Morality Behind Bars

Hemmerling, Kay

doi:10.3726/978-3-653-04672-4

Cited by 9 publications

(5 citation statements)

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“…(Lind 2002(Lind , 2015. A single session is sufficient to allow the moral competence of the participants to grow more strongly than can be observed even in good school lessons in a year (Lind 2002;2015;Hemmerling 2014).…”

Section: Discussion Theater a Methods Of Democratic Educationmentioning

confidence: 99%

“…The thorough school ing has also led to a high level of acceptance of the method among the teachers who have been trained in it. KMDD teachers do not need any further motivation (Hemmerling 2014;Reinicke 2017).…”

Section: Discussion Theater a Methods Of Democratic Educationmentioning

confidence: 99%

“…It is not role-playing, although it enjoys high entertainment value. It is not a resoci ali zation program, although it has already been implemented with great success in prisons (Hemmerling 2014). And it is not a means for the realization of political goals, although it streng thens reason and hence also democracy.…”

Section: We Need a New Form Of Theatrementioning

confidence: 99%

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Discussion Theater. A Method of Democratic Education

Lind

2019

eip

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Democracy is bound to fail if its citizens lack opportunities to develop their moral-democratic competence, that is, their ability to solve conflicts through thinking and discussion, instead of through violence, deceit or bowing down to others. The concept of Discussion Theatre has been designed to provide such an learning opportunity. In contrast to traditional theatre, there is no above and below, no division between actors and listeners – all are participants. The Discussion Theatre is the “public” version of the Konstanz Method of Dilemma Discussion (KMDD), which is been successfully used in institutions of education in many countries for over two decades.

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Section: Discussion Theater a Methods Of Democratic Educationmentioning

confidence: 99%

Section: Discussion Theater a Methods Of Democratic Educationmentioning

confidence: 99%

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Discussion Theater. A Method of Democratic Education

Lind

2019

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“…The KMDD ® method is successful both in the area of education and in the area of resocialization, where it is useful for preventing the decline of the level of moral competence among prisoners, which is particularly important in contact-restricted areas, where moral competence decreases very quickly if only a few or no learning opportunities for this important competence exist (Hemmerling 2014). Satisfactory results that confirmed not only the effectiveness but also the durability of the impact of the KMDD ® method were also maintained in research with the participation of students of pharmacy and dental nursing (Slováčková and Slováček 2007), healthcare students (Nowak et al 2021), and general medicine nursing students (Martins et al 2021).…”

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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“…Hence, educational theory of moral cognitive development permits us to assume that the development takes place only in a learning environment which leaves room for opportunities for responsibility-taking and free moral discourse. If students do not have access to such an environment, they will eventually lose their moral judgment competence (Lind 2000b;Schillinger 2006;Hemmerling 2014). Only if society and its educational institutions offer opportunities for discourse space can students practice their competencies and eventually reach a level of sustainable moral development (Lind 2000b).…”

Section: Theoretical Accountsmentioning

confidence: 99%

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

Nowak

Lind

2019

eip

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The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.

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Morality Behind Bars

Cited by 9 publications

References 0 publications

Discussion Theater. A Method of Democratic Education

Discussion Theater. A Method of Democratic Education

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

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

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