For a Future Free of Violence: Moral Competencies As a Means of Emancipation and Self-Empowerment
PDF

Keywords

moral-democratic competencies
KMDD®
violence against women
intimate partner violence
violence prevention
revictimisation

How to Cite

Dutka, J. (2018). For a Future Free of Violence: Moral Competencies As a Means of Emancipation and Self-Empowerment. ETHICS IN PROGRESS, 8(1), 225–240. https://doi.org/10.14746/eip.2017.1.14

Abstract

The paper explores the role of fostering moral-democratic competencies for violence prevention, in particular in the relation to genderbased, intimate partner and domestic violence. Additionally, significant emphasis is placed on the prevention of revictimisation. Violence prevention is framed with regard to the political importance of violence-free homes and intimate relationships for the empowerment of women. The paper refers to the complex situation of women subjected to abuse and the effects of violence on an individual. As a countermeasure, the paper proposes the development of moral-democratic competencies, and recommends the Konstanz Method of Dilemma Discussion® as an example of an efficient method to accomplish this task.
https://doi.org/10.14746/eip.2017.1.14
PDF

References

Bartlett, K. T. 1990. Feminist Legal method. Harvard Law Review, 103 (4), 829–888. doi: 10.2307/1341478.

Belknap, J. & Melton, H. 2005. Are Heterosexual Men Also Victims of Intimate Partner Abuse?, National Electronic Network on Violence Against Women. Retrieved from:For a Future Free of Violence: Moral Competencies As a Means Emancipation and SelfEmpowerment http://www.xyonline.net/sites/default/files/Belknap,%20Are%20he terosexual%20men%20also.pdf (on December 20, 2016)

Bernardes, M. N. 2014. Domestic Violence and Gender Oppression: an Analysis of Brazilian Law in Light of a Theory of Democratic Justice, in M. Zirk-Sadowski, B. Wojciechowski, K. M. Cern (eds) Legal and Communication Strategies towards the Recognition of Minority Groups. Farnham: Ashgate, Chapter 9, pp. 113–128.

Cern, K. M. 2014. Counterfactual Yardstick. Normativity, SelfConstitutionalization and Public Sphere. Bern – New York: Peter Lang.

Dutka, J. 2014. Misrecognized Violence Against Woman and Perpetrated by Woman. Seeking for Remedies. Ethics in Progress, 5(2), 187–203. doi: 10.14746/eip.2014.2.13

Fraser, N. & Gordon, L. 1994. Genealogy of Dependency. Tracing the Key Words of the US Welfare State. Signs: Journal of Women in Culture and Society, 19(2), 309–336. https://doi.org/10.1086/494886

Fraser, N. & Honneth, A. 2003. Redistribution or Recognition? A PoliticalPhilosophical Exchange. London: Verso. Fleming, M. 1995. Women and the Public Use of Reason, In J. Meehan (ed.) Feminist Read Habermas. Gendering the Subject of the Discourse. New York – London: Routledge.

Flynn, C. P. 2000. Battered Women and Their Animal Companions: Symbolic Interaction Between Human and Nonhuman Animals. Society & Animals, 8(2), 99–127. doi: 10.1163/156853000511032 (retrieved on December 17, 2016).

Gilligan, C. 1994 (or. 1982). In a Different Voice, Psychological Theory and Women's Development. Cambridge, Mass.: Harvard University Press.

Gilligan, J. 2003. "Shame, Guilt, and Violence". Social Research, 70(4), 1149–80.

Habermas, J. 1979. Moral Development and Ego Identity, in Communication and Evolution of Society. Tr. Thomas McCarthy. Boston: Beacon Press, pp. 69–94.

Habermas, J. 1996. Between Facts and Norms. Contribution to Discourse theory of Law and Democracy. tr. W. Rehg. Cambridge, Mass.: The MIT Press.

Tarry, H. & Emler, N. 2007. Attitudes, Values and Moral Reasoning As Predictors of Delinquency. British Journal of Developmental Psychology, 25(2), 169–183. doi: 10.1348/026151006X113671

Haidt, J. 2001. The Emotional Dog and Its Rational Tail: A Social Intuitionist Approach to Moral Judgment. Psychological Review, 108(4), 814–34. http://dx.doi.org/10.1037/0033-295X.108.4.814

Honneth, A. 1992. Integrity and Disrespect: Principles of a Conception of Morality Based on the Theory of Recognition. Political Theory, 20(2), 187–201. https://doi.org/10.1177/0090591792020002001

Honneth, A. & Anderson, J. H. 2005. Autonomy, Vulnerability, Recognition, and Justice. In J. Chrisman & J. Anderson (eds) Autonomy and the Challenges to Liberalism: New Essays. New York: Cambridge University Press, pp. 127–149.

Hooks, B. 1984. Feminist Theory. From Margin to Centre. Boston: South End Press.

Lim, B. H. (Phylice), Valdez, C. E., & Lilly, M. M. 2015. Making Meaning Out of Interpersonal Victimization: The Narratives of IPV Survivors. Violence Against Women, 21(9), 1065–86. doi:10.1177/1077801215590670 (retrieved on December 10, 2016).

