An Application of Kohlberg's Theory of Moral Dilemma Discussion to the Japanese Classroom and its Effect on Moral Development of Japanese Students

Araki, Noriyuki

doi:10.4324/9780203114896.ch18

Cited by 4 publications

(8 citation statements)

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“…In Japan and other countries, it has been clarified that morality develops according to the stage of moral development with aging (e.g., Sakurai, 2011). Additionally, Japanese researchers and teachers have also collaborated and spent more than 40 years comprehensively accumulating knowledge on teaching materials around moral dilemmas of interest to students, how to perform MDD depending on the age of students, and the educational effects of MDD (Araki, 2014). The interesting point concerning MDD is that it can encourage students to engage in free discussion by adopting a moral dilemma wherein multiple values conflict with each other as teaching materials.…”

Section: Empirical Research On Moral Discussionmentioning

confidence: 99%

“…The interesting point concerning MDD is that it can encourage students to engage in free discussion by adopting a moral dilemma wherein multiple values conflict with each other as teaching materials. Although some issues have been noted around MDD, in general, conducting MDD not only enhances morality (Blatt & Kohlberg, 1975;Araki, 2014;Oser, Althof, & Higgins-D'Alessaidro, 2008;Oser, 2013;Lind, 2019) and business ethics (Oser & Schalafli, 2010) and influences prosocial formation (Salvador, 2019) but also activates thinking and deliberating skills (Fujisawa, 2018c). It was revealed that other social abilities related to morality (e.g., cooperation, part of general skills, and perspective-taking ability) were enhanced (Araki, 2014;Fujisawa, 2018a;Fujisawa, 2018b).…”

Section: Empirical Research On Moral Discussionmentioning

confidence: 99%

“…MDD participants discuss how to deal with stories in which multiple values conflict. MDD is known to enhance certain moral and versatile skills (Araki, 2014;Blat & Kohlberg, 1975;Fujisawa, 2018a;2018b). Organization for Economic Co-operation and Development (2015) stated that moral education is important for every country to enable children to happily live their whole life.…”

Section: Introductionmentioning

confidence: 99%

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Preliminary Study on the Educational Effects of Online Moral Dilemma Discussions for College Students in Japan

2022

Psychology Applications &Amp; Developments VIII

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This study focused on Japanese moral education for students in the teaching profession and empirically examined the educational effect of using online moral dilemma discussion (OMDD). As a pre-test, the participants filled up a questionnaire survey comprising the standard for public space (SPS) scales and communication skills (CS) by way of Microsoft Forms. Participants were then assigned to one of the following categories: paired OMDD, OMDD with five participants, and OMDD with five participants and a facilitator. Two Heinz dilemmas were used in OMDD as a topic of discussion. After the completion of OMDD, the post-test was carried out in the same way as the pre-test was. Accordingly, in the post-test for SPS, the score for "care for others" was significantly high, and the score for "egocentric" was significantly low. Regarding the result of multiple comparisons using the Bonferroni method, the OMDD score with five participants was determined to be higher than that of OMDD with five participants and a facilitator. Regarding CS, nonverbal, assertion, and discussion were significantly higher in the post-test. These results were discussed.

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Section: Empirical Research On Moral Discussionmentioning

confidence: 99%

Section: Empirical Research On Moral Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Preliminary Study on the Educational Effects of Online Moral Dilemma Discussions for College Students in Japan

2022

Psychology Applications &Amp; Developments VIII

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“…In Japan and other countries, morality develops with age in stages (e.g., Sakurai, 2011). Japanese researchers and teachers have notably collaborated, spending more than 40 years comprehensively accumulating knowledge on teaching materials that focus on moral dilemmas of interest to students, and that help to facilitate MDD that consider students' age and the educational effects of MDD (Araki, 2014). An interesting point concerning MDD is that it can encourage students to engage in free discussion by adopting moral dilemmas as teaching materials, in which multiple values conflict with each other.…”

Section: Introductionmentioning

confidence: 99%

Comparing Online and Virtual Reality Moral Dilemma Discussions: Focusing on Morality, Perspective-Taking, and Communication Skills

2024

Psychology Applications &Amp; Developments IX

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This study explored the educational effects of online and virtual reality moral dilemma discussions (OMDD and VRMDD, respectively) among university students. In Study 1, participants were randomly assigned to an OMDD or VRMDD condition, participating in both conditions in acquainted pairs. The acquainted pairs discussed Heinz's dilemmas (1) and ( 2). The Standards for Public Space (SPS) and Communication Skill (CS) scales were measured separately before and after the experiment. Results revealed significant differences in the main effect of both conditions for the SPS subscales. Participants scored higher on the SPS egocentric and peer standards subscales in the pre-test than in the post-test, which had significant main effects at the time of the survey. OMDD and VRMDD practice showed decreased SPS subscale scores with a narrow social perspective (egocentric and peer standards) and were not related to the subscales with a wider social perspective (regional standards, care for others, and public values) and the CS scale. Similar to Study 1, VRMDD was conducted in the same manner in Study 2. SPS and the Interpersonal Reactivity Index scales were measured before and after the experiment. The results of Study 1 were replicated, and VR perspective-taking was confirmed.

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“…Therefore, the "special time for moral lessons" had not played important roles in Japanese schools. Thus, despite some teachers actively conducting the "special time for moral lessons," moral lessons did not improve in Japan for a long time (Araki, 2014;Maeda, 2015). The value of moral lessons is emphasized when the problem of severe bullying emerges in schools.…”

Section: Introductionmentioning

confidence: 99%

Communication Skills and Moral Development between Elementary and Middle School Students in Japan

2021

Psychology Applications &Amp; Developments VII

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The method of conducting moral lessons has changed in Japan since 2018. Specifically, the focus of moral lessons has shifted from emotional understanding to thinking and deliberation. Consequently, it is essential to consider the development of morality and the ability to think and deliberate in moral lessons. However, scant studies have been conducted in Japan on the teaching of elementary and middle school students' abilities to think and deliberate. Therefore, this study aimed to clarify the development of communication skills and morality in elementary and middle school students. The results revealed that communication skills declined with age, but morality enhanced as the students became older. No gender differences were discerned in the moral development of males and females from the sixth grade of elementary school to the ninth grade of middle school. Based on these results, this study offers implications regarding the methods for conducting moral lessons centered on thinking and deliberating.

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An Application of Kohlberg's Theory of Moral Dilemma Discussion to the Japanese Classroom and its Effect on Moral Development of Japanese Students

Cited by 4 publications

References 0 publications

Preliminary Study on the Educational Effects of Online Moral Dilemma Discussions for College Students in Japan

Preliminary Study on the Educational Effects of Online Moral Dilemma Discussions for College Students in Japan

Comparing Online and Virtual Reality Moral Dilemma Discussions: Focusing on Morality, Perspective-Taking, and Communication Skills

Communication Skills and Moral Development between Elementary and Middle School Students in Japan

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