Suppose you were given the assignment in the high school where you teach to develop guidelines for ways teachers might foster more mature moral reasoning in students. Based on the material you have studied, what suggestions could you offer?
What will be an ideal response?
Research evidence supports three suggestions. (a) When offering children rationales for why they should or should not behave in a particular way, try to provide reasoning that is one step ahead of the children's own level of reasoning. Children seem to be attracted to rationales that are slightly above their own levels of reasoning, but not too far ahead of where they are. They are likely to tune out explanations that are too remote from their level of cognitive and moral maturity. (b) Provide opportunities for peer discussion of social issues, perhaps by having them respond to opinion articles or by providing them with a social dilemma to discuss. Evidence suggests that peer discussion can provide the catalyst for cognitive and moral development because it exposes children to other points of view and potentially forces each child to justify his or her own view. (c) Provide tasks, assignments, and discussion opportunities that promote formal-operational thought, a documented correlate and probable prerequisite to postconventional moral reasoning. Such activities can be given in many different academic content areas as well as in nonacademic content areas. Any activity that requires problem-solving and a generation and consideration of alternatives may promote higher-level thinking.
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