David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Moral Education 42 (2):224-238 (2013)
Through socio-cultural analysis of the discourse of bullying, the present article aims to show that moral learning is less about teaching children the difference between right and wrong and more about making available to them what Tappan and Wertsch describe as the mediational means to engage in their own moral learning. Bullying is explained in Bakhtinian terms as a form of?authoritative discourse?. Both moral education and manipulative adolescent bullying are presented as, in a broad sense, forms of political practice. The same 13-year-old girl was recorded as she talked with peer?counsellors? about her own bullying and then a fortnight later in the course of directing and featuring in a tutor-group video which aimed to introduce younger pupils to their new school. Through the inter-animation of social voices, new moral ideas are appropriated by the participants. In a succession of?zones of proximal development?, students support and?scaffold? each other?s thinking in their progression towards changed levels of moral awareness
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References found in this work BETA
Helen Haste & Salie Abrahams (2008). Morality, Culture and the Dialogic Self: Taking Cultural Pluralism Seriously. Journal of Moral Education 37 (3):377-394.
Mark B. Tappan (1998). Moral Education in the Zone of Proximal Development. Journal of Moral Education 27 (2):141-160.
Mark Tappan (2006). Moral Functioning as Mediated Action. Journal of Moral Education 35 (1):1-18.
Mark B. Tappan (1991). Narrative, Language and Moral Experience. Journal of Moral Education 20 (3):243-256.
Ronald B. Jacobson (2010). On Bullshit and Bullying: Taking Seriously Those We Educate. Journal of Moral Education 39 (4):437-448.
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