UDTR — Radar mondial des droits de la Nature

Children's Moral Relationships with Nature.

Identification

Clé publique

openalex:w110576102

Auteurs

Peter H. Kahn · Ann McCoy

Année déclarée

1992

Langue déclarée

en

Type source

article

Première détection

2026-11-09T19:09:39.506724+00:00

Dernière observation des métadonnées

2026-11-09T19:09:39.506724+00:00

Dernière vérification HTTP

Non effectuée

Résumé documentaire — langue originale

Two studies of the development of children's moral relationships with nature addressed such questions as: (1) What does it mean to say that we have an obligation not to harm the natural environment? (2) Does the natural environment feel pain? (3) Does it have rights? or (4) Is moral obligation an inappropriate construct by which to understand the poral relation of humans with nature? In one study, 60 children in grades 2, 5, and 8 were interviewed about the Prince William Sound Oil Spill. In a second study, 72 children in grades 1, 3, and 5 in an impoverished inner-city black community were interviewed on their conceptions of and values about nature. The preliminary findings from these studies provide evidence for several overarching ways in which children reason about the natural environment: (1) homocentric reasoning, in which an appeal is made to the child's understanding of how the action of one person or ;roup harms the physical welfare of others, or infringes on others' rights: the natural environment acts as an intermediary; (2) intrinsic values and rights reasoning, which highlights the idea that the natural environment has a moral standing at least partly independent of its value as a human commodity; (3) relational reasoning, which consists of framing the relationship with animals in a homocentric way such that animals serve human psychological needs; and (4) conceptions of harmony with nature that follow syllogistic reasoning. The findings build on children's obligatory and discretionary moral judgments and respond to two different questions on moral theory: What does morally right action consist of? and, What does it mean to be a morally good person? (HOD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. pessnwescr OF soucsnom offeA or Educabortal ReasarChand Imixo,emenr EDUCATIONAL RESOURCES INFORMATION CENTER SEWS ..%)tims cloCument haS been reproduced as ece.vaa Iron, tne OIHSOn or Organaahon oncanahn9 d C Minor Changes nave bleu made 10 ..pnve MIXOdUCI,On cluahty Ponta cf.*. Or Or..Onisiated al trns dot, ment do not neCessanly rstrSent nthC,A1 OERs pophon or poacy CHILDREN'S MORAL RELATIONSHIPS WITH NATURE Peter H. Kahn, Jr. Colby College Ann McCoy University of Houston Paper presented at the May 1992 meeting of the Jean Piaget Society, Montreal, Canada. PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 1-DtAR r VA Wo,\Th, VD \... fitill TO THE EDUCATIONAL RESOURCES II INFORMATION CENTER (ERIC). NPeter H. Kahn, Jr., Department of Education and Human Development, Colby College, Waterville, Maine, 04901. Internet: . Thanks are extended to Tracey Hardman and O Daniel Howe for their assistance with preliminary data analysis. Funding is gratefully acknowledged from the Texas Education Agency, in cooperation with the Houston Independent School District.

Identifiants

OPENALEX

W110576102

Repères documentaires

Famille documentaire

Doctrine

Types déclarés par les sources

article

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Sources

OpenAlex · Document 1 · Document 2

• Document · https://files.eric.ed.gov/fulltext/ED354088.pdf
• OpenAlex · https://openalex.org/W110576102

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