Education, and Human Development,
New York University
Co-Author(s):
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
Stephanie M. Jones, Graduate School of Education, Fordham University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
This paper presents a mixed methods study of the inter-related influences of teacherstudent relationships and the school relational climate on children’s development. Results
indicate that children’s social-emotional competence and socio-moral behaviors are
predicted by more positive perceptions of the school relational climate, and greater
closeness and less conflict in relationships with teachers. However, in highly conflictual
relationships with classroom teachers, students tend to engage in a high level of problem
behaviors regardless of the larger climate. Qualitative analyses illustrate how children
receive different messages and levels of support for socio-moral behavior across different
teachers and settings within elementary schools.
Session 80
3:30 pm–4:45 pm
Symposium # 65
Title: The Role of Purpose in Moral Functioning
Author(s):
First Author:
Kendall Cotton Bronk, Stanford University
Co-author(s):
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Daniel Lapsley, University of Notre Dame
Seana Moran, Stanford University
Abstract:
Our symposium features three studies of moral purpose. Each focuses, in a different way,
on the positive role purpose plays in adolescents and young adult development. The first
presentation explores the role of humility among a sample of intensely purposeful youth.
In this study the author finds that humility plays a mediating role between purpose and
positive youth development. The second study includes findings from a longitudinal
study designed to assess the impact of undergraduate service learning experiences on the
development of a moral sense in adulthood. Specifically the study looks at the
relationship between purpose and generativity. Finally, the last presentation explores the
relationship between creativity and morality through a study of commitment.
Title: Humility among Purposeful Adolescents
Author(s):
Kendall Cotton Bronk, Stanford University
Abstract:
Humility is not a moral characteristic typically associated with adolescents, especially not
adolescents who have received a good deal of attention and publicity for their
achievements. However, when the authors and members of the research team analyzed
interview data from case studies conducted with a sample of intensely purposeful
adolescents, a strikingly high and consistent level of humility emerged. Based on the
findings, humility appears to play a mediating role in the relationship between moral
purpose and positive youth development; implications for this preliminary conclusion
will be addressed.
Title: Purpose and Well-Being in Adulthood
Author(s):
Daniel K. Lapsley, University of Notre Dame
Jay Brandenberger, University of Notre Dame
Anthony Burrow, University of Notre Dame
Jessica Collado, University of Notre Dame
Patrick Hill, University of Notre Dame
Abstract:
We report evidence on the measurement properties and convergent validity of the
Stanford Center of Adolescence Youth Purpose Scale. We also examine whether the
linkage between purpose and well-being is mediated by agentic, self-efficacy beliefs. In a
sample of 284 adults (Mage = 35 yrs; 168 males), results support a reliable two-factor
(Purpose, Searching) scale that is differentially correlated with well-being and life
satisfaction. The relationship between Purpose and life satisfaction was mediated by
agency and pathways related to goals (“hope”). Life satisfaction seems to require a
sense of purpose but also hope in one’s ability to enact intended outcomes.
Title: The Moral Commitments of Creators
Author(s):
Seana Moran, Stanford University
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Abstract:
Creativity is a novel yet appropriate contribution to a work domain such as literature.
Creative people are often portrayed as amoral or even immoral troublemakers because
they do not adhere to, and sometimes upset, accepted social or cultural norms. My study
of how commitment functions among writers suggests this portrayal may not be accurate.
The most creative writers, those who transform readers and other writers use of literature,
invest in a passion to change minds toward what they believe is a more moral
perspective. They infuse their writing with a moral purpose to right perceived wrongs or
highlight perceived rights.
Session 81
3:30 pm–4:45 pm
Room: 914
Symposium #71
Title: Effectiveness of the “Roots of Empathy” Program on Children’s SocialEmotional Competence: Considering Theory, Context, and Cumulative Effects
Chair(s):
Kimberly A. Schonert-Reichl, Faculty of Education, University of British Columbia,
Canada
Veronica Smith, Faculty of Education, University of Alberta, Canada
Discussant:
Darcia Narváez, Center for Ethical Education (CEE), University of Notre Dame
Author(s):
Bryan W. Sokol, St. Louis University
Clyde Hertzman, Faculty of Medicine, University of British Columbia, Canada
Denise Buote, Arbor Educational and Clinical Consulting Inc.
Stuart Hammond, Simon Fraser University, Canada
Theo Elfers, Simon Fraser University, Canada
Snjezana Huerta-Kralj, Simon Fraser University, Canada
Angela M. Jaramillo, Faculty of Education, University of British Columbia, Canada
Michaela Jelen, Faculty of Education, University of Alberta, Canada
Janine Odishaw, Faculty of Education, University of Alberta, Canada
Abstract:
The “Roots of Empathy” (ROE) is a school-based social emotional competence
promotion program that was developed from both theoretical and empirical literature on
the antecedents and determinants of prosocial characteristics and behavior in children.
The three papers in this symposium reflect multiple perspectives, and include (1) a
theoretical discussion of the mechanisms and processes that underlie the promotion of
empathy in young children, (2) research documenting the moderating role of classroom
context and instructor effectiveness on ROE program outcomes for elementary school
children, and (3) a presentation of research findings explicating the long-term cumulative
effects of the ROE program on children’ social, emotional, and moral development.
Title: Empathy, Agency, and the “Rules” of Inter-Personal Engagement
Author(s):
Stuart Hammond, Simon Fraser University, Canada
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Theo Elfers, Simon Fraser University, Canada
Snjezana Huerta-Kralj, Simon Fraser University, Canada
Bryan W. Sokol, St. Louis University
Abstract:
We present a relational account of empathy. This approach, based on the theories of
Youniss (1980) and Piaget (1932), avoids many of the pitfalls of classical and
neuroscientific accounts. Although neither theorist dealt directly with empathy, their
work on symmetrical (peer-to-peer) and asymmetrical (parent-to-child) interpersonal
relations, points to the kinds of interpersonal dynamics that are likely to lead to concern
for others. In our current research, we hypothesize that asymmetrical relational structures
in peer contexts promote other-oriented concern. We use the Roots of Empathy program
to illustrate asymmetrical relations and how they may be used to facilitate prosocial
development.
