Critical Analysis of a Social and Scientific Moral Dilemma: Fifth Graders and Veterans Respond to "Hiroshima No Pika."

Autor/in	Storey, Dee
Titel	Critical Analysis of a Social and Scientific Moral Dilemma: Fifth Graders and Veterans Respond to "Hiroshima No Pika."
Quelle	(1985), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Controversial Issues (Course Content); Critical Thinking; Disarmament; Elementary School Students; Foreign Countries; Grade 5; Intermediate Grades; Moral Issues; Nuclear Warfare; Nuclear Weapons; Peace; Picture Books; Social Science Research; Social Studies; Social Values; Student Reaction; Surveys; Veterans; World War II; Japan + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Kritisches Denken; Abrüstung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Moraltheorie; Atomkrieg; Frieden; Picture book; Bilderbuch; Social scientific research; Sozialwissenschaftliche Forschung; Gemeinschaftskunde; Sozialer Wert; Schülerkritik; Survey; Umfrage; Befragung; Kriegsteilnehmer; Veteran; Weltkrieg II
Abstract	This document presents results of a survey studying the Japanese picture book, "Hiroshima No Pika." The story aptly captures how a family of three find their lives shattered in a matter of seconds when the atomic bomb is dropped on Hiroshima (Japan) in World War II. Issues presented in the story are: (1) immediate survival in the face of a nuclear holocaust; (2) long lasting effects of radiation sickness; and (3) the impact of nuclear war. Readers must understand these issues because the view of the author, Toshi Maruki, influenced the presentation of the values and the story. In order to ascertain whether upper elementary readers were capable of identifying the issues in the book, an informal survey was conducted to record literary responses to this book. Twenty fifth graders from a semi-rural Nebraska school district completed a general survey after hearing and looking at the book. The children were not given any historical or scientific background information prior to hearing the story. Later 15 veterans volunteered to listen to and respond to the book. Comparison of the responses of both groups to the survey showed the veterans' ability to call on background knowledge and experience to interpret the issues of the story. The paper concludes that children must learn the facts rather than become confused by the opinions and myths surrounding nuclear energy. While some of the moral issues may be beyond a concrete level of intellectual development of the upper elementary child, it is important that youngsters understand the processes employed when using nuclear energy. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC