Newsletter Autumn 2010 - Earli

Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 7 

SIG13 

Autumn 2010 

news 

Contributors in this issue: 

Hermann Abs 

Dorit Alt 

Nir Alt 

Diego Di Masi 

Catherine Dimitriadou 

Lena Fritzén 

Brigitte Latzko 

Jean-Luc Patry 

Dimitris Pnevmatikos 

Anna M. Tapola 

Geir Olav Toft 

Alfred Weinberger 

Ladies at Work 

1 

SIG 13 Contact Information 

Joint Coordinator: Jean-Luc Patry, Austria (Jean-Luc.Patry@sbg.ac.at) 

Joint Coordinator: Dimitris Pnevmatikos, Greece (dpnevmat@uowm.gr) 

JURE Coordinator: Dorit Alt, Israel (doritalt@014.net.il) 

Newsletter Editor: Anna M. Tapola, Sweden (Anna.Tapola@lnu.se)


Dear Friends and 

Colleagues, 

According to the latest updated member list (November 2010), 54 researchers have signed 

up for SIG 13. Seven of these are JURE members, which means that the number of junior 

members has almost doubled since September. Is this good or bad in terms of development 

of SIG 13 Is it possible to identify any trends The short answer is that the number 

of SIG 13 members is characterised by status quo. 

In December last year, SIG 13 had 47 members, whereof six were JURE members. In 

December 2008, SIG 13 had 51 members. At the end of each year, SIG 13 usually has about 

50 members, which means that SIG 13 is a fairly small special interest group of EARLI. 

Do we want our SIG to grow And if so, how should we attract new members to join our 

community 

I suppose the present situation has its downsides and upsides. In my view, it is an advantage 

that it is pretty easy to get involved in a small SIG if you want to make contacts 

within your research field. For example, Catherine Dimitriadou (University of Western 

Macedonia, Greece) is currently visiting our university, and Catherine and I learnt to 

know each other via SIG 13. On the downside of being a small community is, however, 

that we are not able to cover all aspects of research on moral and democratic education. 

This issue was actually addressed by Deborah Harcourt in her summarising remarks at 

the SIG 13 Symposium in Israel. As far as I understand, Deborah advocates that we need 

to, to an increased degree, pay attention to moral and democratic aspects of early childhood 

education. I agree. This is probably an under-researched area. However, there are 

also other areas that we, so far, do not know very much about. One example of the latter 

concerns refugees and their introduction to a new context that might be very different 

compared to the situation in the country they had to abandon. No doubt, it takes a lot of 

courage and efforts to leave your homeland and seek asylum in a country far away, especially 

if you also have to leave your family and friends behind. The difficulties should be 

obvious. Notwithstanding this, perhaps there are advantages as well 

In Sweden, such introduction of new immigrants means that people are provided opportunities 

to, for example, take Swedish language classes. Catherine Dimitriadou visited 

one of these groups (see front page photo). The group consisted of ladies originally coming 

from countries in Asia and Africa. When visiting this group, it was obvious for Catherine 

and me that these students were very proud over their achievements, not least since they 

had learnt how to read and write in a language very different to their mother tongues. In 

my view, these learning outcomes are also linked to empowerment, citizenship, morality 

in an increasingly pluralistic society, and democratic education. Thus, activities in such 

introductory classes should be of interest to scholars within SIG 13 as well. 

At the same time, there are on-going political trends all over Europe pointing towards 

a xenophobic direction. For example, a xenophobic party is nowadays represented in the 

Swedish parliament. This trend, however, is not limited to the Swedish context. Nondemocratic, 

and sometimes also anti-democratic political parties, appear to gain increased 

support by the European citizenry. In my view, this is an important European movement 

that should be of significance for our common research strivings. What is going on in 

Europe How are the European societies affected by these political movements These are 

crucial questions, not least in light of the European history of the last century. 

Future will tell to what extent researcher of SIG 13 will address these challenges. It is 

evident to me that research on moral and democratic education has a number of underresearched 

areas that need to be explored and analysed, and therefore it is also important 

to attract new researchers to join SIG 13. 

With these words, I wish you a prosperous 2011 and a positive development of SIG 13. 

2 


Editor 

Anna.Tapola@lnu.se


Table of Content 

The Notice Board 

4 

Coordinators’ Corner 

7 

The JURE Meeting 2010 

10 

Message to Presumtive JURE Members of SIG 13 

11 

SIG 13 Internal Review Process for EARLI 2011 

12 

SIG 13 Symposium 2012 Will Take Place in Bergen 

13 

Invitation to AME 2012 

14 

Three Questions to Alfred Weinberger 

15 

Three Questions to Diego Di Masi 

16 

The Maslovaty Award 

17 

The Maslovaty Award – Code of Procedure 

18 

Motivational and Cultural Aspects Related to Students’ Academic Dishonesty 

21 

The SIG 13 Symposium 2010 

• SIG 13 Symposium Report 

24 

• The Symposium in Brief 

25 

• How Was Your SIG 13 Symposium 

26 

• Minutes from the SIG 13 Business Meeting in Israel 

28 

Guidelines for Authors 

32 

3


The Notice Board 

FORTHCOMING MEETINGS 

AERA 2011 (American Educational Research Association) 

The annual meeting will be 8–12 April in New Orleans, Louisiana, USA. 

Please go to www.aera.net for more information. 

JURE 2011 (Junior Researchers of EARLI) 

The JURE pre-conference of 2011 will forego the EARLI conference in Exeter (see below). 

For more information about the JURE pre-conference, please go to the website: 

www.earli2011.org/nqcontent.cfma_id=82 

EARLI 2011 biennual conference will be in Exeter, the UK, 30 August–3 September. More 

information is available at the conference website: 

www.earli2011.org/nqcontent.cfma_id=1 

ESERA 2011 (European Science Education Research Association) will be in Lyon, France, 

5–9 September. More information at the conference website: www.esera2011.fr/ 

ECER 2011 (European Conference on Educational Research) will take place at Freie Universität 

in Berlin, 13–16 September. There will also be a pre-conference 12–13 September. 

More information at: www.eera-ecer.eu/ecer/ecer-2011-berlin/ 

AME 2011 (Association for Moral Education) 

The annual conference of 2011 is to be held in Nanjing, China. See also page 14. 

AERA 2012 (American Educational Research Association) 

The annual meeting will be 13–17 April in Vancouver, British Columbia, Canada. 

SIG 13 Symposium 2012 will be in Bergen, Norway. No date is settled yet. More information 

will be launched in conjunction with the EARLI 2011 conference in Exeter (see 

above). 

Call for Contributions 

Deadline for the next issue of 

the SIG 13 Newsletter is 4 April 2011. 

4


NEW PUBLICATIONS 

Abs, J. H. (2010). Gelegenheitsstrukturen zur Partizipation in Schulen und Partizipationsbereitschaft 

von Schülern/Schülerinnen. In W. Schubarth, K. Speck. & H. Lynen 

von Berg (Eds.), Wertebildung in Jugendarbeit, Schule und Kommune (pp. 177–188). VS 

Verlag für Sozialwissenschaften. 

Alt, D., Maslovaty, N. & Cohen, A. (2010).The effects of personal background on civic 

concepts, attitudes and activities among high school students. In C. Klassen & N. 

Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 175–196). 

Rotterdam: Sense Publishers. 

Alt, D., Maslovaty, N. & Cohen, A. (2010). The relationship between media literacy studies 

and democratis and moral orientations among Israeli adolescents. In C. Klassen & 

N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 71–90). 


Latzko, B. (2010). Moral education in school: Teachers’ authority and students autonomy 

In C. Klassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of 

teachers (pp. 91–102). Rotterdam: Sense Publishers. 

Klassen, C. (2010). Teachers’ views and the need for moral courage. In C. Klassen & N. 

Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 13–25). 


