Theoretical analysis reveals divergent student emulation responses to teacher modelling in moral education, highlighting the complex impact of intentionality.
This paper explores the intersection of teacher modelling and student emulation in moral education. First, two interpretations of teacher modelling are discussed: expressing moral virtues unintentionally and intentionally teaching morality. Next, student emulation is examined, differentiating between mimicry, imitation, and emulation. Third, the paper introduces four scenarios of intentional/unintentional and effective/ineffective modelling, highlighting the complex relationship between teachers’ intentions and students’ responses in the moral education process.
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Wouter Sanderse (2024) studied this question.
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