Prozesse moralischen Lernens und Entlernens
Gertrud Nunner-Winkler
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Gertrud Nunner-Winkler, Prozesse moralischen Lernens und Entlernens (2009), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2009 #04, S.528
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Beschreibung / Abstract
Zusammenfassung: Der Aufbau von Moral vollzieht sich nicht - wie in klassischen Modellen beschrieben - als einheitlicher Vorgang mit einem jeweils klar dominanten Lernmechanismus (Konditionierung, Internalisierung, Regelrekonstruktion), sondern ist das Ergebnis des Zusammenspiels unterschiedlicher Lernprozesse. Insbesondere durch implizite Lernmechanismen (u.a. Ablesen am moralischen Sprachspiel, an Interaktionserfahrungen) erwerben Kinder schon fruh ein angemessenes kognitives Verstandnis moralischer Sollgeltung. Der Erwerb formal operationaler Denkfahigkeiten in der Adoleszenz erlaubt zunehmend angemessenere moralische Urteilsbildung, befordert aber zugleich einen - zunachst radikal uberzogenen - moralischen Relativismus. Moralische Motivation wird erst verzogert aufgebaut. Dabei bleibt eine innerfamilial entwickelte Bindung an Moral nicht lebenslanglich stabil. Andere Einflusse (u.a. die Zusammensetzung der Freundesgruppe, die demokratische Beteiligung an den Angelegenheiten der Schule, die moralische Integration der Gemeinde, Geschlechtsrollenerwartungen, die Freiheit von Korruption im politischen Leben) entscheiden daruber, welches Gewicht Heranwachsende der Moral beimessen. Anders als die (historisch vorauslaufenden) Formen fruher Internalisierung oder Habitualisierung namlich ist die moderne Form moralischer Motivation durch Einsicht gestiftet und beruht auf freiwilliger Selbstbindung, die in der Adoleszenz aufgekundigt werden kann.
Stichwörter: Adoleszenz, Kindheit, moralische Entwicklung, moralisches Entlernen, moralisches Lernen, Normen
Abstract: Other than it has been decribed in classical models, the building-up of morals is not a uniform process with an always clearly dominant learning mechanism (conditioning, internalization, construction of rules), rather, it is the result of the interaction of diverse learning processes. Through implicit learning processes, in particular, (e.g. telling from moral linguistic usage or from interactive experience) children from an early age acquire an appropriate congnitive understanding of moral target values. The acquisition of formally operational cognitive competences during adolescence allows for an increasingly more appropriate moral judgement, however, it simultaneously promotes an - initially radically exaggerated - moral relativism. Moral motivation is built up only slowly. A commitment to morals developed within the family does not remain stable throughout a person´s life. Other influences (such as the composition of the circle of friends, the democratic participation in school affairs, the moral integration of the community, expectations related to sex roles, a political life free of corruption) decide on how important morals are to an adolescent. For, in contrast to the (historically proceeding) forms of early internalization or habitualization, the modern form of moral motivation is initiated through understanding and is based on voluntary self-committment which can be revoked during adolescence.
Key words: Childhood, Moral, Internalization, norm
Stichwörter: Adoleszenz, Kindheit, moralische Entwicklung, moralisches Entlernen, moralisches Lernen, Normen
Abstract: Other than it has been decribed in classical models, the building-up of morals is not a uniform process with an always clearly dominant learning mechanism (conditioning, internalization, construction of rules), rather, it is the result of the interaction of diverse learning processes. Through implicit learning processes, in particular, (e.g. telling from moral linguistic usage or from interactive experience) children from an early age acquire an appropriate congnitive understanding of moral target values. The acquisition of formally operational cognitive competences during adolescence allows for an increasingly more appropriate moral judgement, however, it simultaneously promotes an - initially radically exaggerated - moral relativism. Moral motivation is built up only slowly. A commitment to morals developed within the family does not remain stable throughout a person´s life. Other influences (such as the composition of the circle of friends, the democratic participation in school affairs, the moral integration of the community, expectations related to sex roles, a political life free of corruption) decide on how important morals are to an adolescent. For, in contrast to the (historically proceeding) forms of early internalization or habitualization, the modern form of moral motivation is initiated through understanding and is based on voluntary self-committment which can be revoked during adolescence.
Key words: Childhood, Moral, Internalization, norm