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Practice and Theory in the Moral Development: Question of Awareness

Received: 21 October 2019    Accepted: 25 December 2019    Published: 06 January 2020
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Abstract

The study of moral development, as well as that of affective and intellectual life, highlights the need to establish which relations exist between the child's practical action and his reflection on it. However, analyzing these relationships requires considering the process that can make them intelligible, which is awareness. In this paper, we analyzed these relationships from some basic questions: How does the child think the moral rules while performing their acts and after they are closed? How do children judge their own acts and those of others? Is there correspondence between moral judgments and moral practice in the child? Is there a difference in the quality of thought and judgment between a child who is trained according to a heteronomous moral and another who is formed according to an autonomous moral? How does this occur and what are the difficulties in becoming aware of feelings of mutual affection, since this is the central core of the moral of autonomy and the moral of the good? In this study, these issues were analyzed, and appropriate solutions were pointed out according to Jean Piaget's psychogenetic theory, when an autonomous moral education is intended. It also showed the implications of pedagogical practices that make the child's awareness unfeasible.

DOI 10.11648/j.edu.20200901.11
Published in Education Journal (Volume 9, Issue 1, January 2020)
Page(s) 1-8
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Awareness, Practice and Theory, Moral Development

References
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[2] B. Freitag. Razão teórica e razão prática: Kant e Piaget. ANDE: Revista da Associação Nacional de Educação. São Paulo: Cortez, vol. 9, n. 15, pp. 55-68, 1990.
[3] B. Freitag. Piaget e a Filosofia. São Paulo: UNESP, 1991.
[4] J. J. Ducret. Jean Piaget: savant et philosophe; les années de formation, 1907- 1924; étude sur la formation des connaissances et du sujet de la connaissance. Genève: Droz, 1984, vol. I and II.
[5] J. Vonèche. La Première théorie de l´equilibre de Jean Piaget (1981). In: D. Maurice, J. Montenegro. Équilibre et équilibration dans l´oeuvre de Jean Pìaget et au regard de courants actuals. Genève: Fondation Archives Jean Piaget, 1992, pp. 11-29.
[6] F. Vidal. Piaget before Piaget. Massachusset/ London: Harvard University Press, 1994.
[7] L. Freitas. A Moral na obra de Jean Piaget: um projeto inacabado. São Paulo: Cortez, 2003.
[8] J. Piaget. Recherche. Lausanne: La Concorde, 1918.
[9] L. de Souza; M. S. Vasconcelos. Juízo e ação moral: desafios teóricos em Psicologia. Psicologia e Sociedade, vol. 21, n. 03, p. 343– 352, 2009.
[10] L. Kohlberg. The Psychology of Moral Development: The Nature and Validity of Moral Stages (Essays on Moral Development, vol. 2). New York: Harper & Row, 1984.
[11] J. Piaget. (1932). O juízo moral na criança. (Transl. E. Lenardon.) São Paulo: Summus, 1994.
[12] J. Piaget. “Le respecte de la règle dans les sociétés d´enfants”. In: Le Nouvel Essor. Genéve, anne 22, n. 23, 1927.
[13] J. Piaget. “Le développement de l´esprit de solidarité chez l´enfant et la notion de justice chez l´enfant.” In: Comment faire connaître la Societé des Nations et développer l´esprit de cooperation international: troisième cours pour le personnel enseigment. Bureau International d´Éducation. Genéve: BIE, 1930, pp. 52-7, 1930.
[14] J. Piaget. “L´esprit de solidarité chez l´enfant et la collaboration international”. In: Recuil Pedagogique, vol. 2, n. 1, pp. 11-27, 1931.
[15] J. Piaget. Une éducation pour la paix est-elle possible? Bulletin de L´Enseignement de la Societé des Nations. Paris, n. 1, pp. 17-23, 1934.
[16] J. Piaget. “A educação da Liberdade”. In S. Parrat and A. Tryphon. Jean Piaget: sobre Pedagogia. São Paulo: Casa do Psicólogo, 1998a.
[17] J. Piaget. “A educação da Liberdade”. In: S. Parrat, A. Tryphon. O desenvolvimento moral do adolescente em dois tipos de sociedade: sociedade primitiva e sociedade “moderna”. São Paulo: Casa do Psicólogo, 1998b.
[18] J. Piaget (1974). A tomada de consciência. (Transl. E. B. Souza) São Paulo: Melhoramentos/ USP, 1977.
[19] J. Piaget. (1974). Fazer e compreender. (Transl. C. L. de Paula). São Paulo: Melhoramentos/USP, 1974.
[20] J. Piaget (1977). Abstração reflexionante. (Transl. F. Becker and P. B. Gonçalves da Silva.) Porto Alegre: Artes Médicas, 1995.
[21] Y. de La Taille. A importância da generosidade no início da gênese da moralidade na criança. Psicologia: Reflexão e Crítica, vol. 19, n. 1, pp. 9-17, 2006.
[22] M. Bronzato, R. Camargo. “Moral e afetividade em Piaget: os movimentos íntimos da consciência”. In: O juízo Moral na Criança. Shème. São Paulo, vol. 3, n. 05, pp. 80-109, 2010.
[23] L. F. Conti. Prática e consciência da regra no jogo de “Bola queimada”: contribuição para a educação física. Marília, SP: UNESP, 2015.
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Author Information
  • College of Phylosophy and Sciences, University of S?o Paulo State, Marília, SP, Brazil.

