**10.1. The open democratic approach to coping with moral dilemmas**

**Dilemma 1—The first dilemma** focused on a boy, considered to be the class clown, who frequently disturbed the lessons. The school, through the counselor, avoided involving the parents because they found it so difficult to cope with their son that they used excessive punishment, which harmed his development and personality. The dilemma was whether the school counselor could cope with the problem alone or should involve the parents.

The school counselor said, "I am familiar with this case, the parents are not willing to hear that their son disturbs the class in school, and every time we turn to them they punish him severely, which is very disturbing to his personality and mental development, which makes it difficult for me to ever approach them."

Notwithstanding, the school counselor and the school tried to manage the student alone despite the difficulties. A program was developed for him with careful follow-up, for every time he acted out of place or was involved in vandalism, the seriousness of his actions was made clear to him.

**Dilemma 2—The second dilemma** concerned the violent behavior of a student who claimed to have experienced a tragic event. The student behaved in an offensive way and in opposition to all of the rules of the school. He fabricated stories and was aggressive toward teachers. The dilemma was whether to punish him based on the seriousness of his actions or to try to understand what was behind his behavior.

According to the counselor, "He shouted out and almost attacked me. I gave in and returned to class."

In this episode, the school counselor, in consultation with the teacher, decided to find out what was behind the student's behavior. They met with the parents and discovered that the student often lied, and they apologized for their son's behavior. The school counselor decided to stay in close touch with the student, to continue to encourage him, and to give him a chance to start again.

The school counselor decided not to directly insult the girl but to help her understand the message by presenting parallel cases that had arisen in class. The counselor delivered the educational message to the girl in a way that was not harmful and not in front of the class, but

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**Dilemma 11—The 11th dilemma** was about a popular (female) student, whom all the girls liked very much, but considered herself to be superior to the other girls and was not willing to be their friend. The dilemma was whether to involve the popular girl and to speak to her about her improper behavior or to allow time to prove to her that her behavior is not acceptable.

The school counselor said, "Donna rejects her because if she becomes her friend, she will not be as popular. Tali complains that Donna keeps her distance from her and is unwilling to be

This situation was brought to the attention of the school counselor, and it was decided not to intervene. He believed that as time passes, the popular girl would understand the value of the other girls in the class and the importance of maintaining good relations with them all. The school counselor presented a number of stories to the class on the topic of accepting others to illustrate models of desirable behavior that were especially important for this one particular girl. **Dilemma 14—The 14th dilemma** is about someone who is a teacher as well as a counselor and whether to show support and to identify and participate with a strike that the Parents Committee and other community organizations called, which would help their demands gain acceptance by the authorities. Alternatively, the counselor could take the side of the authori-

The counselor said, "The strike also has a negative side. Students in special education in secondary school would miss a lot of material, and if the strike persists, would make it impossible for them to learn what is required. On the other hand, it is important to join the parents

In this case, the counselor decided to participate in the strike, to strengthen the groups sup-

**Dilemma 7—The seventh dilemma** was about a students who made fun of a classmate who

The counselor said, "The dilemma was whether to punish the student for upsetting his class-

In this case, the school counselor decided to punish the offending student and to speak to him about the mistake he made in hurting the other student's feelings. Although the school counselor did not discuss the episode in class, he explained the mistake to the student and

**Dilemma 8—The eighth dilemma** was about a girl who cheated on an exam. The proctor (who is also the school counselor) saw that the student was using extraneous material during the exam. The dilemma was whether to approach the student during the exam and tell her

and the community groups so that they will succeed in their struggle".

**10.2. Traditional, conservative approaches to solving moral dilemmas**

that she was cheating or to discuss it with her privately after the exam.

helped her understand the seriousness of what she had done.

ties and not identify with the strike in any way.

porting it, and to disregard orders not to strike.

mispronounced words when he spoke.

punished him appropriately for his actions.

mate or to ignore the episode."

her friend."

**Dilemma 3—The third dilemma** was about a student who asked to be excused from participating in a school project due to serious economic problems. The project required the use of a personal computer after school to answer questions. The dilemma was whether to excuse him from participating in the project or to try alternative ways for him to participate for the sake of the educational experience.

According to the school counselor, "It seems that the student does not have a computer and the socio-economic position of the family is very poor. I asked him to meet with me and he explained the financial difficulties and his willingness for me to find a solution."

Through the treatment, the counselor involved another student who had a computer to work with him on the project. The counselor solved the problem with the involvement and agreement of both students, and as a result, the student with the financial problem was able to participate in the project that was a very important part of the classwork.

**Dilemma 4—The fourth dilemma** was about a student who behaved offensively to the school counselor, who was also his teacher, when she returned exams. The dilemma was how to respond to the student's offensive behavior. Should he be punished or should the teacher help him understand that his behavior was undesirable?

The school counselor said, "One of the students got up and shouted, 'The teacher made an arithmetical error on my grade and I deserve full credit.'"

The student saw that the school counselor made a mistake in the calculation. In response, she tried to convince the student that his behavior is undesirable. The student accepted the comment of the counselor and understood that his behavior was out of place.

