道德兩難情境的設計與變體：變化要素的探究

Design and Variants of a Moral Dilemma: Inquiry into the Elements of Change

本研究發現，皮亞傑、郭爾堡到雷斯特的設計理念及方式凸顯了在編製測驗時，研究者、情境、受試者之間的有效契合度問題。而在當代的道德兩難形式及運用上，數位化的媒介是一大趨勢，但相應的在情境上、數據判讀上需要更清楚的證明評判他人的依據是什麼。在題意的變化要素上，主題內涵與故事情境的變化、受試者本身所扮演的角色與其能力變化、其他故事角色的介入要素變化等構成了試題整體的改變。試題本身也有其特徵：一、道德主體要選擇行為A還是行為B，行為A與行為B被限制不得同時實現；二、道德主體是否會為了情境而去做壞事C；三、道德主體進行了某個行為後的責任歸屬。掌握這樣的原則，對於道德兩難問題的設計與釐清就比較清楚。道德兩難測驗下的主客體思考上，研究者和受試者誰代表道德真理、文化差異下誰是主體且大眾的選擇是否就能代表道德真理，都是研究者必須在研究前說明清楚的。每個設計要素的使用都有其意涵，試題之間應具備相互邏輯性，受試者的主體思考和研究者的解讀都不應被測驗分裂。兩難議題在教育上所追求的是形成兩難的過程，並且在討論中尋得解決方法。教師的設計策略若是與研究者相同，就會容易忽略學生答非所求時背後的原因。

It was found in this study that the design concepts from Piaget, Kohlberg to Rest, highlighted the problems of fit between researchers, situations, and subjects when preparing assessments. In the form and application of contemporary moral dilemmas, digital media seems to be trending, but in situations and data interpretation, it is necessary to have more evidence to prove the basis for judging others. In terms of change factors, the change of theme and situation, the change of self-abilities, and the change of other role factors constitute the overall change of assessment questions. Under the subject-object thinking in moral dilemma assessments, researchers must clearly identify the following before conducting assessments: researchers and subjects who represent moral truth, cultural differences, and whether the public’s choice can represent moral truth. There should be mutual logic between the assessment questions. The subject’s subjective thinking and the researcher’s interpretation should not be divided by the assessment. The issue of dilemma in education should be to pursue the process of forming a dilemma and find solutions in the discussion. If a teacher’s design strategy is the same as the role of a researcher’s, the reasons behind students’ unanswered requests would likely be ignored.