Page 310 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 310
ja Krajnčan and Andreja Butolo
stage coincides with the resolution of the Oedipus complex. Although chil-
dren do not question the rationality of laws and duties, they accept them
as external authoritative guidelines that apply to everyone equally, regard-
less of the circumstances. The consolidation of this stage is the task of insti-
tutional education in primary as well as in secondary schools, because next
two stages are attained by only a few people (Kroflič 1997b).
The post-conventional level is achieved only by those who are capable of
social discussions and observance of the rights of an individual. At stage five,
the man realizes that people have different values and opinions, depending
on their culture/community in which they live. Moral actions are led by the
awareness that compliance with the laws is for the good of all, and that they
protect the rights of all people (Kroflič 1997b).
The upgrade of the fifth stage is the awareness of the universality of ethical
principles. When a person chooses moral rules by which to live. These univer-
sal principles can be seen as justice, equality of human rights and respect for
human dignity, and they also weigh over in the eventual conflict with the law
(Kroflič 1997b).
School Community as a Factor in Education
Modern educational theory sees the purpose of education and schooling in
the moral and social development of the individual. The school community
plays a key role in this and it enables children to learn and develop social
skills. Children are active co-creators of a ‘mini’ social order in the learning
environment. In order to live and learn in this community in the best possible
way, they have to abide certain rules and order. This enables the internalisa-
tion of morality or the symbolic Law. This internalisation used to be exercised
by the father, who stood between the child and the mother, and required
from the child to follow the rules. Today, however, the one-tier education is
increasingly more common, when a child is excessively attached to parental
authority, which does not allow them to gain independence. In this case it is
necessary to raise the child’s awareness about the rationality of rules in the
community (also in school) where several individuals live.
School is part of social, historical and economic social contexts, and it
would be right to reflect/consider structural changes in the wider society also
in schooling. School represents a formal social context, which passes cultural
legacy to the members of society and directs them to life in the community.
School in fact equips members of a certain society with the tools¹ suitable for
¹ González-Patiño and Esteban-Guitart use the phrase box of tools in the article.
310
stage coincides with the resolution of the Oedipus complex. Although chil-
dren do not question the rationality of laws and duties, they accept them
as external authoritative guidelines that apply to everyone equally, regard-
less of the circumstances. The consolidation of this stage is the task of insti-
tutional education in primary as well as in secondary schools, because next
two stages are attained by only a few people (Kroflič 1997b).
The post-conventional level is achieved only by those who are capable of
social discussions and observance of the rights of an individual. At stage five,
the man realizes that people have different values and opinions, depending
on their culture/community in which they live. Moral actions are led by the
awareness that compliance with the laws is for the good of all, and that they
protect the rights of all people (Kroflič 1997b).
The upgrade of the fifth stage is the awareness of the universality of ethical
principles. When a person chooses moral rules by which to live. These univer-
sal principles can be seen as justice, equality of human rights and respect for
human dignity, and they also weigh over in the eventual conflict with the law
(Kroflič 1997b).
School Community as a Factor in Education
Modern educational theory sees the purpose of education and schooling in
the moral and social development of the individual. The school community
plays a key role in this and it enables children to learn and develop social
skills. Children are active co-creators of a ‘mini’ social order in the learning
environment. In order to live and learn in this community in the best possible
way, they have to abide certain rules and order. This enables the internalisa-
tion of morality or the symbolic Law. This internalisation used to be exercised
by the father, who stood between the child and the mother, and required
from the child to follow the rules. Today, however, the one-tier education is
increasingly more common, when a child is excessively attached to parental
authority, which does not allow them to gain independence. In this case it is
necessary to raise the child’s awareness about the rationality of rules in the
community (also in school) where several individuals live.
School is part of social, historical and economic social contexts, and it
would be right to reflect/consider structural changes in the wider society also
in schooling. School represents a formal social context, which passes cultural
legacy to the members of society and directs them to life in the community.
School in fact equips members of a certain society with the tools¹ suitable for
¹ González-Patiño and Esteban-Guitart use the phrase box of tools in the article.
310
