The Moral Competence Test: An examination of validity for samples in the United States

Biggs, Donald A.; Colesante, Robert J.

doi:10.1080/03057240.2015.1087390

Cited by 14 publications

(10 citation statements)

References 16 publications

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“…How these moral competencies can be assessed—or best taught—remains to be discovered. Tests of moral competence have not been considered particularly useful; for example, a recent analysis of the Moral Competency Test, designed to examine the evidence to support the use of the test in the United States, did not uphold the test’s criterion validity (Biggs & Colesante, 2015).…”

Section: Discussionmentioning

confidence: 99%

Recognizing the Role of Research Assistants in the Protection of Participants in Vulnerable Circumstances

Friedland

Peter

2019

Journal of Empirical Research on Human Research Ethics

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Little is known about how research assistants (RAs) protect participants in vulnerable circumstances. Using a critical qualitative method informed by feminist ethics, we ran five focus groups with experienced RAs. We identified two themes: (a) expressing moral competencies (subthemes: recognizing power, privilege, and vulnerability; adapting processes and providing support; understanding the sources of moral competencies) and (b) negotiating and making transparent roles and responsibilities (subthemes: separating responsibilities as a clinician from those of an RA; critically reflecting on the shared responsibilities of principal investigators and RAs; and identifying the role of the Research Ethics Committee). Although RAs possess a variety of moral competencies and have an important role in protecting research participants in vulnerable circumstances, that role is largely unrecognized.

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Section: Discussionmentioning

confidence: 99%

Recognizing the Role of Research Assistants in the Protection of Participants in Vulnerable Circumstances

Friedland

Peter

2019

Journal of Empirical Research on Human Research Ethics

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“…Every single KMDD ® session should last 90 min, repeated no more than once, with an interval of 2-6 weeks (Biggs and Colesante 2015). The session should contain all the required phases arranged according to the alternating work rhythm: emotional excitement, rational calm, individual and group work, and oral and written work.…”

Section: Kmdd ® As a Psycho-didactic Methodsmentioning

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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“…-Исходи наставе етике могу се мјерити и уз помоћ неког од стандардизованих тестова попут: DIT (Defining Issues Test) теста направљеног под утицајем Колбергових фаза моралног развоја (Rest, 1986), PET (Personal Ethics Threshold) теста (Coleman, Atkinson & Waduge, 2015), MCT (Moral Competence Test) теста (Biggs & Colesante, 2015).…”

Section: проблеми извођења наставе етикеunclassified

Наставa Етике И Морално Васпитање Ученика И Студената

Стојановић¹

2020

NASK

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У овом раду одређује се улогу наставе етике у моралном васпитању ученика и студената кроз низ изазовних проблема стављених пред етичко образовање. Почевши још од Сократа који читаву филозофију своди на етичку проблематику до данас је остало актуелно питање може ли се етика научити. Аутор показује да настава етике директно утиче на развој моралног расуђивања и моралних емоција, па тиме индиректно кроз слободан избор ученика и на његово морално понашање. Приказане су најутицајније теорије моралног развоја и изражена потреба холистичког приступа који би обухватио све компоненте морала. Морално васпитање у основној школи обавља се кроз разредну наставу и предмет Филозофија за дјецу. У средњој школи на часовима Филозофије и изборног предмета Етике, а на универзитету кроз предмет Увод у етику или Професионална етика. Децидно су одређени смисао и циљеви етичког образовања у основном, средњошколском и универзитетском образовању. Продискутоване су традиционалне и иновативне методе примјерене за наставу етике са посебним нагласком на студију случаја и групну дебату, кроз подједнако излагање етичких теорија и проблема примијењене етике. Скренута је пажња на грешке и тешкоће у настави етике попут индоктринације и процјене исхода учења. Уочени су недостаци нашег образовног система у погледу етичког образовања и предложени кораци његовог побољшања.

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The Moral Competence Test: An examination of validity for samples in the United States

Cited by 14 publications

References 16 publications

Recognizing the Role of Research Assistants in the Protection of Participants in Vulnerable Circumstances

Recognizing the Role of Research Assistants in the Protection of Participants in Vulnerable Circumstances

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

Наставa Етике И Морално Васпитање Ученика И Студената

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