Ethisch-moralische Kompetenz als Teil öffentlicher Bildung

Benner, Dietrich; Nikolova, Roumiana; Stępkowski, Dariusz; Peng, Zhengmei; English, Andrea R.; Schluß, Henning; Heynitz, Martina von; Иванов, Станислав; Ksionek, Anna; Ritzer, Georg; Breinbauer, Ines M.; Krobath, Thomas; Peng, Tao; Anhalt, Elmar; Rucker, Thomas; Klieme, Eckhard; Baumert, Jürgen; Leutner, Detlev; Ziegler, Evi

doi:10.30965/9783657785964

Cited by 11 publications

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“…In terms of ethics education, the results of the project's preliminary case study have shown wide consistency in different regions (Benner & Nikolova, 2016a). However, as to the specific curriculum implemented in schools, there are great differences among the research data groups: In Berlin, Hamburg, and Vienna, the curriculum focuses more on reflective issues and a problemsolving approach, whereas in the participating schools from Shanghai, the teaching focus of moral education courses is defined more or less by morality issues and social skills aspects; in Warsaw, the majority of the tested students were only engaged in Catholic religious courses (Stępkowski et al, 2016), while in Vienna, all tested schools participated in an ethics coursework which was pilot project experimented at the time of the testing (Ritzer et al, 2016).…”

Section: Comparative Analysesmentioning

confidence: 98%

“…These items do not claim to explore the moral reasoning judgment or the students' ability to develop moral action plans, instead they draw on students' acquired content knowledge of ethical-moral concepts and the variety of that knowledge. The ethical-moral knowledge scale consists of 19 test items developed to evaluate basic knowledge competence across three different proficiency levels (see Table 5) (Benner & Nikolova, 2016a).…”

Section: Modeling and Testingmentioning

confidence: 99%

“…A psychological scale on ethical attitudes and beliefs was also administered to analyze the correlation between individual attitudes, beliefs, and achieved levels of ethical-moral competence (Benner & Nikolova, 2016a).…”

Section: Assessment Administration In Shanghaimentioning

confidence: 99%

“…It was developed in 2008 and piloted between 2008 and 2013 by a research team at the Humboldt University of Berlin formed by the educational scientists Dietrich Benner, Roumiana Nikolova, Stanislav Ivanov, Jana Swiderski, and Martina von Heynitz, who administered it in the German states of Berlin, Brandenburg, North Rhine-Westphalia, and Hamburg. In 2013-2017, this project work was adopted and internationalized by Dariusz Stępkowski (Poland), Georg Ritzer (Austria), Zhengmei Peng (China), and Andrea English (Scotland) (Benner & Nikolova, 2016a).…”

Section: Introductionmentioning

confidence: 99%

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Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

Peng

Benner²,

Nikolova³

et al. 2020

ECNU Review of Education

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Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical–moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.

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Section: Comparative Analysesmentioning

confidence: 98%

Section: Modeling and Testingmentioning

confidence: 99%

Section: Assessment Administration In Shanghaimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

Peng

Benner²,

Nikolova³

et al. 2020

ECNU Review of Education

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“…I forskningen og litteraturen optraeder dog meget få eksempler på sådanne empiriske undersøgelser. Dietrich Benner står i spidsen for et stort tysk projekt, der undersøger elevernes etisk-moralsk kompetence som del af offentlig dannelse ved hjaelp af det såkaldte ETiK-survey (Benner et al, 2016). Benners forskning har bl.a.…”

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Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik

Iskov

Tange

2021

nse

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In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.

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Ethik und Religion

Schweitzer¹

2020

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Ethisch-moralische Kompetenz als Teil öffentlicher Bildung

Cited by 11 publications

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Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik

Ethik und Religion

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