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Tytuł:
The Right Book to Help Our Ailing Society to Recover
Autorzy:
Kriaučiuniene, Roma
Powiązania:
https://bibliotekanauki.pl/articles/781402.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
Moral Competence Test
KMDD method
education
morality
Opis:
This paper is a review of Georg Lind’s latest book: How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit (2016), and focuses on the main theme of the book – morality can be taught, the idea that is most encouraging for educators. Many researchers agree that our societies face many problems, such as violence, deceit, corruption, disrespect to the human nature, which on an individual level seem to stem from the lack of moral competence. Therefore, G. Lind’s book is timely, providing answers to those who are concerned about our future. It will be of interest and great value not only for the participants of CeSPeC Summer School of 2016, who were trying to attain the inspiration for an immediate present-day action to reshape our future for the better, but to all of us who are committed to the enhancement of human existence and especially educators, who are engaged in the development of moral competence of their learners. This review is an attempt to prove to the readers that. Lind’s book How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit, is the right book to help our ailing societies to recover.
Źródło:
Ethics in Progress; 2017, 8, 1; 197-206
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Commentary Reflection of Moral Psychology Based on Embodied Cognition
Autorzy:
Yang, Shaogang
Powiązania:
https://bibliotekanauki.pl/articles/781263.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral judgment
embodied cognition
moral competence
Opis:
 The rise of embodied cognition in recent ten years has brought about significant influence on the research of moral psychology. On the one hand, the development of neuro-cognitive science has facilitated the research of morality deeply into the mirror neurons of brain, no longer being limited simply on the philosophical speculation; and on the other hand the experimental research of embodied cognition has provided new evidence for some traditional and philosophical moral issues and even made some new recognition of the issues which are different from the traditional interpretations. Tracing back to the research of the Western moral psychology, we find that cognitive rationality and virtual ethics are the two main research lines for moral psychology.（1）J. Piaget and L. Kohlberg opened a way for the research of cognitive development of morality, and their successors have formed new Kohlbergian School, such as the moral judgment theory based on DIT proposed by J. Rest and his colleagues, G. Lind’s dual-aspect theory based on his MCT and KMDD®; the social cognitive domain theory proposed by E. Turiel and his colleagues; the feminine caring ethics advocated by C. Gilligan and N. Noddings; the Social Intuitionist Theory proposed by J. Haidt based on evolutionary psychology, cultural psychology and neuro-cognitive science and so on. (2) The traditional moral philosophy and ethics have opened another way to the research of character education and virtues, such as the American movement of character education facilitated by W, Bennett and T. Lickona and others; the argument between J. Rawls and R. Nozick on moral problems; A. C. MacIntyre’s moral critique to the Western societies and his virtue ethics and so on. Since 21st century the research of embodied cognition has broken through the limitation of the traditional research on moral psychology, attempting to realize the new synthesis of intellect, human body and its environment, and therefore started the embodied research of moral judgment which is unfolded around the three dimensions of physical cleanliness, disgust, body temperature and body movements. I has also assimilated Piaget and Vygotsky’s ideas of psychological development, the theory of conceptual metaphor in cognitive semantics and the theory of evolutionary psychology, and made its theoretical interpretation and exploration for the embodied effect of moral judgment. Since the variable of physical body could have its influence on individual moral judgment by means of one’s emotion and cognitive elements, the moral judgment based on embodied cognition should be integrated with the theories of moral judgment, especially with moral competencies that are the core of moral judgment, and meanwhile the relationship between the embodied cognition and moral intuition should be deeply explored, and the issues such as chronergy, that is, time efficiency, and dynamics taken place when there is the embodied effect should be further examined, the regulated variables of embodied effects while making moral judgment and the individual differences should also be found out through detailed research. And finally we should check out the embodied effects of moral judgment through the cross-cultural comparison.
