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Teachers often say we are not moral teachers but the specialists who teach subjects such as Math, Social Studies, Science and so on. It is natural that they give much more attention to the subject matters that they teach than to the moral dimensions of teaching. But this isn\u0027t true. I think teaching is an inherently moral enterprise because it is a social enterprise. In this sense, all teachers are moral agents. They just aren\u0027t aware that they are engaging in moral education. As C.Beck says, \"They (teachers) are constantly transmitting values both through their behaviour and through what they teach. ・・・they cannot conceal their outlook on life from their students: and the accademic material they teach has values embedded in it.\" Accordingly we need to realize that there are always \"moral transactions\" between teachers and students in teaching, whether teachers are concious of them or not. On the other hand, we have traditionally had two approaches to the roles of teachers in teaching: either the directive one, where teachers mainly take a initiative; or the supportive one, where teachers respect for student\u0027s subjectivity in teaching and learning. What I wish to advocate here, as C.Kosnik says, is a third alternative one-an interactive process at moral dimensions, where students and teachers are both enriched as the class becomes a \"community of learners\". I think this process is, in other words, \"moral transactions\" in teaching. The aim of this paper is to clarify the roles of the teachers in \"moral transactions\" in the classrooms and schools as a learning community. In addition to the roles of teachers as a facilitator in moral discussions as Kohlberg emphasized, I would like to stress on more comprehensive roles of teachers as \"thoughtful practitioners\" who \"are dynamic, powerful and collaborative problem solvers.\" To say it more concretely, I focus on the roles of teachers who think of the topics, participate in discussions with their students , speak thoughtfully to them, and grow each other in co-operative learning. Finally I would like to stress that such a teachers need the whole schooling system to be supportive, because the isolation of teachers hinders their growth, and the reciprocity of the relationship, by contrast, helps them to grow. Teachers should feel, in my view, a sense of connection with their colleagues and students. 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学びの共同体としての教室における"Moral Transactions"と教師の役割 : コールバーグのディレンマ授業を手がかりに(山添正先生退任記念号)
https://kobe-shinwa.repo.nii.ac.jp/records/304
https://kobe-shinwa.repo.nii.ac.jp/records/304ed118c80-eba3-4ffe-adc1-ddb6f0e08de6
名前 / ファイル | ライセンス | アクション |
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学びの共同体としての教室における"Moral Transactions"と教師の役割 : コールバーグのディレンマ授業を手がかりに(山添正先生退任記念号) (1.2 MB)
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Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2016-10-13 | |||||
タイトル | ||||||
タイトル | 学びの共同体としての教室における"Moral Transactions"と教師の役割 : コールバーグのディレンマ授業を手がかりに(山添正先生退任記念号) | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | The Role of the Teacher in Moral Transactions in the Classroom as a Learning Community | |||||
言語 | ||||||
言語 | jpn | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11360932 | |||||
著者 |
山根, 耕平
× 山根, 耕平× YAMANE, Kohei |
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書誌情報 |
教育専攻科紀要 en : Bulletin of Child Education Kobe Shinwa Women's University Post Graduate Course 巻 6, p. 87-100, 発行日 2001-06-15 |
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出版者 | ||||||
出版者 | 神戸親和女子大学教育専攻科 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 13432850 |