Title: What You See is What You Get: Considering Context and Process in an
Evaluation of a Social Emotional Learning Program
Author(s):
Veronica Smith, Faculty of Education, University of Alberta, Canada
Michaela Jelen, Faculty of Education, University of Alberta, Canada
Janine Odishaw, Faculty of Education, University of Alberta, Canada
Abstract:
In the current study, we add to the array of theoretically-based evaluations of social
competence programs by examining the effect of the “Roots of Empathy”(ROE), a school
based universal preventive intervention that focuses the development of children’s
emotional and social understanding. We extend that research by examining the variability
of program implementation across a number of dimensions, systematically observing
instructor delivery of the program and teacher extension activities through in class
observation and teacher and instructor questionnaires. Results will be discussed in order
to reflect an understanding of the program effect and the moderating influences of
classroom context and implementation integrity in relation to program outcomes.
Title: Long-Term Impact of "Roots of Empathy" on Social Competence with
School-Aged Children: Theoretical, Developmental and Contextual Considerations
Author(s):
Kimberly A. Schonert-Reichl, Faculty of Education, University of British Columbia,
Canada
Veronica Smith, Faculty of Education, University of Alberta, Canada
Denise Buote, Arbor Educational and Clinical Consulting Inc.
Angela M. Jaramillo, Faculty of Education, University of British Columbia, Canada
Clyde Hertzman, Faculty of Medicine, University of British Columbia, Canada
Abstract:
The present study is a first attempt to examine longitudinally the effects of the “Roots of
Empathy” program. Specifically, the primary purpose of this study was to extend the
existing evaluation research (Schonert-Reichl et al., 2002; Schonert-Reichl, ZaidmanZait, & Hertzman, 2002) on the efficacy of the ROE program by conducting a short-term
longitudinal investigation of those children who participated in the 2003-2004 ROE
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Randomized Controlled Trial evaluation study. Participants included children in the 3rd
to 7th grades (N = 527) drawn from 19 schools in a large public school district in Western
Canada. Hierarchical Linear Modeling was used to analyze data across the four years of
assessments. Theoretical issues linking social-emotional understanding to social
behaviors and implications for the development of school-based interventions are
discussed.
Session 82
3:30 pm – 4:45 pm
Room: 908
Papers #34
Title: The Meaning of Equality to South African Learners: The Case of Reasoma
Secondary
Author(s):
Rhashida Hilliard, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
What is equality? According to the American Heritage Dictionary (2001), equality
involves “having the same rights, privileges, or status.” With respect to the South African
Equality Clause in education, Wilmot James has stated that “everyone (emphasis is mine)
is equal before the law” and may not be unfairly discriminated against on the basis of
“race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual
orientation, age, disability, religion, conscience, belief, culture, language and birth.” The
clause also states that all children must obtain equal education, and the state must strive
to provide equal access to resources whether students reside in a township, suburban, or
urban environment. Under apartheid, egalitarian democracy reigned supreme for whites,
yet blacks, including Africans, Indians, and Coloureds, were excluded from this. Now, as
South Africa moves forward with rebuilding its nation, which includes but is not limited
to revamping the educational system, the country must deal with addressing past
disparities while preparing for a more equitable tomorrow. In light of the
abovementioned challenges that South Africa must face in order to rectify past injustices,
this paper seeks to examine what equality means in the current South African context.
How is equality achieved? How is it defined? Does it vary by race, gender, ethnicity,
etc.?
Title: Teaching for Mature Interdependence
Author(s):
Jeremy Leeds, Center for Community Values and Action, Horace Mann School
Abstract:
Schools are by their nature social institutions; teaching and learning are relational
processes. So why is independence valued so highly, while the social and relational
contexts, so important both in school and for later life, are often ignored? This paper will
address why learning to be interdependent is a crucial goal in education; why it has been
devalued; and what schools should do to value and teach about developing the qualities
and values of interdependence. The paper will explore and advocate for the concept of
mature interdependence (Nussbaum, 2001; Leeds, 2005) as a goal for all levels of
education.
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Title: Discourse of Human Dignity – Analysis of Swedish Prospective Teachers’
Positions
Author(s):
Anna Tapola, School of Pure and Applied Natural Sciences, University of Kalmar,
Sweden; Swedish National Graduate School in Science and Technology Education
Research, Linköping University, Sweden
Abstract:
Democracy and human dignity are supposed to form the basis of the Swedish school
system. However, what dignity means is far from clear. Instead, the literature on dignity
seems to be full of controversies and alternative distinctions. Consequently, if these
fundamental values are seen as social constructions, the meaning must be investigated
and clarified. This study aims to analyze teacher-students’ meaning making of human
dignity in relation to three different stages: life of the unborn, life between birth and
death, and human dignity after death. Findings show a variety of standpoints, which
indicate educational consequences in moral and democratic education.
AME Town Hall Business Meeting
With Refreshments
Location: Kimmel Center, Rooms 905 and 907,
4:45 pm - 5:15 pm
John Snarey, President’s Report
Garrett Duncan, Treasurer’s Report
Nancy Nordmann, Secretary’s Report
Elly Vozzola, Publications’ Report
Poster Sessions
Eisner and Lubin Auditorium, 4th Floor
5:15 pm-6:15 pm
Poster# 201
5:15 pm-6:15 pm
Room: 405/406
Title: Demographic and Classroom Predictors of the Quality of Teacher-Student
Relationships
First author:
Caitlin E. Cline, Graduate School of Education, Fordham University
Co-author(s):
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Page 117 of 134
Stephanie M. Jones, Graduate School of Education, Fordham University
Joshua L. Brown, Steinhardt School of Culture, Education, and Human Development,
New York University
J. Lawrence Aber, Steinhardt School of Culture, Education, and Human Development,
New York University
Abstract:
Extending the work of Saft & Pianta (2001), this study assessed the extent to which
demographic characteristics of teachers and students affect teacher-student relationships
and emotional characteristics of teachers in a diverse sample of 942 third grade students
and 85 teachers from New York City public schools. Child ethnicity, gender, and age;
teacher ethnicity, gender, number of years teaching, and levels of burnout and emotion
ability; and ethnic match between teacher and child were related to relationships.