Klaassen, C. (2010). The professional ethos of teachers. In C. Klassen & N. Maslovaty 

(Eds.), Moral courage and the normative professionalism of teachers (pp. 225–243). Rotterdam: 

Sense Publishers. 

Maslovaty, N., Miron, M. & Cohen, A. (2010). I ideal affective extended domain trait as 

perceived by education students. In C. Klassen & N. Maslovaty (Eds.), Moral courage and 

the normative professionalism of teachers (pp. 211–224). Rotterdam: Sense Publishers. 

Moree, D., Klassen, C. & Veugelers, W. (2010). Teachers 

perspectives on cultural diversity and citizenship 

education. In C. Klassen & N. Maslovaty (Eds.), 

Moral courage and the normative professionalism 

of teachers (pp. 51–70). Rotterdam: Sense Publishers. 

Oser, F. (2010). Religious dilemmas: The 

development of religious judgement 

(pp. 175–192). In C. Harding (Ed.), 

Moral Dilemmas and Ethical 

Reasoning. New Brunswick: 

Transaction Publishers. 

5


NEW PUBLICATIONS 

Oser, F. (2010). The Unhappy Moralist Effect: A Story of Hybrid Moral Dynamics. In 

T. Lovat, R. Toomey & N. Clement (Eds.), International research handbook on values education 

and student wellbeing (pp. 605–614). Springer Netherlands. 

Patry, J-L., Weyringer, S. & Weinberger, A. (2010). Values and knowledge education 

(VaKE) in European summer camps for gifted students: Native versus non-native speakers. 

In C. Klassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism 


Pnevmatikos, D. (2010). Do children account their personal relevance on social justice 

inferences In C. Klassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism 


Shitreet, E., Iram, Y. & Maslovaty, N. (2010). Acculturation processes in school and their 

contribution to scholastic, social and behavioural adaption of immigrant youth. 



Tapola, A. M. (2010). Human dignity – A multifaceted discourse in teacher education 



Tapola, A. M. & Fritzen, L. (2010). On the integration of moral and democratic education 

and subject matter instruction. In C. Klassen & N. Maslovaty (Eds.), Moral courage and 

the normative professionalism of teachers (pp. 149–174). Rotterdam: Sense Publishers. 

Veugelers, W. (2010). Teaching religions and world views in a plural society–Teachers inbetween 

society and students. In C. Klassen & N. Maslovaty (Eds.), Moral courage and the 

normative professionalism of teachers (pp. 13–25). Rotterdam: Sense Publishers. 

Let people know! 

Have you published anything recently 

You are warmly welcome to inform the readership 

about your scholarly publications. 

Please send full references to the editor. 

6


Coordinators’ 

CC 

Corner 

Coordinators’ Corner is a regular feature where 

the SIG 13 coordinators write about topics 

of particular interest. Previous articles in the series: 

Issue #6 

Dimitris Pnevmatikos: Moral and Democratic Education: A Multidisciplinary Research Area 

Issue #5 

Jean-Luc Patry: Afterthoughts Following the EARLI Conference in Amsterdam 

Issue #4 

Cees Klaassen: Past, Present and Future – Trends within Our Research Domain 

Theories in 

Moral and Democratic 

Education Research 

Research is about theory: We seek knowledge 

that goes beyond the immediate 

context and time of a given study, and this 

can only be achieved through building and 

testing theories. And such a generalization 

is necessary if we aim at basing practical 

decisions on research outcomes. In the present 

Coordinators’ Corner I want to discuss 

some issues about such theories in our field. 

For theory building we need data from 

studies, and many people think that such 

data may be informative by themselves. 

For instance, it might be important to know 

what values young people from a specific 

region defend at a given time, as assessed in 

the Shell youth studies on the values, attitudes, 

habits, and social behavior of young 

people in Germany (the last one is Albert et 

al., 2010); the data are also available in the 

internet (see http://www-static.shell.com/ 

static/deu/downloads/aboutshell/our_ 

commitment/shell_youth_study/2010/ 

youth_study_2010_graph_values.pdf for 

an example). But such data make sense 

only if there is some interpretation, which 

is necessarily theory based. If the authors 

of the study do not provide such a theory, 

the readers will do it themselves – and such 

theories are often not particularly reasonable 

as one can see in the interpretation of 

data of this kind by politicians who then 

build decisions on this problematic base – 

sometimes with disastrous consequences. 

There are different meta-theoretical research 

approaches to develop and test 

theories, such as the critico-analytical perspective 

in the tradition of Popper and his 

followers, hermeneutic approaches (e.g., 

7



Gadamer, Oevermann), critical theory in 

the sense of the Frankfurt school (Adorno, 

Horkheimer, Habermas), phenomenology 

(e.g., Heidegger), constructivism (e.g., Glasersfeld), 

etc. Some scientists may favor one 

approach and others defend another one, 

and still others combine two or more of 

them. EARLI for instance has a clear priority 

towards the critic-analytical approach, 

as can be deduced from the acceptance of 

papers in the association’s journals and in 

the biannual conferences. 

My opinion is that the different concepts 

may be quite justified; personally I follow 

what Dewey has called “warranted assertibility”, 

which means that the better a 

statement is supported by arguments the 

more I accept it. The different scientific approaches 

have different types of arguments 

but someone adhering to one concept does 

not necessarily have to reject arguments of 

a different origin – it might even be that the 

arguments within one’s own orientation are 

less good than those from the other ones. 

Warranted assertibility, in my view, is best 

done following the principles of critical multiplism 

(Shadish, Cook & Campbell, 2002). 

Hetherington (1997) distinguished two dimensions 

of research (table 1): thoughtless 

vs. thoughtful research and single vs. multiple 

methods; critical multiplism refers to 

thoughtful multiplism, which means systematic, 

rational multiplism, well aware of 

the problems and biases, and theory-driven. 

The attempt is to compensate the biases a 

given theory or method has or may have 

by using a different theory or method that 

has different biases. This means the use of 

multiple theories, including presumably 

incompatible ones, and systemic as opposed 

to linear relationships. 

According to the concept of critical multiplism, 

hence, it is appropriate to use several 

theories. This is indeed necessary in the 

field of education and particularly in moral 

and democratic education since we have, 

on one hand, theories of morality (for instance 

a theory of moral development or of 

the development of moral judgments, etc.), 

and on the other hand theories of social in- 

Table 1 Types of research 

Single Method 

Poor Science 

Rear-End Validity 

Thoughtless 

Mindless Monism 

Poor Science 

Rear-End Validity 

Thoughtful 

Rigid Monism 

Newtonian Science 

MAX-MIN-CON 

Multiple Methods 

Mindless Multiplism 

Poor Science 

Anything Goes 

Critical Multiplism 

(from Hetherington, 1997, slide 18) 

8


teraction that can account for the social aspects 

of teaching and learning. 

Further, moral and democratic education 

is likely not only to foster moral and democratic 

dispositions, but also dispositions in 

other, maybe related domains such as social 

competence, critical thinking, self-concept, 

problem solving, and many more. For research 

purposes, then, these theories need 

to be connected and their relationships 

need to be made explicit not only empirically, 

but also on the theoretical level. 

This might even apply to theories with 

very different historical backgrounds and 

which, in Kuhn’s (1962) framework, would 

be considered incommensurable. For instance, 

we have combined so diverse theories 

as Kohlberg (which is a constructivist 

framework) and social learning theory 

(Mischel, 2004), which is a cognitive theory 

but clearly has behaviorist roots – according 

to Kuhn, these would be two paradigms 

that are in competition with each 

other. According to Kuhn the social sciences 

have not yet clear paradigms and hence 

must be considered as pre-paradigmatic, 

which he judged to be an earlier stage in 

the development of a scientific discipline. 

I suggest, instead, that combining different 

and presumably incommensurable theories 

is a sign of strength of our science and not 

of weakness. 

