Pregled bibliografske jedinice broj: 1085705
From Classic Transmission of the Tradition to Strengthening Student’s Capacity of Moral Judgment as Constant Communication with Human Values
From Classic Transmission of the Tradition to Strengthening Student’s Capacity of Moral Judgment as Constant Communication with Human Values // Knowledge Society and Active Citizenship / Afrić, Vjekoslav ; Bakić-Tomić, Ljubica ; Milković, Marin ; Polšek, Darko ; Žažar, Krešimir (ur.).
Varaždin: Sveučilište Sjever, 2016. str. 31-43 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
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Naslov
From Classic Transmission of the Tradition to
Strengthening Student’s Capacity of Moral Judgment
as Constant Communication with Human Values
Autori
Kozmus, Andreja ; Kirinić, Giovanna
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Knowledge Society and Active Citizenship
/ Afrić, Vjekoslav ; Bakić-Tomić, Ljubica ; Milković, Marin ; Polšek, Darko ; Žažar, Krešimir - Varaždin : Sveučilište Sjever, 2016, 31-43
ISBN
978-953-7809-41-6
Skup
ECNSI-2011, 5th International Conference on Advanced and Systematic Research
Mjesto i datum
Zagreb, Hrvatska, 11.11.2011. - 12.11.2011
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
education, autonomous morality, ethics, human values, self-regulation, inductive method of learning
Sažetak
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.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija, Interdisciplinarne društvene znanosti, Filozofija, Interdisciplinarne humanističke znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