Relational tendencies of three major ethnic groups (White, Hispanic, Black, and “Other”)
were compared by assessing matched and mismatched teacher-student pairs.
Poster# 202
5:15 pm-6:15 pm
Room: 405/406
Title: Mo Tsu and Cosmopolitanism
Author(s):
Fumiyuki Ohnishi, Tokyo Future University, Japan
Abstract:
Mo Tsu was the founder of Mo Jia (Moism) and lived in the Shan Dong province of
China. The central idea of Moism is to "love everyone as you love yourself." Mo Tsu
believed that if everyone could do that, the world would be at peace. Followers of Moism
are strict self-rulers and are opposed to the ideas of Confucianism which dominated at
that time
Poster# 203
5:15 pm-6:15 pm
Room: 405/406
Title: The Five Dynamics: an Assumption of Morality in Eastern Thought
Author(s):
Hyun Chang Lee, University of Missouri
Stephen Sherblom, University of Missouri
Abstract:
The Five Dynamics model is an age-old conception developed in Buddhism, Taoism, and
Confucianism meant to illustrate important dynamics involved in human life. The model
assists in understanding the development of moral character, identifying moral problems,
balancing and harmonizing dynamics within the individual and between the individual
and society. We are bringing the insights of this model into relation with moral
psychology to complement western conceptions of moral development. We address
alternative understandings of the dynamics in this model, and the model as a whole, and
review the difficulties of translating these metaphorical terms into usable psychosocial
concepts.
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Poster# 204
5:15 pm-6:15 pm
Room: 405/406
Title: The Psychological Well-Being of “Seeking” and “Achieving” Purpose in
Adulthood
Lead Author:
Patrick L. Hill, University of Notre Dame
Co-author(s):
Jessica Collado, University of Notre Dame
Anthony Burrow, University of Notre Dame
Jay Brandenberger, University of Notre Dame
Daniel K. Lapsley, University of Notre Dame
Abstract:
Seeking one’s purpose is a paramount developmental concern for most individuals, and
failure to achieve purpose may be linked to negative psychological wellbeing. The
current research compared individuals who had identified their purpose with those still
searching for one, on whether they could be classified as following different patterns of
adult development. Our research indicates that purpose seekers did also follow a
“seeker” pattern of development, and that those adults who had identified their purpose
followed an “achiever” pattern of development. We suggest the possibility of alternative
pathways in constructing purposive lives in adulthood.
Poster# 205
5:15 pm-6:15 pm
Room: 405/406
Title: Mechanisms of Moral Disengagement and Increased Levels of Aggression in a
College Population
Author(s):
Jessica Ashley Carroll, The University of Alabama
Abstract:
The primary purpose of this study is to connect Bandura’s model of moral disengagement
to physical aggression in a college-aged population. Research has shown that individuals
in fraternities are more frequently involved in acts of physical and sexual aggression than
their non-member student counterparts (Spaulding & Eddy, 1995; Flezzani & Benshoff,
2003; Cokley et al., 2001). In Bandura’s (1996) landmark study on early adolescent
males, he linked aggression to moral disengagement. This study links acts of aggression
to moral disengagement using Bandura’s theoretical framework and instrument to
measure moral disengagement. Results and analysis demonstrated that male fraternity
members scored significantly higher on tests of moral disengagement and physical
aggression than non-members.
Poster# 206
5:15 pm-6:15 pm
Room: 405/406
Title: Educators’ and Students’ Thoughts on Moral Reasoning, Wisdom and
Character
Author(s):
Ana Carvajal, Ontario Institute for Studies in Education, University of Toronto, Canada
Michel Ferrari, Ontario Institute for Studies in Education, University of Toronto, Canada
Abstract:
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We discuss the growing character education movement in North America, and present a
study of a district-wide effort to foster character development in public schools in North
Toronto. Through interviews with principals, teachers, and students at two ‘best practice
schools’—one elementary and one high school—our study explores participants’
opinions about the program, Character Matters!, in particular, their understanding of
character, moral reasoning, and their own accounts of moments in their lives when they
believe they acted wisely. Preliminary results show that even the youngest students
easily identify such moments, but in ways that reflect Kohlberg’s stages of moral
development.
Poster# 207
5:15 pm-6:15 pm
Room: 405/406
Title: An Analysis of Elementary School Students’ Comprehension of the Korean
Version of DIT
Author(s):
Hee-Sun Chang, College of Education, Seoul National University, Korea
Abstract:
This study analyzed elementary school students’ comprehension levels of Defining Issues
Test (DIT) to figure out if the test can be also taken by elementary school level students
in Korea. This study data was collected from elementary school students from the first
grade to the sixth grade in Korea. The comprehension of DIT by elementary students was
broken down into two categories: dilemma comprehension and test procedure
comprehension. Chi-Squared test and t-test were conducted for this study. As a result, the
grade was found to relate with the level of dilemma comprehension and test procedure
comprehension. The results confirm that most first grade students did not understand the
dilemma and the test procedure. In addition, the students with higher dilemma
comprehension understood the moral judgment test procedure better.
Poster# 208
5:15 pm-6:15 pm
Room: 405/406
Title: Children’s Social Cognition, Moral Emotion Attribution, and Prosocial
Behavior
Author(s):
Theo Elfers, Simon Fraser University, Canada
Snjezana Huerta-Kralj, Simon Fraser University, Canada
Stuart Hammond, Simon Fraser University, Canada
Stephanie McKenzie, Simon Fraser University, Canada
Jayne Sidall, Simon Fraser University, Canada
Bryan Sokol, St. Louis University
Abstract:
This study examines the relations between children’s interpretive social understanding,
their attributions of moral emotions, and their prosocial behavior. We hypothesized that
children who had achieved an interpretive theory-of-mind and who were able to attribute
mixed emotions to moral transgressors would be more likely to exhibit prosocial sharing
behavior. Participants were five- to eight-year-old children who completed an interpretive
task, two moral emotion attribution tasks, and a sticker-sharing task. Preliminary data
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support our hypothesis. Implications of these findings for future research and moral
educational practice are discussed.
