While democratic ideals are cherished by many worldwide, practice and competence in democratic procedures and behaviors are fading. Educating for democracy involves teaching skills that contribute to the democratic ideals, such as fairness, due process, and respect for the dignity, rights, and autonomy of others. In this volume, researchers from throughout the world draw from the Dual-Aspect Theory, the Konstanz Method of Dilemma Discussion, and the Moral Judgment Test, developed by German psychologist Georg Lind to advance democratic competencies. Grounded in Lawrence Kohlberg's theory of moral judgment, contributors report research at various levels of social engagement, such as schools, workplaces, governments, prisons, and communities, to describe how people can, and do, develop democratic competencies that hold promise for creating interactions and institutions that are just and fair.

Do technologies advance our self-identities, as they do our bodies, cognitive skills, and the next developmental stage called postpersonal? Did we already manage to be fully human, before becoming posthuman? Are we doomed to disintegration and episodic selfhood? This book examines the impact of radical technopoiesis on our selves from a multidisciplinary perspective, including the health humanities, phenomenology, the life sciences and humanoid AI (artificial intelligence) ethics. Surprisingly, our body representations show more plasticity than scholarly concepts and sociocultural narratives. Our embodied selves can withstand transplants, bionic prostheses and radical somatechnics, but to remain autonomous and authentic, our agential potentials must be strengthened - and this is not through 'psychosurgery' and the brain-computer interface.