Research On Discussion Teaching In Michael Sandel’s Justice Course

Abstract:Michael Sandel’s Justice course is one of the most popular courses in Harvard University and the most popular courses in Open Course. Justice Course is a moral reasoning course in general education. In terms of the nature of the course, it is a general education course. In terms of its objectives, its aim is to develop students’moral rationality. As for its content, the form of the course is arranged as special topic, including issues and theories.From the perspective of discussion teaching, the teaching process of Justice course can be divided into three stages. The first stage is designing moral issues on criticism to think of the three paths of justice, that is, Utilitarianism, Liberalism and Virtue Ethics. The second is to create question-situation of moral dilemma utilizing controversial legal cases and stories. The last is to discuss moral issues under the guidance of teachers by means of raising questions, listening and responding to questions. These stages are closely interrelated and form a spiral process.Students generate knowledge and become co-creator of knowledge with Sandel in this spiral process. Under such situation, students generate not only philosophical theories, but also theories which are in consistent with their own identity, cultural background. Through creating moral dilemma situation, students can preview these moral issues in mind. With the guidance of teachers in discussion, students can generate moral rationality. Therefore, discussion teaching of Justice course belongs to "real discussion", because it really help students generate knowledge and create knowledge.Discussion teaching of Justice course is a "real discussion", which have great enlightenment to "false discussion" as follows. The first one for "false discussion" is that some issues which teachers posed to discuss are closed with only one answer. Therefore, teachers should design some controversial and open issues. The second one for "false discussion" is that teachers do not have a correct understanding of their own role in discussion. Actually, teachers should set their role as a " helper" not a "controller" in discussion between students and teachers.Furthermore, teachers should set their role as a "bystander" not an "organizer" in discussion among students.