Poster# 209
5:15 pm-6:15 pm
Room: 405/406
Title: Examining Differences Between School Counselors’ & School Counseling
Interns’ Moral Development
First Author(s):
Dana Griffin, College of William and Mary
Second Author(s):
Victoria Foster, College of William and Mary
Abstract:
Professional school counselors are charged with developing and maintaining nurturing
environments that are suitable for all children. Suicide, substance abuse, physical and
sexual abuse, homelessness, and other crises are commonplace in today’s schools.
Furthermore, schools are becoming more diverse, but counselors may not be equipped to
effectively work with the population. Yet, we place the task of supervising school
counseling interns with professional school counselors, which may lead to miseducative
experiences in supervision. This presentation discusses the findings of a dissertation
assessing professional school counselors’ and school counseling interns’ levels of moral
development as it relates to training and supervision.
Poster# 210
5:15 pm-6:15 pm
Room: 405/406
Title: An Empirical Study of Psychological Influences in Unger’s Moral Philosophy
First Author(s):
Natalie Homa, University of St. Thomas
Second Author(s):
Jason Cowell, University of Minnesota
Heidi Giebel, University of St. Thomas
Tonia Bock, University of St. Thomas
Abstract:
The purpose of this study was to empirically test psychology-related hypotheses proposed
by ethics philosopher, Peter Unger, in Living High and Letting Die. According to Unger,
people’s moral intuitions are often affected by contrary psychological factors when
responding to situations involving diminishing loss or suffering of innocent others. He
proposed that using a hypothetical case involving several active options would help
people to overcome psychological influences. We tested Unger’s hypotheses using four
of his cases. Two groups of undergraduate Philosophy students were used: one who had
not taken an Ethics course and one who had. Findings were significant, however, in the
opposite direction of Unger’s hypotheses and our expectations.
Poster# 211
5:15 pm-6:15 pm
Room: 405/406
Title: Evaluation of the “Uncle Dan’s Report Card” Moral Education Program
Author(s):
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Jesse Graham, University of Virginia
Abstract:
The Uncle Dan’s Report Card Program is a moral education program centered around a
home report card that parents and children fill out together, including habits of kindness,
managing screen time, expressing gratitude, and other positive moral behaviors. It
emphasizes activities and relationships between students, parents and teachers. The
program was piloted in six schools in three school districts (one high-SES suburban, one
low-SES urban, one low-SES rural), which were matched with six control schools in the
same districts. Children in the pilot schools showed significantly greater improvements
(relative to controls) in nine of the 12 target behaviors.
Poster# 212
5:15 pm-6:15 pm
Room: 405/406
Title: Measuring Classroom Connectedness: Classrooms as Contexts for Children’s
Socio-Moral Development
Author:
Snjezana Huerta-Kralj, Simon Fraser University, Canada
Abstract:
Peer groups are important relational contexts for children’s socio-moral development.
The significance of peer relationships is evidenced by the increased focus on measuring
peer context and its relationships to children’s socio-moral development. The present
measurement strategy represents a holistic approach to investigating these interpersonal
contexts, both theoretically and in terms of scoring, to compliment the existing
measurement techniques, which include peer relations, peer nominations, and peer
networks. It is argued that classroom-level relational dynamics are more than aggregates
or averages of individuals’ peer status or dyadic relations. Rather, they are group-level
processes that are not reducible to their component parts.
Poster# 214
5:15 pm-6:15 pm
Room: 405/406
Title: Effects of Family and Peer Support on Social Skills among Adolescents
Author(s):
Junko Enomoto, Toyo University, Japan
Yayoi Watanabe, Hosei University, Japan
Abstract:
This study examined the effects of family and peer support on improving and maintaining
adolescents’ social skills. The subjects were 584 junior high and 221 high school
students who completed questionnaires designed to assess perceived social skills and
family and peer support. The analysis of Social Skills extracted two factors: the “prosocial” factor and the “anti-social” factor. Two-way analysis of variance and multiple
linear regression analysis were utilized. These results suggest that 1) both pro- and antisocial skills develop with age and 2) peer support plays a very important role in
improving and maintaining adolescents’ pro-social skill.
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Poster# 216
5:15 pm-6:15 pm
Room: 405/406
Title: A Sociocognitive Approach: Moral and Social Prototype Relationships
Author(s):
Nicholas Lynchard, University of Notre Dame
Darcia Narváez, University of Notre Dame
Abstract:
The relationship between implicit associations of moral concepts and social attributes
were obtained through the use of a social-implicit associations test (IAT). Continuous
data from the social IAT were significantly correlated with an explicit measure of moral
identity as well as self-esteem. Also, the social IAT proved a better indicator of explicit
moral identity than previous implicit measures purporting to examine the same
phenomena. Results from this experiment not only confirm the implicit – explicit
interactive relationship of moral identity, but also suggest a strong, implicit social
component to the moral domain.
Poster# 217
5:15 pm-6:15 pm
Room: 405/406
Title: Saving the Dying: Effects of Playing a Prosocial Video Game
Author(s):
Carl MacMichael, University of Notre Dame
Bradley Mattan, University of Notre Dame
Darcia Narváez, University of Notre Dame
Abstract:
Violent video games significantly increase aggressive thoughts, feelings and behavior.
