„Auch aus Steinen, die einem in den Weg gelegt werden, kann man Schönes bauen.“ Johann Wolfgang von Goethe
„Auch aus Steinen, die einem in den Weg gelegt werden, kann man Schönes bauen.“Johann Wolfgang von Goethe 

September 2017



Presentation at the conference

“Moral competence: A brand new research topic in cognitive psychology, ethics and law”, AMU University, Poznan, Poland



Inclusion is a dynamic process of continuous conflict solution between the right to equal participation on the one hand and the claim to difference on the other hand.

This requires different conditions as well as competencies of all persons which are involved in education process. However, in addition to the diagnostic competencies of teachers and educators and other "conditions of success", also the establishment of moral education into the educational process is urgently required.

In this context, moral education is not to be understood as education of our pupils and students to better persons.

Moral education means to educate children and adolescents to self-conscious people, who are able to represent their opinions openly and honestly as well as in accordance with their actual inner attitudes.

Furthermore, our pupils should possess the ability to solve conflicts fair and nonviolent.

Only in this way can be arise a behaviour with which is respected the dignity of the other- regardless which particularities has someone.

In my presentation, I will give a short historical overview of inclusion-research. The focus lies on relation between moral and inclusion. I will demonstrate three branches of inclusion research and deduce my definition of inclusion from it.

Inclusion can be understood as the dynamic process of realizing of equal participation on the one hand and of entitlement to diversity on the other hand. That means, inclusion lives from the solution of its immanent conflict- the conflict between equality and diversity.

Therefore, I assume that “the ability to solve problems and conflicts on the basis of universal moral principles by means of deliberation and discussion, instead of using violence, deceit and coercion, or more specifically… the ability to judge arguments in regard to their moral quality instead of their opinion-agreement” (Lind, 2016) is urgently needed.

This ability is an important precondition for realizing inclusion. Following educational theory of morality by Lind and others, it’s not necessary to change the moral attitudes (moral orientation) of persons which are involved in the process of inclusion. It’s more important to improve their inclusive ability and their inclusive behaviour. How above mentioned, inclusive behaviour means a behaviour which respects the dignity of the others. 

Furthermore, I want to present a little research project. The aim of this project is to improve the inclusive behaviour by using the Konstanz Method of Dilemma Discussion®.




Keywords: inclusion, inclusive behaviour, moral education, moral competence







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