The Silent Teacher: An Axiological Inquiry into the Ethical and Moral Dimensions of Toy-Based Learning

Abstract

The instructional demands of formal education are expanding, leading to a search for new methods to address learners’ diverse information needs. Axiological approaches focusing on ethical and moral dimensions in education have been overlooked, yet they provide a valuable framework for exploration. Toys, as educational tools, encourage spontaneous, uncoerced learning experiences. They allow learners to reshape experiential arrangements, enabling the fullest expression of individual ideas, which is often not possible with rigid materials. Toys naturally promote both independent and collaborative interactions, fostering a desire for connection central to individual experiences. The rise of complex toys has coincided with advancements in educational methods. Global citizens often form their ethical and moral values from personal and broader contexts. Effectively blending educational elements that address ethical and moral dimensions necessitates a nuanced understanding of the subject. Ongoing research into toy-based learning extends beyond physics, reflecting a transformative shift in knowledge and teaching practices. (Kakana & Theodosiou, 2018)