The Relative and Absolute Effect Size of the Konstanz Method of Dilemma Discussion (KMDD)1

In this presentation, the efficacy of the Konstanz Method of Dilemma Discussion KMDD is re-viewed, which has been developed by Georg Lind over the past 20 years on the basis of the Blatt-Kohlberg-method of dilemma discussion. While the average effect size of successful interven-tions and treatments in the field of education, psychotherapy, medicine and work place improve-ment is about r = 0.30 (Lipsey & Wilson, 1993), the Blatt-Kohlberg method’s mean relative ef-fect size is r = 0.40 (Lind, 2002). In a series of small intervention studies, including a randomi-zed experimental study in Thailand by Lerkiatbundit et al. (2006), the effects of the KMDD on the development of students ' moral judgement competence are studied. After improvements of the method on the basis of three core didactical principles, namely a) constructivism, b) alterna-ting phases of support and challenge, and c) free Habermas-type discourse, the relative effect sizes of the KMDD reached r> 0.70, and its absolute effect size grew to more than 20 C-points per semester. In contrast, the absolute effect size of regular schooling ranges from +3 points in-crease to 3 points decrease per year across various countries with different educational systems. “The moral faculties are generally and justly esteemed as of higher value than the intellectual powers ” (P.