Group reading Pinocchio from the perspective of Kohlberg\u27s stages of moral development

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.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\u27s 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\u27s 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