Abstract
This paper deals with the importance of the development of moral thinking, through the interpretation of novels in upper classes of elementary school. A good interpretation starts with student’s experience and assessment of main characters’ acts and their attitudes. Within school classes, it is possible to follow the moral development of students, which is the aim of this paper. In adolescents aged 11 to 14, abstract, logical thinking is developed, as well as inductive-deductive reasoning; therefore, the starting point of this study is based on psychological theories of moral thinking development. By giving concrete methodological examples based on Hoffman’s theory of morality, it is shown how the moral development of students is encouraged and built by interpreting literary works – novels (novels included in the elementary school curriculum). The contribution of this paper is based on the assessment of students’ moral development at certain age.
Published Version
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