engleski

From Classic Transmission of the Tradition to Strengthening Student’s Capacity of Moral Judgment as Constant Communication with Human Values

Traditional theories have understood moral development as phase-system which is successively divided from heteronomous to autonomous morality. Childhood is discussed as a period of moral or normative immaturity, which automatically presumes the claim to choose the value system and to carry the methods out of it. In the postmodernism mental activities are not seen as a product of moral determinism. In the each developmental phase interlace the affective and the rational dimension of morality (Gardner 2007). For a long time philosophes believed they own the answers or advises for a “right way of living”. Postmodern ethics dare and must not give the binding answers to the question of the way of the individual or the collective life. The end of the ethical monolitism and a changed view on the student’s moral development bring out the request for changing the understanding and planning in the education. In postmodern ethics that are incapable of finding an absolute validity of chosen values, the teacher needs to strengthen student's capacity of moral judgment as constant communication with human values (Medveš 2007) in accordance with his/her own development, which doesn't exclude discipline, but leads the student to self- regulation (Boekaerts, Pintrich, Zeidner 2000). Education needs to focus in encouragement of personal development (Kroflič 2007). The teacher has to enable the student to create his/her own personal construction of life meaning, critical decisions of personal values and sensitiveness for rescuing different ethical dilemmas. Hoffman (2000) also emphasizes the effectiveness of inductive method of student's moral learning which stands as opposite to the divergent thinking and abstract understanding. Promote teacher's intension to compose situations, where the students can practice love and care.

education, autonomous morality, ethics, human values, self-regulation, inductive method of learning

nije evidentirano