Negativität und moralisches Urteilen

Processes of moral judgement can benefit significantly from non-affirmative forms of cognition, for example by reflecting on one's own values or questioning social norms. This applies in particular to situations of moral learning, the educational value of which is all the greater the more uncertainties and ambiguities are addressed and worked through. This paper first sets out the systematic role negations play in moral judgement processes, in order to then reflect on the role of the non-affirmative in educational theory and to highlight didactic approaches to addressing the negative in the context of moral judgement formation.