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  1. Gerhard Minnameier (2012). A Cognitive Approach to the 'Happy Victimiser'. Journal of Moral Education 41 (4):491-508.
    The happy victimiser phenomenon has puzzled many researchers in the field of moral development. After having learnt and internalised what is morally right and wrong, young children tend to attribute positive feelings to observed models of their age who explicitly harm other children. This has been mainly explained as a lack of moral motivation or an insufficiently developed moral self. On both accounts, happy victimising is seen as an educational problem and understood in terms of a gap between moral judgement (...)
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  2. Gerhard Minnameier (2011). Lawrence Kohlberg: An Introduction. Journal of Moral Education 40 (4):539-541.
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  3. Gerhard Minnameier (2010). Abduction, Induction, and Analogy. In. In W. Carnielli L. Magnani (ed.), Model-Based Reasoning in Science and Technology. 107--119.
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  4. Gerhard Minnameier (2004). Peirce-Suit of Truth – Why Inference to the Best Explanation and Abduction Ought Not to Be Confused. Erkenntnis 60 (1):75-105.
    It is well known that the process of scientific inquiry, according to Peirce, is drivenby three types of inference, namely abduction, deduction, and induction. What isbehind these labels is, however, not so clear. In particular, the common identificationof abduction with Inference to the Best Explanation (IBE) begs the question,since IBE appears to be covered by Peirce's concept of induction, not that of abduction.Consequently, abduction ought to be distinguished from IBE, at least on Peirce's account. The main aim of the paper, (...)
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  5. Gerhard Minnameier (2001). A New "Stairway to Moral Heaven"? A Systematic Reconstruction of Stages of Moral Thinking Based on a Piagetian "Logic" of Cognitive Development. Journal of Moral Education 30 (4):317-337.
    One of the main deficiencies of the Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. First of all, it has never been shown, what specific problems arise at each stage and how these are resolved at the following one (integrating all lower stages). The present approach tries to fill this gap by starting from an elaborated developmental logic, which is then applied to the field of moral thinking. Thus, stages are (...)
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  6. Klaus Beck, Karin Heinrichs, Gerhard Minnameier & Kirsten Parche-Kawik (1999). Homogeneity of Moral Judgement?-Apprentices Solving Business Conflicts. Journal of Moral Education 28 (4):429-443.
    In an ongoing longitudinal study, which started in 1994, we are examining the moral development of business apprentices (sensu Kohlberg). The focal point of this project is a critical analysis of Kohlberg's thesis of homogeneity, according to which people should judge every moral issue from the point of view of their "modal" stage (i.e. the most frequently used stage of moral reasoning) regardless of any situation-specificity. Empirical data-even Kohlberg's own-however, show that an individual's judgements are usually spread around her/his modal (...)
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