Page 309 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 309
Teachers through the Prism of Educational Activity at School
cide whether to accept the rational reason for the request or not. Although
this child’s rebellion has no force, the individual will, due to the rationaliza-
tion that bound them to the authority of the law, develop the ability to re-
sist external authorities or manipulation, if development is favourable (Kroflič
1997b).
The ability to eventually understand moral principles, according to which
he adequately responds in new situations, is also of key importance for the
man, as well as to develop the ability of coming to an agreement with the
fellow man who is involved in the situation and has his own position about
it (Kroflič 1997b). The levels that lead to the above-mentioned ability will be
summarized from Kohlberg’s moral development model.
A child’s moral reasoning develops in stages from exceeding the initial self-
centred attitude, perceptiveness for accepting rules communicated by au-
thorities, to the development of abilities of rational perception of moral prin-
ciples and responsible coming to an agreement on group norms or rules. The
levels of moral reasoning, which are divided even in individual stages, are:
pre-conventional, conventional and post-conventional level (Kroflič 1997b).
The stage of heteronomous morality of the pre-conventional level is char-
acterized by the child’s disregard of other people’s interests. He does not yet
comprehend that other interests may differ from his interests. He meets the
requirements of adults to avoid punishment and thereby gain their affection.
In the second stage of the first level, the child is already aware that the people
around him have different interests. Although his activities are still focused
on satisfying his own needs and interests, the child is already able to allow
others to also satisfy the interests that are not in accordance with his interests.
However, this allowance of other desires is based on the equivalent exchange
or bargain. The child still does not perceive the universality and reciprocity
of moral principles (Kroflič 1997b).
The third stage or the stage of mutual interpersonal expectations, relation-
ships and adjustments is represented by the transition to the conventional
level of moral reasoning. The child already acts in accordance with common
emotions, agreements, approvals and expectations. He strives to match own
actions to the expectations of those he lives with. In the foreground there are
the needs for approval of others, care for others, upholding rules and author-
ity (which in this period support the stereotypical behaviour – educating in
different roles: son/daughter, brother/sister, grandson/granddaughter). And
with the fourth stage, the child achieves, consolidates and internalizes the
conventional morality by considering the social system and the establish-
ment of moral consciousness. The transition from the third to the fourth
309
cide whether to accept the rational reason for the request or not. Although
this child’s rebellion has no force, the individual will, due to the rationaliza-
tion that bound them to the authority of the law, develop the ability to re-
sist external authorities or manipulation, if development is favourable (Kroflič
1997b).
The ability to eventually understand moral principles, according to which
he adequately responds in new situations, is also of key importance for the
man, as well as to develop the ability of coming to an agreement with the
fellow man who is involved in the situation and has his own position about
it (Kroflič 1997b). The levels that lead to the above-mentioned ability will be
summarized from Kohlberg’s moral development model.
A child’s moral reasoning develops in stages from exceeding the initial self-
centred attitude, perceptiveness for accepting rules communicated by au-
thorities, to the development of abilities of rational perception of moral prin-
ciples and responsible coming to an agreement on group norms or rules. The
levels of moral reasoning, which are divided even in individual stages, are:
pre-conventional, conventional and post-conventional level (Kroflič 1997b).
The stage of heteronomous morality of the pre-conventional level is char-
acterized by the child’s disregard of other people’s interests. He does not yet
comprehend that other interests may differ from his interests. He meets the
requirements of adults to avoid punishment and thereby gain their affection.
In the second stage of the first level, the child is already aware that the people
around him have different interests. Although his activities are still focused
on satisfying his own needs and interests, the child is already able to allow
others to also satisfy the interests that are not in accordance with his interests.
However, this allowance of other desires is based on the equivalent exchange
or bargain. The child still does not perceive the universality and reciprocity
of moral principles (Kroflič 1997b).
The third stage or the stage of mutual interpersonal expectations, relation-
ships and adjustments is represented by the transition to the conventional
level of moral reasoning. The child already acts in accordance with common
emotions, agreements, approvals and expectations. He strives to match own
actions to the expectations of those he lives with. In the foreground there are
the needs for approval of others, care for others, upholding rules and author-
ity (which in this period support the stereotypical behaviour – educating in
different roles: son/daughter, brother/sister, grandson/granddaughter). And
with the fourth stage, the child achieves, consolidates and internalizes the
conventional morality by considering the social system and the establish-
ment of moral consciousness. The transition from the third to the fourth
309
