Georg Lind (2019). How to teach morality. New: Discussion Theaster.
Second extended English edition. Berlin: Logos.
This is a much extended version of the fourth edition of my German book “Moral ist lehrbar” (see below). About 50% are new or newly written.
For reviews and endorsements see https://www.uni-konstanz.de/ag-moral/buch-lind/target35.html
Chinese translation by Shaogang Yang, Guangdong University of Foreign Studies, PR of China, has been published.
Korean translation by Gyun Yeol “John” Park, Gyeongsang National University, South Korea, has been published in October 2017.
Georg Lind (2019). Moral ist lehrbar. Mit: Diskussionstheater.
Vierte erweiterte Auflage.
Other language editions (based on 1st edition, 2003):
– Spanish: Lind, G. (2007). La moral puede enseñarse. Manual teórico-práctico de la formación moral y democrática. México: trillas. New edition in preparation.
– Greek: Lind, G. (2009). Η ηθική διδάσκεται Εγχειρίδιο για τη θεωρία και την πράξη της ηθικής και της δημοκρατικής παιδείας. Μετάφραση-Επιμέλεια: ΚατερίναΜουρατίδου. (Editor: Katerina Mouratidou, Serres)
“Lind’s mastery of the history and philosophy of morality and moral education is quite apparent, as he quotes voluminously from sources ranging from Socrates, Kant, and Spinoza to Piaget, Kohlberg, and Pinker. Fortunately, unlike many authors in his field who write dense prose seemingly designed to impress or intimidate non-expert readers, he writes of the complex issues bound up in morality in a beautifully clear and persuasive manner.” … more
—Dr. Richard M. Felder, Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. Co-author of “Teaching and Learning STEM: A Practical Guide” (Jossey-Bass, 2016)
“Dr. Lind’s experimental and educational approach to morality is unique worldwide.”
“Georg Lind’s former books […], as well as a large number of research papers leave no doubts that moral competence is an operational cognitive skill. Its growth […] can be investigated and even measured with experimental measuring instruments, […] in particular, with the Moral Competence Test which has been perfected and applied for 40 years by Georg Lind.” (p. 322) more
—Dr. Ewa Nowak, Professor of Philosophy and Ethics, Adam Mickiewicz University, Poznan, Poland. Author of “Experimental ethics.”
“The definitive, research-based book on morality teaching with highly useful applications to educational practice. Highly recommended.”
—Dr. Herbert Walberg, Emeritus Professor of Education and Psychology, University of Illinois at Chicago, and editor of “Psychology and Educational Practice.”
“The significance of Lind’s book can hardly be overstated. It contributes both (a) to advancing psychological research world-wide and (b) to the application of psychology in the much neglected field of educational instruction, where psychological application is often confined to testing and counseling. The book has global significance because, as I already noted, it is based on universal moral ideals and principle.
Moreover, Lind’s Moral Competence Test is culturally valid because it uses, as he outlines in his book, participants’ own moral orientations as standards for scoring instead of external, culturally specific standards.” … more
—Dr. Shaogang Yang, professor of psychology at the Guangdong University of Foreign Studies in Guangzhou, P.R. China
“In this book, Lind offers a solid conceptual argument, as well as useful tools to carry out moral education in schools, product of his many years of reflection, research, training and intervention in various educational contexts. In a scenario like the Peruvian, in which the systematic reflection on the philosophical and psychological bases of moral education is still scarce, Lind’s work constitutes without a doubt a relevant contribution that deserves to be known by all those interested in this important pedagogical area…. What must be recognized, […], is that this book offers epistemological and conceptual foundations for it, and offers interesting clues to rethink, debate, and carry it out in the classroom with a rigorous and scientific look.” [more] (Revista Peruana de Investigación Educativa 2017, No. 9, pp. 235-238. Google translation)
—Dr. Susana Frisancho, Profesora Principal, Departamento de Psicología, Pontificia Universidad Católica del Perú. Web: http://www.pucp.edu.pe/profesor/susana-frisancho-hidalgo/
“It is a wonderful book about detail and accuracy, in an easy to follow language.” more
—Dra. Semíramis Llanos Cobos, Facultad de Medicina Norte, Universitdad de Chile, Temuco, Chile.
