This chapter argues for the importance of supporting playfulness in school activities when taking a moral stance caring for others. More generally when addressing sustainability we need to underline how the culture of care for others (Winther-Lindqvist, Learning, Culture and Social Interaction. Retrieved from https://doi.org/10.1016/j.lcsi.2020.100452 , 2021) is co-created in activity settings. To explore and inspire persons to challenge our everyday moral practice when we take a humane stance, we often have to dare to transgress rules. Playfulness can, to some degree, question rules. During social imaginative playing children may invite and introduce new perspectives (Møller, 2015). Furthermore, challenging or playing with what is taken for granted can change the sphere of possibilities on which to act within practice. Hence playfulness may be seen as a prerequisite for diversity. This is in the chapter illustrated by presented moral dilemmas occurring within a playful activity. These dilemmas are presented in a situation where rules more easily are challenged and when presented in a playful sphere, in line with analytical perspectives, they also invite reflection. In the chapter three sets of research data are presented, the primary study from 2008, then a postdoctoral study from 2018 and finally a study from 2022. The first study (Møller, S. J., Moral Development, Why Care? -A Theoretical and Empirical Study of Moral Development, MSc thesis. Aalborg University, 2009; Møller, S. J., & Tenenbaum, H. R., Child Development 82:520−532, 2011) took place in Denmark, following the years of the international cultural crises of the Mohammed drawings prior to the majority of top down regulations implemented by the state to reform the Danish public school system. The following studies took place in Denmark, England and Finland, and was an evolved method of the approach. The first experimental study was a booklet based on vignettes, this was followed by a second experimental study; an interactive computergame in which it was possible to record the process of answering the moral dilemmas, children’s choices and reactions, and use these data in the following analysis. The research in these three studies contributes to exploring children’s moral development of care, emotions and sustainability within a wholeness perspective (Hedegaard, M., Learning and Child Development: A Cultural-Historical Study. Aarhus University Press, Aarhus, 2002; Hedegaard, M., & Edwards, A., Taking Children and Young People Seriously: A Caring Relational Approach to Education. Cambridge University Press, Cambridge, 2023).

How Imagination in Play Affords, and Creates a New Way of Partaking, in the World

章节
发表日期：

2025年

查看全文

Signe Juhl-Nørgaard

摘要

This chapter argues for the importance of supporting playfulness in school activities when taking a moral stance caring for others. More generally when addressing sustainability we need to underline how the culture of care for others (Winther-Lindqvist, Learning, Culture and Social Interaction. Retrieved from https://doi.org/10.1016/j.lcsi.2020.100452 , 2021) is co-created in activity settings. To explore and inspire persons to challenge our everyday moral practice when we take a humane stance, we often have to dare to transgress rules. Playfulness can, to some degree, question rules. During social imaginative playing children may invite and introduce new perspectives (Møller, 2015). Furthermore, challenging or playing with what is taken for granted can change the sphere of possibilities on which to act within practice. Hence playfulness may be seen as a prerequisite for diversity. This is in the chapter illustrated by presented moral dilemmas occurring within a playful activity. These dilemmas are presented in a situation where rules more easily are challenged and when presented in a playful sphere, in line with analytical perspectives, they also invite reflection. In the chapter three sets of research data are presented, the primary study from 2008, then a postdoctoral study from 2018 and finally a study from 2022. The first study (Møller, S. J., Moral Development, Why Care? -A Theoretical and Empirical Study of Moral Development, MSc thesis. Aalborg University, 2009; Møller, S. J., & Tenenbaum, H. R., Child Development 82:520−532, 2011) took place in Denmark, following the years of the international cultural crises of the Mohammed drawings prior to the majority of top down regulations implemented by the state to reform the Danish public school system. The following studies took place in Denmark, England and Finland, and was an evolved method of the approach. The first experimental study was a booklet based on vignettes, this was followed by a second experimental study; an interactive computergame in which it was possible to record the process of answering the moral dilemmas, children’s choices and reactions, and use these data in the following analysis. The research in these three studies contributes to exploring children’s moral development of care, emotions and sustainability within a wholeness perspective (Hedegaard, M., Learning and Child Development: A Cultural-Historical Study. Aarhus University Press, Aarhus, 2002; Hedegaard, M., & Edwards, A., Taking Children and Young People Seriously: A Caring Relational Approach to Education. Cambridge University Press, Cambridge, 2023).