Skupno branje Ostržka z vidika Kohlbergovih stopenj moralnega razvoja

Legvart, Polonca

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Title:	Skupno branje Ostržka z vidika Kohlbergovih stopenj moralnega razvoja
Authors:	ID Legvart, Polonca (Author)
Files:	Revija_za_elementarno_izobrazevanje_2013_Legvart_Skupno_branje_Ostrzka_z_vidika_Kohlbergovih_stopenj_moralnega_razvoja.pdf (137,58 KB) MD5: A7BE20670E5E268530D0E79CDE4FAB21 http://rei.pef.um.si/images/Izdaje_revije/2013/4/REI_letnik_6_st_4_cl_4.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.01 - Original Scientific Article
Organization:	PEF - Faculty of Education
Abstract:	Pri projektu skupinskega branja Collodijevega Ostržka v drugem razredu osnovne šole smo med drugim uporabili tudi Kohlbergov model razvojnih stopenj moralnega dozorevanja. V ta namen smo spodbujali in beležili odzive učencev na moralne dileme, ki jih je v besedilu mnogo. Ugotovili smo, da moralne presoje otrok sežejo malce preko obeh stopenj predkonvencionalne ravni, v posameznih primerih tudi do četrte stopnje konvencionalne ravni. Podobno kažejo tudi nekatere druge študije moralnega razvoja otrok, ki se opirajo na Kohlbergov model. Toda naš glavni namen je bil iskanje didaktičnih pristopov pri obravnavi književnega dela, s katerimi bi uspeli izluščiti tudi moralne vsebine in z njimi podpreti implicitno moralno vzgojo učencev. Kohlberg nam je bil v pomoč, da tega nismo počeli anekdotično in moralistično, ampak sistematično in na podlagi univerzalne etike s pravičnostjo kot vrhovno vrednoto. Posebej nas je zanimala še problematika t. i. permisivnosti, ki je pod drugimi oznakami očitno obstajala že v Collodijevem času in se izražala v zanjo značilnih zmotah, da popustljivost pomeni svobodo, nenačrtnost pogojuje spontanost, neposlušnost izraža individualnost, zmedenost govori za umetnost in zmešnjava predstavlja pedagoški koncept. Naša spoznanja o tem govorijo za procesno-razvojni didaktični model moralne vzgoje, ki bi ga lahko označili tudi kot postpermisivni pristop.
Keywords:	italijanska mladinska književnost, moralna vzgoja, permisivnost, progresivnost, Carlo Collodi, Ostržek, učne metode, skupinsko branje, začetni pouk, osnovne šole
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2013
Number of pages:	str. 53-69
Numbering:	Letn. 6, št. 4
PID:	20.500.12556/DKUM-56090
ISSN:	1855-4431
UDC:	821.131.1.09-93:17
ISSN on article:	1855-4431
COBISS.SI-ID:	20209160
NUK URN:	URN:SI:UM:DK:PD1V8KUL
Publication date in DKUM:	21.12.2015
Views:	1461
Downloads:	194
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	21.12.2015

Secondary language

Language:	English
Title:	Group reading Pinocchio from the perspective of Kohlberg's stages of moral development
Abstract:	In the project of group-reading Collodis Pinocchio at the second grade of primary school we included Kohlbergs model of moral development stages. We encouraged pupils to respond to a large number of moral dilemmas occurring throughout the text. We have discovered that childrens moral judgments slightly exceeded both stages of the pre-conventional level. In some cases, they even reached the fourth conventional stage. Similar results have been observed in some other studies of childs moral development based on Kohlbergs model. However, our main objective was to find those didactical approaches to reading literary texts, which could help one infer the moral issues within the text, thus supporting implicit moral education of pupils. Kohlberg's model was of great help in achieving our objective systematically and on the basis of universal ethics, with righteousness as the highest value, rather than in an anecdotic or moralistic way. We were particularly interested in the so-called permissiveness, a concept that had existed under different formulations already in Collodi's times and had expressed itself through typical misconceptions, such as indulgence means freedom, having no plan enables spontaneity, disobedience is an expression of individuality, messiness stands for art, and confusion is supposed to be a pedagogical concept. Our findings speak in favour of the process-development didactic model of moral education that could be described as a post-permissive approach.
Keywords:	childrens literature, moral development, Kohlberg's model, permissiveness, progressivity, Carlo Collodi, Pinocchio

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Revija za elementarno izobraževanje

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