Ethics in Progress, 2018, Volume 9, Issue 2


Recent Submissions

Now showing 1 - 11 of 11
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    Wittgenstein: od etyki do ślepego stosowania reguł i z powrotem
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Nowak, Ewa
    The paper discusses Wittgenstein’s approaches to ethics within two contrastive contexts, e.g., pragmatism and cooperative-discursive normative practice. The first section revisits the fiasco of his early “negative” ethics. The second section subsequently shows how Wittgenstein’s mature concept of blind rule-following displaces normativity but simultaneously becomes the key predictor for discourse ethics (or, rather, a specific kind of it). The final section discusses the pros and cons of finitism in the light of contemporary philosophy of mind. As a conclusion, the author provides evidence for her hypothesis that there is no normative (embodied) mind without a manifest normative competence, which includes moral judgment and discursive competence.
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    Staat und Freiheit bei F. W. J. Schelling
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Schmiljun, André
    Der Aufsatz untersucht das Begriffspaar Staat und Freiheit bei F. W. J. Schelling. Die These lautet: Obwohl Schelling den Staat ablehnt, scharf als „Mechanismus“ kritisiert und verurteilt, ist dieser aus seiner Sicht der einzige Garant — als „zweite Natur“ — zur Wiederherstellung der „verlorenen Einheit“, Sicherung der Freiheit des Menschen und Ermöglichung eines „Höheren Lebens“. Schelling untersetzt dabei seine Feststellung mit wirkmächtigen Metaphern vom Staat als „Organismus“ und „Kunstwerk“, um seine Idealvorstellungen eines politischen Gemeinwesens zu postulieren.
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    University Students’ vs. Lay People’s Perspectives on Organ Donation and Improving Health Communication in Poland
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Boratyński, Wojciech; Bączek, Grażyna; Dyzmann-Sroka, Agnieszka; Jędrzejczak, Agnieszka; Kielan, Aleksandra; Mularczyk-Tomczewska, Paulina; Nowak, Ewa; Steć, Małgorzata; Szynkiewicz, Mariusz
    Given that organ transplant is a standard medical technology admitted in medical practice, and taking into consideration that Polish transplantology is regarded among the most advanced in the world one should expect to find similarly high levels of acceptance in interviewees asked for their opinion on vital organ transplantation and their willingness to donate a paired organ ex vivo, or a vital organ ex mortuo in order to rescue the life of a recipient with a missing vital organ. The paper presents research build on the societal assessment of vital organ donation and transplant policies in Poland with the focus on students. Data have been collected at three different universities (Boratyński et al., Questionnaire on the Bases of Transplantation Medicine 2016/7). Various assessments concerning a vital organ donation have been observed. The authors discuss educational factors contributing to these variety including factual knowledge and ethical issues.
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    Education as an Aspiration for Girls of Turkish Muslim Origin in Germany
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Güner, Pinar Burcu
    In order to find the inequalities in the life of socially vulnerable Turkish origin girls; the present research conceptualized how ethnicity and migration background deprive or enhance capabilities (opportunities) of the 2nd, 3rd and 4th generation girls with a Turkish origin living in Germany. Data for research were collected in consultation with colleagues working in the field of youth and education in the Federal State of North Rheine Westphalia. The participants were girls between the ages of 13 and 21 years residing in North Rhine Westphalia`s (NRW) socio-economically vulnerable areas.
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    Relationship between Peer Victimization and Anxiety of Pupils: Mediating Effect of Psychological Needs
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Mao-Ling, Zhu
    The present study aimed to explore the effects of psychological needs on the relationship of peer victimization and anxiety. Methods: A sample of 889 4th, 5th and 6th primary school students in Guangxi Zhuang Autonomous Region were recruited with the measurement of Peer victimization Questionnaire, Psychological needs Scale and Anxiety Scale (SAS). Results showed that: (1) There were no significant gender and grade differences with respect to Peer victimization; (2) Significant negative correlations were found between all types of peer victimization and the subscales of psychological needs. In addition, significant positive correlations were found between all types of peer victimizationand, anxiety and significant negative correlations between all the subscales of psychological needs and anxiety; (3) Psychological needs partially mediated the relationship between Peer victimizationexperience and anxiety.
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    Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Nowak, Ewa; Lind, Georg
    The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.
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    Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Klimenko, Marina A.; Surdel, Nicholas; Muir, Kathryn; Sofia, Fuaad
    Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
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    Religiöse Erziehung und Moralentwicklung: Der Einfluss einer religiös geprägten Kindheit auf die moralische Orientierung und Kompetenz
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Akin, Asli
    Die bisherige moralpsychologische Forschung zeigt, dass Bildungseinrichtungen einen entscheidenden Einfluss auf die Entwicklung der moralischen Orientierung und Kompetenz haben. In der vorgestellten quantitativen Untersuchung wurde der Einfluss der frühkindlichen Erziehungserfahrungen auf die moralischen Fähigkeiten erforscht. Da die Moralerziehung von Kindern häufig mit religiösen Normen und Werten verbunden wird, und Religionen aktuell in ihrer Bedeutung und Funktionalität im öffentlichen Diskurs stehen, wurde speziell die religiöse Moralerziehung in ihrer Wirkung auf die moralische Entwicklung empirisch ergründet. Dazu wurden Studierende verschiedener Fachrichtungen aus Berlin zur religiösen Prägung in ihrer frühkindlichen Erziehung befragt und in Bezug auf ihre moralische Orientierung und Kompetenz untersucht. Den messmethodischen Rahmen bilden der Moralische-Kompetenz-Test nach Lind und der selbstkonstruierte sowie im Voraus pilotierte Fragebogen zur Erfassung der religiösen Erziehung und Religiosität. Die Auswertung der Online-Studie konnte zeigen, dass die moralischen Fähigkeiten bei dogmatisch religiös erzogenen Studierenden signifikant vermindert ausfallen und dabei nicht auf unterschiedliche Bildungserfahrungen oder das gegenwärtige Beibehalten der Religiosität zurückzuführen sind.
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    Filing for Moral Bankruptcy: An Examination of How Affect and Empathy Predict Moral Competence
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Surdel, Nicholas; Klimenko, Marina A.
    What does being moral mean? On one hand people may justify mercy killing as sparing someone’s suffering, but on the other hand they are still, in-fact, taking another’s life. According to Lind’s theory of moral competence (2008), it is based on consistent utilization of moral principles. Although common sense tells us that people’s affective states and levels of empathy may explain the differences, there is little direct evidence. The purpose of this study was to fill this gap by examining the relative contribution of empathy and affective state to moral competence. Results of the study revealed that although perspective taking and negative affective state were both significant predictors of moral competence, perspective taking was a stronger contributor. This suggests that the next time you deliberate over a moral dilemma (e.g., euthanasia), you should try understanding another person’s perspective rather than feeling empathy to make the best moral judgment.
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    Reflection on the 12th International Moral Competence-Symposium in Chemnitz (11th to 13th October 2018)
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018) Reinicke, Martina
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    Spis treści
    (Wydawnictwo Naukowe Instytutu Filozofii UAM, 2018)
Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego