MORAL DEVELOPMENT Lawrence Kohlberg. _(1927–1987) _was a psychologist _Drew upon education, anthropology, and philosophy, to inform his work _ Kohlberg.

MORAL DEVELOPMENT Lawrence Kohlberg

_(1927–1987)

_was a psychologist

_Drew upon education, anthropology, and philosophy, to inform his work

_ Kohlberg was raised in Bronxville, New York

_ Smuggled European Jews into Palestine

BIOGRAPHY

BIO CONTINUED _ Received his Doctorate in Clinical Psychology at University of Chicago

_ Held faculty positions at University of Chicago and ultimately at Harvard Graduate School of Education until his death

_ Influenced by the philosophies of Socrates, John Locke, Thomas Jefferson, and John Stuart Mill, as well as the works of Jean Piaget and John Dewey (Education.com)

CHILDREN AS MORAL PHILOSOPHERS

He argues that experts had previously perceived good morals in children as being adopted from others,

however...

In studying children,

“We find that they have many ways of making judgments which are not "internalized" from the outside, and which do not come in any direct and obvious way from parents,

teachers or even peers.”

Therefore, there must be an innate ability in each individual that enables moral decision-making

Does one's pattern of moral judgment change

over time or become more complex?

Are there commonalities among people's patterns

of judgment?

Can a system of moral development be applied

to all people?

JEAN PIAGET

“Inspired by Jean Piaget's pioneering effort to apply a

structural approach to development, I have

gradually elaborated over the years of my study a

typological scheme describing general

structures and forms of moral thought which can

be defined independently of the specific content of

particular moral decisions or actions.”

Piaget developed four stages of Cognitive Development.

Similarly, Kohlberg developed his theory of Moral Development.

He is not seeking to define what morality is, but rather, to define how people come to moral determinations themselves.

KOHLBERG'S RESEARCH

•He came to his conclusions through research: he told children various stories centering around a moral dilemma and asked them questions.

•He observed the children's change in response over several years and recorded the changes

•He specifically studied a group of 75 boys from ages 10-15 for about 10 years

•He also studied children from different cultures and countries

HEINZ'S DILEMMA

WAS HEINZ RIGHT TO TAKE CARE OF HIS WIFE?

SHOULD HEINZ BE ARRESTED?

DOES THE CHEMIST HAVE THE RIGHT TO REFUSE HEINZ?

DOES THE CHEMIST HAVE A RIGHT TO CHARGE WHAT HE WANTS TO?

IS IT EVER OKAY TO STEAL?

3 LEVELS OF DEVELOPMENT

2 STAGES IN EACH

LEVEL ONE

PRECONVENTIONAL LEVEL

Punishment and Obedience OrientationPhysical consequence of action determine its goodness or badness.

Avoidance of punishment and deference to power are valued.

Simple-minded

Instrumental-relativist Orientation

Right action consists of that which satisfies one’s own needs and occasionally the needs of others.

Reciprocity is a matter of “you scratch my back and I'll scratch yours,”

self-centered

[Authority/Self-foocus] Child is responsive to cultural rules and labels of good and bad, right or wrong, but interprets these in

terms of consequences of action (punishment, reward, exchanges of favors)

LEVEL TWO

CONVENTIONAL LEVEL

Interpersonal Concordance

“Good boy, Good girl.”

Good behavior is that which pleases or helps others and is approved by them

May not necessarily be “good”

Positive influence is imperative

The "Law and Order" Orientation

Orientation toward fixed rules and the maintenance of the social order. Right behavior consists of doing one's duty and showing respect for authority.

Criminals do not acquire this level of moral reasoning.

People who only acquire this level of reasoning may not question authority or be socially progressive

[Conformity] Maintaining the expectations of the individual's family, group, or nation is perceived as valuable,

regardless of consequences

LEVEL THREE

POST CONVENTIONAL

The Social-Contract, Legalistic Orientation

Right action defined in terms of rights and standards that have been agreed upon by the whole society

This is the “official” morality of the U.S. Gov't & Constitution

The Universal-Ethical-Principle Orientation

“Right” is defined by conscience in accord with self-chosen ethical principles appealing to logic and universality

ex: human rights

[Autonomy and individual rights] Principled level of Moral Reasoning: Effort to define moral principles that have validity

and application apart from the authority of groups

SUMMARIZE & READ SAMPLE RESPONSES

IMPLICATIONS FOR EDUCATORS

CAN MORAL REASONING BE TAUGHT? Kohlberg suggests three conditions that can help children to internalize moral principles: Exposure to the higher stage of reasoning Exposure to situations posing problems and contradictions for the child's current moral structure, leading to dissatisfaction with his/her current level An atmosphere of dialogue where conflicting moral views are compared openly

CHARACTER EDUCATION

CRITICISM

oCarol Giligan, a peer and collaborator with Kohlberg at Harvard, claimed that Kohlberg's theory of Moral Development defined people's thought process as too logical, abstract, and ultimately inaccurate.

oShe believed mature moral judgment was often determined through the eyes of relational responsibility rather than just individual rights as his theory suggests

oShe called this the“feminist voice," but ultimately determined that men may feel this same responsibility to others as they make decisions as well.

o Others have also criticized that his theory doesn't explore actual behavior

https://www.youtube.com/watch?v=2W_9MozRoKE