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Vygotsky, Heidegger, and Gadamer on Moral Development

Vygotsky, Heidegger, and Gadamer on Moral Development

Leena Kakkori, Rauno Huttunen
Copyright: © 2015 |Pages: 14
ISBN13: 9781466666030|ISBN10: 146666603X|EISBN13: 9781466666047
DOI: 10.4018/978-1-4666-6603-0.ch019
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MLA

Kakkori, Leena, and Rauno Huttunen. "Vygotsky, Heidegger, and Gadamer on Moral Development." Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior, edited by Thomas Hansson, IGI Global, 2015, pp. 323-336. https://doi.org/10.4018/978-1-4666-6603-0.ch019

APA

Kakkori, L. & Huttunen, R. (2015). Vygotsky, Heidegger, and Gadamer on Moral Development. In T. Hansson (Ed.), Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior (pp. 323-336). IGI Global. https://doi.org/10.4018/978-1-4666-6603-0.ch019

Chicago

Kakkori, Leena, and Rauno Huttunen. "Vygotsky, Heidegger, and Gadamer on Moral Development." In Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior, edited by Thomas Hansson, 323-336. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6603-0.ch019

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Abstract

The authors present a Heideggerian-Gadamerian interpretation of Vygotsky from the point of view of moral learning. In doing so, they introduce a new concept called Hermeneutic Zone of Proximal Development (HZPD). They also connect HZPD to the self-education of one's moral voice and lifelong moral learning. Adult self-education includes activities like reappraisal of moral choices, improving moral imagination, especially concerning fellow feeling, and dissimulating unproductive moral feelings in order to convert them into productive moral feelings. The purpose of critical self-reflection of one's moral voice is to transform “everyday morality” into “deliberative morality.”

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