ABSTRACT Several research studies acknowledge the pedagogical and ethical potential of cinema, as well as its utility for moral education. With this in mind and utilizing a mixed-method approach, this paper presents the qualitative changes in cognitive complexity and moral reasoning observed in a group of Amazonian indigenous adults after their participation in an intercultural moral education program using film discussions. Participants were nine Shipibo-Konibo, Awajún and Asháninka peoples, wi…
Read moreABSTRACT Several research studies acknowledge the pedagogical and ethical potential of cinema, as well as its utility for moral education. With this in mind and utilizing a mixed-method approach, this paper presents the qualitative changes in cognitive complexity and moral reasoning observed in a group of Amazonian indigenous adults after their participation in an intercultural moral education program using film discussions. Participants were nine Shipibo-Konibo, Awajún and Asháninka peoples, with formal education, and familiar with cinema, from the Amazonian region of Ucayali, Peru. To assess cognitive complexity, the McDaniel and Lawrence scale was employed, while moral reasoning was evaluated using the Heinz dilemma. Qualitative content analysis revealed a development in cognitive complexity and moral reasoning among certain participants. The results are discussed with an emphasis on aspects of the program that can be replicated when working with Amazonian indigenous peoples.