“Of special interest, in my view at least, are the parallels (and distinctions) [Lind] draws between moral education and civic education. … Lind argues, ‘morality (and hence moral education) is a prerequisite for a successful democratization of school and society.’ ” more
—Dr. Thomas E. Wren, Professor of Ethics, Loyola University, Chicago. Author of “Caring About Morality: Philosophical Perspectives in Moral Psychology.”
‘‘We all want to be ‘good’ [Lind] contends — it’s part of our human inheritance. But being morally competent, [he] shows, is enhanced and nourished when educators develop propulsive learning opportunities for students to practice and develop. Moral competence can be taught. …
He sees as a central goal of education in a democracy the creation of citizens, not ‘subjects,’ and therefore, a responsibility for education to focus time and resources and energy on developing the ability to solve problems and conflicts through thinking and discussion rather than violence, duplicity, and power. In that regard moral competence must be taught. …
Moral reasoning and ethics are daunting texts any way you look at it–the principles of right and wrong, a discipline dealing with good and evil, a branch of philosophy stretching back to antiquity, a manual for right living, and on and on–ethics intimidates. But Georg Lind brings it down to earth and offers tools to make moral reasoning accessible and useful. …
Moreover, to presume to talk of ethics isn’t just abstract, high-minded, and dense, it also implies a rectitude nobody can sustain and very few–certainly not me–want even to aspire to. It gestures, then, toward self-righteousness. Is my life so damned exemplary? Am I in any position to pronounce moralizing judgments, to strike an authoritative pose and to scold? Am I really so good? Ethics terrorizes. And once again, Georg Lind takes away the fear.’’ (The whole review to appear in: Education Review, http://edrev.asu.edu/index.php/ER/article/view/2184%20.) … PDF
—Dr. William Ayers, Distinguished Professor of Education (retired), University of Illinois at Chicago. Author of “To Teach. The Journey of a Teacher.”
“Congrats on your book!! You have made a wonderful contribution to the field, and for, importantly, society!!”
—Paul R. Carr, Ph.D., Professeur Département des sciences de l’éducation Université du Québec en Outaouais (UQO). Co-editor of “Democracy and decency. What does education have to do with it?”
“Georg Lind and his colleagues have pioneered an empirical tool, a test of an individual’s moral competence. […] How to Teach Morality is an encouragement to actively engage our peers and children in moral education.” more
—Dr. Robert Hepach, Associate Professor, Erziehungswissenschaftliche Fakultät of Leipzig University; formerly Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.
“Dr. Georg Lind’s work offers profound insights into the true nature of morality, a thorough theoretical analysis, extensive empirical research, convincing arguments and a unique practical way – the KMDD method to foster and sustain moral competence.” more
—Dr. Roma Kriaučiūnienė, Professor and Director of the Institute of Foreign Languages of Vilnius University, Lithuania.
“In moral education this book is significant in giving a practical and reasonable way of moral reasoning through moral dilemma discussion.”
—Dr. Gyun Yeol Park, Professor of Moral Education, Gyeongsang National University, Republic of Korea.
“This book is essential for any academic interested on democracy, peace and morality. Its clarity and theoretical solidity makes it very useful and helpful.” more
—Dr. Jairo Ordóñez, Professor at the St. Tomas University, Bogotá (Colombia).
“An important book.”
—Dr. Dr. Jan Ilhan Kizilhan, Professor at Baden-Wuerttemberg Cooperative State University, Head of the Department of Mental Health and Addiction.
“Insgesamt bietet das ganze Buch eine hoch interessante Lektüre und ermöglicht dabei, einen Bogen zwischen fundiertem Wissen und praktischen Erfahrungen zu spannen. Letztlich, so Lind, können Menschen fast jeden Alters Moralkompetenz lernen oder weiterentwickeln, jedoch unter der Voraussetzung, dass dafür gesorgt wird.”
[In sum the book offers an extremely interesting reading and allows, therewith, to force a bridge between founded knowledge and practical experiences. Ultimately, Lind says, people of nearly all ages can acquire moral competence or develop it further on, but only under the condition that it is fostered. My transl. GL]
—Fiona Ross, lecturer, Scottish Area Studies at the University of Konstanz.
