Diskontinuitätserfahrungen als Zugänge zu einem reflektierenden Umgang mit moralischem Dilemmata : Eine qualitative Studie im Rahmen von ETiK-International-Edinburgh
- Submitting institution
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University of Edinburgh
- Unit of assessment
- 23 - Education
- Output identifier
- 30984422
- Type
- C - Chapter in book
- DOI
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10.30965/9783657785964
- Book title
- Etisch-Moralische Kompetenz alsTeil Öffentlicher Bildung
- Publisher
- Ferdinand Schöningh
- ISBN
- 9783506785961
- Open access status
- -
- Month of publication
- November
- Year of publication
- 2016
- URL
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-
- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- Yes
- English abstract
- The Project ETiK, which began at Humboldt University Berlin, created a test to differentiate students’ moral competency into three sub-areas of competency, ‘basic knowledge’, ‘judgment’ and ‘ability to create plans for action’. ETiK-Edinburg plans to extend the ETiK-International competency test to add a qualitative study focused on understanding the role played by experiences of discontinuity in students’ thinking. In this chapter, I discuss my design for this qualitative study, which will serve to help further our understanding of the role played by discontinuity in students’ thinking when they are responding to moral dilemmas.