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    Wyświetlanie 1-9 z 9
    Tytuł:
    Professionalität und Postkonventionalität. Entwicklungstheoretische und soziologische Perspektiven auf professionalisiertes Handeln
    Autorzy:
    Zizek, Boris
    Powiązania:
    https://bibliotekanauki.pl/articles/781418.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Theory and Process of Professionalization
    Competence Development
    Moral Post-Conventionality
    Qualitative Research
    Opis:
    The purpose of the following article is to point out the essential role of postconventional moral judgement in professionalized action. By some examples I will demonstrate that it is the precondition of completed professionalization.
    Źródło:
    Ethics in Progress; 2012, 3, 1; 97-110
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania
    Autorzy:
    Kriaučiūniene, Roma
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/1373890.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Moral competence
    moral competence development
    Moral Competence Test in Lithuanian version
    MCT
    validation study
    KMDD
    Konstanz Method of Dilemma Discussion
    English language teaching/learning process
    Opis:
    The findings obtained by G. Lind using his original research instrument – the Moral Competence Test – suggest that universities lack the capacity to foster students’ moral competence development. The MCT has been translated into 39 languages, all of which have gone through the necessary validation procedure. The article reports on the MCT validation study for the 40th language, namely Lithuanian. The research sample consisted of 526 students of English/German/French languages, future foreign language teachers, in the 1 st to 4th years of study at two universities in Lithuania: the former Vilnius Pedagogical University and the Vilnius University. The majority of the respondents demonstrated low or medium level of moral competence. On the basis of this cross-sectional study (2019–2020), the MCT for Lithuanian has been successfully validated and certified. In the following article, we present and discuss all the validation criteria and revisit the theoretical background of MCT. We also argue for educating students in moral competence and evaluating the effects of moral competence promotion in academic contexts.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 6-14
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Constructive Empathizing – Educational Competence in the Light of Child’s Play
    Autorzy:
    Kaczmarczyk, Lech
    Powiązania:
    https://bibliotekanauki.pl/articles/781255.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pretend play
    competence
    empathy
    zone of proximal development
    moral development
    Opis:
    Pre-school play is an important moment in a child’s development.  Caretakers play an important role during play. This article presents a structure of educational competence called “constructive empathizing” or “invitingaccompanying competence”. A caretaker’s special task during child’s play is conversion between the third-person knowledge and a subjective, autotelic interaction. The caretaker’s constructive empathizing during a child’s play determines the child’s social and moral development, it helps the child to turn play into work, as a sign of higher spontaneous understanding of cultural norms standing behind cultural correctness actions. Finally, it is evidence of dynamic interaction between abstract-concrete thinking, with the child learning from the caretaker.
    Źródło:
    Ethics in Progress; 2013, 4, 1; 82-90
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence
    Autorzy:
    Klimenko, Marina A.
    Surdel, Nicholas
    Muir, Kathryn
    Sofia, Fuaad
    Powiązania:
    https://bibliotekanauki.pl/articles/781366.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Morality
    Higher Education
    Online Higher Education
    Moral Competence
    Moral Development
    Opis:
    Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
    Źródło:
    Ethics in Progress; 2018, 9, 2; 44-55
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of the Moral Foundations Arguments on Early Adolescents
    Autorzy:
    Stastna, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/1373820.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Moral Foundations Theory
    moral judgment
    moral competence
    moral foundations argument
    gender
    moral development
    Opis:
    The empirical research reported in this article is based on the Moral Foundations Theory proposed by J. Haidt. Objectives. The author examines the impact of moral foundations arguments on early adolescents’ moral judgments regarding violating moral rules and explores gender-related differences between moral foundations preferences. Method. The effect of moral foundations arguments was measured by a newly developed meta-ethical position test (MEPT). The MEPT consists of a pretest questionnaire, treatment by moral foundations arguments, and a posttest questionnaire. The sample contained 178 early adolescents from the Czech Republic (84 females and 94 males). The influence of the moral foundations arguments was analyzed by comparing the pretest with the posttest. Results. 91% of teenagers changed their moral judgment due to confrontations with the moral foundations arguments. A Wilcoxon signed-rank test found that the moral foundations arguments were significantly relevant, since the P-value was lower than 0.001. The Mann-Whitney U test revealed the importance of the gender aspect: P-value care equals 0.01 and liberty 0.01. Girls have a preference for care foundation (21% more than boys), while boys tended to liberty (27 % more than girls). It seems that moral foundations arguments strongly change early adolescents’ moral judgments and can be practically applied as a valuable platform for early adolescents’ moral development.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 95-103
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What, If Anything, Most Memorable Personal Moral Dilemmas Can Tell Us About Women’s and Men’s Moral Competence?