Such a multi-theory approach, of course, 

becomes very complex, and within a single 

study it is not possible to address the full 

range of issues at stake. Therefore, the critical 

multiplism, on the level of theories, 

refers to research programs instead of isolated 

research endeavors. 

Such research programs, then, permit 

also to accomplish another requirement of 

critical multiplism: using different methods 

to answer the same question, the idea being 

that the different methods can at least 

permit to identify biases of the different 

tools used, maybe even to compensate each 

other’s weaknesses. And for this, it might 

well be appropriate to rely on different 

meta-theoretical concepts, as discussed 

above. 

References 

Albert, M., Hurrelmann, K., & Quenzel, 

G. (2010). 16. Shell Jugendstudie. Jugend 

2010. Frankfurt/Main: Fischer Taschenbuch 

Verlag. 

Hetherington, J. (1997). Lecture 16: Advanced 

research design. Internet document, URL: 

http://mccoy.lib.siu.edu/projects/ 

psyc/hetherington/lect16.ppt, retrieved 

Oktober 5, 2005. 

Kuhn, T. (1962). The structure of scientific revolutions. 

Princeton, N.J.: Princeton University 

Press. 

Mischel, W. (2004). Toward an integrative 

science of the person. Annual Review of 

Psychology, 55, 1–22. 

Shadish, W.R., Cook, T.D. & Campbell, D.T. 

(2002). Experimental and quasi-experimental 

designs for generalized causal inference. 

Boston: Houghton Mifflin. 


• What is your opinion 

• Do you disagree 

• What remains to be said 

Perhaps you want to have your say on the topics discussed in the text above. The SIG 13 Newsletter 

welcomes all your reactions, and we would be honoured to publish your response in the next issue. If 

you want to respond to this issue’s Coordinators’ Corner text, please contact the editor. 

9


The JURE Meeting 2010 

The conference took place from the 19th 

to 22nd July 2010 in Frankfurt am Main, 

Germany, at the beautiful Westend Campus 

of Goethe University. The theme of 

the conference was Connecting Diverse 

Perspectives on Learning and Instruction: 

A Conference of Synergy. The aims of the 

conference were to present the links between 

different perspectives in research on 

learning and instruction in order to allow 

young researchers to discuss and negotiate 

new ideas. The conference provided a wide 

range of ideas on the theme of learning and 

instruction, structured at several presentation 

formats. One of the formats was keynote 

speakers presentation such as: Adapting 

Educational Assessment to Changing 

Conceptions of Knowledge presented by 

Prof. Benö Csapó from Szeged University 

- Hungary. Participants could also have informal 

chat with the keynote speakers over 

lunch. Another format was professional 

development courses, such as Using brains 

in educational research: Neuroscience & 

education (by Annemarie Boschloo), A basic 

introduction to structural equation modeling 

techniques (by Dr. Johannes Bauer 

and Dr. Jan Retelsdorf), Meta-analysis (by 

Prof. dr. Roel J. Bosker), Longitudinal data 

analysis with latent variable models (by 

Dr. Benjamin Nagengast), Introduction to 

effective presentations (by Alison Lowry). 

The last course provided the participants a 

brief overview of how to effectively create 

and present academic message. Additional 

format of presentation were paper sessions, 

Information and communication technology 

(ICT) demonstration sessions, poster 

and round table sessions. These formats allowed 

for formal discussion during the sessions 

and informal discussion during coffee 

breaks and lunch hours. The feedback 

process had started before the conference; 

each of the participants had reviewed at 

least one academic paper or poster. During 

the conference, we could meet our reviewers 

and enhance our discussions over the 

presented issues. During the conference 

young researchers could get feedback from 

experienced senior researchers, many of 

them had discussed their PhD thesis proposals 

with senior researchers and peer 

researchers in order to improve the methodology 

or get new theoretical perspectives. 

At the last day of the conference each Jure 

coordinator had presented his Special Interest 

Group aims, in a poster format. Participates 

asked questions, read the handouts 

and the posters contents, as can be seen at 

the photos. Finally, the social aspect was 

addressed as well. The programme included 

social activities, such as special dinner 

at a local restaurant. In conclusion JURE 

2010 provided a wide range of opportunities 

for participants to engage in intensive 

academic exchange of ideas, as well as interesting 

workshops and keynotes presentations. 

Next meeting will be the 2011 

pre-conference of the Junior Researchers 

of EARLI, taking place at the University of 

Exeter, Exeter, UK, on the 29th and 30th of 

August 2011. The overall theme is: Education 

for a Global Networked Society. I encourage 

young researchers to share their 

research with the JURE community and 

attend the JURE pre-conference. For more 

information have a look at http://www. 

earli2011.org/nqcontent.cfma_id=162. 

The organizing committee can be contacted 

via: 2011jure@gmail.com 

Dorit Alt 

10


Message from Dorit Alt to all presumptive 

JURE members of SIG 13 

Please circulate widely! 

You are cordially invited to join 

SIG 13 Moral and Democratic Education 

About 

EARLI has Special Interest Groups representing researchers who study one or 

more parts and/or aspects of the field of Learning and Instruction. 

Why joining a SIG is important for young researchers 

One of the main aims of EARLI is to encourage communication between researchers 

through Special Interest Groups. The SIGs support activities such 

as meetings, newsletters and publications and they give substance to the conference 

themes of the biennial EARLI conferences. Therefore, joining the SIGs 

is an important step forward for young researchers, who seek to engage in 

an effective dialogue concerning their themes of study; to interact with other 

researchers, as well as to present and publish their studies on international 

scientific platforms. 

About SIG 13 

SIG 13 addresses questions of moral and democratic education from a scientific 

perspective with a particular focus on theoretically founded empirical research. 

Moral education means education to improve the learner’s moral competence 

and actions, and democratic education deals with the furthering of democratic 

knowledge, attitudes, and actions in all their facets. The SIG 13 community is 

engaged in number of activities: SIG annual conferences, EARLI biannual conferences, 

newsletter, and publications in scientific journals and books. 

How to join 

Membership of SIGs is open to all EARLI members. A list of the SIGs appears 

on the membership application form. To become a member of a SIG, please 

tick the check-box of the SIG you would like to be affiliated to. 

For more information contact: 

Dorit Alt (Jure coordinator of SIG 13) (Email address: doritalt@014.net.il) 

Visit our site: 

http://www.earli.org/special_interest_groups/moral_education 

11


SIG 13 Internal Review 

Process for EARLI 2011 

At the previous EARLI’s biennial meeting 

at Amsterdam, August 2009, SIG 13 proposals 

had a high rejection rate. In order to 

provide opportunities to ensure high-quality 

SIG 13-related submissions to the next 

EARLI conference in the UK, the SIG 13 coordinators 

suggested at the SIG 13 Newsletter 

(issue #6) an internal review process 

before the papers’ final submission. It was 

suggested that any SIG 13 member could 

submit her/his proposal and experienced 

SIG 13 members could give a feedback to 

improve the proposals before their official 

submission to the next meeting. This internal 

review process considered to be purely 

optional. 

Indeed, some colleagues corresponded to 

this call and they submitted their proposal 

for this internal review process. From this 

process, most of papers were improved 

and they submitted either as individual papers 

either as papers included in symposia 

organized by SIG 13 members. 

The exact number of the papers finally 

submitted after the procedure remains 

unknown, as the authors did not inform the 

coordinators whether they submitted their 

papers or not. The importance here is that 

this process helped the SIG 13 members to 

improve their proposals and it is expected 

to continue working with this process in 

the future. 

One of the organized symposia, SIG 13 

Invited Symposium is going to be presented 

based solely to the internal review process. 

Based on the decision on the business 

meeting at Tel Aviv, the SIG 13 Invited Symposium 

has been undertaken by Jean-Luc 

Patry and Jostein Sather. The contributors 

of this symposium are described below. 

