Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983

Nowak, Ewa; Lind, Georg

doi:10.14746/eip.2018.2.5

Cited by 3 publications

(1 citation statement)

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“…At the same time, German students were characterized by a small but stable increase in the level of moral competence. Perhaps this tendency was influenced by the process of democratization taking place in the 1970s, followed by rapid sociopolitical changes related to the introduction of martial law (Nowak and Lind 2019). The results became the basis for further considerations of Lind on the phenomenon of regression in cognitive-moral development.…”

Section: Kmdd ® and Mct ® In Researchmentioning

confidence: 99%

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

2021

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This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

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Section: Kmdd ® and Mct ® In Researchmentioning

confidence: 99%

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

2021

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Moral Judgment Test (MJT) in Urdu: Translation and Validation

Liaquat¹

2011

eip

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The present study was conducted as part of a larger study that aimed to compare moral judgment competence and moral preferences among Pakistani students of public and private sector educational institutes and religious institutes and also to measure the pattern of development of moral judgment competence of students within these institutes. The validation study completed in two phases, during the 1st phase data were collected from the students of grade 8 to 16 from public sector schools and colleges of Rawalpindi city. Very low mean c-score was observed (M = 13.60, SD = 9.05), the test came out to be valid on preference hierarchy criterion but its validity on the cognitive-affective parallelism and Quasi- simplex structure criteria could not be established due to low c-scores of the sample. In the second phase an additional sample from one private sector and two public sector universities was collected. The analysis of the combined sample (N = 246) showed no significant improvement of c-scores (M = 13.94, SD = 9.53). The test meets well the preference hierarchy criterion but on the other two criteria results remain inconclusive due to low variance in the sample. The low c-scores are explained on the basis of three assumptions; (1) poor quality of education, (2) dogmatic religiosity, and (3) weak and instable political structure of Pakistani society.

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Moral competence and the democratic way of living

Lind

2011

EJOP

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Moral competence and the democratic way of living 570 Surely, moral ideals and orientations are indispensible for moral-democratic behavior and for a democratic civil society. Without them we would have no idea how we wish to take right decisions, to live together or to be governed. Ideally they provide a basis for the solution of conflicts between needs and between opinions by means of rational reflection and free discourse, instead of the use of violence or the exercise of power. The Indian-American economist and philosopher Armatya Senn (2010) speaks of democracy through discussion. Also for the American educator Dewey (1964), democracy is more than a form of government and more than the sum total of actually existing democratic institutions; it is a life form.Yet, we need not to be concerned about ideals and orientations. As world-wide studies have repeatedly shown, there is an overall consensus in all classes of society, countries and cultures on basic moral values such as social justice, respect, cooperation, non-violence and democracy 2 . Some scholars even believe that these moral ideals are, at least in their core, genetically determined 3 . Accordingly a -transmission‖ of moral and democratic values is unnecessary (and, I assume, not agreeable with our democratic principles).What is rather lacking and seems necessary is the fostering of -the power of attaining good‖, as Socrates, the great Greek philosopher, said more than two thousand years ago, that is, our ability to apply our moral ideals in everyday life. If this competence is missing, our moral ideals can turn into ethical absolutism, and, eventually, into morally motivated violence 4 . In most of us, this ability is weakly developed. This ability involves, above all, the ability to make judgments in accordance with our own moral principles and to solve conflicts non-violently through discussion, even when we deal with important issues, and when we face strong opposition and our fundamental moral principles are at stake 5 . We need this ability in order -to participate in social, civic and working life. To be able to deal with people coming from different social and cultural backgrounds. To be able to cope in a constructive way with conflicts.To have a knowledge, skills and attitudes needed to be active as a citizen. To participate as much as possible in civic live at local, regional, national, European and global level.‖ (‗Youth in Action'-Programs of the European Union) 6

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Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983

Cited by 3 publications

References 10 publications

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

Moral Judgment Test (MJT) in Urdu: Translation and Validation

Moral competence and the democratic way of living

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