ETHICS IN PROGRESS
Not a member yet
351 research outputs found
Sort by
Social and Institutional Dimensions of Axel Honneth’s Theory of Recognition (by Marcin J. Byczyński, 2021). A Book Review with a Contextual ‘Surplus’
Get PDFThe review addresses the recent monograph Social and Institutional Dimensions of Axel Honneth’s Theory of Recognition by Marcin J. Byczyński (Łódź University Press, Jurisprudence Series, Vol. 17/2021, pp. 1–273). Jakub Kloc-Konkołowicz was the external reviewer of the doctoral dissertation which gave rise to the book. The essential contributions of this book are discussed against the background of former and pioneering recognition research from the Polish context, including this by Jakub Kloc-Konkołowicz and Marek Siemek. In addition, they are supplemented by Hegel’s three rights of freedom and further vital themes. This provides the following review with a contextual ‘surplus.’ Byczyński’s monograph considerably advances an important Warsaw-Poznań research strand and is notable for its originality among the books devoted to Honneth’s Theory of Recognition
Reality or Appearance of Ethical Life?
Get PDFThe article attempts to show that Hegel’s concept of “civil society” is characterized by a deep ambivalence about the value of the new market economy. On the one side, Hegel believed that the economic system represented by “civil society” succeeded like no other in simultaneously giving free reign to the desires of individual subjects and integrating them into a stable structural framework (I). On the other side, Hegel’s reflections are growingly overtaken by doubts as to whether, in light of its self-destructive tendencies, the market system can be as successful in guaranteeing individual freedom as he first envisaged it to be (II). In the course of this essay, it will ultimately become clear that Hegel’s attempt to redefine “civil society” reveals considerably more conceptual indecision and inner conflict than one might have suspected from the great system builder
Ethical Theory in Classic German Philosophy Then and Now
Get PDFThe volume brings together contributions in the spirit embodied by Marek J. Siemek († 2011) and Jakub Kloc-Konkołowicz († 2021), two Warsaw philosophers truly devoted to Classical German Philosophy. They were simultaneously in a relationship between thinker and adept, and thinker and thinker. They both taught philosophy, with a strong emphasis on classic German philosophy, at Warsaw University. Under the theme “Ethical Theory in Classic German Philosophy Then and Now,” students and companions continue their discussions with both of them
Genesis of Moral Freedom in Kant
Get PDFIn Kant’s writings, we can discover four key moments in the realization of moral freedom: i) The original possibility of being free, ii) The act described by Kant as radical evil, iii) The opposite act, that is, an inner conversion to good, and, finally, iv) The long process of the self-development of virtue extending to immortality. There are further issues such as the double concept of moral evil, and practical temporality. Moral freedom is originally located (and presupposed in Kant’s transcendental deduction) in the individual, her decisions, and the maxims or principles that guide her actions, even though a community (as both a „kingdom of ends” and social reality) provides the scope wherein all this takes place and its socially and historically-situated shapes. This paper tries to systematize these crucial stages of Kant’s moral philosophy with the focus on the concept of virtue
Introduction
Get PDFIt is a pleasure for me to introduce papers presented at the 14th International Symposium „Moral Competence: Its Nature, Relevance, and Education” hosted by the Institute of Foreign Languages of the Faculty of Philology at Vilnius University, Lithuania, on 23-24 July 2020, in collaboration with several academic institutions from abroad, such as Adam Mickiewicz University in Poznań, Poland. Due to the pandemic restrictions, a symposium was organized in an online mode. Six papers were revised and submitted to this special issue as symposium proceedings, completed by two additional and related papers. The contents offer a thorough insight into the concept of – and reasearch into – the moral competence defined by Georg Lind (Institute for Moral-Democratic Competence; formerly: University of Konstanz) and visualized by his Moral Competence Test (formerly: Moral Judgment Test) certified in 41 languages. In certain papers research findings and methods based on further measuring instruments, as well as the alternative approaches to moral judgment and decision making were applied and discussed (e.g., moral foundations approach)
Moral Competence and Foundations of Moral Judgment. An Empirical Exploration of Concepts and New Possibilities for Understanding
Get PDFThe present study examines the relation between the moral intuitions proposed by the ‘Moral Foundations Theory’ according to J. Haidt and the moral orientations in relation with moral competence, as described by the ‘Dual-Aspect Model of Moral Behaviour’ according to G. Lind.It is an empirical exploration of the relation between the five foundational domains (and/or the corresponding two higher-order clusters) and the moral orientations, as this results from the theoretical assumptions of both theories, and the influence on and of the moral competence on these aforementioned relations. The shared affective and, at the same time, habitual characteristics of moral intuitions and moral orientations, although based on different theories (intuitionism, respectively, cognitivism) should converge in a dynamic relationship. The basic motivation is the need to overcome the affective-cognitive disjunction in the study of moral judgment, which is artificial. The human (moral) reasoning is always a situated and situating one, in a symbolic narrative universe, in which the cognitive-affective dichotomy forms a dynamic unity. This overstated dichotomy is only a methodological necessity, but unfortunately hypostasized in an explanatory mechanism that leads to the impermissible simplification of the phenomenon that it seeks to understand.The empirical results confirm the limits of both cognitive and intuitions paradigms and advocates for a more nuanced and dynamic approach in understanding the moral judgment within a more comprehensive conception on human personality. Finally, the implications for the contemporary psychology’ paradigm are discussed
The Effect of Moral Competence on Online Conformity Behavior
Get PDFMoral Competence, defined as the ability to solve conflicts on the basis of shared moral principles through cooperation rather than through violence, deceit and power, has received little attention among different psychological approaches; despite its importance in predicting many of our social interactions. The purpose of this study was to investigate the effect of moral competence on online conformity behavior. 217 students from universities in Teheran were selected for a quasi-experimental study. First, participants’ moral competence was measured with the online Moral Competence Test (MCT) by G. Lind (1978/2019). Then the subjects participated in an online version of an Asch type experiment in which conformity was induced. The results showed a clear conformity behavior in the use of the internet. An average of 32.09% of participants conformed to each critical question. When compared to Asch`s line judgment task, the mean conformity in this experiment was lower, but still significant enough to indicate conformity behavior (36.8% compared with 7.4%), which might stem from the online situation, in which some other variables like the deindividuation effect might influence this difference. The results also indicated that there was a weak but negative correlation between moral competence and conformity behavior. The results confirm our hypothesis weakly; subjects with higher moral competence tended to show lower conformity. If the results could be replicated, it would imply that conformity is not a general and stable trait of people, as Asch assumed, but depends on people’s level of moral competence, which can be fostered through education
Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania
Get PDFThe 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