SIG 13 Invited Symposium 

Title: Moral and democratic education within the context 

of science education 

Organisers: Jean-Luc Patry & Jostein Sather 

Chair: Jean-Luc Patry 

Discussant: Dimitris Pnevmatikos 

Paper I: Human Dignity in Life-Science Research Practice: A Matter 

of Critical Socio-Historical Literacy (Anna M. Tapola) 

Paper II: Stimulating autonomous thinking and learning intentions related 

to the greenhouse effect topic in the context of science education 

(Jostein Sather & Kristian Skaaraas) 

Paper III: Multiple operationalism: VaKE with heterogeneous learning groups 

(Alfred Weinberger & Jean-Luc Patry) 

The Future & Vision session 

Organizers: Jean-Luc Patry & Dimitris Pnevmatikos 

Chair: Jean-Luc Patry 

Project I: The Linnaeus Project (Lena Fritzen & Anna M. Tapola) 

Project II: Network Education for Democratic Intercultural Citizenship 

Development (Wiel Veugelers & Kirsi Tirri) 

Exeter 

12


Moreover, in EARLI’s biennial meetings 

there is another slot for each SIG called ’The 

Future & Vision’. This is organized by the 

two coordinators, and aims to present the 

current trends on the research in the field of 

Moral and Democratic Education. 

Two research projects that SIG 13 members 

are involved in are going to be presented 

at this session. 

The first is ’The Linnaeus Project’, a research 

project that involves scholars from 

eight European countries (Austria, Cyprus, 

Germany, Greece, Poland, Norway, Sweden, 

and Switzerland). This research project 

has been introduced to the newsletter’s 

readership previously. At the Future & Vision 

session, Lena Fritzen and Anna Tapola 

will present the project and report on its 

progress. 

The second is the ’Network Education for 

Democratic Intercultural Citizenship Development’ 

(EDIC). The main focus of this 

project is to establish a platform for educators 

and researchers from different parts of 

Europe to work and learn together. Eight 

universities (Barcelona, Brighton, Helsinki, 

Humanistics Utrecht, Fribourg, Kibbutzim 

College Tel Aviv, Prague, and Thessaloniki) 

work together in this project. 

After several joint research seminars the 

network now created an annual intensive 

program for young and senior researchers 

to enter in a dialogue with each other about 

research, concepts and practices and to collaborate. 

The presentation will focus on the 

activities involved, the research questions 

that are formulated and the research that 

is going on now and future plans. Wiel 

Veugelers and Kirsi Tirri will present this 

research project. 


SIG 13 Symposium 2012 

Will Take Place in Bergen 

Jostein Saether and his colleagues at the 

NLA in Bergen, Norway, have accepted to 

organise the SIG 13 Symposium 2012. The 

SIG 13 coordinators have received an official 

letter of acceptance, but the actual dates 

for the symposium have not been settled 

yet. The Norwegians will present more details 

in conjunction to the EARLI 2011 Conference 

in Exeter. 

NLA is a private Christian university college 

located in Bergen. The abbreviation 

NLA is based on the Norwegian name, 

which in English should be something like 

‘Norwegian Teacher Academy’. For more 

information about NLA, please consult 

their website (www.nla.no/english/). 

Bergen is the second largest city in Norway 

with a population of a bit more than a 

quarter of a million inhabitants. Bergen is 

located on the South-western coast of Norway. 

The history of Bergen goes far back 

to the Viking Age. During the end of the 

Bergen 

13th century, Bergen became 

one of the Hanseatic League’s 

cities, much due to the important 

trade of cod and 

other fish products. Bergen’s 

old quayside, Bryggen, is on 

UNESCO’s list of World Heritage sites. 

Today, Bergen is an administrative centre 

for this region of Norway, but also a cultural 

hub. Bergen’s port is very large and it constitutes 

a vital precondition for Norway’s 

international trading. Bergen is also marketed 

as the gateway city to the world famous 

fjords of Norway, and large cruise ships 

traffic the port on a regular basis. 

Flesland is Bergen’s international airport 

(www.avinor.no/en/airport/bergen), 

which is serviced by direct flights to several 

European cities on a daily basis. Therefore, 

it should be convenient for all SIG 13 members 

to join in at the next symposium. 


13


The SIG 13 Newsletter Got a Postcard 

The postcard is actually an invitation to a rather special conference 

coming up next year. For the first time ever, the Association for Moral 

Education (AME) annual meeting will be organised outside of the U.S. 

and Europe. Next year’s conference will be in China, 

and the event is co-organised by AME, Asia Pacific 

Network for Moral Education, and Journal of Moral 

Education (JME). This meeting will be a very special 

occasion, not least since it also celebrates the JME 

40th anniversary. This conference should be of 

interest for SIG 13 members as well. You find 

a facsimile of the postcard to the right, and since 

the postcard is rather small, you will find 

the full text below. 

INTERNATIONAL CONFERENCE 

ON MORAL EDUCATION 

Cultivating Morality: Human Beings, Nature and the World 

Journal of Moral Education 40th anniversary conference 

Association for Moral Education 37th annual conference 

Asia Pacific Network for Moral Education 6th annual conference 

24–28 October 2011 

Nanjing International Conference Centre, China 

Website goes public 1st December 2010: www.nanjing2011.org 

AME/JME scholarships for participation to enable attendance of delegates from otherwise likely 

to be under-represented regions and at an early stage in their academic career, deadline for submission 

31st December 2010. Information from JME June 2010 issue (39, 2, 259–260) or from the 

Editor: jmoraled@onetel.com 

• Submissions of abstracts on conference related themes via the website 

from 1st January 2011 –31st March deadline 

• Decision from Pram Committee to submitters by 31st May 

• Conference registration and hotel accommodation booking by 20th July deadline 

Language of the conference is English 

Your participation in this interdisciplinary, intercultural, 

academic moral education landmark event 

is warmly welcomed. 

14


Three Questions to 

Alfred Weinberger 

• Why is moral and democratic 

• education important 

”A few weeks ago I asked my teacher-students 

about the assignment of a teacher. 

They unanimously responded that a 

teacher’s first priority should be to impart 

knowledge to the students. No one mentioned 

values education. Nowadays still 

the majority of teachers spend most of their 

time for teaching content although the curriculum 

demands knowledge and values 

education. Moreover I think that many 

teachers lack of appropriate methods in order 

to teach values but they are interested in 

philosophical approaches to morality and 

psychological backgrounds of moral development. 

I have been a teacher in a secondary 

school for 15 years and I have realized 

in the course of that time that students are 

most likely to succeed academically if they 

are involved in a strong community, which 

is based on moral and democratic principles 

resulting in mutual appreciation, trust and 

a strong sense of connection.” 

• Why are you engaged in SIG 13 

”I think moral and democratic education 

needs a strong platform in the scientific 

community because the moral realm is definitely 

underrepresented in many scientific 

conferences. SIG 13 offers also the opportunity 

to get in touch with other scientists 

and to discuss the possibility of joint studies. 

I also appreciate that all the presented 

projects have a strong theoretical and empirical 

base.” 

• How do you want the SIG 13 

• community to develop 

” I like a community, in which everyone 

knows each other. Accordingly my wish 

is that the community keeps up the very 

friendly atmosphere and hopefully I can 

contribute to it.” 

PROFESSIONAL 

FILE 

Who: Alfred Weinberger 

E-mail: wea@ph-linz.at 

Homepage: – 

Title/profession: Dr./Teacher 

Institution: The Private University 

College of Education of 

the Diocese of Linz 

Country: Austria 

Present research interest: 

VaKE (Values and Knowledge 

Education) in teacher training 

PERSONAL 

FILE 

Hidden talents: 

I think, I am a fast 

mountain biker. 

Listen to: To be honest 

I never listen to music 

intentionally. 

