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Inklusion als moralische Herausforderung – das Potential der Konstanzer Methode der Dilemmadiskussion®

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Reinicke M.

Ethics in Progress

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2015

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vol. 6

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issue 2

38-49

EN

In diesem Beitrag soll die Konstanzer Methode der Dilemma-Diskussion (KMDD?) vorgestellt und deren Einbindung in den Ethikunterricht erläutert werden. Das Anliegen dieses Artikels ist es, information pills besonders die Lerneffekte dieser inklusiven Unterrichtsmethode aufzuzeigen. Es wird der Frage nachgegangen, information pills wie durch Dialog Erkenntnis und durch einen besonderen Umgang mit Differenzierung im Ethikunterricht moralische Entwicklung realisiert werden kann. Moralische Bildung aller am Lehr- und Lernprozess Beteiligten wird in diesem Zusammenhang als eine der wichtigsten, site wenn nicht sogar als die wichtigste Voraussetzung für jede Art von echter Inklusion gesehen. Echte Inklusion meint dabei, optimale Lernbedingungen, die von den Beteiligten freiwillig getragen werden, für alle Schüler*innen zu schaffen. Die Bewältigung dieser Herausforderung wird umso dringlicher, da sich unsere Gesellschaft insgesamt im Wandel befindet- demografisch und global.

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Reflection on the 12th International Moral Competence-Symposium in Chemnitz (11th to 13th October 2018)

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Reinicke M.

Ethics in Progress

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2018

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vol. 9

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issue 2

4-15

EN

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3

Inclusion as a Moral Challenge: the Potential of the Konstanz Method of Dilemma Discussion® (KMDD®)

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Reinicke M.

Filozofia Publiczna i Edukacja Demokratyczna

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2015

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vol. 4

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issue 1

88-101

EN

This article presents the Konstanz Method of Dilemma Discussion ® (KMDD ®) and explains the integration of the KMDD ® in ethics lessons. In this paper, some special learning effects of this inclusive teaching and learning method are shown. Furthermore, it investigates the questions of how to achieve more knowledge in ethics lessons by dialogue and how to realize better moral development, particularly by handling of differentiation. Moral education of all participants who are involved in the learning process (learners and teacher alike) is a crucial task of every true inclusion. True inclusion means building optimal learning conditions in keeping with the free will of all participants. Because our society is transforming constantly in both global and demographic aspects, coping with these challenges is mandatory.

4

Inclusion and Moral Competence. Hypotheses about Two Closely Related Tasks of the School

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Reinicke M.

Ethics in Progress

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2017

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vol. 8

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issue 2

5-27

EN

In my article, I will give a short historical overview of inclusion-research. The focus lies on relation between moral and inclusion. I will introduce three branches of inclusion research and deduce my definition of inclusion from it. Inclusion can be understood as a dynamic process of realizing of equal participation on the one hand and of entitlement to diversity on the other hand. That means, inclusion lives from the solution of its immanent conflict- the conflict between equality and diversity. Therefore, I assume that “the ability to solve problems and conflicts on the basis of universal moral principles by means of deliberation and discussion, instead of using violence, deceit and coercion, or more specifically… the ability to judge arguments in regard to their moral quality instead of their opinion-agreement” (Lind 2016) is urgently needed. This ability is an important precondition for realizing inclusion. Following educational theory of morality by Lind and others, it’s not necessary to change the moral attitudes (moral orientation) in persons that are involved in the process of inclusion. It’s more important to improve their inclusive ability and their inclusive behavior. Inclusive behavior means a behavior with which shows recognition of both: of diversity of all as well as of the dignity of each individual. On this theoretical basis, I furthermore want to introduce a little research project carried out by the author in Vocational School Centre. The aim of this project was to improve the inclusive behavior by using the Konstanz Method of Dilemma Discussion®.

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3 Ethics in Progress

1 Filozofia Publiczna i Edukacja Demokratyczna

4 Reinicke M.

1 2018

1 2017

2 2015

Inklusion als moralische Herausforderung – das Potential der Konstanzer Methode der Dilemmadiskussion®

Reflection on the 12th International Moral Competence-Symposium in Chemnitz (11th to 13th October 2018)

Inclusion as a Moral Challenge: the Potential of the Konstanz Method of Dilemma Discussion® (KMDD®)

Inclusion and Moral Competence. Hypotheses about Two Closely Related Tasks of the School