Prosocial video game effects were examined here in three game conditions: violent
(killing bandits), helping (saving people), neutral (collecting gold), plus two control
conditions. All participants completed stories which were scored for prosocial,
aggressive, and neutral responses. MANOVA analyses showed a significant effect for the
helping condition in increasing prosocial responses. Comparable to a hostile expectancy
bias promoted by violent games, we propose a prosocial expectancy bias as a result of
playing an altruistic video game. Game play, violent or altruistic, influences dispositions
for action, aggressive or prosocial, respectively.
Poster# 218
5:15 pm-6:15 pm
Room: 405/406
Title: Integrity, Generativity and Values: An Examination of the Integrity Scale
Author(s):
Lead Author:
Patrick L. Hill, Department of Psychology, University of Notre Dame
Co-author(s):
Jessica A. Jimenez, Department of Psychology, University of Notre Dame
Laura Nawrocki, Department of Psychology, University of Notre Dame
Daniel K. Lapsley, Department of Psychology, University of Notre Dame
Abstract
The Integrity Scale purports to measure a character strength that reflects “steadfast
commitment to ethical principles.” We examined its psychometric properties and
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predictive validity in a sample of 248 adults (Mage = 35). Results indicate a reliable
single-factor measure. Integrity was a significant predictor of generativity, psychological
wellbeing (personal growth, purpose in life), spirituality and community volunteering,
but not satisfaction with life. We discuss the contribution of integrity to eudaimonia and
the promise of the Integrity Scale for research in moral psychology.
Poster# 219
5:15 pm-6:15 pm
Room: 405/406
Title: The Role of Emotion in Moral Dilemmas: A Cross National Comparison
Author(s):
Eva E. A. Skoe, University of Oslo, Norway
Co-author(s):
Nancy Eisenberg, Arizona State University
Siri Neset, University of Oslo, Norway
Abstract:
This study examined the relationship between emotion and moral thought in Norwegian
as well as American men and women. Participants rated the difficulty and importance of
one real-life and three hypothetical moral dilemmas and their feelings while making
decisions about the dilemmas. Responses also were scored for their care orientation.
Analyses comparing the two nations showed similarities (especially on the hypothetical
dilemmas) as well as differences (especially on the real-life dilemmas). A reason for the
latter may be that the Norwegians generated more relational dilemmas than the
Americans. There were gender differences in both nations. Across both types of
dilemmas, women scored higher than men on care reasoning and emotions. Compared to
men, the moral self of women seems more tied to emotion and a care orientation.
Poster# 220
5:15 pm-6:15 pm
Room: 405/406
Title: Learning Virtues through Championship in Brazilian Public School
Author(s):
Maria Judith Sucupira da Costa Lins, Universidade Federal do Rio de Janeiro, Brazil
Co-author(s):
Eliana Machado de Almeida, Universidade Estadual do Rio de Janeiro, Brazil
Monique Marques Longo, Universidade Federal do Rio de Janeiro, Brazil
Abstract:
This research focuses on how it is possible to learn virtues through the sport
championship in Brazilian public school. Theoretical basis was MacIntyre’s book After
Virtue and Kohlberg’s stages of moral development. Virtues were justice, share, respect
and common good. The objective was to improve moral values in sixteen leaders and to
qualify the ethical model to younger students. Students were divided in four groups and
each one had four leaders selected by their ethical behavior. The leaders meet the
physical education teachers once a week in order to learn virtues. Results show that it is
possible to achieve moral virtues through games.
Poster# 221
6/19/17
5:15 pm-6:15 pm
Room: Eisner/Lubin
Page 124 of 134
Title: Effects of Moral Education on Social Skills and School Adjustment
Author(s):
Yayoi Watanabe, Department of Psychology, Hosei University, Japan
Tomoko Kobayashi, Faculty of Education, Shizuoka University, Japan
Abstract:
This study examined the effects on the elementary school students of the Voices of Love
and Freedom (VLF) program as a moral education aiming to promote and nurture social
skills and decrease a feeling of maladjustment at school. Subjects were fifth graders who
attend a public school. Students were asked to fill out three kinds of questionnaires
relating to social skills, school maladjustment, and conflict resolution as a pre- and posttest. Results showed that students in the VLF program class showed an increase in social
skills and positive interpretation of friends’ intentions and a decrease in the use of force.
Poster# 222
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Exploring Naturalistic Conceptions of ‘A Moral Person’ for Koreans: A Pilot
Study
Author(s):
Sunghun Kim, The University of Texas at Austin
Abstract:
Moral psychological research has been conducted based on scholars’ conceptions of
‘morality,’ not on ordinary people’s. Some researchers have recently been interested in
how American or Canadian people conceptualize ‘morality,’ ‘a moral person,’ or ‘moral
exemplars.’ The purpose of this study was to explore naturalistic conceptions of ‘a moral
person’ for Koreans. Four Koreans were invited to unstructured interviews and grounded
theory approach was used for analyzing. Twenty-one characters of ‘a moral person’ were
identified and they were thought to be grouped into eight categories. Cultural
specificities in the conceptions will be discussed, as well as suggestions and issues for the
future research.
Poster# 223
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Analysis of Psychological Processes Hindering or Promoting Forgiveness
Author(s):
Makoto Kobayashi, College of Education, Tamagawa University, Japan
Abstract:
The present study analyses the psychological processes hindering or promoting
forgiveness in the interpersonal conflicts. A survey with ninety-five Japanese college
students revealed that they found it most difficult to forgive the offender when they
perceived any humiliation of their self-esteem. On the contrary, the recognition of the
apology and repentance by the offender was shown as promoting the motivation for
forgiveness. The religious belief in the “immanent justice” (nemesis or metaphysical
retribution) turned out to facilitate the moral tolerance leading to forgiveness.
Implications of these processing of forgiveness for conflict management in the
interpersonal and intercultural settings were discussed.
Poster# 224
6/19/17
5:15 pm-6:15 pm
Room: Eisner/Lubin
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Title: Facing the Intractable: Seeds of Peace
Author(s):
Sara M. Schleien, University of Waterloo, Canada
Abstract:
This research was conducted in conjunction with Seeds of Peace, an organization that
strives to bring adolescents from conflict prone regions together at a summer camp in the
United States. Data were collected from approximately two hundred adolescents from
Israel, the West Bank, Jordan and Egypt. The current study found that bringing the
adolescents from different sides of the conflict together was associated with changes to
stereotype attitudes, closeness with conflict-group members, and attitudes about peace.
