The complete debate can be viewed at the link below
https://docs.google.com/viewer?a=v&q=cache:wlwdTEQjOl8J:knowledge.wharton.upenn.edu/papers/278.pdf+&hl=en&gl=us&pid=bl&srcid=ADGEESiaC77KWG1wlDFNBBOIFT4vAUMLDZcJfNZug7tbQ7CT8HRXms0bnE94Cq0cFdXViaaUVQ6cDnZT3d-081JA9Z1VNO1-J69xfXcEacJ3FX3MsmXs5T8Z7YqlDoXoX2oMrsVomsXq&sig=AHIEtbR-AmolShxB1QUcwrGMMQCUomhL2w
Wednesday, September 19, 2012
The Theory of Human Development
Kohlberg's Theory of Moral Development
Stages of Moral Development
By Kendra Cherry,
Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded upon Jean Piaget's work to form a theory that explained the development of moral reasoning.
Piaget described a two-stage process of moral development, while Kohlberg's theory of moral development outlined six stages within three different levels. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.
"The Heinz Dilemma"
Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to these participants and they were also interviewed to determine the reasoning behind their judgments of each scenario.
The following is one example of the dilemmas Kohlberg presented"
Heinz Steals the Drug
"In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that?" (Kohlberg, 1963).
"In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that?" (Kohlberg, 1963).
Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in the reasoning for each participant's decision. The responses were then classified into various stages of reasoning in his theory of moral development.
Level 1. Preconventional Morality
· Stage 1 - Obedience and Punishment
The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
· Stage 2 - Individualism and Exchange
At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
Level 2. Conventional Morality
· Stage 3 - Interpersonal Relationships
Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
· Stage 4 - Maintaining Social Order
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
Level 3. Postconventional Morality
· Stage 5 - Social Contract and Individual Rights
At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
· Stage 6 - Universal Principles
Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Criticisms of Kohlberg's Theory of Moral Development:
· Does moral reasoning necessarily lead to moral behavior? Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions.
· Is justice the only aspect of moral reasoning we should consider? Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Factors such as compassion, caring and other interpersonal feelings may play an important part in moral reasoning.
· Does Kohlberg's theory overemphasize Western philosophy? Individualistic cultures emphasize personal rights while collectivist cultures stress the importance of society and community. Eastern cultures may have different moral outlooks that Kohlberg's theory does not account for.
Kohlberg's Theory of Moral Development (Stages of)
Kohlberg's Theory of Moral Development
Stages of Moral Development
By Kendra Cherry,
Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded upon Jean Piaget's work to form a theory that explained the development of moral reasoning.
Piaget described a two-stage process of moral development, while Kohlberg's theory of moral development outlined six stages within three different levels. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.
"The Heinz Dilemma"
Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to these participants and they were also interviewed to determine the reasoning behind their judgments of each scenario.
The following is one example of the dilemmas Kohlberg presented"
Heinz Steals the Drug
"In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that?" (Kohlberg, 1963).
"In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that?" (Kohlberg, 1963).
Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in the reasoning for each participant's decision. The responses were then classified into various stages of reasoning in his theory of moral development.
Level 1. Preconventional Morality
· Stage 1 - Obedience and Punishment
The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
· Stage 2 - Individualism and Exchange
At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
Level 2. Conventional Morality
· Stage 3 - Interpersonal Relationships
Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
· Stage 4 - Maintaining Social Order
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
Level 3. Postconventional Morality
· Stage 5 - Social Contract and Individual Rights
At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
· Stage 6 - Universal Principles
Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Criticisms of Kohlberg's Theory of Moral Development:
· Does moral reasoning necessarily lead to moral behavior? Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions.
· Is justice the only aspect of moral reasoning we should consider? Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Factors such as compassion, caring and other interpersonal feelings may play an important part in moral reasoning.
· Does Kohlberg's theory overemphasize Western philosophy? Individualistic cultures emphasize personal rights while collectivist cultures stress the importance of society and community. Eastern cultures may have different moral outlooks that Kohlberg's theory does not account for.
