The application of the Kohlbergian model to the selection and presentation of historical content moral dilemmas
Date
1978
Authors
Olson, Stephen Carl
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Abstract
It is the proposition of this thesis that the type of dilemma used by Lawrence Kohlberg may be appropriate for the presentation of historical content. This thesis examines the structure of the Kohlbergian moral dilemma story and concludes that history is an appropriate source of such moral dilemmas. It further concludes that such an approach to the teaching of history may be an effective teach1ng methodology inasmuch as it requires the student to respond to specific historical events inĀ· the context of the moral character of that event. Such a methodology stresses individual decision-making, social forces which determine actions, responses to questions of right and wrong, and the rights of the individual.
Chapter One of this thesis is an analysis of Kohlberg's work. Particular attention is paid to what Kohlberg has concluded concerning the nature of the 'New Social Studies' and the relationship between his Theory of Moral Development and the effective presentation of content in the social studies classroom.
Chapter Two examines the Kohlbergian Moral Dilemma Story. Certain common characteristics of the dilemma story are identified. These characteristics are used to establish the model dilemma story which is then used in the writing of curriculum materials.
Chapter Three demonstrates how the content of history can be used as a source of moral dilemmas. Historical content is seen to afford the teacher an opportunity to examine the moral character of the event being considered. By using real rather than hypothetical events or incidents, the student can examine how 'real' people responded to moral dilemmas and how their responses determined subsequent events. The emphasis is on selecting and presenting material which allows for insight into how individuals perceived events around them, how and why they arrived at the position they adopted, and the consequences of those positions to them as individuals. This thesis suggests, through the use of examples, materials and methods appropriate to selecting and presenting historical content to facilitate such objectives. Such a methodology also allows the student to role-play in terms of the historical incident and to respond as an individual to the moral dilemma inherent in the historical incident.
Chapter Four suggests the teaching methodology to be used for the presentation of moral dilemmas drawn from the content of history. Specific teaching instructions, based on the methodology detailed in Chapter Four, are to be found in Chapter Five of this thesis. These instructions are meant to accompany the curriculum materials also contained in Chapter Five. Six distinct historical incidents are presented in terms of the suggested methodology. Profile Cards, Background Papers, Dilemma Stories, Follow-Up Questions, and Selected Readings are given for each incident.
It is the conclusion of this thesis that the Kohlbergian Model is an appropriate vehicle for the presentation of historical content. Such a model allows for the presentation of historical content in a way which demands student involvement in the material being considered. It is also suggested that the moral dilemma drawn from the content of history may encourage moral development in the student. However, the primary purpose of this thesis is to illustrate a teaching methodology which will enhance the student's understanding of history.