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1

Panic and the Lack of Moral Competence. How We Can Help to Prevent Panic Pandemics

100%

Lind G.

Ethics in Progress

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2021

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vol. 12

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issue 1

84-94

EN

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.

2

A Social Network Approach to the Dual Aspect of Moral Competence

88%

Salej Higgins S., Vega Sanabria G., Unger Raphael Bataglia P., Fontenele Gonçalves E., Ferreira da Silva Carmo L.

Ethics in Progress

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2023

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vol. 14

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issue 1

144-168

EN

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.

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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

|

vol. 12

|

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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3 Ethics in Progress

2 Lind G.

1 Ferreira da Silva Carmo L.

1 Fontenele Gonçalves E.

1 Kriaučiūniene R.

1 Salej Higgins S.

1 Unger Raphael Bataglia P.

1 Vega Sanabria G.

1 2023

2 2021

Panic and the Lack of Moral Competence. How We Can Help to Prevent Panic Pandemics

A Social Network Approach to the Dual Aspect of Moral Competence

Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania