Konstanz Method of Dilemma Discussion (KMDD) by Prof. Georg Lind (original) (raw)
Related papers
How to Teach Morality - Georg Lind (Review)
Ethics in Progress, 2016
In his recent book, Georg Lind develops the philosophical and methodological foundations of the Konstanz Method of Dilemma Discussion®, which provide both theoretical and practical work frames for developing moral and democratic competencies.
Religions
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 spir...
The Konstanz Method of Dilemma Discussion (KMDD)
2012
From the German translated by Dr Richard McClary and Bruce Barron. The translation reflects the situation as of 2012. Originally published by the Federal Army (“Bundesheer”) of the Republic Austria as: “Zur Konstanzer Methode der Dilemma-Diskussion (KMDD)”, pp. 129–160 in: Thomas Schirrmacher, Edwin R. Micewski (Ed.) Ethik im Kontext individueller Führung und militäri- scher Verantwortung. Ethica Themen: Reihe des Instituts für Religion und Frieden. Republik Österreich/Bundesministerium für Landesverteidigung und Sport: Wien, 2012. Republished in Jahrbuch für evangelikale Theologie 26 (2012): 93–125.
Czech School Teachers' Responses to Moral Dilemmas Experienced in Integrated Classrooms
Univerzita Karlova, Pedagogická fakulta, 2009
This dissertation reports findings on the study that was done into how Czech school teachers respond to moral dilemmas experienced while working with children with special education needs in integrated classrooms. The Czech Republic (especially during the period when it was Czechoslovakia) has a very long history and tradition for educating children with disabilities in highly differentiated, segregated, separate and special school settings. The Czech special education system is well developed. However, following the 'Velvet Revolution' of 1989 and the subsequent dissolution of the Czech-Slovakia federation in 1993, a change in the education for children with special education needs was introduced. The preferred system was the integrated education approach. All the children with special education needs must be educated in the mainstream together with non-disabled children. Studies show that teachers generally experience moral dilemmas in their day to day work with children (Sockett, 1993; Oser, 1994; Colnerud, 1997; Tirri, 1999; Tirri & Husu, 2002). However, this is especially pronounced when the children involved are vulnerable children (Tirri & Husu, 2002; Fenstermacher (1986). Majority of the conflict experienced by the Czech teachers were with parents of the children with disabilities. According to Oser, 1991, teachers respond to these moral dilemmas in either one of the following ways: 1. Avoid the problem. 2. Delegate the problem. 3. Single handed decision-making. 4. Incomplete discourse. And 5. Complete discourse. The Czech teachers in this study mainly used single handed decision-making and incomplete discourse to respond to the moral dilemmas they experienced in their work in their integrated classrooms. However, the teachers were dissatisfied with the outcomes in their efforts to find a solution to the moral dilemmas they experienced. This was also designed as a pilot study which would be replicated in Sierra Leone. The research questions and the instruments used needs more honing in order to make them useable for a future research. viii v 1.5. Research Problem 9 1.6. Research Question 12 1.7. Sub Questions 12 1.8. Significance of the Study 13 1.9. Motivation for the Study 14 1.10. Limitations of the Study 15 1.11. Structure of the Study 16 Chapter Two: Literature Review 18 2.1. Introduction 18 2.2. Inclusive Education 18 2.3. The Moral Base of Inclusive Education 20 2.4. The Moral Dimensions of Teaching 22 2.5. Teaching as a Moral Activity 25 2.6 Moral Mandate Theory 26 2.7 Personal Construct Theory 27 2.8. The Ethical Dilemmas Teachers Face in the Classroom 27 2.9. Conclusion 30 vii viii Chapter Three: Research Design and Methodology 32 3.1. Introduction 32 3.2. Research Paradigm 32 3.3. Quantitative Research Paradigm 33 3.4. Qualitative Research Paradigm 34 3.5. Mixed Methods Research Paradigm 35 3.6. The Research Paradigm for this Study 3.7. Research Question 3.8. Sample for the Study 3.9. Data Collection Instruments 3.10. Data Analysis Technique 3.11. Ethical Consideration 3.12. Conclusion Chapter Four: Data Presentation and Analysis 4.1. Introduction 4.2. Research Participants 4.3. Relationship Patterns in Moral Dilemmas Reported by the Teachers 4.4. Themes of the Moral Dilemmas Reported by the Teachers 46 4.5. Conflict Patterns of the Moral Dilemmas Reported by the Teachers 4.6. Responses Patterns Reported by the Teachers 4.7. Outcome Patterns of the Moral Dilemmas Reported by the Teachers 54 4.8. The Czech Teachers Evaluation of their Own Responses to the Moral Dilemmas Experienced 55 4.9. Conclusion 56 Chapter Five: Data Evaluation 57 5.1. Introduction 57 5.2. The Relationship Patterns and the Themes of the Moral Dilemmas Reported by the Czech Teachers 57 5.3. Teachers Responses to the Moral Dilemmas and the Outcomes 60 5.4. Outcomes and the Teachers' Responses to the Moral Dilemmas Experienced 63 viii ix 5.5. The Teachers' Evaluation of their Own Responses to the Moral Dilemmas Experienced 64 5.6. Conclusion 64 Chapter Six: Conclusion and Recommendation 66 6.1. Introduction 66 6.2. Conclusions 6.3. Recommendations 6.4. Evaluation of the Research Question and Data Collection Instrument 6.5. Conclusion Bibliography
Cogent Education, 2016
In an effort to contribute to contemporary debates about alternative ways of teaching moral education, this qualitative study explored moral dilemmas identified by young adolescents and how they made moral choices to resolve the dilemmas. Data were gathered for textual analysis through a modified framework of participatory action research using participant observation, focus group transcripts, interviews and student journals. The data were interpreted using a revision of Vygotsky's Zone of Proximal Development, extended to suit the multicultural Malaysian setting, and here called the Zone of Collaborative Development. Participants were 22 16-17-year-old non-Muslim adolescents from different cultural backgrounds attending three different types of secondary schools. Moral Education (ME) in Malaysia (MEM) is designed to cater to this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas identified were relational and context dependent. Students named autonomy, self and mutual respect, trust, freedom and tolerance as main conflicting themes in their real-life moral dilemmas. The study suggests that including students' voices in MEM in this way might better engage students' interest and connecting the subject with students' everyday lives.
