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

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We don't see teaching as a moral enterprise in general. 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't 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't 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's 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. To accomplish their roles, they have to work and develop with students and colleagues in a learning community.
神戸親和女子大学の論文
2001-06-15

著者

山根耕平
神戸親和女子大学

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

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