This paper studies experimentally the communication-and-formation process of a specific morality concept, which was aimed by an author of a morality teaching material (or an editor of teacher's guidance textbook of the morality teaching material), communicated to students through a teacher in charge of each class, and formed by students in morality class-work which is regularly done once a week in elementary school and junior high school in Japan. First, the process is discussed from a viewpoint of control system. Second, in order to measure the process, two kinds of morality test (one of which is for students where a three-of-ten-concept selection method is adopted and the other of which is for adults where a percent description method is adopted), are originally made on two kinds of teaching material, "The Man Who Tried to Please Everybody" (where the aimed morality concept is Independency and Autonomy) for third graders in elementary school and "Unreturned Book" (where the aimed concept is Freedom and Responsibility) for middle graders in elementary school. Subjects (students, teachers, mothers, undergraduate students, and graduate students) were told to answer the relation degree between each of ten morality concepts and the teaching material in pretest and posttest. The results of our morality tests have quantitatively analyzed the communication-and-formation process of morality concept, its concept distortion process, morality viewpoints surrounding students, etc., and also made it possible to propose an improvement plan of teacher's guidance textbook of morality material.
View full abstract