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Анотація

Моральні емоції - педагогічна перспектива

Пшибилска Ipena, Нєузяк Egnra

Мета статті - визначити місце емоцій у процесах формування суджень і прийняття моральних рішень, а також показати значущість емоційної компетентності для морального розвитку людини. У першій частині тексту ми розглядаємо концепцію моралі, приділяючи особливу увагу емотивізму Альфреда Д. Айєра, емотивізму Алана Гіббарда та тенденціям в етиці піклування Нел Ноддінгс як позиціям, що акцентують увагу на афективному факторі. У другій частині, використовуючи поняття соціального, пов'язаного з самосвідомістю і моральними емоціями, ми доводимо значення емоцій у процесах, що мають моральну цінність. Виходячи з цього, ми припускаємо, що люди, які розвинули високу емоційну компетентність, є також більш морально компетентними. Остання частина - це пошук педагогічних імплікацій та обґрунтування тези про змістовний і функціональний взаємозв'язок емоційного та морального розвитку в процесах виховання. Оскільки етика стосується того, як ми повинні жити, і оскільки ці сфери так сильно пов'язані з тим, як ми живемо, моральне виховання має бути спрямоване н а розвиток моральних навичок (чеснот), завдяки яким моральні почуття будуть спрямовувати дітей і підлітків.

Ключові слова: емоції, емоційна компетентність, моральні емоції, моральне виховання.

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