My (no longer) secret 

bolthole: A wonderful 

hotel of the 15th century 

in Sterzing (Italy). 

Favourite (nonscientific) 

book: 

How to love a child 

by Janusz Korzcak 

15


Three Questions to 

Diego Di Masi 

• Why is moral and democratic 

• education important 

”’Moral’ and ’democracy’ represent the 

two pillars of a theoretical framework that 

aims to rethink a concept of citizen, based 

on the individual and collective agency. 

In our society there is a permanent deficit 

of democracy, which is the product of the 

tension between democracy as a value and 

democracy as a form of government. In this 

perspective citizenship education becomes 

a significant instrument for the reduction 

of that deficit. The aim of citizenship education 

is the development of those civic 

virtues that make democracy a perfectible 

project.” 

• Why are you engaged in SIG 13 

”Because SIG 13 is a community: I consider 

the community the most meaningful place 

for research.” 

• How do you want the SIG 13 

• community to develop 

”We have to develop our network involving 

not only Universities or Research Centers, 

but also Schools, Associations, Local 

Authorities, International Organizations 

and Foundations in order to construct a real 

moral and democratic community, which is 

able to realize scientific researches, projects 

and activities, but also to attract financial 

supports and investments.” 

PROFESSIONAL 

FILE 

Who: 

Diego Di Masi 

E-mail: 

diego.dimasi@unipd.it 

Homepage: 

– 

Title/profession: 

PhD Student 

in Educational Sciences 

Institution: 

University of Padova 

Country: 

Italy 

Present research interest: 

Present research interest: Citizenship 

Education; Youth Participation, Dialogue 

in Community of Philosophical Inquiry, 

Learning and Instruction Design, Research 

Methodology in Educational Sciences 

PERSONAL 

FILE 

Hidden talents: 

I forgot where I’ve 

hidden them 

Listen to: 

live music 

My (no longer) secret 

bolthole: 

to organize political, 

cultural and social 

activities 

Favourite (nonscientific) 

book: 

books to read 

16


Nava Maslovaty, the founder 

of The Maslovaty Award, who 

sadly passed away in 2009. 


It is time to start making preparations for nominations for next year’s Maslovaty 

Awards. The prize winners will be announced at the EARLI conference in Exeter. The 

Maslovaty Award consists of two prizes; one for the best published paper, and another 

for the best paper presentation at the biennial EARLI conference. All nominees 

must be members of SIG 13. All SIG 13 members are eligible as nominees for the 

prize category with respect to the best published paper. The prize for young researchers, 

however, can only be awarded a nominee who presents a paper at a SIG 13 

session at an EARLI biennial conference for the first or second time. 

The Award for Published Papers 

Award winner 2009: Kirsi Tirri, Finland 

Deadline for nominations: The publication must be submitted by 1 May 2011. 

The Award for Young Researchers 

Award winner 2009: Anna M. Tapola, Sweden 

Deadline for nominations: The full paper must be submitted by 1 July 2011. 

More information: 

Please see the Code of Procedure (see the next three pages). 

17


The Maslovaty Foundation for the Advancement 

of Education on Morals and Society 

CODE OF PROCEDURE 

TITLE I 

Objectives of the Award 

”The Maslovaty Foundation for the Advancement of Education on Morals and Society” 

(hereinafter: ”The Maslovaty Foundation”), in collaboration with and participation of 

SIG 13 “Moral and Democratic Education” of EARLI (hereinafter: ”SIG 13”), grants an 

award for the purpose of encouraging expert and young scientists to actively participate 

in the activities of the special interest group. 

TITLE II 


Chapter I 

Description of the Award 

Sec. 1. Categories. Two awards will be given - 

A. Award for young researchers 

B. Award for published papers 

Sec. 2. Frequency. The awards will be given every two years at the bi-annual conference 

of EARLI and the interest group at the Business Meeting of the SIG 13. 

Sec. 3. Award Components. The awards will total €2000 (€1000 for each category). Each 

award will carry an inscribed certificate and a prize of €1000. 

Sec. 4 Publication. The SIG 13 will publish information on the Maslovaty Award on 

its website, in newsletters and any other printed publications, in order to publicize the 

award to potential candidates. The publication will include all necessary details required 

for candidates as specified in this code of procedure. 

Sec. 5. Mentions and Commemoration. The Foundation’s conditions for granting the 

awards are: 

i. To mention that the Maslovaty Foundation is the grantor, both when 

i. presenting the award as well as in case the awarded paper is published. 

i. The text of the mention will be in the language in which the article 

i. appears in the publication, with wording to be determined by the 

i. Maslovaty Foundation. 

ii. To issue a certificate indicating that the award was given with the 

i. participation of the Maslovaty Foundation. 

iii. The SIG 13 coordinators and/or the recipients of the award will appraise 

i. the Foundation of the publication and will see to sending two copies of 

i. it to the Foundation. 

18


iv. The SIG 13 coordinators will see to advertising the Maslovaty 

i. Foundation and the winners of the award on the EARLI website and i. 

i. through other appropriate means. 

Sec. 6. Amendment. The Maslovaty Foundation is entitled, at its sole discretion, to modify 

all or part of this code of procedure, to revoke the award, and to raise or reduce the 

amount of the award. 

Chapter II 

The Award for Young Researchers 

Sec. 7. Eligibility. The award for young researchers is open to a paper (co-) authored 

and presented by a researcher at an EARLI session organized by the SIG 13 if – 

i. The nominated author is scheduled to present the paper him- or 

i. herself at the conference. 

ii. The young researcher presents a paper at a SIG 13 session in EARLI 

i. for the first or second time. 

Sec. 8. Nomination. There can be self-nomination of an EARLI SIG 13 member or nomination 

by the supervisor, provided he or she is a member of SIG 13. If the supervisor 

nominating the paper is member of the Jury, Sec. 20 herein will apply. 

Sec 9. Submission date. The full paper must be submitted by July 1st before the EARLI 

Conference at which the paper will be presented. 

Sec. 10. Method of submission. The paper must be submitted as a pdf-file or as a scanned 

version of the paper. The paper must be sent no later than the submission date to the 

three members of the jury via their published e-mail addresses. 

Chapter III 

The Award for Published Papers 

Sec. 11. Eligibility. 

i. Only papers (co-)authored by SIG 13 members are eligible 

ii. Only one paper per SIG 13 member can be submitted. 

iii. Any papers published in the last two calendar years before the year 

i. of the EARLI conference are eligible (e.g., for the 2009 conference, 

i. papers published in 2007 and 2008 are eligible). 

iv. Only papers published as a monograph, a chapter in a book or in a 

i. refereed journal are eligible. The publication must have an ISBN 

i. number. 

v. The paper must be written according to APA rules. 

vi. The paper must be written in English or at least have an English 

i. abstract. 

Sec. 12. Nomination. The nomination can be by: 

i. The (co-)author or any other SIG 13 member. 

ii. A jury member. In this case, section 20 herein will apply. 

Sec. 13. Submission date. The paper must be submitted by May 1st of the year of the 

EARLI conference in which the award is given. 

Sec. 14. Method of submission. The paper must be submitted as a pdf-file or as a scan 

19


ned version of the paper. The paper must be sent no later than the submission date to the 

three members of the jury via their published e-mail addresses. 

TITLE III 

Judgment 

Chapter I 

Jury 

Sec. 15. Membership. The jury will consist of three members: the two SIG 13 coordinators 

and a person nominated by the Maslovaty Foundation. 

Sec. 16. Decision. Decisions of the jury will be unanimous. 

Sec. 17. Objections. The jury’s decision will be deemed final. No objection to any award 

will be considered. 

Chapter II 

Reviewing 

Sec. 18. External reviewer. The jury can request an external reviewer. Reviewers may, 

but do not need to, be members of SIG 13. 

Sec. 19. Paper not in English. If the paper is not in English, the jury must have three 

external reviewers fluent in the language of the paper. 

