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    Wyświetlanie 1-3 z 3
    Tytuł:
    Discussion Theater. A Method of Democratic Education
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/781285.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Democracy
    education
    moral competence
    democratic competence
    learning opportunities
    KMDD
    theatre
    Schiller
    Kohlberg
    dilemma discussion
    Opis:
    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.
    Źródło:
    Ethics in Progress; 2019, 10, 1; 23-40
    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:
    Moral Competence and Aggression Prevention. Updating MCT Pilot Studies Inspired by Georg Lind’s Book How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit (2016)
    Autorzy:
    Nowak, Ewa
    Urbańska, Adrianna
    Powiązania:
    https://bibliotekanauki.pl/articles/781396.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    aggression prevention
    KMDD
    MCT
    dilemma discussion
    moralcognitive development
    Polish–Swiss pilot study
    Georg Lind
    Paul Bloom
    Opis:
    Aggression in juveniles may increase even in modern societies and manifest itself in countless forms of violence, including harming, persecution, abuse, pressure, hostility, etc. A large number of studies on the evolutionary, psychological and sociological origins of aggression are available. However, we lack cognitive remedies to counter developing tendencies towards aggressive behavior. Georg Lind's book How to teach morality. Promoting deliberation and discussion, reducing violence and deceit (2016) offers such a remedy based on his long–term (1976–2017) experiences with dilemma discussion training. This paper draws on Lind's conception of strengthening socio-moral competence as the most efficient remedy against aggression. It also revisits the ongoing theories of empathy. Finally, it revises the pilot research study that we conducted 2010 among Polish and Swiss juveniles7. That study focused on the following hypotheses: Lind's method of dilemma discussion (KMDD) can train and retrain moral competence in  uveniles that show a slight inclination towards aggressive behavior. Strong moral competence may prevent further maldevelopment, in particular interpersonal and collective violence.
    Źródło:
    Ethics in Progress; 2017, 8, 1; 207-224
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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