    Autorzy:
    Klimenko, Marina A.
    Powiązania:
    https://bibliotekanauki.pl/articles/1373883.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    moral development
    moral dilemmas of college students
    sex-differences in moral judgement
    MCT
    Opis:
    Most all popular moral reasoning or moral judgment tests are based on presenting subjects with two or more hypothetical moral dilemmas and asking them to make judgments on the moral quality of arguments supporting and questioning a protagonist’s decision (e.g., the Moral Competence Test by G. Lind). Although these tests have been insightful by tapping some aspect of individuals’ moral-cognitive schemas, moral maturity, or moral development, they also have limitations. Hypothetical moral dilemmas may be too abstract and impersonal, thus failing to create enough emotional salience. Learning more about real-life personally recalled moral dilemmas may reveal more about the individual’s moral mind and experiences. Objective. The current study was conducted to learn more about the personally experienced moral dilemmas, and how they relate to subjects’ level of moral competence and gender. Method. Subjects were asked to recall the most challenging personal moral dilemma; subjects completed the MCT test to measure moral competence. Results. Among some of the findings was that for both, men and women, higher moral competence scores were positively correlated with recalling personal moral dilemmas where the choice had to be made between some altruistic (care for others) and selfish actions. For men, it was the risk of compromising one’s status, whereas for women it was the risk of personal safety.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 59-72
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Introduction
    Autorzy:
    Bardziński, Filip
    Dutka, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/781496.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral development
    KMDD
    sportspersonship
    ethics
    moral agency
    measuring moral judgment competence in China and Mexico
    Opis:
    Introduction
    Źródło:
    Ethics in Progress; 2015, 6, 2; 7-10
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Religious Education and Moral Development: The influence of a religious childhood on moral orientation and competence
    Autorzy:
    Akin, Asli
    Powiązania:
    https://bibliotekanauki.pl/articles/781376.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    religious education
    moral development
    moral competence
    moral orientation
    university students
    religiöse Erziehung
    Moralentwicklung
    moralische Kompetenz
    moralische Orientierung
    Studierende
    Opis:
    The previous moral psychological research on educational institutions highlighted the influence on the development of moral orientation and competence. With the help of the present quantitative study, the influence of early childhood education on moral abilities has been explored. Since the moral education of children is often associated with religious norms and values, and religions are debated in relation to their general meaning and functionality, the religious moral education has been investigated. Therefore, students of various disciplines from Berlin were asked about their religious education in their early childhood and were examined on their current moral orientation and competence. The Moral-Competence-Test by Lind and a self-constructed and piloted questionnaire for the examination of religious education and religiosity have been used for the measurement. The results of the online study have shown that the moral skills of dogmatically educated students are significantly reduced, but not related to the differences in educational experience or the current preservation of religiousness.
    Źródło:
    Ethics in Progress; 2018, 9, 2; 27-43
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What Is Moral Competence and Why Promote It?
    Autorzy:
    Nowak, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/781163.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    moral cognition
    moral development
    embodied cognition
    intuitionist approach
    affection
    emotion
    Georg Lind
    Joshua Greene
    Frans de Waal
    Jonathan Haidt
    Opis:
    This short review paper focuses on Georg Lind's approach to the moral competence as described in his recent book (2016) How To Teach Morality? Promoting Deliberation and Discussion, Reducing Violence and Deceit. Berlin: Logos Verlag. Lind's dual-aspect approach is discussed as one of the leading conceptions of personal moral competence and moral cognition today. Intuitionist approach and "embodied cognition" are not enough, the author (E. Nowak) claims. As participants of social contexts and institutions, we need manifest, discoursively articulated reflection, self-reflection, and conversation. However, Lind's hypothesis of two leyers of morality, i.e., a conscious and unconscious finds evidence in cognitive sciences too. Lind's approach is not as reductionist as that of radical cognitivists. On the contrary, it combines all relevant aspects of moral cognition discussed right now, worldwide – when cognitive sciences flourish and the challenges for moral mind grow up dramatically.    
    Źródło:
    Ethics in Progress; 2016, 7, 1; 322-333
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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