“Ihre interessanten Forschungsergebnisse sind auch mir hilfreich. Ich werde sie gerne in geeigneter Weise in meine weiteren Überlegungen und Gespräche zum Thema Bildung einbeziehen.”
“Your interesting research findings are also helpful for me. I would like to incorporate them into further deliberations and discourses on education.” transl. GL)
—Johannes Rau, Federal President of Germany. Letter to the author regarding his book “Ist Moral lehrtbar (Can morality be taught)?”.
Thanks to Georg Lind and his book, we know that we can teach morality. And that’s important.”
—Rainer Erlinger, Contributor to the Süddeutsche Zeitung Magazin, and author of “Höflichkeit. Vom Wert einer wertlosen Tugend.” [Courtesy. About the value of a valueless virtue.] Frankfurt am Main: Fischer Verlag.
“Whoever is interested in the training of students, teachers and educators of all kinds will find appropriate information for primary, secondary and post-secondary education and beyond.”
—Dr. Wilhelm Peterßen, Professor emeritus of Education, University of Education at Weingarten, Germany. Author of “Lehrbuch der Allgemeinen Didaktik”. [Text book of general didactics.]
“Dr. Lind’s threefold combination of theory, practice, and empirical research might become the standard for pedagogical developments which do not only claim, but demonstrate hands-on, and show proof for effects.”
—Dr. Sibylle Reinhardt, Professor emeritus of Social Studies, University of Halle, Germany. Author of “Teaching Civics.” more
“The book is written in a down-to-earth way and very readable. It contains a wealth of information and practical hints, which can be used in the class and in seminars. If you ever wanted to convene a dilemma discussion — here you can find guidelines. If you need sample dilemma stories, the book offers them. If you want to know more about moral judgment competence, moral development and empirical studies on this — Lind’s book helps you. Moreover, in the book Lind’s conviction shines through that it is important and laudable to risk more democracy in the school. In sum a very recommendable book.” (transl. by GL)
—Dr. Gislinde Bovet, Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasium), Rottweil.
“Lind understands moral education not as setting ‘correct’ values through indoctrination but as providing learning situations, which stimulate people’s autonomous reflection.
For more than forty years the educational researcher Georg Lind, Konstanz, worked — theoretically as well as empirically — on the question how to measure jugdement competence in the domain of values and how to promote it. I know only few scientists who have pursued for so long and in such a focused way a socially so important question — a great life-time achievement.” (transl. by GL)
—Dr. Hans Brügelmann, Professor em. of primary education, University Siegen.
“For searching, change-ready educators, this book show clearly a way to new horizons. Reform-tired, though still interested educators should accept Lind’s offer and dare to foster moral-democratic education. Those, who have already unterstood the necessity of educational efforts and work with various methods of moral-democratic education will discover that they miss essential things. The “unwilling” educators, too, should read the book in order not to miss an opportunity. Dr. Georg Lind easens the beginning of moral-democratic education, because he provides als necessary theoretical and practical foundations.” (transl. by GL)
—Hans Werner Henk, Wuppertal, former principal of the Johann Gutenberg-Realschule in Langenfeld, which participated in the project Democracy and Education in Schools (DES) (Lind & Raschert 1987).
“In this book, Lind offers a solid conceptual argument, as well as useful tools to carry out moral education in schools, product of his many years of reflection, research, training and intervention in various educational contexts. In a scenario like the Peruvian, in which the systematic reflection on the philosophical and psychological bases of moral education is still scarce, Lind’s work constitutes without a doubt a relevant contribution that deserves to be known by all those interested in this important pedagogical area…. What must be recognized, […], is that this book offers epistemological and conceptual foundations for it, and offers interesting clues to rethink, debate, and carry it out in the classroom with a rigorous and scientific look.” [more] (Revista Peruana de Investigación Educativa 2017, No. 9, pp. 235-238.)
—Dr. Susana Frisncho, Profesora Principal, Departamento de Psicología, Pontificia Universidad Católica del Perú. Web: http://www.pucp.edu.pe/profesor/susana-frisancho-hidalgo/