There is evidence that the Seeds of Peace experience succeeds in bringing these young
people together and allowing them to understand peaceful coexistence is possible.
Poster# 225
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Changes in Moral Values of Pupils – Testing a New Methodology
Author(s):
Gabriela Fisarová, Faculty of Education, Masaryk University, Czech Republic
Abstract:
This study examines effectiveness of a specific teaching method of moral education. A
partial aim is to describe the individual conception of selective values and its changing
dependence on applied teaching methods. The research sample consisted of 52 pupils
aged 13 – 14 years. As a research method, we have used a questionnaire measuring
individual concepts of selection values, moral dilemmas observations, and interviews
with pupils. Results show a significant difference in the individual moral concepts of the
experimental and the control group. These results emphasize the quality of the tested
teaching method. Study results underscore the importance of pedagogic activity to moral
development of pupils.
Poster# 226
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: A Possible Model of Analyzing Moral Judgments
Author(s):
Attila Horváth, Pannonia University, Veszprém, Hungary
Co-author(s):
Júlia Habil Szekszárdi, Pannonia University, Veszprém, Hungary
Abstract
We have carried out a longitudinal survey in five classes of 13-14 year old pupils. They
had discussions about situations of the questionnaire during the school year. By using the
same questionnaire we could also compare the results to two surveys done previously on
large samples (1998: N=3316; 2004:N=1505). To illustrate the motivations of the
decisions we constructed a model that places judgments in the dichotomy of freedom and
determinism, and assertiveness and submission. Using the model during talks helps the
development of the pupils’ moral consciousness. We are working on the development of
the model to be the measuring device for moral judgment.
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Poster# 227
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Reasoning About Majority Rule and Personal Jurisdiction in Mainland China
Author(s):
Charles C. Helwig, University of Toronto, Canada
Co-author(s):
Shaogang Yang, Institute of Moral Education and Mental Education, Guangdong
University of Foreign Studies, China
Dingliang Tan, Normal University, China
Chunqiong Liu, College of Education, Nanjing Normal University, China
Tiffany Shao, University of Toronto, Canada
Abstract:
This study examined the reasoning of urban and rural adolescents from mainland China
about individual rights and the democratic decision-making procedure of majority rule.
Participants (N = 160 adolescents, 12-18 years) judged the legitimacy of majority rule
and whether it was acceptable for individuals to violate a group decision for moral, social
conventional, prudential, and personal issues. Majority rule was most acceptable for
social conventional and prudential issues but least acceptable for personal or moral
issues. Chinese adolescents judged it acceptable for individuals to violate illegitimate
group decisions and appealed to personal choice and individual rights in their
justifications.
Poster# 228
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Moral Reasoning about the Use of Great Apes in Research
Author(s):
Carol Midori Okamoto, Faculty of Education, University of Alberta, Canada
Abstract:
For this study, I explored how different groups of individuals (including biomedical
scientists, animal activists, lay adults, undergraduate students, and high school students)
morally think and feel about the use of great apes in biomedical and language research.
In particular, I examined how different informational statements (e.g. from psychology,
biology, economics) and perceptions of great apes’ mental capacities (e.g. ability to feel
pain, think logically) affect moral opinions about great apes in research. The results are
discussed in terms of implications for moral education and the international
environmental group called the Great Ape Project.
Poster# 229
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Perceptions of the Parent-Child Relationship and Antisocial Behavior in
Adulthood
Author(s):
Jenny Vaydich, University of Notre Dame
Abstract:
Adaptive emotion regulation is important for moral behavior. Research has shown
numerous links between parenting, children’s ability to regulate emotions, and antisocial
behaviors. Here, the relations among the parent-child relationship, emotion regulation,
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and antisocial behavior were assessed using structural equation modeling. Perceptions of
the parent-child relationship related significantly to adult children’s reports of antisocial
behaviors. Moreover, this relationship was mediated by adult children’s emotion
regulation strategies. Thus, parent-child relationships that are characterized by
communication, trust, and inclusion may relate to adaptive levels of emotion regulation.
Also, lower levels of emotion regulation may be associated with higher levels of
antisocial behaviors.
Poster# 230
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Cognition and Affectivity in Moral Reasoning
Author(s):
Valéria Amorim Arantes, Faculty of Education, University of São Paulo, Brazil
Co-author(s):
Viviane Potenza Guimarães Pinheiro, Faculty of Education, University of São Paulo,
Brazil
Abstract:
In this research our main objective was to explore the relationship between reasoning and
emotion in moral conflicts. The sample was formed by 74 male and female teachers,
divided into two groups of 37 professionals each. We stimulated the first group to
exchange positive affective experiences and the second group to remember negative
affective interactions. The subjects were then asked to resolve, individually and in
writing, conflicts of moral nature. We have analyzed the subjects’ answers from the
perspective of the Organizing Models of Thinking theory. The results provide evidence
of dependence between reasoning and feelings.
Poster# 231
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Effects of Corporal Punishment and Empathy on Moral Development
Author(s):
Kate Sherman, Salisbury University
Lance Garmon, Salisbury University
Abstract:
This study attempts to replicate and expand upon Lopez, Bonenberger, and Schneider’s
2001 study comparing parental discipline, empathy, and moral reasoning. This study
involves the administration of the revised Defining Issues Test (DIT-2) as well as other
recently revised measures of parental punishment and participant’s level of empathy. The
current measures allow for a more detailed examination of the relationship between these
three broad variables. Additionally it is expected that the overall results will support
Lopez et al.’s findings linking a history of physical punishment to lower levels of moral
reasoning and empathy development.
