Pagani Camilla, Robustelli Francesco
National Research Council, Rome.
Int Soc Sci J. 2010;61(200-201):247-61. doi: 10.1111/j.1468-2451.2011.01761.x.
As is maintained in the Seville Statement on Violence, the role of education in shaping human relations is fundamental. In order to develop effective educational interventions aiming to foster empathic relations, some important prerequisites need to be satisfied. One of these prerequisites, which is based on a constructivist model, is constituted by the identification and analysis of the pre-existing concepts and attitudes of those to whom interventions are directed, regarding the specific issues involved in the specific educational process. More effective positive changes can be obtained this way as they are generated from within the individuals themselves. Using this perspective, a study was conducted in Italian schools on the attitudes of young people between 9–18 years of age towards multiculturalism in contemporary society. The participants (N=350, 176 girls and 174 boys) were invited to write down anonymously their thoughts about multiculturalism. Their essays were quantitatively and qualitatively analysed. The aim was to obtain a deep understanding not only of the explicit but also of the implicit meaning of the texts and consequently also of the motivations underlying the participants' attitudes. Some of the results of this study are discussed and suggestions are made for the development of educational interventions aiming to foster young people's empathic attitudes.
正如《塞维利亚暴力声明》中所指出的，教育在塑造人际关系方面的作用至关重要。为了开展旨在培养共情关系的有效教育干预措施，需要满足一些重要的先决条件。其中一个基于建构主义模型的先决条件是，识别和分析干预对象对于特定教育过程中所涉及的具体问题预先存在的概念和态度。这样可以实现更有效的积极改变，因为这些改变是由个体自身产生的。从这个角度出发，在意大利学校针对9至18岁青少年对当代社会多元文化主义的态度开展了一项研究。参与者（N = 350，176名女生和174名男生）被邀请匿名写下他们对多元文化主义的看法。对他们的文章进行了定量和定性分析。目的不仅是深入理解文本的显性含义，还包括隐性含义，进而理解参与者态度背后的动机。本文讨论了该研究的一些结果，并为旨在培养青少年共情态度的教育干预措施的发展提出了建议。