Sec. 20. Conflict of interest. The jury must have an external reviewer if the (co-) author 

or the nominator is a member of the jury. In this case, the reviewer is chosen by the two 

other jury members. The external reviewer may, but does not need to, be a member of 

EARLI. 

Chapter III 

Evaluation of Awardees 

Sec. 21. Decision deadline. Decisions will be made by the jury no later than 14 days 

before the date of the conference. 

Sec. 22. Lack of suitable candidates. The jury may decide not to grant an award at a 

particular conference, due to lack of suitable candidates. 

Sec. 23. Method of selection. The decision by the jury will have two stages: a) The in/ 

out stage; b) The best of the best three papers. 

Sec. 24. Criteria for selection. The criteria for selection will be determined by the jury 

and will be published. 

Jean- Luc Patry 


Maslovaty Foundation Coordinators of SIG 13 

20


Dorit Alt invites you to discuss one of her ongoing 

studies. Below you will find a brief version of a forthcoming 

manuscript. You are more than welcome to 

send your comments to Dorit (doritalt@014.net.il). 

Motivational and Cultural 

Aspects Related to Students’ 

Academic Dishonesty 

This explorative study aimed at empirically 

examining the set of theoretical connections 

between several factors that may predict 

tendency towards neutralizing cheating 

among Jewish and Arab undergraduate 

students. The factors are: goal orientations 

(Urdan, 1997), motivations (Ryan & 

Deci, 2000) and self-efficacy toward learning 

(Bandura, 1997). Students who cheat 

bypass learning in an effort to obtain higher 

marks. Thus they are not engaged in a 

constructive learning process, and do not 

obtain professional skills (Whitley & Keith- 

Spiegel, 2002). Therefore, it is important to 

examine the factors which could affect academic 

cheating, and to develop strategies of 

dealing with the problem. Another aspect 

of the present study relates to academic adjustment 

difficulties of Arab students that 

may influence their goals, motivations, and 

self-efficacy toward learning (Benziman, 

2002), therefore could be connected to academic 

dishonesty. The present study seeks 

to empirically explore this assumption. 

Research questions 

1. What are the empirical connections 

between purposes, motivations and selfefficacy 

towards learning, and tendency 

towards neutralizing cheating 

2. What are the differences between Jewish 

and Arab students (independent variable), 

regarding purposes, motivations and 

self-efficacy towards learning (mediating 

variables), and tendency towards neutralizing 

cheating (dependent variable) 

METHOD 

Participants 

The sample included 122 second year undergraduate 

students, from three academic 

colleges in north Israel, 63 Jewish, 59 Arabs. 

Mean age ranges from 21 to 25 years. 

Data collection: 

Procedure and instruments 

The following instruments were handed 

to the participants, who had the right to 

withdraw from the study at any time. All 

21


details regarding the participants’ personal 

identity were kept anonymous. Data were 

collected during one academic year. 

Instrument 1 included three sub-scales measuring 

goal orientations from Patterns of 

Adaptive Learning Scales collection (Midgley 

et al., 2000): 

1. Performance goal orientation: students’ 

goal is to demonstrate their competence to 

other people within the academic institution 

sphere, namely, teachers or other students 

(9-item sub-scale, a=0.83). 

2. Parental Performance Goal: students’ 

goal is to demonstrate their competence to 

their parents (5-item sub-scale, a= 0.89). 

3. Mastery goal orientation: students’ goal 

in an achievement setting is to develop 

their competence. Attention is focused on 

the task (4-item sub-scale a=0.72). 

Instrument 2 included three sub-scales evaluating 

college student learning motivation 

and self-efficacy from Motivated Strategies 

for Learning Questionnaire (Pintrich, 

Smith, Garcia, & Mckeachie, 1993): 

1. Intrinsic motivation, measuring the student 

motivation for learning and understanding 

the courses` materials (9-item 

sub-scale a=0.77). 

2. Extrinsic motivation, measuring the student 

motivation for achieving high grades 

(4-item sub-scale a=0.76). 

3. Self-efficacy for learning, designed to 

measure the extent to which students believe 

that they have the competence and skills 

necessary for successful learning of the studied 

materials (4-item sub-scale a=0.70). 

All items in instruments 1 and 2 were arranged 

in Likert-style response format on 

a four-point scale ranging from (1) not at 

all true to (4) very true. Structural validity 

of the each questionnaire was examined 

using Principal Component Analysis with 

Varimax Rotation. 

Instrument 3: Neutralization scale (Haines 

et al., 1986). The scale consists of 18-items, 

designed to measure respondents’ tendency 

to neutralize cheating regarding three 

aspects: 

1. Teacher`s behavior, for example: doesn’t 

care if the students study or not (6 items, 

a=0.87). 

2. For example: too much material to study, 

the language is too difficult to understand 

(6 items, a=0.88). 

3. Social causes, such as: helping other student 

if he is in danger of losing his scholarship 

due to low grades (6 items, a=0.86). 

Respondents were asked to indicate their 

level of agreement with the items in a 

4-point Likert type scale, ranging from (1) 

strongly disagree to (4) strongly agrees. 

Structural validity of the scale was examined 

using Structural Equation Modeling 

(SEM). 

FINDINGS 

First question was examined using SEM. 

Second question was examined by Multivariate 

analysis and Step-Wise Discriminant 

Function analysis. 

The empirical model suggests parental 

oriented purposes (extrinsic) to be positively 

contributive to motivation towards scoring 

high grades (extrinsic) which increases 

tendency to neutralize cheating. Whereas, 

learning oriented purposes (intrinsic) positively 

contributes to motivation towards 

learning and understanding the material 

(intrinsic). This intrinsic motivation positively 

connected to self-efficacy perceptions 

regarding the studied materials, both these 

factors were found negatively connected to 

neutralizing cheating tendency (Chi-square 

= 23.34, df = 18, p =.178; RMSEA = 0.49; CFI 

=.989). Findings showed that Arab students, 

compared with the Jewish students: 

are more motivated towards grades, are 

aimed at showing their parents their per- 

22


formance, and tend to neutralize cheating 

when the studied material is perceived to 

be hard to understand. 

DISCUSSION 

This explorative study empirically tested 

several predictors of academic cheating 

with relation to cultural aspects. The study 

has theoretical as well as educational implications. 

For theory, the results suggests 

goal orientations to be indirectly connected 

to neutralizing cheating, namely, student`s 

tendency to justify cheating will not be directly 

affected by his extrinsic purposes, as 

suggested by theory, unless he is motivated 

towards achieving them. Consistent with 

theory (Finn & Frone, 2004), self-efficacy 

was found connected to intrinsic motivation, 

both negatively connected to neutralizing 

cheating. 

Regarding cultural aspects, findings indicate 

that Arab students consider their parents 

expectations while formulating their 

academic goals and are extrinsically motivated 

towards these goals. This could be 

explained by other studies indicating that 

minority parents are aimed at raising their 

children chances for successful integration, 

therefore put pressure on them to achieve 

high grades (Karipidis, 2002). Following 

this study results, this kind of pressure 

could lead to increased tendency to neutralize 

cheating once the student confronts 

academic challenges related to the studied 

materials. 

The educational implications of the results 

could relate to the necessity for establishing 

frameworks aimed at first, indentifying 

the Arab students academic needs, 

such as: language mastering skills. Second, 

equipping the Arab students with the tools 

they need to successfully cope with academic 

requirements. 

REFERENCES 

Murdock, T., & Anderman, E. (2006). Motivational 

perspectives on student cheating: 

Toward an integrated model of 

academic dishonesty. Educational Psychologist, 

41, 129-145. 

Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic 

motivations: Classic definitions 

and new directions. Contemporary Educational 

Psychology, 25, 54-67. 

Whitley Jr., B., & Keith-Spiegel, P. (2002). 

