道徳教育と教科教育との関連づけの可能性と課題 : 道徳的思考と算数・数学科によって獲得する論理的思考との関連から

This paper examines the relation between moral education and subject education. We focus on the moral thinking of children and logical thinking that children acquire through arithmetic/mathematics. For this, the relational concept acquired through arithmetic/mathematics is examined.

The results of this research were as follows. 1) It was suggested that logical thinking is acquired before moral thinking. That is to say, moral thinking seems to be influenced by Iogical thinking. 2) When children can understand a three-factor relation, the recognition of a value judgment seems to occur in the field of moral thinking. This suggests that logical thinking including three-factor relationships that children learn in arithmetic/mathematics lessons will promote the recognition of value judgments.3) From the above, a relation model (hypotheses) between moral and logical thinking is proposed.