The Interface between Critical Thinking Strategies and Moral Development

ÇUBUKÇU, FATMA FERYAL

The Interface between Critical Thinking Strategies and Moral Development

FATMA FERYAL ÇUBUKÇU (Dokuz Eylül Üniversitesi, İzmir, Türkiye)

Akdeniz İnsani Bilimler Dergisi

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Yıl: 2011 Cilt: 1 Sayı: 2 Sayfa Aralığı: 73 - 85 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

The Interface between Critical Thinking Strategies and Moral Development

Öz:

Fabl çocuklar için hem hayvanlar hem de insan dünyasına açılan mükemmel bir pencere görevindedir. Bunun dışında, fablların, öykü anlatımıyla okunması, tartışılması, imgelenmesi ve kişileştirilmesi çokzevklidir. Fabl nedir ne değildir konusunda yazan sayısız eleştirmen ve düşünür vardır. Bunlardan biriolan John Locke sosyal konularda sorunun olduğu zamanlarda özellikle eğitimde dil öğretiminde fabl kullanımını tavsiye eder. Aynı şekilde La Fontaine de fablın eğitimsel yanını öne çıkartır. Gerçekte fabl, ahlaki ders verme amacıyla yazılmış olan ve alegorik özellik taşıyan öğütlerdir. Ahlaki gelişim kuramlarındanbirini savunan Lawrence Kohlberg sanatın ahlaki gelişmeye yardımcı olabileceğini belirtir. Ahlaki gelişimde evrensel eğilimler olduğunu gösteren deneysel deliller mevcut olduğunu ve ahlaki gelişimin öğretmeveya büyümenin sonucu olduğunu savunan fikirlere şiddetle karşı çıkan L. Kohlberg (1971), deneysel çalışmaların psikoanalitik ekollerin bulgularını çürüttüğünü de savunmaktadır: ebeveynlerin çocuklarınındürtüleriyle başa çıkma yollarıyla kişilerin sonraki davranış ve tutumları arasında bir bağlantı yoktur. Dahaçok bireyin sosyal çevresiyle olan iletişiminin sonucu olduğunu ve bireyin üstlendiği rollerin bu ahlakigelişimde rol oynadığını belirtir. L. Kohlbergin sanatın kişilere ahlak eğitimi verebileceği tezinden hareketle, bu çalışma, Aesop masallarının eleştirel düşünmeyi ve ahlaki gelişimi ne kadar etkileyebileceği üzerinedir.

Anahtar Kelime:

Konular: Beşeri Bilimler

Eleştirel Düşünme ve Ahlaki Gelişimin Örtüşümü

Öz:

Fables can be excellent windows into the worlds of animals and human beings for children.Moreover, they are fun to read, discuss, envisage and personalize via storytelling. There have been manyfable theorists who have reflected on the definition of fable and its different functions. John Lockerecommended fables to teach language at a time when social concern was growing, particularly ineducation. In the same way, the fabulist La Fontaine also alluded to the instructive aspect or value offables. Fables are kinds of instruction disguised under the allegory of an action with the purpose of moralteaching. One of the best known theories of moral development is associated with Lawrence Kohlberg(1971), and it suggests how art might lead to moral development. L. Kohlberg claims that there is empiricalevidence which shows that there are universal ontogenetic trends towards the development of morality.He explicitly rejects views that moral development is the result of either teaching or maturation. He alsoargues that empirical studies have failed to confirm the findings of psychoanalytic schools; there are nocorrelations between parental modes of handling infantile drives and later behavior and attitudes. Heholds, instead, that moral development is primarily the result of the interaction between the individual andtheir social environment, where role taking is of central importance. The aim of this paper is to show howAesop s fables are used to enhance critical thinking strategies and to promote moral development.

Anahtar Kelime:

Konular: Beşeri Bilimler

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	ÇUBUKÇU F (2011). The Interface between Critical Thinking Strategies and Moral Development. , 73 - 85.
Chicago	ÇUBUKÇU FATMA FERYAL The Interface between Critical Thinking Strategies and Moral Development. (2011): 73 - 85.
MLA	ÇUBUKÇU FATMA FERYAL The Interface between Critical Thinking Strategies and Moral Development. , 2011, ss.73 - 85.
AMA	ÇUBUKÇU F The Interface between Critical Thinking Strategies and Moral Development. . 2011; 73 - 85.
Vancouver	ÇUBUKÇU F The Interface between Critical Thinking Strategies and Moral Development. . 2011; 73 - 85.
IEEE	ÇUBUKÇU F "The Interface between Critical Thinking Strategies and Moral Development." , ss.73 - 85, 2011.
ISNAD	ÇUBUKÇU, FATMA FERYAL. "The Interface between Critical Thinking Strategies and Moral Development". (2011), 73-85.

APA	ÇUBUKÇU F (2011). The Interface between Critical Thinking Strategies and Moral Development. Akdeniz İnsani Bilimler Dergisi, 1(2), 73 - 85.
Chicago	ÇUBUKÇU FATMA FERYAL The Interface between Critical Thinking Strategies and Moral Development. Akdeniz İnsani Bilimler Dergisi 1, no.2 (2011): 73 - 85.
MLA	ÇUBUKÇU FATMA FERYAL The Interface between Critical Thinking Strategies and Moral Development. Akdeniz İnsani Bilimler Dergisi, vol.1, no.2, 2011, ss.73 - 85.
AMA	ÇUBUKÇU F The Interface between Critical Thinking Strategies and Moral Development. Akdeniz İnsani Bilimler Dergisi. 2011; 1(2): 73 - 85.
Vancouver	ÇUBUKÇU F The Interface between Critical Thinking Strategies and Moral Development. Akdeniz İnsani Bilimler Dergisi. 2011; 1(2): 73 - 85.
IEEE	ÇUBUKÇU F "The Interface between Critical Thinking Strategies and Moral Development." Akdeniz İnsani Bilimler Dergisi, 1, ss.73 - 85, 2011.
ISNAD	ÇUBUKÇU, FATMA FERYAL. "The Interface between Critical Thinking Strategies and Moral Development". Akdeniz İnsani Bilimler Dergisi 1/2 (2011), 73-85.