Cooperative Learning from an Ethical Point of View

This paper analyzes, from an ethical perspective, the methodology and teaching resources of cooperative learning. By applying a critical hermeneutic methodology, we evaluate its validity, its credibility and its relevance in the field of education in accordance with the fundamental moral values of a democratic and civic ethic. We conclude that cooperative learning is a favourable methodology and entirely conducive to the display of a democratic ethic, and is therefore an educational model that brilliantly meets the aspirations of cognitive-intellectual maturation and moral development of a student, in a context of collaboration and solidarity. In this sense, cooperative learning can be a prototype or a methodological pattern that exemplifies the renewal of education requiring plural and participatory societies.