Źródło:
Ethics in Progress; 2017, 8, 2; 59-68
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Robot Morality: Bertram F. Malle’s Concept of Moral Competence
Autorzy:
Schmiljun, André
Powiązania:
https://bibliotekanauki.pl/articles/781265.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
robot morality
moral competence
personhood
Opis:
Bertram F. Malle is one of the first scientists, combining robotics with moral competence. His theory outlines that moral competence can be understood as a system of five components including moral norms, a moral vocabulary, moral cognition, moral decision making and moral communication. Giving a brief (1) introduction of robot morality, the essay analyses Malle’s concept of moral competence (2) and discusses its consequences (3) for the future of robot science. The thesis will further argue that Malle’s approach is insufficient due to three reasons: his function argument is very simplifying and therefore troubling; each component of his theory is inconsistent and, finally, closely connected to our common understanding of personhood, which raises new philosophical questions surrounding the basic issue of if and/or when machines can be considered people.
Źródło:
Ethics in Progress; 2017, 8, 2; 69-79
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Filing for Moral Bankruptcy: An Examination of How Affect and Empathy Predict Moral Competence
Autorzy:
Surdel, Nicholas
Klimenko, Marina A.
Powiązania:
https://bibliotekanauki.pl/articles/781378.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
empathy
affect
emotions
Opis:
What does being moral mean? On one hand people may justify mercy killing as sparing omeone’s suffering, but on the other hand they are still, in-fact, taking another’s life. According to Lind’s theory of moral competence (2008), it is based on consistent utilization of moral principles. Although common sense tells us that people’s affective states and levels of empathy may explain the differences, there is little direct evidence. The purpose of this study was to fill this gap by examining the relative contribution of empathy and affective state to moral competence. Results of the study revealed that although perspective taking and negative affective state were both significant predictors of moral competence, perspective taking was a stronger contributor. This suggests that the next time you deliberate over a moral dilemma (e.g., euthanasia), you should try understanding another person’s perspective rather than feeling empathy to make the best moral judgment.
Źródło:
Ethics in Progress; 2018, 9, 2; 16-26
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inclusion and Moral Competence. Hypotheses about Two Closely Related Tasks of the School
Autorzy:
Reinicke, Martina
Powiązania:
https://bibliotekanauki.pl/articles/781271.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusion
inclusive behaviour
moral education
moral competence
Opis:
In my article, I will give a short historical overview of inclusion-research. The focus lies on relation between moral and inclusion. I will introduce three branches of inclusion research and deduce my definition of inclusion from it. Inclusion can be understood as a dynamic process of realizing of equal participation on the one hand and of entitlement to diversity on the other hand. That means, inclusion lives from the solution of its immanent conflict- the conflict between equality and diversity. Therefore, I assume that “the ability to solve problems and conflicts on the basis of universal moral principles by means of deliberation and discussion, instead of using violence, deceit and coercion, or more specifically… the ability to judge arguments in regard to their moral quality instead of their opinion-agreement” (Lind 2016) is urgently needed. This ability is an important precondition for realizing inclusion. Following educational theory of morality by Lind and others, it’s not necessary to change the moral attitudes (moral orientation) in persons that are involved in the process of inclusion. It’s more important to improve their inclusive ability and their inclusive behavior. Inclusive behavior means a behavior with which shows recognition of both: of diversity of all as well as of the dignity of each individual. On this theoretical basis, I furthermore want to introduce a little research project carried out by the author in Vocational School Centre. The aim of this project was to improve the inclusive behavior by using the Konstanz Method of Dilemma Discussion®.
