The book: What is morality? How can it be measured? What is its nature and origin? And, most importantly, how can it be taught? These age-old yet still unanswered questions cannot be addressed, Lind argues, unless we develop a new science of moral behavior and education. Lind does just that in his book, invoking related contributions by eminent philosophers, psychologists and educators. The first part presents a new way of studying morality, and a great bulk of Lind's own research and other studies backing it. The second part shows how to teach morality effectively with Lind's Konstanz Method of Dilemma Discussion (KMDD), which is used in all ages and across cultures. On the basis of many years of practical international experience with the KMDD in different institutions of education, professional schools, armed forces and prisons, Lind provides advice on how educators can learn, implement and improve the method. Lind also presents the related Just Community method of democratic community building. The author: Born shortly after World War II, in 1947, Dr. Georg Lind's interest in morality goes back to his adolescence when he learned about the atrocities of the Nazi dictatorship: How can we prevent this from happening again? How can we develop morality, peace and democracy? This book contains his answer. Lind was professor of psychology and researcher at the University of Konstanz, Germany. He was guest professor at the University of Illinois at Chicago, the Universidad de Monterrey, and the Humboldt University at Berlin. He lectured in Brazil, Chile, China, Colombia, Mexico, Poland, Switzerland, and the United States.
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 Discussion Theater), which has been used with great success to foster moral development in schools and universities, military installations, prisons, and retirement communities in many countries. The book describes the Method, gives vivid illustrations of its use, and provides psychologists, teachers, and professional trainers with resources and guidance in its application. ``The definitive, research-based book on morality teaching with highly useful applications to educational practice. Highly recommended.'' Dr. Herbert Walberg, Emeritus Professor of Education and Psychology, University of Illinois at Chicago. ``We all want to be `good' Lind contends - it's part of our human inheritance. But being morally competent, he shows, is enhanced and nourished when educators develop propulsive learning opportunities for students to practice and develop.'' Dr. William Ayers, Distinguished Professor Emeritus of Education, University of Illinois at Chicago. ``Lind's mastery of the history and philosophy of morality and moral education is quite apparent. He writes of the complex issues bound up in morality in a beautifully clear and persuasive manner.'' Dr. Richard M. Felder, Hoechst Celanese Professor Emeritus, North Carolina State University. ``Dr. Lind's experimental and educational approach to morality is unique worldwide.'' Dr. Ewa Nowak, Professor of Philosophy and Ethics, Adam Mickiewicz University, Poznan, Poland. ``I really didn't think that one can discuss highly controversial issues in such a peaceful way. I learned a lot.'' A forty year old participant of a KMDD/DT session.
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 thatmoral 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. Whether moral reasoning has a content-specific domain, or whether its structures transcend specific issues of justice, obedience, and rights, these and similar questions suggest that moral philosophers and ethical theorists havemuch to say about the human condition. The contributors represent diverse disciplines; but they have as their common concern the topic of the interaction of individual or group-specific moral development and social milieu. Although deeply involved in empirical research, they maintain that research on moral development can be pursued properly only in conjunction with a well-formulated theory of the relationship between society, cognition, and behavior. Moral development is an institutional as well as individual concern for schools, universities, and the military. It is rooted in the ability to formulate genuine and coherent moral judgments that reflect social conditions at two levels: individual socialization and historical development of the social system. This classic volume, now available in paperback, not only exemplifies that framework, but also makes an important contribution to it.
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.
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.
This book comprises nine papers approaching designed institutions and their interplay with spontaneous institutions from various angles. While the evolution of spontaneous institutions is quite well understood in economic thinking, the development of consciously designed institutions has been examined much less. In new institutional economics, public choice, and law and economics the interaction between changing preferences and spontaneously evolving institutions on the one hand and the evolution of designed institutions (as, e.g., legal systems) on the other hand has largely been ignored. A number of top class international contributors have been assembled to study this phenomenon including Viktor Vanberg, Bruno Frey, Elinor Ostrom and Francesco Parisi.
This book assesses the Statute for a European Cooperative Society (SCE) regarding agricultural activities by comparing how specific questions arising in this context must be dealt with under the Italian and Austrian legal systems. In this regard, Council Regulation (EC) No. 1435/2003, of 22 July 2003, on the Statute for a European Cooperative Society (SCE), is used as a tool for the structured analysis of various aspects of agricultural cooperatives. However, a comparison is only meaningful if the results are made comparable on the basis of a previously defined standard. Accordingly, the study uses, on one hand, a cooperative model developed by European legal scholars that defines general guidelines on how cooperatives should function (PECOL). On the other, the results are presented in connection with economic considerations to discuss how efficient rules can be developed.