**Dilemma 5—The fifth dilemma** is about a student who behaved aggressively toward the proctor (who is also the school counselor) during an exam. The dilemma is how to behave with the student—to punish her or to try to explain the seriousness of her unacceptable behavior and tell her the way she should behave.

The school counselor said, "When I approach one of my students, she shouted out in rage for no reason. I tried to quiet her down in a nice way, but unfortunately, I did not succeed in understanding or figuring out her behavior."

**Dilemma 6—The sixth dilemma** was about a student with learning disabilities who was asked by the teacher (who is also the school counselor) to buy a gift for a classmate who had broken his leg and was absent for an extended period. The student was supposed to use all of the money that had been collected from the rest of the class to buy the gift, but in fact she purchased a gift with only part of the money and kept the rest of the money for herself. The dilemma was whether to tell the student directly what she has done, which may be emotionally damaging to her, or to make her indirectly aware of the severity of her actions.

The school counselor said, "I was aware that the gift that was purchased by a good friend of the girls, and that she had taken some of the money, and that not all of the money she received from the class was spent on the gift that was purchased."

The school counselor decided not to directly insult the girl but to help her understand the message by presenting parallel cases that had arisen in class. The counselor delivered the educational message to the girl in a way that was not harmful and not in front of the class, but helped her understand the seriousness of what she had done.

student often lied, and they apologized for their son's behavior. The school counselor decided to stay in close touch with the student, to continue to encourage him, and to give him a chance

**Dilemma 3—The third dilemma** was about a student who asked to be excused from participating in a school project due to serious economic problems. The project required the use of a personal computer after school to answer questions. The dilemma was whether to excuse him from participating in the project or to try alternative ways for him to participate for the sake

According to the school counselor, "It seems that the student does not have a computer and the socio-economic position of the family is very poor. I asked him to meet with me and he

Through the treatment, the counselor involved another student who had a computer to work with him on the project. The counselor solved the problem with the involvement and agreement of both students, and as a result, the student with the financial problem was able to

**Dilemma 4—The fourth dilemma** was about a student who behaved offensively to the school counselor, who was also his teacher, when she returned exams. The dilemma was how to respond to the student's offensive behavior. Should he be punished or should the teacher help

The school counselor said, "One of the students got up and shouted, 'The teacher made an

The student saw that the school counselor made a mistake in the calculation. In response, she tried to convince the student that his behavior is undesirable. The student accepted the com-

**Dilemma 5—The fifth dilemma** is about a student who behaved aggressively toward the proctor (who is also the school counselor) during an exam. The dilemma is how to behave with the student—to punish her or to try to explain the seriousness of her unacceptable

The school counselor said, "When I approach one of my students, she shouted out in rage for no reason. I tried to quiet her down in a nice way, but unfortunately, I did not succeed in

**Dilemma 6—The sixth dilemma** was about a student with learning disabilities who was asked by the teacher (who is also the school counselor) to buy a gift for a classmate who had broken his leg and was absent for an extended period. The student was supposed to use all of the money that had been collected from the rest of the class to buy the gift, but in fact she purchased a gift with only part of the money and kept the rest of the money for herself. The dilemma was whether to tell the student directly what she has done, which may be emotion-

The school counselor said, "I was aware that the gift that was purchased by a good friend of the girls, and that she had taken some of the money, and that not all of the money she received

ally damaging to her, or to make her indirectly aware of the severity of her actions.

explained the financial difficulties and his willingness for me to find a solution."

participate in the project that was a very important part of the classwork.

ment of the counselor and understood that his behavior was out of place.

him understand that his behavior was undesirable?

behavior and tell her the way she should behave.

understanding or figuring out her behavior."

from the class was spent on the gift that was purchased."

arithmetical error on my grade and I deserve full credit.'"

to start again.

130 Active Learning - Beyond the Future

of the educational experience.

**Dilemma 11—The 11th dilemma** was about a popular (female) student, whom all the girls liked very much, but considered herself to be superior to the other girls and was not willing to be their friend. The dilemma was whether to involve the popular girl and to speak to her about her improper behavior or to allow time to prove to her that her behavior is not acceptable.

The school counselor said, "Donna rejects her because if she becomes her friend, she will not be as popular. Tali complains that Donna keeps her distance from her and is unwilling to be her friend."

This situation was brought to the attention of the school counselor, and it was decided not to intervene. He believed that as time passes, the popular girl would understand the value of the other girls in the class and the importance of maintaining good relations with them all. The school counselor presented a number of stories to the class on the topic of accepting others to illustrate models of desirable behavior that were especially important for this one particular girl.

**Dilemma 14—The 14th dilemma** is about someone who is a teacher as well as a counselor and whether to show support and to identify and participate with a strike that the Parents Committee and other community organizations called, which would help their demands gain acceptance by the authorities. Alternatively, the counselor could take the side of the authorities and not identify with the strike in any way.

The counselor said, "The strike also has a negative side. Students in special education in secondary school would miss a lot of material, and if the strike persists, would make it impossible for them to learn what is required. On the other hand, it is important to join the parents and the community groups so that they will succeed in their struggle".

In this case, the counselor decided to participate in the strike, to strengthen the groups supporting it, and to disregard orders not to strike.
