Schools as promoters of moral judgment: the essential role of teachers’ encouragement of critical thinking
Weinstock, M., Assor, A., & Broide, G. (2009). Schools as promoters of moral judgment: the essential role of teachers’ encouragement of critical thinking. Social Psychology of Education, 12 (1): 137-151.
Abstract: The assumption that high level functioning is characterized by a great deal of autonomy is central to some major theories
of moral development [Kohlberg (in T. Lickona (ed.) Moral development and behavior: Theory, research and social issues, 1976); Piaget (The moral judgment of the child, 1932)] and to the self-determination theory of motivation [Ryan and Deci (The American Psychologist, 55,
68–78, 2000)]. Based on these theories, we hypothesized that students’
perceptions of their teachers as autonomy supportive, mainly in the
form of encouragement of critical thinking, and perhaps also choice,
would be positively associated with students’ advanced moral judgment.
Data collected from 12th grade students in two regular schools and two
democratic schools supported this hypothesis. Results also showed that
being a student in a democratic school (as opposed to a regular one)
was associated with autonomous moral judgment, and that this
association was mediated by students’ perceptions of teachers as
encouraging criticism, but not choice. A possible implication is that
programs of moral education should explicitly promote teachers’
inclination to encourage critical thinking in their students.
(Something interesting I found)Posted: Monday, April 20, 2009