Morality is a fundamental topic for education. Developing a functional moral compass would prevent youngsters to engage in risky behaviors or commit immoral actions that could affect their future development (Milani et al., 2018; Kuther & Higgins-D’Alessandro, 2000). However, the research from the last decades has shown that just-informing or teaching moral values does not guarantee that morality develops in a desirable way (Suhor & Suhor, 1992). The research shows that moral development is influenced by individual differences (e.g., personality characteristics such as agreeableness or the dark triad; social abilities such as empathy) (Wu et al., 2020; Djeriouat & Tremoliere, 2014). At the same time, besides personal morality, people (especially adolescents) could be driven to immoral behaviors by context, social relationships and group belonging (i.e., the Lucifer effect; social influence by peers) (Zimbardo, 2011). Indeed, the likeness of enacting moral conducts is affected by the possibility to engage in first-person experiences where one could exercise actual moral choices (Murphy & Zagal, 2011; Triberti, Villani, & Riva, 2015).
Using digital games to promote transformative emotions and support moral development
Maria Luisa Iavarone
2023-01-01
Abstract
Morality is a fundamental topic for education. Developing a functional moral compass would prevent youngsters to engage in risky behaviors or commit immoral actions that could affect their future development (Milani et al., 2018; Kuther & Higgins-D’Alessandro, 2000). However, the research from the last decades has shown that just-informing or teaching moral values does not guarantee that morality develops in a desirable way (Suhor & Suhor, 1992). The research shows that moral development is influenced by individual differences (e.g., personality characteristics such as agreeableness or the dark triad; social abilities such as empathy) (Wu et al., 2020; Djeriouat & Tremoliere, 2014). At the same time, besides personal morality, people (especially adolescents) could be driven to immoral behaviors by context, social relationships and group belonging (i.e., the Lucifer effect; social influence by peers) (Zimbardo, 2011). Indeed, the likeness of enacting moral conducts is affected by the possibility to engage in first-person experiences where one could exercise actual moral choices (Murphy & Zagal, 2011; Triberti, Villani, & Riva, 2015).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