Lind, G. 2000. The Importance of Role-Taking Opportunities for SelfSustaining Moral Development. Journal of Educational Research, 10, 2–24. Retrieved from: http://www.uni-konstanz.de/FuF/SozWiss/fgpsy/ag-moral/pdf/Lind-2000_Selfsustaining-moral-development.pdf

Lind, G. 2008. The Meaning and Measurement of Moral Judgment Competence: A Dual-Aspect Model. In D. Fasko & W. Willis (eds) Contemporary Philosophical and Psychological Perspectives on Moral Development and Education. Cresskill, NJ: Hampton Press, pp. 185–220 .

Lind, G. 2009. Moral ist lehrbar, Mu nchen: Oldenbourg Schulbuchverlag.

Lind, G. 2011a. Moral Competence and the Democratic Way of Living. Europe’s Journal of Psychology, 7(4), 569–596. https://doi.org/10.5964/ejop.v7i4.153 (retrieved on December 10, 2016).

Lind, G. 2011b. Moral Education: Building On Ideals and Fostering Competencies". Contemporary Issues in Education, 2(1), 45–59. http://www.uni-konstanz.de/ag-moral/pdf/Lind-2011_MoralEducation_CIE.pdf (retrieved on December 7, 2016).

Lind, G. 2012. Moral Competence and Democratic Ways of Life, In W. G. Weber, M. Thoma, A. Ostendorf, & L. Chisholm (eds) Democratic Competences and Social Practices in Organizations. Wiesbaden: Springer Verlag, pp. 62–85.

Lind, G. 2015. Favorable Learning Environments for Moral Competence Development. A Multiple Intervention Study With 3.000 Students in a Higher Education Context. International Journal of University Teaching and Faculty Development, 4(4). https://www.novapublishers.com/catalog/product_info.php?products_id=53411 (retrieved on November 11, 2016).

Lind, G. 2016. How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit. Berlin: Logos Verlag.

Kelly, L. & Westmarland, N. 2015. Domestic Violence Perpetrator Programmes Steps To Change Executive Summary. http://respect.uk.net/wpcontent/uploads/2015/01/Project-Mirabal-executive-summary-For a Future Free of Violence: Moral Competencies As a Means Emancipation and SelfEmpowerment EMBARGO-00.01-MONDAY-12-JANUARY-2015.pdf (retrieved on January 23, 2015).

Minhas, S. F. 2009. The Politics of Rape and Honor in Pakistan. In L. M. Cuklanz & S. Moorti (eds) Local Violence Global, Global Media. Feminist Analyses of Gendered Representation. New York: Peter Lang Publishing, pp. 65–78.

Nowak, E. & Cern, K. M. 2008. Ethos w życiu publicznym. Warszawa: Wydawnictwo Naukowe PWN.

Nowak, E. 2012. Experimental Ethics, A multidisciplinary Approach. Mu nster – Berlin: LIT.

Nowak, E.. (2013). Democracy Begins in the Mind. Developing Democratic Personality, in E. Nowak, D. Schrader, & B. Zizek (eds) Educating Competencies for Democracy. Frankfurt/M. – Bern – New York: Peter Lang Publishing, pp. 399–416.

Nowak, E. & Urban ska, A. 2011. "Can Konstanz Method of Dilemma Discussion Support an Emotional Cognitive Balance in Aggressive Juveniles?". Journal of Strategy and Decision Making, Fall Autumn, 85–93. http://www.uni-konstanz.de/ag-moral/pdf/Nowak_Urbanska-2013_Aggression_KMDD.pdf (retrieved on December 10, 2016).

Philips, A. 1993. Democracy and Difference. Cambridge: Polity Press.

Prehn, K. 2013. Moral Judgment Competence. A Reevaluation of the Dual Aspect Theory Based on Recent Neuroscientific Research. In E. Nowak, D. Schrader, & B. Zizek (eds) Educating Competencies for Democracy. Frankfurt/M. – Bern – New York: Peter Lang Publishing, pp. 9–22.

Schmidt, B. E. & Schro der, I. W. (eds) 2001. Anthropology of Violence and Conflict. European Association of Social Anthropologists: Routledge.

Tangney, R. W., Price, J., Stuewig, J., & Mashek, D. J. 2007. What’s Moral About the Self-Conscious Emotions. In J. L. Tracy, R. W. Robins, & J. Price Tangney (eds) The Self-Conscious Emotions: Theory and Research. New York: Guldfor Press, pp. 21–37. https://zodml.org/sites/default/files/%5BJessica_L._Tracy%2C_Rich ard_W._Robins%2C_June_Price_T.pdf#page=39 (retrieved on January 20, 2017).

Urbańska-Krusik, A. 2011. Etyka dyskursu w resocjalizacji: nowe metody pracy z grupami podwyższonego ryzyka. Teraźniejszość – Człowiek – Edukacja, 3(55), 97–106. http://bazhum.muzhp.pl/media//files/Terazniejszosc_Czlowiek_Edukacja_kwartalnik_mysli_spoleczno_pedagogicznej/Terazniejszosc_Czlowiek_Edukacja_kwartalnik_mysli_spoleczno_pedagogicznej-r2011-tn3_(55) (retrieved on December 12, 2016).

Westmarland, N., Kelly, L., & Chalder-Mills, J. J. 2010. What Counts as Success? London: Respect. http://www.who.int/mediacentre/factsheets/fs239/en/ (retrieved on January 20, 2017).

Young, I. M. 2000. Inclusion and Democracy. New York: Oxford University Press Inc.