Źródło:
Ethics in Progress; 2017, 8, 2; 5-27
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Panic and the Lack of Moral Competence. How We Can Help to Prevent Panic Pandemics
Autorzy:
Lind, Georg
Powiązania:
https://bibliotekanauki.pl/articles/1373821.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Moral competence
panic
pandemics
panic pandemics
Opis:
Often we have to decide on difficult problems and conflicts. For this, a certain level of moral competence is needed, in order to solve them as quickly and adequately as possible. Otherwise these problems and conflicts can overwhelm us, triggering a feeling of fear and panic, and making us react too slowly or inadequately, or both. Fear and panic can make us ignore problems and conflicts, attempt to “solve” them through brute force or deceit, or declare them to be beyond our responsibility and let an authority decide what to do. Often such makeshift solutions seem to work, but, more often, they have damaging effects. Therefore, society tries to curb criminal and anti-democratic activities through coercion, that is, through laws, law-enforcing institutions, and correction facilities – at high costs, and often with little efficacy. In this article I show that such coercion would not be needed if we gave all citizens an opportunity to develop their ability to solve conflicts and problems through thinking and discus-sion. Moral competence would immunize us against fear and panic, and thus also against immoral practices. Moral competence is not inborn in us, and it does not develop unless it is fostered through proper learning opportunities. Therefore, if we want to live together peace¬fully in a democratic society, we need to provide proper learning opportunities for everyone, not only of a few people. If the masses are infected by panic, a few rational people cannot stop this pandemic.
Źródło:
Ethics in Progress; 2021, 12, 1; 84-94
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 Foundations of Moral Judgment. An Empirical Exploration of Concepts and New Possibilities for Understanding
Autorzy:
Popoveniuc, Bogdan
Powiązania:
https://bibliotekanauki.pl/articles/1373884.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
moral judgment
moral intuitions
moral orientations
axiology
Opis:
The present study examines the relation between the moral intuitions proposed by the ‘Moral Foundations Theory’ according to J. Haidt and the moral orientations in relation with moral competence, as described by the ‘Dual-Aspect Model of Moral Behaviour’ according to G. Lind. It is an empirical exploration of the relation between the five foundational domains (and/or the corresponding two higher-order clusters) and the moral orientations, as this results from the theoretical assumptions of both theories, and the influence on and of the moral competence on these aforementioned relations. The shared affective and, at the same time, habitual characteristics of moral intuitions and moral orientations, although based on different theories (intuitionism, respectively, cognitivism) should converge in a dynamic relationship. The basic motivation is the need to overcome the affective-cognitive disjunction in the study of moral judgment, which is artificial. The human (moral) reasoning is always a situated and situating one, in a symbolic narrative universe, in which the cognitive-affective dichotomy forms a dynamic unity. This overstated dichotomy is only a methodological necessity, but unfortunately hypostasized in an explanatory mechanism that leads to the impermissible simplification of the phenomenon that it seeks to understand. The empirical results confirm the limits of both cognitive and intuitions paradigms and advocates for a more nuanced and dynamic approach in understanding the moral judgment within a more comprehensive conception on human personality. Finally, the implications for the contemporary psychology’ paradigm are discussed.
Źródło:
Ethics in Progress; 2021, 12, 1; 39-58
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Giving Moral Competence High Priority in Medical Education. New MCT-based Research Findings from the Polish Context
Autorzy:
Nowak, Ewa
Barciszewska, Anna-Maria
Lind, Georg
Hemmerling, Kay
Taradi, Sunčana Kukolja
Powiązania:
https://bibliotekanauki.pl/articles/1373819.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence in healthcare professions
clinical decision-making
gender bias and moral competence
segmentation effect
pronunciation effect
Moral Competence Test
Polish medical education
competitive tertiary education
Opis:
Nowadays, healthcare and medical education is qualified by test scores and competitiveness. This article considers its quality in terms of improving the moral competence of future healthcare providers. Objectives. Examining the relevance of moral competence in medico-clinical decision-making despite the paradigm shift and discussing the up-to-date findings on healthcare students (Polish sample). Design and method. N=115 participants were surveyed with a standard Moral Competence Test to examine how their moral competence development was affected by the learning environment and further important factors. Results. The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and progress during their clinical curriculum. A gender-related bias, a segmentation effect, and a pronunciation effect were noticed. Explanations. Scholarly literature usually reports a linear decrease of medical students’ C-scores resulting from, e.g., competitive trends in education. We identified such trends in terms of gender-specific competitive tactics. Religious and ethical affiliations were discussed to explain the unexpected gender bias and the related segmentation and pronunciation effects. The findings can be regarded as predictive for similar developments in educational institutions regardless of cultural contexts as the sample examined in this article represents medical education in a country facing a transition from a non-competitive to competitive tertiary education model, and between presecular and monocultural to secular and pluralist social ethics.