Lawrence Kohlberg and Moral Development and Education
Lawrence Kohlberg
Lawrence Kohlberg
| |
Born
|
25 October 1927
|
Died
|
19 January 1987 (aged 59)
|
Cause of death
| |
Lawrence Kohlberg (October 25, 1927 – January 19, 1987) was a Jewish American psychologist born in Bronxville, New York, he was the son of Alfred Kohlberg, a Jewish man, and of his second wife, Charlotte Albrecht, a Protestant woman. He served as a professor at the University of Chicago, as well as Harvard University. Having specialized in research on moral education and reasoning, he is best known for his theory of stages of moral development. Even though it was considered unusual in his era, he still decided to study the topic of moral judgement following Piaget's footsteps.[1] In fact, it took Kohlberg five years before he was able to publish an article based on his views.[2] A close follower of Jean Piaget's theory of cognitive development, Kohlberg's work reflected and extended his predecessor's ideas, at the same time creating a new field within psychology: "moral development". Scholars such as Elliot Turiel and James Rest have responded to Kohlberg's work with their own significant contributions. In an empirical study by Haggbloom et al. using six criteria, such as citations and recognition, Kohlberg was found to be the 30th most eminent psychologist of the 20th century.[3]
Education
Ready to pursue his education, Kohlberg enrolled at the University of Chicago. His scores on the admissions tests were so high that he was excused from most of the required courses and earned his bachelor's degree in one year, 1948. He began study for his doctorate degree, which he earned at Chicago in 1958. Kohlberg's career started at Yale University, as an assistant professor of psychology, 1956-1961. In 1955, he married Lucille Stigberg, and the couple had two sons, David and Steven. Kohlberg spent a year at the Center for Advanced Study of Behavioral Science, 1961-1962, and then joined the staff of the University of Chicago as assistant, then associate professor of psychology and human development, 1962-1967. He spent the next ten years at Harvard University, as a professor of education and social psychology.
Stages of Moral Development
Main article: Kohlberg's stages of moral development
In his 1958 dissertation, Kohlberg wrote what are now known as Kohlberg's stages of moral development.[4] These stages are planes of moral adequacy conceived to explain the development of moral reasoning. Created while studying psychology at the University of Chicago, the theory was inspired by the work of Jean Piaget and a fascination with children's reactions to moral dilemmas.[5] Kohlberg proposed a form of “Socratic” moral education and reaffirmed Dewey’s idea that development should be the aim of education. He also outlined how educators can influence moral development without indoctrination and how public school can be engaged in moral education consistent with the Constitution.[6]
His theory holds that moral reasoning,which is the basis for ethical behavior, has six identifiable developmental constructive stages - each more adequate at responding to moral dilemmas than the last.[7] Lawrence Kohlberg suggested that the higher stages of moral development provide the person with greater capacities/abilities in terms of decision making and so these stages allow people to handle more complex dilemmas.[8] In studying these, Kohlberg followed the development of moral judgment that is far beyond the ages originally studied earlier by Piaget,[9] who also claimed that logic and morality develop through constructive stages.[7] Expanding considerably upon this groundwork, it was determined that the process of moral development was principally concerned with justice and that its development continued throughout the life span,[4] even spawning dialogue of philosophical implications of such research.[10][11]
Kohlberg studied moral reasoning by presenting subjects with moral dilemmas. He would then categorize and classify the reasoning used in the responses, into one of six distinct stages, grouped into three levels: pre-conventional, conventional and post-conventional.[12][13][14] Each level contains two stages. These stages heavily influenced others and have been utilized by others like James Rest in making the Defining Issues Test in 1979.[15]
Some of Kohlberg's publications include Consensus and Controversy, The Meaning and Measurement of Moral Development, Lawrence Kohlberg's Approach to Moral Education and Child Psychology and Childhood Education: A Cognitive Developmental View.[16]
Death
Kohlberg contracted a tropical parasite in 1971 while doing cross-cultural work in Belize. As a result, he struggled with depression and physical pain for the rest of his life. On January 19, 1987, he requested a day of leave from the Massachusetts hospital where he was being treated, and committed suicide by drowning. [17]
Wednesday, July 25, 2012
Women's rights and judgment
July 23, 2012-Women’s rights and women’s judgment
Gilligan takes a look in this chapter and the social issues that framed women’s right’s movement and ultimately women’s social issues. She ponders the affects that Seneca Falls, and social reforms such as; social purity movement and temperance and the 60’s with free love and ultimately birth control had on the development of women’s rights and judgments.
Obviously she felt that education for women was the key to their development. She felt that there was a puzzling aspect to why women didn’t support other women in the equal rights movement and finally in the women’s movement as a whole.
She felt that ultimately women struggled with the idea of selfishness and the moral debate of self- sacrifice that women felt they were obligated to do. Gilligan (1998) felt that when women recognized the “…rightness of her decision but also realizing its painful consequences, she can see no way to maintain her integrity while adhering to an ethic of care in relationships. Seeking to avoid conflict and compromise in choice by ‘just doing what is right for you’, she is in fact left with a feeling of compromise about herself.” (p. 135).Once again the main theme of relationship and care for it as primary is evident. Women struggle with the need to balance selflessness and responsibility. Quite often she feels the need to justify her decisions and actions. When this dilemma becomes too strong she is often left paralyzed and unable to make any decision. She actually fees torn between the need to be true to herself and the feeling that she will inadvertently hurt someone else.
Gilligan believes that when a woman can finally discover that there is not any one true right or wrong, but different variances of both, she will truly be able to become a better functioning individual. She feels that once women understand that by being true to themselves they become a better individual will they learn to view themselves as morally right and just.
Subscribe to:
Posts (Atom)