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The study of morality is an empirical as well as conceptual task, one that involves data collection, statistical analysis, and the formulation and testing of hypotheses. This volume is about moral judgment, especially its exercise in selected social settings. The contributors are psychologists, sociologists, and philosophers of morality, most of whom have collaborated on long-ranged research projects in Europe involving socialization. These essays make it clear that moral judgment is a complex phenomena. The book fuses developmental psychology, sociology, and social psychology. It relates this directly to the work of Jean Piaget and Lawrence Kohlberg, who wrote the introduction to the book. ...
What is moral competence? Can it be measured? Can it be taught effectively? If so, how? This book explores these questions from three perspectives: experimental psychology, curriculum development, and instructor training. Part one discusses the research from which, like a jig-saw puzzle, a comprehensive picture of the nature, development, and teachability of morality emerges. The picture focuses on moral competence, the ability to solve problems and conflicts on the basis of moral principles through deliberation and discussion rather than violence and deceit. Part two explains how moral competence can be taught effectively with the Konstanz Method of Dilemma Discussion (also known as Discuss...
The contributions in this book address the question of how to develop and foster democratic competences. This may take place via school curricula, resource materials and teaching/learning methods; in workplaces by means of formalised arrangements that encourage self-direction and through the informal processes engendered by expansive working environments; and in personal and community life, including in the course of incidental learning in social networks. The studies and analyses are somewhat nonconformist in its thematic spread and its boundary-crossing between disciplines and perspectives that conventionally live separate lives.
The chapters in this volume are about moral dilemmas in two senses. First the authors focus on dilemmas, both real and hypothetical, which require moral judgements. The 'Heinz-Dilemma' part of Kohlberg's scoring systems is used as a point for level of moral development. There is also a Second sense, as those who study moral reasoning being in a dilemma as they attempt to integrate information from the domains of philosophy and psychology.
Facing otherness in everyday interpersonal relations, making decisions within demanding contexts, living with the plenitude of values - all of these experiences permanently challenge one's moral cognition. Neither a single moral agent nor ethics itself can pretend omniscience when dealing with complex, real world situations. In this book, author Ewa Nowak presents her own research findings to account for the experimental nature of ethics. Nowak questions a popular conviction that declaring values and following norms is a sufficient condition to be moral. She applies Georg Lind's dual-aspect theory of morality to all sorts of spectacular contexts. (Series: Development in Humanities - Vol. 6)
In this provocative collection of essays with a distinctly critical and nuanced approach to how democracy is taught, learned, understood, and lived, authors from four continents share their visions on how democracy needs to be cultivated, critiqued, demonstrated, and manifested throughout the educational experience. The collective concern is how we actually do democracy in education. The essays argue that democracy must be infused in everything that happens at school: curriculum, extra-curricular activities, interaction with parents and communities, and through formal organization and structures. One of the book's central questions is: Are educators merely teaching students skills and knowle...
Value change and uncertainty about the validity of traditional moral convictions are frequently observed when scientific re search confronts us with new moral problems or challenges the moral responsibility of the scientist. Which ethics is to be relied on? Which principles are the most reasonable, the most humane ones? For want of an appropriate answer, moral authorities of ten point to conscience, the individual conscience, which seems to be man's unique, directly accessible and final source of moral contention. But what is meant by 'conscience'? There is hardly a notion as widely used and at the same time as controversial as that of conscience. In the history of ethics we can distinguish ...
"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and elan between the brood and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching." ---Tom Wilson, Chapman University --Book Jacket.
The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.