Academic dishonesty: An educator’s guide. 

Mahwah, NJ: Lawrence Erlbaum Associates. 

Do you want to comment the text above 

Please send your comments 

to Dorit Alt (doritalt@014.net.il). 

23


SIG 13 SYMPOSIUM 2010 

Gentlemen 

at Work 

SIG 13 gathered for some intense 

working days in September. 

The SIG 13 Newsletter reports from 

the latest SIG 13 Symposium in Israel. 

24



The Symposium in Brief 

Achva College of Education and the Mofet Institute 

were the two Israeli institutions that organized 

the 2nd Symposium of the SIG 13 at Tel- 

Aviv, between August 30th and September 2nd, 

2010. Roni Reingold was the chair of the local organizing 

committee and colleagues from the two 

institutes did their best to join a well organized 

and successful symposium. The scientific committee 

included the two SIG coordinators, Jean- 

Luc Patry and Dimitris Pnevmatikos, the SIG’s 

13 Jure coordinator Dorit Alt and four members, 

Naama Sabar, Ainat Guberman, Nitza Schwabsky 

and Roni Reingold, of the local institutions. 

If the 1st step is considered as the important 

start, the second is more important for the stability 

of the estate. The 2nd Symposium had entitled 

“Education and its influence on the society” 

and consisted of a Keynote address given by Dr. 

Yiftah Goldman on the topic “Is it good for Democracy 

A critique of Democratic Education”, 

and eight sessions of individual paper presentations. 

The first session devoted in memory of 

Nava Maslovaty, a founded SIG 13 member and 

coordinator (2003-2007) who she established the 

Nava Maslovaty Award for the members of the 

SIG 13 and she died last year. The other sessions 

included paper presentations that addressed topics 

of moral and democratic aspects on moral 

and democratic education at the level of class, 

school, teacher education and policy. Furthermore, 

the programme included SIG 13 business 

meeting, two excursions on Old Jaffa and on Beit 

Gurvin Caves, and much more... 

Comparing the two SIG 13 so far Symposia, 

at the 2nd Symposium four more accepted papers 

presented (24 to 20 in the 1st Symposium), 

coming from the same number of countries. Scholars 

from eight countries participated at both 

symposia (Austria, Cyprus, Greece, Israel, Norway, 

The Netherlands, Sweden, and Switzerland) 

and scholars from two new countries (Germany 

and Italy) were added instead of two (Belgium 

and Luxembourg) that missed. However, scholars 

were coming from 22 institutions, while at 

the 1st Symposium from 16. The 37% increase of 

the participated institutions seems to be an encouraging 

statistic and promising from the future 

of the SIG 13. 

On behalf of the SIG 13 members, I would like 

to express our gratitude to Roni Reingold and the 

local organization committee, each one of them 

personally for their great effort and for the time 

they spend to have this exceptional organization 

of the 2nd Symposium. 


25



How was your SIG 13 Symposium 

Hermann Abs: ”SIG 13 Symposium in Tel Aviv is still with me: A 

high density of experiences, which is still difficult to connect: The 

beauty of Israel and the conflicts form yesterday and from today. 

Already on our first day an old man spoke to my partner and me 

in a shop; he had heard us speaking German, and joined our 

conversation. His family managed to escape from Nazi-Germany 

to Israel in 1936. Later in Achva we were introduced into the 

Holocaust commemoration room of the college. The question 

occurred how we connect our knowledge form the past to the 

problems of our societies today. Some of the contributions to 

the conference also dealt with the question how we can transmit 

other people experiences into teaching and learning. What 

kind of experiences do and should we permit, facilitate and support 

in our educational settings The examples and research 

approaches presented during the conference contributed to an 

answer, but they also helped me by distinguishing the question.” 


Catherine Dimitriadou: ”One of our most unexpected and outstanding 

experiences unfolded at the Capish Café, in Nalaga’at 

Center, Tel Aviv (http://www.nalagaat.org.il/kapish.php). In this 

stylish, warm and exciting place, SIG 13 members were engaged 

in a thought provoking event which introduced us to the society 

of deaf people and enabled us to communicate with them 

through a combination of hand shapes, orientation and movement 

of hands. After having been served a series of uniquely 

‘fresh’ dishes, not only did we have an opportunity to attend a 

‘performance event’ organized by the deaf and hearing-impaired 

waiters but also to acknowledge their collective initiative and 

realize how disability can be equated with cultural difference.” 


Lena Fritzén: ”The last day at Achva College made a great 

impression on me. I listened to a number of truly interesting presentations 

that concerned the troubled situation in Israel. The 

researchers appeared to be genuinely committed to their work, 

and I was indeed encouraged by the fact that research on moral 

and democratic education really can make a difference in peoples’ 

every-day life. I learnt a lot, and now I know a bit more about 

the Bedouins of Israel.” 

26


Minutes from the SIG 13 

Business Meeting in Israel 

Tuesday 31 August 2010 

The meeting was split into two parts (8:30 – 9.15; 16:45 -17:30). 

Number of participants: 17 

Coordinators: Jean-Luc Patry and Dimitris Pnevmatikos 

Agenda SIG 13 Business Meeting 2010 (see also SIG 13 Newsletter, issue # 6, p. 17) 

1. Opening, welcome, membership, decision making 

2. Minutes of this meeting 

3. Minutes of the last meeting 

4. Changes in the agenda 

5. Coordinators’, Newsletter editor’s and JURE coordinator’s reports; questions, 

discussion and decisions 

6. Members’ reports; questions, discussion and decisions 

7. Elections 

a. JURE coordinator 

b. New coordinator (propositions for 2011) 

c. Newsletter editor (discussion) 

8. Mission statement 

9. EARLI Biannual Conference Exeter 2011 

10. Third SIG 13 Symposium 2012 

11. Future activities 

12. Varia 

1. Opening welcome, membership, decision making 

g 17 members were present 

2. Minutes of this meeting 

g Brigitte Latzko 

3. Minutes of the last meeting 26/08/2009 Amsterdam 

g No remarks or comments, minutes of the last meeting are proved, 

thanks to Dimitiris Pnevmatikos. 

4. Changes in the agenda 

Cees Klaassen suggested to discuss how we can improve our proposals/ 

contributions for Exeter 2011. The meeting decided to discuss this issue 

within point 9 of the agenda (see below). 

g Agenda of the day meeting is accepted 

5. Coordinators’, Newsletter editor’s and JURE coordinator’s reports; questions, 

discussion and decisions 

Coordinators’ report 

SIG 13 wants to establish an internal review system with a feedback for preparing 

strong proposals for the Conference in Exeter 2012 (see below). 

27


Newsletter editor’s report 

SIG 13 wishes to thank Anna Tapola for her commitment and the high quality 

of the newsletter. The newsletter strengthens the position of SIG 13 within EARLI. 

Anna Tapola will resign in Exeter; Eveline Gutzwiller-Helfenfinger is nominated 

as successor for the elections in Exeter. 

NOTE: To remain this quality in the future it is necessary for all members 

to answer the newsletter editor’s call and to hold the deadlines. 

JURE Coordinator’s report 

Dorit Alt informs the SIG 13 that the JURE conference 2010 was in Frankfurt, 

Germany. She asks the SIG members to get more PhD students involved in JURE. 

Wiel Veugelers asked Dorit Alt to prepare a text to invite young researchers to 

engage in JURE. All members can forward this invitation to their PhDs. All 

members of the SIG 13 agree to give this more personal way of invitation 

a trial – SIG 13 thanks Dorit Alt for her commitment and her work. 

Since Dorit Alt has been appointed provisionally by the coordinators as 

a JURE Assistant Coordinator, she (or another JURE member) has 

to be elected/confirmed. 

6. Members’ reports; questions, discussion and decisions 

g There are no members’ reports. 

