Resumen

LOPEZ LUNA, Jesús  y  LOPEZ CALVA, Martín. Incidental Moral Mediation. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.9, n.18, pp.630-653. ISSN 2007-7467.  https://doi.org/10.23913/ride.v9i18.439.

Mediation as a basis for moral development is a topic that has recently become consolidated in the area of educational research. Within the scope of formal education, moral mediation can be carried out both intentionally by educators and incidentally through different stimuli that educators provide for their students. In these incidental stimuli they often express their personal moral values. Taking the sociocultural-dialogical model of moral development as a framework of reference and introducing the concept of incidental mediation, the purpose of this essay is to determine if there is evidence in the specialized literature that allows for the observation of incidental moral mediation in educational institutions, and in turn, determine the different avenues in which it is carried out.

From the analysis of the information, three different forms of incidental moral mediation were identified: 1) the teaching materials, 2) the behavior of the teachers and 3) the discourse of the teachers. Teaching materials provide students with useful cultural tools to mediate positive moral values, but they must be carefully reviewed and selected by teachers and school authorities so as to not mediate moral values that undermine human rights. Regarding the behavior of the teachers, these, through their behavior, provide their students with cultural tools both for the mediation of positive values (respect, dialogue and justice) and negative values (discrimination, disrespect and injustice). Finally, the teaching discourse is seen as an effective cultural tool to mediate values, such as discrimination and disrespect, principally towards women. The bibliography shows that the phenomenon of incidental moral mediation could be observed in all levels of the educational system with the potential to positively or negatively influence the moral development of students. Therefore it is concluded that it is necessary to carry out empirical students in order to deepen the existing body of knowledge.

Palabras llave : moral development; mediation; moral; sociocultural theory; values.

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