From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

Anna Wendołowska,Małgorzata Steć,Małgorzata Maria Kulik

doi:10.3390/rel12080646

Abstract

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

Highlights

This paper focuses on introducing the Konstanz Method of Dilemma Discussion (KMDD®)
The aim of this article was to present KMDD® as a valuable educational and psychodidactic tool that is focused on supporting the development of broadly understood moral and religious-spiritual moral and spiritual competences and supporting general personal and psychological development
In the context of global moral and spiritual crises (Purpel et al 2004) that affect the mental well-being of individuals and societies (Van Beveren et al 2020), the idea of supporting moral and spiritual development was put forward by placing the problem of moral, religious, or spiritual education at the center of attention of the scientific community

Summary

Introduction

As an educational and psycho-didactic tool that is aimed at fostering moral competence development in a course of moral and spiritual education and supporting overall personal and psychological development. Moral and religious education in eastern Europe is underestimated in schools and is treated as indoctrination entities in which moral educators tell people what to do and religious educators what to believe. The aim of both should be to help sensitize students to ethical issues and help them to form their own judgments and beliefs within the context of a broader social perspective. Fostering personal development is one of the most important, as well as one of the most demanding, tasks of education at all levels

Objectives

Conclusion