In conducting and reporting their research, Saltzstein and his colleagues were not presenting themselves a school teachers, nor were they expecting readers necessarily to respond as teachers. As they put it in the first paragraph of the article, they sought to offer "a more contextualized perspective for understanding the development of moral judgments" [p. 37]. Unlike most teachers, they seemed indifferent to recommending how children's moral judgments ought to be fostered. Observation of children was their purpose, not intervention. The meaning of the term "contextualized perspective" was not obvious to Kelvin when he first read it, but eventually it became clearer: they were talking about the importance of distinguishing among types of moral decisions and moral beliefs. They did sometimes note information relevant to teaching -- for example, they pointed out that for cultural reasons, teachers in Brazil do not command high respect and therefore compared to American children, Brazilian children may feel less compelled to tell the truth to their teachers. But this comment was not the primary focus of their research, nor did the authors discuss what (if anything) it might imply about teaching in the United States.
Yet the non-teaching perspective of the article did not keep Kelvin, a long-time school teacher and current university teacher, from reflecting on the article in terms of its educational relevance. As we mentioned already, Kelvin was attracted to the article because of his own concerns about character development in students how do they acquire moral beliefs and commitments, and how should he help them in doing so? Kelvin did not really expect to find an answer to the second of these questions, given the "observation" orientation of the authors. He did hope to find an answer to the first, although even here he also expected that to make allowances for the fact that research interviews are not usually identical to classroom situations. Children might respond differently when interviewed individually by a researcher, compared to how they might respond to a teacher in class. Or perhaps not. So in reflecting on the article, Kelvin had to note the context and purposes of Saltzstein's study, and to remind himself that once a teacher went beyond simply observing children to intervening on their behalf, the teacher might be led to different conclusions about children's moral development. But in spite of these cautions or maybe because of them Kelvin found much food for thought in the article related to teaching.
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