Sozialkompetenz als Moralkompetenz – Theoretische und empirische Analysen

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While the meaning and reference of “social competence” has remained unclear - even after decades of research - the competence of moral judgement and action is rather well investigated, both theoretically and empirically. And there is reason to assume that this competence acounts for great deal of what we commonly conceive as social competence. Even so, however, major controversies persist in this area, e. g. in the context of the “Happy Victimzer”, for which there are competing explanations that imply diverging normative interpretations. The paper informs on patterns of moral reasoning and emotion based on two framings of the prisioners’ dilemma, and it reports differences between students of (1) economics and business administration, (2) business and economics education as well as teacher students (studying subjects other than economics and business adminstration). Among those who intend to become teachers, these differences might point to different didactic orientations in terms of social competence. Moreover, the contribution offers a novel economic theory of morality, in which moral principles function as “institutions” in the sense of institution economics.