Poster# 232
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Priming the Pump: A Role for Service-Learning in Moral Education
Author(s):
Brian R. Hoyt, Ohio University
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Abstract:
This paper is a quantitative research project designed to examine the impact servicelearning has on ethics education, as measured by the development of ethical decisionmaking abilities. The study involves a pre and posttest representing twenty-one
universities with over eight hundred students involved in service-learning experiences.
The study has implications for the application of best practice models in ethics education
as a delivery model that primes an ethical schema. Service-Learning, an academic
intervention that directs a community service experience, is a learner engagement model
that previous studies posit should be examined as an intervention impacting ethics
education (Loewen 1998, Cram 1998).
Poster# 233
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Relationship Between Moral Identity And Religiosity
Author(s):
Mark Hunter, University of Alabama
Abstract:
The purpose of this study is to examine the relationship between moral responsibility and
religiosity. Subjects were examined in moral responsibility research techniques derived
from cultural domain analysis. Religiosity was measured with the Religious Life
Inventory.
Poster# 234
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: The Basis for the Construction of Humanizing Democratic Citizenship
Author(s):
María Rosa Buxarrais Estrada, University of Barcelona, Spain
María del Pilar Zeledón Ruíz, University of Costa Rica, Costa Rica
Abstract:
In this work we will assume the concept of humanizing democratic citizenship as a
proposal that gathers all the main contributions derived from all those democratic and
citizenship perspectives, which have contributed to a greater humanization of people.
From this vantage point, humanizing democratic citizenship must be considered as the
political dimension of the individual, allowing him or her to recognize his/her singularity.
This is characterized by the adoption of a series of characteristics that identify individuals
in their biographical context, by investing them with a series of rights from the moment
they are conceived, by assuming their own obligations and bio-psycho-social
development according to their age, and sociability. This last is due to the fact that
individuals are willing to act within a pluralistic context, to participate critically within a
community of dialogue, to share responsibility in their search for solutions to issues
affecting them directly and indirectly, the capacity to build reasonable horizons to
contribute to the search of justice, freedom, equality, solidarity of all those who share
their own humanity. Lastly they enjoy the capacity to experience their own humanity and
procure the humanization of the others.
Poster# 235
5:15 pm-6:15 pm
Title: Values and Moral Reasoning in Military Education Context
6/19/17
Room: Eisner/Lubin
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Author(s):
Wei-Lee Lu, Naval Academy, Taiwan
Abstract:
This proposal explores the relationship between personal values and moral reasoning in
the military education context. Schwartz’s Personal Value Questionnaire (PVQ) and
Rest’s Defining Issues Test (DIT) are both administered to the third class midshipmen
who attended the military ethics course to investigate the relationship between personal
values and moral reasoning. Preliminary survey results for the valid 45 samples that take
both the PVQ and DIT show that there is a negative correlation (p<.05) between DIT pscore and the benevolence concept in the PVQ. The results of this study may suggest
some important directions for the moral education in the military education context.
Poster# 236
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Psychosocial Processes Moderating Moral Implementation
Author(s):
Verna E. Monson, Center for the Study of Ethical Development
Abstract:
Rest’s Four Component Model (FCM) defines psychosocial processes necessary for
moral action. Moral implementation, the component least explored empirically, is
misunderstood in the context of ethical decision making in business. This review
integrated empirical and theoretical studies from moral psychology, business ethics, and
social psychology and resulted in three implications for research and ethics education.
One, moral implementation processes are antecedents of moral action and by definition
involve interaction with the social environment. Two, moral implementation includes
corollary processes of moral deviance and disengagement. Last, in studying moral
implementation, specific methodologies that circumvent social desirability bias were
identified and implications for ethics education addressed.
Poster# 237
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Teaching Moral and Character Education in Elementary School through
Children’s Literature
Author(s):
Kimberly Persiani-Becker, California State University, Los Angeles
Abstract:
Moral and character education in schools is receiving much attention. While this is not a
new concept, it has become more and more necessary for parents and teachers to work
together in order to instill the qualities affiliated with moral and character development,
such as helping them grow and develop into caring, productive, and respectful members
of society, which is one of the most important foundations for our children. One of the
easiest ways to integrate moral and character education into everyday curriculum is
through children’s literature. Children’s stories are powerful teaching and learning tools
since they subtly instill character traits whether or not these traits are directly discussed or
addressed in the story. However, there are many ways to make this connection more
tangible through discussions about the stories followed by role playing, writing in
response, and/or illustrating the implications set forth by the author.
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Poster# 238
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Using the Moral Theme Inventory to Evaluate a Character Education Curriculum
Author(s):
Peter L. Samuelson, Georgia State University
Abstract:
This study reports the results of the first use of the Moral Theme Inventory (MTI,
Narvaez, Gleason, Mitchell, & Bentley, 1999) to evaluate the effectiveness of a film and
discussion-based character education curriculum to promote growth in moral reasoning.
While the standard scoring methods of the MTI did not reveal any growth in moral
reasoning, a micro-analysis of the message choice portion revealed that the treatment
group showed an attraction to statements that reflect higher staged reasoning than did
their control counterparts. Implications for using the MTI as an evaluation tool for testing
growth in moral reasoning are discussed.
Poster# 239
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: How Do Korean and Japanese Students See Gilligan’s Ethic Model?
First author:
Shinobu Sekimizu, Tohoku Women’s College, Japan
Co-author(s):
Soon-Ja Choi, University of Seoul, Korea
Abstract:
This study examined if the sequential order of Gilligan's care development model was
valid for college students in Korea and Japan, using the Moral Judgment Sorting Task
(MJST), developed by Boom et al. (2001), and concerning two dilemma stories of
domestic troubles: “care of parents” and “an illicit love.” As a result, there were cultural
and situational effects in dealing with conflicts concerning Gilligan’s care ethic, but it
could not be concluded that her model did not fit Korean students at all, because Korean
and Japanese students categorized statements corresponding to level three as the highest.
