ABSTRACT

For researchers interested in how pedagogy within schools can be used as a catalyst for adolescent moral development, investigating practitioner-based studies of classroom practices that support the growth of prosocial behaviors is crucial. This paper delineates a qualitative study conducted in an ethnically diverse high school language arts classroom where texts were being utilized to promote moral development across multiple domains. Authors describe how the critical reading and discussion of the comic Yummy led students to express emotional responses to the text centered in feelings of empathy, gratitude, and community awareness. Findings suggest that these specific emotional reactions demonstrate potential for critical, social consciousness and the development of empathic and prosocial behaviors. Fundamentally, this paper seeks to enrich scholarship in the field of adolescent moral development by arguing that pedagogy within schools can be utilized to promote emotions and cognitions that lead to community action.

摘要

对于对学校内的教学法如何用作青少年道德发展的催化剂感兴趣的研究人员而言，调查支持亲社会行为发展的基于实践者的课堂实践研究至关重要。本文描述了一项在种族多元化的高中语言艺术课堂中进行的定性研究，在该课堂中，文本被用来促进跨多个领域的道德发展。作者描述了漫画Yummy的批判性阅读和讨论引导学生以同理心、感激之情和社区意识为中心表达对文本的情感反应。研究结果表明，这些特定的情绪反应显示出批判性、社会意识以及同理心和亲社会行为发展的潜力。从根本上说，本文旨在通过认为学校内的教学法可用于促进导致社区行动的情感和认知来丰富青少年道德发展领域的学术研究。