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    Adrian Oscar Dongo Montoya. (2020). Practice and Theory in the Moral Development: Question of Awareness. Education Journal, 9(1), 1-8. https://doi.org/10.11648/j.edu.20200901.11

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    Adrian Oscar Dongo Montoya. Practice and Theory in the Moral Development: Question of Awareness. Educ. J. 2020, 9(1), 1-8. doi: 10.11648/j.edu.20200901.11

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    Adrian Oscar Dongo Montoya. Practice and Theory in the Moral Development: Question of Awareness. Educ J. 2020;9(1):1-8. doi: 10.11648/j.edu.20200901.11

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  • @article{10.11648/j.edu.20200901.11,
      author = {Adrian Oscar Dongo Montoya},
      title = {Practice and Theory in the Moral Development: Question of Awareness},
      journal = {Education Journal},
      volume = {9},
      number = {1},
      pages = {1-8},
      doi = {10.11648/j.edu.20200901.11},
      url = {https://doi.org/10.11648/j.edu.20200901.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20200901.11},
      abstract = {The study of moral development, as well as that of affective and intellectual life, highlights the need to establish which relations exist between the child's practical action and his reflection on it. However, analyzing these relationships requires considering the process that can make them intelligible, which is awareness. In this paper, we analyzed these relationships from some basic questions: How does the child think the moral rules while performing their acts and after they are closed? How do children judge their own acts and those of others? Is there correspondence between moral judgments and moral practice in the child? Is there a difference in the quality of thought and judgment between a child who is trained according to a heteronomous moral and another who is formed according to an autonomous moral? How does this occur and what are the difficulties in becoming aware of feelings of mutual affection, since this is the central core of the moral of autonomy and the moral of the good? In this study, these issues were analyzed, and appropriate solutions were pointed out according to Jean Piaget's psychogenetic theory, when an autonomous moral education is intended. It also showed the implications of pedagogical practices that make the child's awareness unfeasible.},
     year = {2020}
    }
    

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    AB  - The study of moral development, as well as that of affective and intellectual life, highlights the need to establish which relations exist between the child's practical action and his reflection on it. However, analyzing these relationships requires considering the process that can make them intelligible, which is awareness. In this paper, we analyzed these relationships from some basic questions: How does the child think the moral rules while performing their acts and after they are closed? How do children judge their own acts and those of others? Is there correspondence between moral judgments and moral practice in the child? Is there a difference in the quality of thought and judgment between a child who is trained according to a heteronomous moral and another who is formed according to an autonomous moral? How does this occur and what are the difficulties in becoming aware of feelings of mutual affection, since this is the central core of the moral of autonomy and the moral of the good? In this study, these issues were analyzed, and appropriate solutions were pointed out according to Jean Piaget's psychogenetic theory, when an autonomous moral education is intended. It also showed the implications of pedagogical practices that make the child's awareness unfeasible.
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