Poster# 240
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Measuring Ethical Sensitivities Toward Children with Disabilities: The SECQ
Author(s):
Marshall Strax, College of Saint Elizabeth
Abstract:
This session will introduce the Special Education Cases Questionnaire
(SECQ) and briefly discuss results from three studies using it. The SECQ assesses
subjects’ sensitivities to ethical dilemmas based on issues in the discipline of
special education children, their curriculum, and their testing, classification, and
placement. The SECQ contains 54 statements and uses a 5-point Likert-like
rating scale. It consists of nine short dilemmas with six statements following each
dilemma. The questionnaire contains a total of 15 statements from each of the three
construct areas of justice, care, and critique
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Poster# 241
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: The Impact of a Professional Ethics Course on Professional Role Concept and
Ethical Reasoning
Author(s):
Minkang Kim, College of Education, Seoul National University, Korea
Abstract:
This study explores the effects of a professional ethics course for second year dental
students on professional role concept and on ethical reasoning. The experimental group
participated in the 5-week ethics course, which uses problem-based learning approach,
while the control group did not receive the ethics instruction over the period. The ethics
program was implemented via discussions among students in small-group tutorial. Both
groups completed Professional Role Orientation Inventory (PROI) and Defining Issue
Test (DIT) prior to and post intervention period. Analysis of covariance revealed that the
experimental group’s responsibility score significantly improved while their perception
of controllability decreased. The program had little influence on ethical reasoning.
Poster# 243
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Does Intercultural Experience Foster Moral Judgment Competence in College
Students?
First Author:
P. David Glanzer, Eastern Mennonite University
Co-author(s):
Georg Lind, University of Konstanz, Germany
George Nipe, Eastern Mennonite University
Abstract:
Intercultural educational programs could significantly enhance cognitive-moral
development. Do students from a parochial college in the USA who have participated in a
required international study program demonstrate higher moral judgment competence
than students who have not? Is the moral judgment competence of these students related
to religiosity? Participants filled out Lind's Moral Judgment Test (MJT) and answered
additional questions about their international study experience and religiosity. The
findings will be discussed within the background of various theories of moral
development and compared to moral judgment competence findings for other college
students in the USA and Europe.
Poster# 246
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Children’s Perceptions of Post-Transgression Apologies
Author:
Craig E. Smith, Harvard Graduate School of Education
Co-author(s):
Paul L. Harris, Harvard Graduate School of Education
Abstract:
Apologies have the power to repair the interpersonal damage caused by moral
transgressions. However, most of our evidence for this comes from the formal and
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informal study of adults. We know little about how children view and utilize apologies.
The main study we present here used the “happy victimizer” paradigm to test children’s
construals of victimizers’ apologies following moral transgressions. Children (ages 4-5
and 7-8) saw a victimizer either apologize or offer no account following a moral
violation. Children were asked about the emotions of both the victimizers and the
victims, and were asked to supply justifications for their judgments.
Poster# 247
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Moral Reasoning and Moral Sensitivity of Medical Students in Korea
Author(s):
Jihye Lee, College of Education, Seoul National University, Korea
Abstract:
This longitudinal study examines the developmental trend of moral reasoning among
medical students (N=141) in Korea. It also explores the effects of moral sensitivity on
their development of moral reasoning. The results from the repeated measure analysis
indicated that students’ moral reasoning was significantly decreased during 2 years of
medical school. However, moral reasoning of the students whose moral sensitivity levels
were initially low was significantly increased. This result suggests that moral sensitivity
under certain levels may have an influence on the development of medical students’
moral reasoning. Further studies of moral sensitivity and reasoning may lead to the
development of moral education programs for medical professions.
Poster# 248
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Teaching Juveniles Normative Theories
Author(s):
Terje Halvorsen, Bodoe Regional University, Norway
Abstract:
This poster presentation deals with a study where ethics, primary normative theories, are
tried mediated to juveniles through a written text. A sample of young people has red an
adjusted text. Then they have expressed whether they, in their own opinion, have any
advantage of reading such a text. The juveniles have given their response through
answering a survey and by written comments.
Poster# 249
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Teaching Ethics about the Environment: The Problem of Advocacy
Author(s):
Christopher Schlottmann, Steinhardt School of Culture, Education, and Human
Development, New York University
Abstract:
The proper role of advocacy in ethics education is an actively discussed topic in
environmental education. I will define advocacy and argue for criteria limiting its use in
the teaching of environmental ethics. I argue that advocacy is permissible in the
classroom within a limiting set of criteria and educational aims. They are: that advocacy
should not be intellectually dishonest or unfair, and that it should not coerce or otherwise
manipulate student trust or reliance upon teacher expertise and authority. The advantages
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of allowing advocacy include more available pedagogy and content, and the possibility of
teaching skills of argumentation better.
Poster# 250
5:15 pm-6:15 pm
Room: Eisner/Lubin
Title: Structures and Levels of Students’ Moral Judgment Competence
Author(s):
Nicola Mittelsten Scheid, Carl-von-Ossietzky-University of Oldenburg, Germany
Co-Author(s):
Corinna Hößle, Carl-von-Ossietzky-University of Oldenburg, Germany
Abstract:
With the development of new technologies in biology and medicine, moral judgement
competence has become increasingly important. Germany`s state ministers of education
have codified that students should learn this competence in secondary school. This study
explores and categorises conceptual structures and developmental levels of students’
moral judgment competence. One hundred and eight interviews of fourteen and sixteen
year-old students have been analysed by qualitative content analysis and, additionally,
quantitative approaches. The findings indicate age and grade-dependent competence
levels which provide the basis for teaching guidelines. They may serve to evaluate
students’ competence and as starting points for moral interventions.
Closing Reception & Cocktail Hour
Entertainment by NYU Steinhardt Jazz Ensemble & SYU Steinhardt Woodwind Quintet
Eisner & Lubin Auditorium, Kimmel 4th Floor
5:45 pm-6:30 pm
AME Annual Banquet
Entertainment by NYU Steinhardt Jazz Guitar & NYU Steinhardt Music Theatre students
Rosenthal Auditorium, Kimmel 10th Floor
7:00 pm-10:30 pm
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