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Continuity and change in moral meaning-making - a transactional approach
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
2007 (English)In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 36, no 2, 151-168 p.Article in journal (Refereed) Published
Abstract [en]

In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning-making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning-making and Wittgenstein's first- person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re-actualised in an event and thus participate in the process of moral meaning-making, as well as contributing to the substance of the meanings made.

Place, publisher, year, edition, pages
2007. Vol. 36, no 2, 151-168 p.
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URN: urn:nbn:se:uu:diva-144332DOI: 10.1080/03057240701325258ISI: 000246807100002OAI: oai:DiVA.org:uu-144332DiVA: diva2:393373
Available from: 2011-01-31 Created: 2011-01-28 Last updated: 2016-05-15Bibliographically approved

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Östman, Leif
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