钦佩的分级参与模型

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Theory and Research in Education Pub Date : 2021-03-01 DOI:10.1177/1477878521996304
S. Little
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引用次数: 2

摘要

钦佩通常被描述为具有独特的动机特征——模仿的倾向。本文对钦佩的行动潜力进行了发展性评估,提出了介于(1)天真的模仿(一种基本的模仿冲动)和(2)非模仿的良性行动之间的一系列阶段。这个过程的特点是表现他人行为和欲望的能力不断增强,成为学习者和榜样之间的中间术语。这种发展评估是必要的,因为今天对道德发展的主要描述倾向于将模仿视为美德获得过程的关键,而没有从心理学角度解释模仿是如何运作的。此外,这些描述将模仿视为一种静态的倾向,而不是随着时间的推移而成熟的倾向。对这种发展进程的洞察可以让我们更好地了解如何使用榜样进行教育,从而将学习者从钦佩提升为道德美德。这篇文章还填补了钦佩文献中关于我们如何看待无与伦比的的优点的空白,并认为模仿一个榜样的动机,除了她的行为之外,可能是没有好处的。
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The graded engagement model of admiration
Admiration is often described as having a singular motivational profile – the disposition to imitate. This article provides a developmental assessment of admiration’s action-potential, proposing a series of stages between (1) naïve imitation, a basic mimetic impulse, and (2) non-imitative virtuous actions. The process is marked by an increasing ability to represent the actions and desires of another, becoming the middle term between the learner and the exemplar. This developmental assessment is necessary because the leading accounts of moral development today lean on the idea of imitation as essential to the process of virtue acquisition without providing an explanation of how imitation works, psychologically speaking. Moreover, these accounts treat imitation as a static disposition, rather than one that matures over time. Insight regarding this developmental progression can provide us with a better sense of how to educate using exemplars in order to advance a learner from admiration to moral virtue. This article also fills in gaps in the admiration literature concerning how we regard inimitable excellences and contends that it may not be beneficial to emulate an exemplar’s motivations, in addition to her actions.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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