7. Elections 

a. JURE coordinator 

g Dorit Alt would remain and continue the work: this was confirmed 

by unanimity. 

b. New coordinator (propositions for 2011) 

Karin Heinrichs 1 from Frankfurt was proposed to be Jean Luc’s successor. 

Wiel Veugelers and Cees Klaassen called for more contributions. Diego Di Masi 

suggested to invite nominated persons to introduce themselves and their ideas 

how to improve SIG 13 in the newsletter. 

g We opened a discussion and invited other nominations. There were no further 

propositions. The election will be in Exeter. 

c. Newsletter editor (discussion) 

Eveline Gutzwiller-Helfenfinger 2 was nominated to continue the work 

(unanimity). 

8. Mission statement 

The final mission statement of SIG 13 has to be provided. The Coordinators 

followed the request of the EARLI board to shorten the first version of 

the SIG 13 mission statement. 

1 

heinrichs@wiwi.uni-frankfurt.de 

Dr. Karin Heinrichs, Goethe-Universität Frankfurt/Main, Fachbereich Wirtschaftswissenschaften, Professur für 

Wirtschaftspädagogik, insb. empirische Lehr-Lern-Forschung Prof. Dr. Eveline Wuttke, Grüneburgweg 1, 60629 

Frankfurt/Main, Telefon: 0049 (069) 798-34684; 

http://www.wiwi.uni-frankfurt.de/professoren/prof-dr-wuttke/professur-fuer-wirtschaftspaedagogik/ 

team/dr-karin-heinrichs.html 

2 

eveline.gutzwiller @ phz.ch;  Eveline Gutzwiller, Prof. Dr. phil., Töpferstrasse 10, 6004 Luzern (Switzerland); 

0041-041 228 71 55 http://www.luzern.phz.ch/eveline-gutzwiller 

28


g The actual mission statement as available on the SIG 13 website was 

accepted by unanimity. 

9. EARLI Biannual Conference Exeter 2011 

The Coordinators reported that there are two slots which are not under review: 

- The Invited Symposium 

- The Future & Vision session 

g So far we have two projects that will be presented in the Future & Vision 

session: 

1. The Linnaeus Project 

2. An ERASMUS Research project on education for an intercultural democratic 

citizenship 

g Five symposia are under preparation for Exeter (Organizers’ names and titles 

of symposia is provided below.). 

1. Karin Heinrichs: Immoral Behavior: A Result of a Lack of Moral Motivation 

2. Anna M. Tapola & Brigitte Latzko: The Linnaeus Project and Education 

for a Global Networked Society 

3. Jostein Saether & Jean-Luc Patry: Values Education in Science Teaching 

4. Cees Klaassen: Current Trends in Teaching about Moral and Democratic Values 

5. Dimitris Pnevmatikos: Developing the Moral Self in School Settings 

Fourteen members (1 abstention) vote for the suggestion that Jean-Luc should 

organize the invited symposium. It will be the joint symposium with Jostein. 

The Future & Vision session will deal with The Linnaeus Project (Anna M. Tapola 

and Lena Fritzen) and the ERASMUS project (Wiel Veugelers). Both Anna M. 

Tapola and Lena Fritzen as well as Wiel Veugelers, will provide abstracts to 

Jean-Luc Patry for submission of the F&V Session. 

It is up to the individual members to submit additional symposia that will be 

subject to the regular review procedure. Remark of Cees Klaassen: moral issues 

are not very popular. We have to be very clear about empirical data; we should 

be keen on submitting strong papers. 

10. Third SIG 13 Symposium 2012 

Several venues are discussed 

EARLI supports the symposium with 2000 Euros under the condition that 

an appropriate budget is provided on time. All members agreed with the 

following procedure: 

• Bergen (Jostein Saether) is the first choice for the SIG 13 Symposium 2012. 

However, Jostein needs the approval of his University. If this is not given: 

• Second choice is Sweden (Linnaeus University: Lena Fritzen & Anna M. Tapola). 

However, Lena Fritzen and Anna Tapola need the approval of their University. 

If this is not given: 

• Third choice is Amsterdam or one of the other ERASMUS partners’ country 

29


(Wiel Veugelers is in charge). If this is not possible, 

• Fourth choice is a venue in Germany (probably Leipzig, Brigitte Latzko). 

We have to make up our minds prior to the meeting in Exeter 2012, therefore 

Jostein Saether (Bergen) figures out the possibility to have the symposium 

in Bergen and he lets the coordinators know not later than October 2010. If it 

doesn’t work to organize the symposia in Bergen, Lena Fritzen (Sweden) will 

check out next the possibility and so on. 

11. Future activities 

Our next ‘future activitiy’ is the Maslovaty Awards regarding a presentation in 

Exeter and a publication. 

Please nominate a publication no later than May 2011 and a presentation 

scheduled for Exeter no later than July 2011 (see the Code of Procedure for the 

Maslovaty Awards). The Jury of the Maslovaty Awards consists of the SIG 13 

coordinators and a representative of the Maslovaty Foundation. 

12. Varia 

Wiel Veugelers calls for proposals for a book within the Sense book series 

(series editors: Fritz Oser and Wiel Veugelers); maybe ‘the curriculum and moral 

education’ could be a topic for an upcoming book or ‘teacher education 

and moral development’. 

(Note: Please stimulate people for submitting a proposal) 

Brigitte Latzko (minutes) 

Jean-Luc Patry and Dimitris Pnevmatikos (coordinators) 

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Guidelines for Authors 

Members are encouraged to submit texts and other contributions to the SIG 13 Newsletter. 

This newsletter is intended to be a service for the members – an opportunity to learn and 

to gain from other people’s experiences. By submitting contributions to the newsletter, 

each author is assumed to fully accept the guidelines below. However, these guidelines 

are not set in stone: readers are cordially invited to suggest improvements. Please send 

any suggested changes for the better to the editor (Anna.Tapola@lnu.se). 

Formats 

SIG 13 Newsletter welcomes contributions in varying formats, for example: 

• Reports can consist of short summaries from meetings or other events of interest 

to the SIG 13 community. 

• The Notice Board consists of short announcements where notices will be published 

under categories (and subheadings) such as Forthcoming meetings (including 

conferences, workshops, summer schools etc), Publications, etc. 

• Articles that enable the authors to develop and explore a line of argument of interest 

to the readership. 

Language and Manuscript 

Many of us have first languages other than English. Even so, in the newsletter we will 

stick to English as our good old lingua franca. 

• Contributions should be submitted electronically to the editor 

(Anna.Tapola@lnu.se). Send your contributions as an attachment to an e-mail. Please 

use Word-files for text (doc suffix). Photos, tables, illustrations or other figures can be 

submitted as jpg, eps, or Photoshop files. 

• The author’s identity and e-mail address must be provided on the top of the first 

manuscript page. Below that, please add the following sentence: 

This manuscript does not interfere with any third party’s copyright. 

• Manuscripts for the Notice Board should be short, and each announcement should 

not exceed 150 words. 

• Manuscripts for reports should not exceed 500 words, and should not include an 

abstract or bibliography. 

• Manuscripts for articles should not exceed 2500 words, including references and 

abstract. Abstracts should not exceed 100 words. Footnotes should be avoided. 

Please use APA style (sixth edition) for references. 

Copyright and Legal Matters 

SIG 13 Newsletter supports the authors’ legal rights to their own works. This means 

the copyright will stay with the author, and it will not be transferred to the SIG 13 

Newsletter. Consequently, the author has full legal responsibility with regard to texts, 

figures, photos or other contributions that are published in the newsletter. 

• The individual authors retain the copyright to their work. 

• The newsletter will not publish anonymous contributions. 

• Make sure that your contribution does not contain any copyrighted material that 

belongs to someone else (third party). 

• Please contact the editor if you are at all uncertain about the copyright of your 

contribution to the SIG 13 Newsletter. 

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Newsletter Autumn 2010 - Earli

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