Different Contexts and Different Learning: Moral Effect of Cooperative Learning

다국어 초록 (Multilingual Abstract)

This qualitative study is based on the assumption that moral virtues may partly be acquired contextually, i.e. , implicitly in the context of cooperative learning among children themselves. Twenty-five children from 4 to 6 years old were observed twice a week for one semester, mostly in whole class meetings and group project work. Interpretation of data led to the conclusion that different social contexts called for different kinds of morality, and that cooperative group work context was most fertile for implicit moral education. Contextual moral education may be particularly appropriate for early childhood, being implicit but active.