Moral knowledge and moral motivation arise in the compaction moments of mutual and more or less sensitive relations. They are formed against the background of significant, intimate, affective relationships between peers. These lived and felt experienced relationships help them both to a pure concept of their own as well as the another person, next to the concomitant ability of empathy in others. The socializing function of friendship must and should accommodate is therefore essential as a training element. The area of education should be designed to he support affects the expression of personality in terms of.
See personality, I understand the skills that make a subject language and acting, so empower, participate in communication processes and to maintain its own identity. I assume that a good community elementary is dependent on the commitment, responsibility and the participation of its members to the overarching social issues and values. Without a participation of members in the community carrying goods, values and decisions the social bond is brittle and it breaks down the sense of community. The cohesion of a community in the long term is at risk without a basic consensus on shared values and generally accepted moral standards. The members of a Society/community must participate to the General, social values, and they must have the opportunity to be able to participate in the moral discourse about these values and their implementation. Moral and social learning can be stimulated. For this purpose it needs, but opportunities for transferring perspective and to take on responsibility.
The school as a social space is the right place for this. Not the democratic cause guided solutions, but the discursive processes associated are critical and provide justification modes, the opportunity to acquire perspective. We try the education agents, so the teacher, in the broadest sense, to be understood as cultural mediators. And we try to understand that learning with him from the perspective of the students just then attack when he cultural action itself as although. The learning situation, she should be used by the student couldn’t comes to develop a character of the event.