Integrating dilemmas into the curriculum help students develop leadership skills, especially gifted learners, who according to Kreger-Silverman 1993 demonstrate high levels of moral reasoning. Kreger-Silverman (1993) also discusses using other forms of "Affective" curriculum to help gifted students understand and deal with certain “Overexcitabilities” (OEs).
OEs are profound psychomotor, sensual, imaginational, intellectual and emotional responses, perceptions, interpretations triggered by various internal and external stimuli. Dabrowski's Theory of Positive Disintegration is the basis for understanding (OEs) in gifted learners.
Dabrowski - Positive Disintegration
Ideas for integrating Dilemmas into the curriculum
Examples of Moral dilemmas adapted from Moral Reasoning by Victor Grassian Prentice Hall
Gifted Social/Emotional Comparisons, Commonalities Piaget referenced (Hoagies); Coping With Unbearable People, Places, and Situations
Davidson Institute: Underachievement in Exceptionally Gifted Adolescents
Kholberg Stages of Moral Development
Dilemma at Topanga Creek
Ambrose, D., & Cross, T. 2009. Morality, Ethics and Gifted Minds. Springer Science Business Media.London New York, LLC.
Danovitch, J. H., & Keil, F. C. (2008). Young
Kreger-Silverman, L. (1993). Counseling the gifted and talented. Love Publishing Co.
Milligan, T. (2007). Lockean puzzles. Journal Of Philosophy Of Education, 41(3), 351-361.
Sisk, D. (2008). Engaging the spiritual intelligence of gifted students to build global awareness in the classroom. Roeper Review, 30(1), 24-30.
Stahl, R. J., & And, O. (1978). Moral dilemmas/value sheets: writing for content-centered social studies classrooms
Stepien, W. J., & And, O. (1993). Problem-based learning for traditional interdisciplinary classrooms. Journal For The Education Of The Gifted, 16(4), 338-57.
Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal Of Research In Science Teaching, 39(1), 35-62.