殺生行動の検討-課題分析を通して
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概要
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This paper has two purposes. The first is to reexamine the results of an eight-scenario task-based questionnaire that was drawn up for elementary school students, and to formulate a reliable scale for measuring the conceptual structures underlying life-destroying behaviors. The second is to see how the subscales of life-destroying capabilities vary, depending on the type of conceptual level determined on the scale mentioned above. A total of 448 fifth and sixth graders were asked two types of questions. In the first question, we showed them eight specific life-destroying scenarios, and asked them if they approved or disapproved of them, and had them write their reasons for feeling that way. In the second question, we asked them if they would be able to carry out life-destroying behaviors in 21 different situations. As a result of factor analysis, the eight specific scenarios were classified into the following three categories: "Respect for human life" which consisted of "shooting a bear to save a human life," "killing sharks to save human lives at a bathing beach," and "culling a wild monkey population to prevent harm being done to humans"; "Preservation of plants" which consisted of "cutting down a big tree to get sunlight," and "cutting down trees in a forest to build apartment houses"; and "Resistance to eating meat," which consisted of "eating domestically-raised chickens" and "selling ducks grass-fed on a rice paddy as organic meat." Based on the level of reasoning for these three kinds of scenarios, five conceptual level types were determined. The five types showed different rates of approval or disapproval of the three kinds of life-destroying behavior categories mentioned above. Meanwhile, life-destroying capabilities were categorized into four-factor subscales, namely, "killing as a form of play," "destroying life to ensure comfortable living," "killing familiar animals," and "destroying plant life." Individuals categorized as the "human-centered" type had higher scores for the "killing as a form of play" and "destroying life to ensure comfortable living" subscales than other types, and those categorized as the "respecting human life" type had lower scores for the "destroying plant life" subscale than those categorized as the "respecting human life" type and "conflict" type. However, all the types had more or less similar scores for the "killing familiar animals" subscale. We intend to use these findings to make proposals for a form of education that places more emphasis on respect for life.
- 2010-02-01
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