Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar
The article discusses teaching of the Icelandic Saga of Gisli from a moral approach. On the one hand, attention is directed towards the importance of moral imagination to put oneself in the shoes of characters and relate to their situations, and on the other hand, towards moral concepts and vocabula...
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Menntavísindasvið Háskóla Íslands
2024
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fticelandunivojs:oai:ojs.pkp.sfu.ca:article/3921 2024-02-04T10:01:37+01:00 Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar „Er ég að gera vel í lífinu?“: siðfræði og sjálfsþekking í Gísla sögu Súrssonar Sigurðardóttir, Þóra Björg 2024-01-08 application/pdf https://ojs.hi.is/index.php/tuuom/article/view/3921 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/index.php/tuuom/article/view/3921/2495 https://ojs.hi.is/index.php/tuuom/article/view/3921 Copyright (c) 2023 Þóra Björg Sigurðardóttir https://creativecommons.org/licenses/by/4.0 Icelandic Journal of Education; Vol. 32 No. 1-2 (2023): Icelandic Journal of Education; 19 - 36 Tímarit um uppeldi og menntun; Bnd. 32 Nr. 1-2 (2023): Tímarit um uppeldi og menntun; 19 - 36 2298-8408 2298-8394 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2024 fticelandunivojs 2024-01-10T23:55:07Z The article discusses teaching of the Icelandic Saga of Gisli from a moral approach. On the one hand, attention is directed towards the importance of moral imagination to put oneself in the shoes of characters and relate to their situations, and on the other hand, towards moral concepts and vocabulary to shed light on the virtues and vices of characters. It is also considered whether this can help young people understand literary texts and, at the same time, help them gain an opportunity to understand themselves better. The research question sought to be answered is: 1. How does an Icelandic saga help teenagers understand their own morality? To answer this question, the results of a research project on the Saga of Laxdæla, which took place in 2016–2019 in collaboration with Icelandic teachers in three primary schools in Iceland, are consulted. In particular, the interviews with teachers and their experiences of teaching Icelandic sagas and parallel teaching materials on virtue ethics. Based on the experience of a previous project on the Saga of Laxdæla, a new set of teaching materials was prepared for the Saga of Gisli. These materials incorporated findings from recent research on children's language development and concept teaching, intending to increase the time spent on vocabulary before it was used to analyse the story. The materials were then tested in literature teaching with teenagers. I also draw on my own teaching as an Icelandic and philosophy teacher at upper elementary school for the past decade, the testing of teaching materials and teaching approaches with my students and my experience through Waldorf pedagogy of teaching through creative work as well as the importance of moral imagination in literature teaching. However, the theoretical foundations of this article are theories about the self and moral concepts/virtue ethics. The self is a centuries-old philosophical subject still under debate. In the philosophy of education, the moral emphasis and potential of students to develop their selves have ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
description |
The article discusses teaching of the Icelandic Saga of Gisli from a moral approach. On the one hand, attention is directed towards the importance of moral imagination to put oneself in the shoes of characters and relate to their situations, and on the other hand, towards moral concepts and vocabulary to shed light on the virtues and vices of characters. It is also considered whether this can help young people understand literary texts and, at the same time, help them gain an opportunity to understand themselves better. The research question sought to be answered is: 1. How does an Icelandic saga help teenagers understand their own morality? To answer this question, the results of a research project on the Saga of Laxdæla, which took place in 2016–2019 in collaboration with Icelandic teachers in three primary schools in Iceland, are consulted. In particular, the interviews with teachers and their experiences of teaching Icelandic sagas and parallel teaching materials on virtue ethics. Based on the experience of a previous project on the Saga of Laxdæla, a new set of teaching materials was prepared for the Saga of Gisli. These materials incorporated findings from recent research on children's language development and concept teaching, intending to increase the time spent on vocabulary before it was used to analyse the story. The materials were then tested in literature teaching with teenagers. I also draw on my own teaching as an Icelandic and philosophy teacher at upper elementary school for the past decade, the testing of teaching materials and teaching approaches with my students and my experience through Waldorf pedagogy of teaching through creative work as well as the importance of moral imagination in literature teaching. However, the theoretical foundations of this article are theories about the self and moral concepts/virtue ethics. The self is a centuries-old philosophical subject still under debate. In the philosophy of education, the moral emphasis and potential of students to develop their selves have ... |
format |
Article in Journal/Newspaper |
author |
Sigurðardóttir, Þóra Björg |
spellingShingle |
Sigurðardóttir, Þóra Björg Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
author_facet |
Sigurðardóttir, Þóra Björg |
author_sort |
Sigurðardóttir, Þóra Björg |
title |
Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
title_short |
Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
title_full |
Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
title_fullStr |
Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
title_full_unstemmed |
Moral education and self-knowledge in the Saga of Gisli: siðfræði og sjálfsþekking í Gísla sögu Súrssonar |
title_sort |
moral education and self-knowledge in the saga of gisli: siðfræði og sjálfsþekking í gísla sögu súrssonar |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2024 |
url |
https://ojs.hi.is/index.php/tuuom/article/view/3921 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Icelandic Journal of Education; Vol. 32 No. 1-2 (2023): Icelandic Journal of Education; 19 - 36 Tímarit um uppeldi og menntun; Bnd. 32 Nr. 1-2 (2023): Tímarit um uppeldi og menntun; 19 - 36 2298-8408 2298-8394 |
op_relation |
https://ojs.hi.is/index.php/tuuom/article/view/3921/2495 https://ojs.hi.is/index.php/tuuom/article/view/3921 |
op_rights |
Copyright (c) 2023 Þóra Björg Sigurðardóttir https://creativecommons.org/licenses/by/4.0 |
_version_ |
1789967643384479744 |