Cultivating Moral Competence of Chinese Undergraduates with KMDD-Sessions
Ethics in Progress, 2013
This study describes the results of interventions with the Konstanz Method of Dilemma Discussion (KMDD) by Georg Lind, with 89 economics undergraduate participants sampled from Guangdong province. The participants’ mean C-score in the Moral Judgment Test increased only a little because of the teacher’s little experience in using KMDD, but otherwise the intervention produced good results: the participants showed great interest in KMDD although this teaching method is very different from the typical Chinese teaching, and they enjoyed the KMDD-sessions and the classroom atmosphere created through it. Students’ feedback will be useful for future application and research on KMDD in China.
International Journal of TESOL & Education, 2021
Commercial videogames have come a long way since their emergence in the 20th century. They remain, however, widely excluded from educational discourse. A reason is the absence of reliable methodologies that ensure effective learning through videogames. There have been attempts to teach historical or other content-centred topics to students through edutainment software. It is argued, however, that games are much more effective in strengthening cognitive decision-making processes. One of these cognitive abilities is moral competence. This paper discusses the possibilities of strengthening moral competence through integrating the videogame Papers, Please into Lind's Konstanz Method of Dilemma Discussion (KMDD®). The goal is to craft a didactic framework in which a measurable learning curve in moral competence can be ensured by selecting games that provide a suitable degree of moral complexity. Through clearly defined goals, well-moderated discussions and streamlined reflections, games hold the potential to complement contemporary reading materials in schools and universities.
European projects related to ethical education in primary and secondary schools
Metodički ogledi, 2019
Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” (KA2) – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen countries (Austria, Germany, Slovenia, Italy, Spain, Hungary, Bosnia and Herzegovina, Greece, Ireland, the Netherlands, Slovakia, Latvia and Croatia). Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and after...
Ethical Judgement in Teaching" (Karl D. Hostetler)
2020
Hostetler' s book is as organized, comprehen sive, and as involving as a play in several acts. It begins with a rationale for exploring ethical judgments in teaching and ends with short essays on the same theme. There is even a denouement consisting of case studies on additional teacher education topics. Between the volume's beginning and end are a series of imagined school situations or case studies and analytical essays on the ethical implicatio ns of school problems with revealing discussion s about disagreem ents over meanings and priorities in classroom practice. Hosteller wants to show readers, teachers, communit y members, post-secon dary students, and scholars how to see and to resolve ethical conflicts in education. He expects those who face perplexing situations are wiJJ be better able to handle them if they understand ethics and ethical judgment. Most educationa l problems, he maintains, have ethical componen ts which can be viewed from the ethical point of view-eve n smaJJ things teachers do such as choosing items for a buJJetin board, arranging desks, practising certain rituals eaU for ethical judgment. But the most important educationa l decisions, and some of the most contentiou s, have various peoples' interests at the core. Often, these interests conflict. Fostering educators' abilities to make good ethical judgments about teaching and learning conditions and practices, Hostetler suggests, means encouragi ng them to think about and to appreciate others' points of view. This may lead educators to uncover diverse beliefs, opinions, reasons, and principles. AJJ of us can tackle appropriat ely the problems we face in education, Hostetler believes, if we learn to reason with reference to ethical norms, standards, and practices and are disposed to analyze the relevant concepts. Hostetler wants us to see the complexit y of educationa l problems and to have due regard for those who are or who may be affected by our decisions. He is equaJJy concerned about maintainin g values and adhering to duty. Learning to do this weJJ, he suggests, means learning how to make good ethical judgments. Hosteller' s thesis is that ethical judgment, perception , caring, and reflection are inextricab ly linked. We should not mistake ethical judgment, however, with being judgmenta l. Nor is making an ethical judgment a simple affair: rarely does one just "see" what is right or good. Ethical judgmentmaking is not just the "uncover ing" or "discover y" of answers to our dilemmas; problems "have to be bashed out." Nor, he says, is judgment the same as just thinking about a problem since judgment implies "some evaluation of the objects of thought." Judgment is a discrimina ting and normative form of thought or reflection, and it should not be confused with reflection, "since reflection does not always involve the vital activity of judgment and discrimina tion." But judgment also differs from calculation even though both are non-capric ious. Judgment, Hostetler argues, is best described as "know-ho w about when and when not to apply a rule." And frequently , there is no rule "that clinches [a] decision one way or the other." Judgment , he says, enters into ethical deliberatio ns at three points: in determining what is relevant and important for people, for values, or facts about a