Analogical reasoning and children's conception of work values in moral education classes

Abstract

The purpose of the present study was to investigate how children's conception of work values could be prompted in their classes in moral education. A consideration of the structure of the moral education classes suggested that analogical reasoning might affect children's conception of work values. In Study 1, sixth-graders (TV = 120) were divided into 3 groups: (a) showed a similar story, (b) instructed to engage in analogical thinking, and (c) control, and effects of analogical reason on their interpretation (abduction) of ideal work values from reading material was investigated. It was found that more of the children in the group that had been showed a similar story did abduction than did the children in the group instructed to engage in analogical thinking. Study 2 focused on the actual discussion part of the lesson, using analogies to investigate how the children understood various work values. It was found that the children did interaction-based abduction after listening to other children's analogical speeches. The present finding suggest that analogical reasoning can be effective for prompting an understanding of ideal values and diversity of values, both of which are essential for a conception of work values.