Europeanization has often been conceived as a top-down process, necessitating implementation and adjustment at the national level. However, Europeanization can also be conditioned by bottom-up national initiatives. While recent endeavors in comparative political economy have emphasized the resilience of coordinated market economies, few detailed empirical studies have examined to date exactly how different European systems of political-economic governance cope with and respond to an European impetus for liberalization. This original study of the impact of the EU-induced liberalization of service provision on member states argues that innovative national re-regulatory strategies may be implemented in response to Europeanization. In permitting any company registered in an EU member state to provide services throughout Europe, new possibilities were created for the transnational posting of workers from low-wage to high-wage countries. However, high-wage countries could re-regulate the wage levels applicable to such employees. The exact nature of such response strategy is colored by the respective institutional power that labor market interest associations like trade unions and employer associations command. Therefore, different institutionalized varieties of capitalism generate distinct re-regulations of the Single European Market. Drawing on detailed case studies of ten European countries, this volume bridges the gap between the rapidly unfolding scholarly debate on Europeanization and varieties of capitalism. It argues that both strongly neocorporatist systems of political-economic governance and statist systems are capable of creating swift, comprehensive and thorough national re-regulations. This applies to Austria and France, but also Sweden, Denmark, Norway, Finland, Belgium, and Luxembourg. By contrast, countries with less strongly embedded neocorporatist structures, in which due to organizational deficiencies trade unions face difficulties blocking employer demands, create liberal response strategies, permitting a stratification of wage levels. Hence, both Germany and the Netherlands implemented liberal business-friendly re-regulations. The volume makes the case for important amendments to existing accounts of Europeanization and varieties of capitalism. Scholars of Europeanization need to incorporate bottom-up re-regulation into their conceptual framework, particularly in response to 'negative integration'. Recent strides in comparative political economy have placed great emphasis on continued divergence, yet this study suggests that even within the presumably unified group of 'non-liberal' coordinated market economies important institutional differences produce very distinct responses in the face of European liberalization.
This study is one in three, resulting from an international research project on the development of manufacturing in ASEAN and the EC, and the potential for further ASEAN-EC Cooperation. The trends and their impact on structural change are analyzed in the context of both the economies of ASEAN and those of the EC.
Le secret d'ennuyer est celui de tout dire. " Voltaire (Discours sur l'homme) Atopic dermatitis (AD) is frequently seen by dermatologists and pediatricians, by allergologists, and by many practitioners. The amount of data on AD is vast as it has been recognized for a very long time, has a worldwide distribution, and has a chapter or section devoted to it in every textbook or review of skin diseases. Difficulty arises in evaluating certain aspects of this complex disease, for many studies have been concerned with only some of its facets and with small numbers of patients. In addition a monograph on AD should also try to encompass the important theoretical aspects of this fascinating disease. There fore, the problem in presenting a monograph on AD lies more in the critical se lection than in the gathering of information, much of which is conflicting. This applies both to basic data and to details. Furthermore, the many divergent opinions in almost every field make it extremely difficult to draw unanimous conclusions. Consequently, the author has no option but to quote antagonistic views, try to make a compromise between these, and express his own opinion based on clinical experience and fundamental literary work.
The book: What is morality? How can it be measured? What is its nature and origin? And, most importantly, how can it be taught? These age-old yet still unanswered questions cannot be addressed, Lind argues, unless we develop a new science of moral behavior and education. Lind does just that in his book, invoking related contributions by eminent philosophers, psychologists and educators. The first part presents a new way of studying morality, and a great bulk of Lind's own research and other studies backing it. The second part shows how to teach morality effectively with Lind's Konstanz Method of Dilemma Discussion (KMDD), which is used in all ages and across cultures. On the basis of many years of practical international experience with the KMDD in different institutions of education, professional schools, armed forces and prisons, Lind provides advice on how educators can learn, implement and improve the method. Lind also presents the related Just Community method of democratic community building. The author: Born shortly after World War II, in 1947, Dr. Georg Lind's interest in morality goes back to his adolescence when he learned about the atrocities of the Nazi dictatorship: How can we prevent this from happening again? How can we develop morality, peace and democracy? This book contains his answer. Lind was professor of psychology and researcher at the University of Konstanz, Germany. He was guest professor at the University of Illinois at Chicago, the Universidad de Monterrey, and the Humboldt University at Berlin. He lectured in Brazil, Chile, China, Colombia, Mexico, Poland, Switzerland, and the United States.
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 Discussion Theater), which has been used with great success to foster moral development in schools and universities, military installations, prisons, and retirement communities in many countries. The book describes the Method, gives vivid illustrations of its use, and provides psychologists, teachers, and professional trainers with resources and guidance in its application. ``The definitive, research-based book on morality teaching with highly useful applications to educational practice. Highly recommended.'' Dr. Herbert Walberg, Emeritus Professor of Education and Psychology, University of Illinois at Chicago. ``We all want to be `good' Lind contends - it's part of our human inheritance. But being morally competent, he shows, is enhanced and nourished when educators develop propulsive learning opportunities for students to practice and develop.'' Dr. William Ayers, Distinguished Professor Emeritus of Education, University of Illinois at Chicago. ``Lind's mastery of the history and philosophy of morality and moral education is quite apparent. He writes of the complex issues bound up in morality in a beautifully clear and persuasive manner.'' Dr. Richard M. Felder, Hoechst Celanese Professor Emeritus, North Carolina State University. ``Dr. Lind's experimental and educational approach to morality is unique worldwide.'' Dr. Ewa Nowak, Professor of Philosophy and Ethics, Adam Mickiewicz University, Poznan, Poland. ``I really didn't think that one can discuss highly controversial issues in such a peaceful way. I learned a lot.'' A forty year old participant of a KMDD/DT session.
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