A Developmental-Interactionist Perspective to Moral Values: Some Results with Exploratory Studies in Primary and Secondary School Years.

Autor/in	Sullivan, Edmund
Titel	A Developmental-Interactionist Perspective to Moral Values: Some Results with Exploratory Studies in Primary and Secondary School Years.
Quelle	(1974), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Developmental Psychology; Educational Experiments; Educational Needs; Elementary School Students; Ethical Instruction; Ethics; High School Students; Locus of Control; Models; Moral Development; Moral Values; Social Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungspsychologie; Schulversuch; Educational need; Bildungsbedarf; Ethics instruction; Teaching of ethics; Ethikunterricht; Ethik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analogiemodell; Moralische Entwicklung; Moral value; Ethischer Wert; Social attidude; Soziale Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes a research project in which a moral education curriculum was incorporated into primary and secondary school classrooms in four schools in the Toronto area. The background theory which is presented is developmental in perspective. The interactionist viewpoint, an important aspect of the theory, states that development is jointly determined by the interaction of internal and external factors. Two conceptual schemes of the stages of moral development are presented as formulated by Piaget and Kohlberg. A theoretical model is described and explained as it relates to the moral education programming used in the study. Two general educational approaches were employed: (1) mini-courses on values issues in which the determination of course content and structure revolved around teacher and student learning, and (2) an "event" approach in which the researchers provided a variety of learning activities based on evidence of the students' stage of development. Pre- and posttests used to determine the stage at which each child was thinking were analyzed statistically. The results, presented in table form, are discussed in terms of the stages of moral development. (SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC