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How to Teach Morality - Georg Lind (Review)

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Cobos S. L.
Ethics in Progress
|
2016
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vol. 7
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issue 1
319-321
EN
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.
2
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Cultivating Moral Competence of Chinese Undergraduates with KMDD-Sessions

100%
Zhang J.
Ethics in Progress
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2013
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vol. 4
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issue 1
48-56
EN
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.
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Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania

63%
Kriaučiūniene R., Lind G.
Ethics in Progress
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2021
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vol. 12
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issue 1
6-14
EN
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.
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