Serpell Robert, Mumba Paul, Chansa-Kabali Tamara
University of Zambia.
New Dir Child Adolesc Dev. 2011 Winter;2011(134):77-93. doi: 10.1002/cd.312.
An innovative curriculum designed to foster the development of social responsibility among pre-adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child-to-Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational process through cooperative learning in mixed-gender, mixed-social-class, and mixed-ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed seventeen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition, and civic responsibility in early adulthood.
赞比亚农村的一所小学引入了一项创新课程，旨在培养青春期前儿童的社会责任感。该课程援引了儿童互助原则，侧重于健康教育，将西方心理学理论与非洲文化传统进行了融合。教师试图通过在混合性别、混合社会阶层和混合能力的学习小组中进行合作学习，使教育过程民主化。学习者参与社区服务活动，并为照顾年幼的孩子做出贡献。在完成该课程十七年后接受采访的年轻人回忆了他们的经历，并反思了这段经历如何在成年早期促进了他们的个人能动性、合作倾向和公民责任感。
