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Conception of responsibility in school-aged children
Bártová, Ludmila ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.
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Conception of responsibility in school-aged children
Bártová, Ludmila ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.
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Moral reasoning of older school age children
Oborná, Denisa ; Klusák, Miroslav (advisor) ; Neuwirthová, Barbora (referee)
The thesis deals with researching the ethical judgement in middle-school children, i.e. boy/girl scouts at the ages of eleven to fifteen years. I have gathered the underlying data by regularly attending the meetings of a boy/girl scout squad, observing and interviewing the children and, most importantly, consulting their scoutmasters, thereby gaining a comprehensive idea of the ethically ambiguous situations the children face during their time in the squad. I have defined my research area as a result of this. Together with the scoutmasters, we have then devised an activity that allowed us to have discussions with the children within the scope of the scout law, with the aim to gain an understanding of their ethical judgement. I have gained my theoretical sensitivity and overview of the general subject primarily from the works of Jean Piaget and Lawrence Kohlberg.
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