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Deep Question:

As a teacher how would you observe and apply moral development in your classroom?

Resources:

­McLeod,S.A.(2013).Kohlberg.Retrieved

fromwww.simplypsychology.org/kohlberg.html

­Perry,N.,Winne,P.H.,&Woolfolk,A.(2013).

EducationalPsychology.Toronto:Pearson.

­Hersh,R.H.,Kohlberg,L.(1977).Moral

Development:AReviewoftheTheory.Theory

intoPractice,16.Retrievedfrom

http://www.jstor.org/stable/1475172

­Schemrich,C.M.(2003).ApplyingPrinciplesof

Kohlberg’sTheoryofMoralDevelopment… Retrievedfrom

http://www3.uakron.edu/witt/rmfcs/colleen.pdf

­Liu,X.(2014).TheProblemofCharacter

EducationandKohlberg’sMoralEducation…

PhilosophicalStudiesinEducation,45.

Retrievedfrom

http://files.eric.ed.gov/fulltext/EJ1043685.pdf

Criticism

Kohlberg’s theory blatantly disregards any other cultural ideologies and is completely gender biased. It demonstrates a bias in favour of Western male values that emphasize individualism and therefore do not account for moral reasoning development in women or in other cultures.(Gilligan, 1982; Gilligan & Attanucci, 1988)

The stages of Kohlberg’s theory of moral reasoning do not seem to be separate, sequenced, or consistent. Someone’s choices in one situation may fit one stage, while a decision in a different situation may reflect another stage.(Boom, Brugman & van der Hiejden, 2001)

Research tells us that when asked to reason about helping someone else versus meeting their own needs, both children and adolescents reason at higher levels than when they are asked to reason about breaking the law. (Arnold, 2000; Eisenberg, Shell, Pasernack, Lennon, Beller & Mathy,1987; Sobesky, 1983)

Emotions, competing goals, relationships, etc. all affect choices – it’s not all just reasoning. He is overlooking other aspects of moral maturity, such as character and virtue which operate together to solve moral problems of everyday life. (Carpendale, 2000; Walker & Pitts, 1998)

Kohlberg

Allison,Brianne,Kevin,andNicole

moral problems of everyday life. (Carpendale, 2000; Walker & Pitts, 1998) Kohlberg Allison,Brianne,Kevin,andNicole
 

Kohlberg’s Theory

The Heinz Dilemma:

 

Biography

 

Lawrence Kohlberg

What is moral development?

 

Heinz’swifewasdyingfromaparticulartype

1927-1987

Kohlberg evaluated the moral reasoning of both children and adults by presenting them with moral dilemmas, such as the Heinz Dilemma. Based on these evaluations, Kohlberg proposed a detailed sequence of stages of moral reasoning: preconventional, conventional, and postconventional.

ofcancer.Anewdrughadbeendeveloped

Lawrence Kohlberg was an American

 

byalocalchemist,butthecompanywas

psychologist who served as a professor of

chargingtwicewhatHeinzcouldafford.

psychology at the University of Chicago, and

Heexplainedtothechemistthathiswifewas

Harvard University. His study of moral

 

dyingandaskedifhecouldhavethedrug

development was meant to be an extension

cheaperorpaytherestofthemoneylater.

of Piaget’s research.

 

How may this be applied to the classroom?

Moral dilemma discussion and role playing

 

Thechemistrefused,sayingthathehad

He was the youngest of four children in

Bronxville, New York. He served in the at the

discoveredthedrugandwasgoingtomake

moneyfromit.Thehusbandwasdesperate

tosavehiswife.Hewasconflicted.Should

end of WWII, and worked for a time

smuggling Jewish refugees from Romania

into Palestine. He began his academic pursuits

The teacher must model morality in their classrooms, however, students do not merely internalize morals and values of the adults around them, they construct their own through moral conflicts/dilemmas – can do this in the safe school environment through such things as role playing, video reflections, and classroom discussion.

hebreakthelawandsaveherlife,ornot?

after the war.

 

Kohlbergpresentedthisdilemmato

What biases may Kohlberg have as a result

participantsatvaryingages.Basedonthe

of his background?

 

responsesgivenhewasabletoformulatethe

MoralDevelopmentrelatesto:

stagesofmoraldevelopment.

KSA 5: All students can learn, albeit at differentratesindifferentways.

For an interactive demonstration of the Heinz Dilemma http://www.simplypsychology.org/kohlberg. html

Understand not all students may be at the samestageofmoraldevelopment.

Ex/a teacher shows a video with no conclusion or resolution and has the students discuss the right course of action – would be a way to evaluate what stage of moral development that the students are in.

KSA8:Importanceofrespectingstudents’

humandignity

 
 

Modelandteachrelationshipsthatarebuilton

For a Video on Gilligan’s Moral Development Theory:

respect.