This master's thesis examines teachers' conceptions of the ethical dimension in Slovene general upper secondary schools' literature classes. The theoretical part highlights the importance of planning, action and evaluation in the field of the ethical dimension. A critical reflection on the paradigm of deontological ethics, referring to the impartment of particular value systems, is provided. This paradigm is then expanded upon by the paradigm of relational/dialogical/communicative ethics, which perceives education as a way of communicating values through different ethical principles. The paper also introduces the conceptual bases that enable the paradigm of communicative ethics to be realised. Thereby, it presents the inductive educational approach, autopoietic pedagogy and the communicative model of education, as well as the first-person pedagogical experience. Applying these concepts to literature teaching, it is apparent that contemporary didactics of literature, based on the method of school interpretation, offers a basis for this type of pedagogical action. The paper also describes the obstacles that might hinder the process of literature teaching as a form of inductive educational practice. In order to illustrate the diverse practices, the theoretical review focuses on three other general upper secondary school programmes - the International Baccalaureate Programme, Waldorf and Catholic general upper secondary school. On the basis of qualitative research, applying phenomenological research, the study explores how teachers of Slovene language at the selected general upper secondary schools conceptualise the concepts that are presented. In this way, it broadens the understanding of how the discussed concepts of the educational/pedagogical dimension operate in actual practice. This provides bases for further exploration by means of a quantitative survey carried out on a representative sample of literature teachers from Slovene general upper secondary schools.
|
