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Diversity: enrichment in children’s dealing with ethical issues
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
2013 (engelsk)Inngår i: Journal of Modern Education Review, ISSN 2155-7993, Vol. 3, nr 12, s. 899-908Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Who will decide, those who are younger or older? Should one always tell the truth? How do people come to an agreement? These questions are the object of preschool children’s philosophical explorations in this study. The aim of the study is to describe and interpret what takes place in dialogues among children and between children and educators in dealing with these ethical issues. A post-modern perspective forms the basis of this study. Everything can be considered from other angles, and something new and unexpected might occur. The child is seen as a competent citizen in the sense of being expert on his or her own life, and having opinions that are worth listening to. The study indicates that it is important that the question being considered is one that matters to the children, and that children listen to the Other’s meaning in a mutual process of deconstruction. Diversity in thoughts and ideas become enrichment in children’s dealing with ethical issues. The acts of the educator characterized by a sensitive ear, tolerance and a critical mind are named “situational sensibility”

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sted, utgiver, år, opplag, sider
2013. Vol. 3, nr 12, s. 899-908
Emneord [en]
diversity, ethical issues, philosophy with children
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-11823OAI: oai:DiVA.org:hkr-11823DiVA, id: diva2:703276
Tilgjengelig fra: 2014-03-06 Laget: 2014-03-06 Sist oppdatert: 2014-03-06bibliografisk kontrollert

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