Abstract
This research aims to develop and implement a curriculum for citizenship education based on the principle that the rules that govern life in a community are the result of a path that begins with the recognition and respect of one’s self and of others. Highlighting the etymology of the term law – relationship, liaison – involves thinking about lawfulness in the context of education for coexistence, giving the educational act its original context: the community. Teaching lawfulness thus becomes civilized coexistence that creates paths for citizenship.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Agamben G. La tirannia della privacy. Medical Humanities. 2008;8(2).
Ameglio G. I consigli comunali dei ragazzi: come stimolare la partecipazione dei giovani. Trento: Erikson; 2006.
Aron I. Moral education: The formalist tradition and the Deweyan alternative. In: Munsey B, editor. Moral development, moral education, andKolhberg. Alabama: Religious Education Press; 1980.
Audgier, F. (2005). Concetti di base e competenze chiave per l'Educazione alla Cittadinanza Democratica. Retrieved from http://www.culture.coe.fr/citizenship.
Bobbio, N. (1985). Intervista "Che cos'è la democrazia? " Torino: Fondazione Einaudi.
Crocker D. Sen and deliberative democracy. In: Kaufman A, editor. Capabilities equity: Basic issue and problem. New York: Routledge; 2006.
D'Agostini F. Verità avvelenata. Torino: Bollati Boringhieri; 2010.
Dewey J. Comunità e potere. Firenze: La Nuova Italia; 1971.
Dewey J. Democrazia e educazione. Milano: Sansoni; 2004.
Di Masi, D. (2010). Educare alla cittadinanza dialogando: Il ruolo del curriculum implicito, Magma, 8.
Dorati M. Introduzioneprotagora. Milano: Mondadori; 1993.
Ennis RH. A concept of critical thinking. Harvard Educational Review. 1962;32:81–111.
Esposito R. Communitas. Torino: Einaudi; 2006.
Gilligan C. In a different voice: Psychological theory and women's development. Cambridge: Harvard University Press; 2003.
Ginsborg P. La democrazia che non c?è. Torino: Einaudi; 2006.
Gregory M. A Framework for facilitating classroom dialogue. Teaching Philosophy. 2007;30:59–84.
Habermas H. The theory of communicative action. Boston: Beacon Press; 1984.
Jedlowski P. Il sapere dell'esperienza. Roma: Carocci editore; 2008.
Kohlberg L. Essays on moral development. San Francisco: Harper and Row; 1984.
Lansdown G. Promuovere la partecipazione dei ragazzi per costruire la democrazia. Firenze: Indagini Innocenti UNICEF; 2001.
Lind G. The meaning and measurement of moral judgment competence revisited: A dual-aspect model. In: Fasko D, Willis W, editors. Contemporary philosophical and psychological perspectives on moral development and education. Cresskill, NJ: Hampton Press; 2008. p. 185–220.
Lipman M. Thinking in education. 2nd ed. Cambridge: Cambridge University Press; 2003.
Losito, B. (2009). La costruzione delle competenze di cittadinanza a scuola: non basta una materia. Cadmo, XVII (1).
Mouffe C. Deliberative democracy or agonistic pluralism. Wienn: Reihe Politikwissenschaft; 2000.
Rawls J. A theory of justice. Cambridge: Harvard University Press; 1971.
Rest JR, Thoma SJ, Edwards L. Designing and validating a measure of moral judgment: stage preference and stage consistency approaches. Journal of Education Psychology. 1997;89:58–28.
Santi M. Ragionare con il discorso. Napoli: Liguori; 2006.
Santi, M. (2007). Democrazia e ricerca: l'internalizzazione di regole collaborative entro la "comunità di discorso" filosofica. Proceedings of V Congresso Scientifico della Società Italiana Ricerca Didattica, 241-256.
Schumpeter J. Capitalism, socialism and democracy. New York: Harper and Brothers; 1947.
Walton D. Argument structure: A pragmatic theory. Toronto: University of Toronto Press; 1996.
Wegerif R, Mercer N, Dawes L. From social interaction to individual reasoning: An empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction. 1999;9(6):493–516.
Zagrebelsky G. Imparare democrazia. Torino: Einaudi; 2007.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Masi, D.D. (2012). Dialogical and Reflective Activities in The Classrooms to Improve Moral Thinking. In: Alt, D., Reingold, R. (eds) Changes in Teachers’ Moral Role. Moral Development and Citizenship Education, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-837-7_11
Download citation
DOI: https://doi.org/10.1007/978-94-6091-837-7_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-837-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
