Moral Education: An Evaluation of the Effect of Moral Dilemma Discussions for Sixth Graders

Abstract

This study evaluated the effectiveness of classroom moral dilemma discussions. The moral reasoning of sixth graders was assessed before and after an eight week moral education program. Students led by teachers with extended training made greater progress than students led by teachers with limited preparation. Likewise, classrooms led by teachers who were able to assess students' level of moral reasoning were more effective. Results failed to indicate a strong relationship between traditional student measures and stage growth induced by developmental moral education.