Ethical Reasoning of U.S. High School Seniors Exploring Just Versus Unjust Laws
Ethical Reasoning of U.S. High School Seniors Exploring Just Versus Unjust Laws
复制标题
美国高中生探索正义与不公正法律的道德推理
DOI：
10.1080/00933104.2014.966218
复制
发表时间：
2014
影响因子：
2.6
通讯作者：
John W. Saye
中科院分区：
文献类型：
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作者：
Jada Kohlmeier;John W. Saye
摘要由于多元化民主本质上是冲突的，因此对问题的公开审议有可能通过向参与者的考虑揭示新的见解、观点、信息或逻辑来扩展参与者的思维。这些都是伦理问题，要求公民决定政策、行动和决定是“对”还是“错”。历史上的持续性问题（PIH）网络（www.pihnet.org）是一个长达十年的实践鼓励，建模和支持教师增加探究式社会研究教学的专业发展社区。在这项定性研究中，我们创建了一个专业的实践社区，包括4名美国政府教师，一名大学研究人员和一名政治学教授。这个团队创造了课程，使高中生能够解剖和应用马丁路德金。的信从伯明翰监狱到3个具体的场景，探讨学生的道德推理对公正与不公正的法律。
Abstract Because a pluralistic democracy is inherently conflictual, public deliberation of issues holds the potential to expand the thinking of participants by revealing new insights, perspectives, information, or logics into the participants’ consideration. These are ethical questions that ask citizens to decide whether policies, actions, and decisions are “right” or “wrong.” The Persistent Issues in History (PIH) Network (www.pihnet.org) is a decade-long professional development community of practice encouraging, modeling, and supporting teachers in increasing inquiry-based social studies teaching. For this qualitative study, we created a professional community of practice including 4 U.S. government teachers, a university researcher, and a political science professor. This team created lessons enabling high school seniors to dissect and apply Martin Luther King Jr.’s Letter from Birmingham Jail to 3 specific scenarios to explore the students’ moral reasoning on just versus unjust laws.