Źródło:
Ethics in Progress; 2021, 12, 1; 104-133
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is The Stimulation of Moral Competence with KMDD® Well-suited for Our Brain? A Perspective From Neuroethics
Autorzy:
Steć, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/781269.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
KMDD®
moral competence
moral dilemmas
vmPFC
dlPFC
limbic system
Opis:
This article is an attempt to show that the KMDD® method is the best for both our brain and our moral functioning, which undoubtedly has its basis in the brain. At the same time, it is an attempt to draw attention to the importance of planning interventions (e.g. at the educational level) which stimulate moral development in accordance with the psychological and neurobiological functioning of an individual. The paper briefly presents the neuropsychological context of moral functioning, and then a series of arguments in support of the thesis that the scientifically proven effectiveness of using the KMDD® method has its support in adapting the method not only to one's pattern of individual behavior, but also to the proper functioning of one's brain.
Źródło:
Ethics in Progress; 2017, 8, 2; 44-58
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:
A Social Network Approach to the Dual Aspect of Moral Competence
Autorzy:
Salej Higgins, Silvio
Vega Sanabria, Guillermo
Unger Raphael Bataglia, Patrícia
Fontenele Gonçalves, Erick
Ferreira da Silva Carmo, Lavínia
Powiązania:
https://bibliotekanauki.pl/articles/29433355.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Moral competence
cognition
emotion
social networks analysis
MCT-xt
Opis:
This work presents evidence supporting the relationship between the dual aspect of moral competence (emotion and cognition) and social networks in school settings. We conducted empirical research with 160 students from various disciplines of the social sciences and different cohorts in two Brazilian public universities. Firstly, the participants responded to Georg Lind’s Moral Competence Test (MCT-xt). Following this, a sociometric generator regarding relationships of friendship and collaboration in social networks was applied, and several Exponential Random Graphs Models (ERGMs), with the MCT-xt score as an exogenous effect and predictor of these relationships, were utilized. We also used a Crisp-Set Qualitative Comparative Analysis in order to determine if the cohorts, where the average MCT-xt was associated with the interactional structure, obeyed the same causal configuration. There exist two conditional configurations: (1) a sufficient score of MCT-xt in a social network with homogeneous status encourages a proactive search of collaboration; (2) an insufficient score of MCT-xt in a social network with homogeneous status encourages a collaborative exchange based on the popularity of some individuals. This work reveals how to interpret, at the grouping level, the results of MCT-xt.
Źródło:
Ethics in Progress; 2023, 14, 1; 144-168
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:
Influence of Cultural and Historical Context on the Moral Competence in Modern Society (in Terms of Georgia and Russia)
Autorzy:
Kaznina, Eka
Powiązania:
https://bibliotekanauki.pl/articles/781469.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
moral competence
religiousness
properties and states of conscience
Georgia
Russia
Opis:
The break-up of the Soviet Union in 1991 sharply cast the relationships between the Republics of post-Soviet space and Russia back, mutual trust was  lost, economic and cultural interaction was practically stopped. The global changes of the 1990s in the field of political order, social and economic lifestyle in the countries of the former socialist camp brought up to severe demographic situation (depopulation), impoverishment of its significant part, criminalization of society and, what is quite important, to negative changes in consciousness and behavior of its population, including deformation of ethical code of personality, for long time fixing the acute social-cultural situation. A. Zhuravlev & A. Yurevich call that the moral collapse.                 It is worth mentioning that the economic crisis of the 90s in Georgia was considerably more serious than in Russia. Attempt to teach norms of “new” morale were done by M. Saakashvili (2009–2013), who declared that during 20 years he would be able to change the mentality of Georgians – rejection of the Russian culture and language up to prohibition and adherence to anti-Russian policy at a level of the State. The author reports on that project and she intends to find the difference of how moral competence is understood by the generation which was formed in 1990s and the generation formed under the Soviet Union. 
Źródło:
Ethics in Progress; 2016, 7, 1; 152-173
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
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