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Kohlberg theory of moral development by jagannath Kunar
The document discusses Lawrence Kohlberg's theory of moral development, detailing his six stages of moral reasoning which are categorized into pre-conventional, conventional, and post-conventional levels. It highlights the influence of Jean Piaget on Kohlberg's work and presents the famous Heinz dilemma as a method to explore moral reasoning. Additionally, it mentions educational implications and critiques of Kohlberg's theory, particularly regarding gender bias in moral development.
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Kohlberg theory of moral development by jagannath Kunar
- 1. Kohlberg’s Theory ofMoral Development Episode :#1 Jagannath Kunar Dept. of Higher Education Govt. of Odisha Email: jkuanr01@gmail.com
- 2. Skeletal framework…….. • LifeSketch of Kohlberg • Stages of Moral Development as per Piaget • Heinz Dilemma…?? • Kohlberg’s question on Heinz Dilemma • Kohlberg’s Research • Levels of moral reasoning I. Pre-conventional Stage 1: Obedience and Punishment Orientation Stage 2 :Individualism and Exchange II Conventional Stage 3:Good Interpersonal Relationships Stage 4:Maintaining the Social Order III. Post-Conventional Stage 5: Social Contract and Individual Rights Stage 6: Universal Principles • Educational Implications • Critics
- 3. Life Sketch………. • Name:Lawrence Kohlberg • Born : October 25, 1927, Bronxville, New York • Parents: Alfred Kohlberg, Charlotte Albrecht • Ph.D. : Psychology , University of Chicago in 1958 • Served : Yale University(1959) Asst. Prof. University of Chicago (1962) Asso.Prof. Harvard University professor of education & social psychology at between 1968 and 1987. • Died: Apparent suicide in 1987 icy Boston Harbor (Depression, tropical parasite contracted in Belize,1971) Contribution: Stages of Moral Development, The Philosophy of Moral Development (1981), The Psychology of Moral Development (1984)
- 4. Stages of MoralDevelopment • Kohlberg’s theory was inspired by Jean Piaget’s two stages of moral development theory 1. Moral realism: • Morality imposed from the outside (e.g. parents, teacher, God) • Rules as being absolute and unchanging. 2. Moral relativism: • Children recognize there is no absolute right or wrong and that morality depends on intentions not consequences.
- 5. • Lawrence Kohlberg(1958) agreed with Piaget theory of moral development but wanted to develop his ideas further. • One of the best known Kohlberg’s (1958) stories concerns a man called Heinz who lived somewhere in Europe
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- 7. Kohlberg’s question onHeinz Dilemma • Should Heinz have stolen the drug? • Would it change anything if Heinz did not love his wife? • What if the person dying was a stranger, would it make any difference? • Should the police arrest the chemist for murder if the woman died? # Kohlberg was not interested in answer yes/no but the reasoning behind the answer
- 8. Kohlberg’s Research… • Kohlbergcollect the answers from the sample comprised 72 Chicago boys aged 10–16 years. • Identified three distinct levels of moral reasoning: I. Pre-conventional II. Conventional Each level has two sub-stages III. Post-conventional
- 9. Levels of moralreasoning Pre-conventional Stage 1: Obedience and Punishment Orientation Stage 2 : Individualism and Exchange Post-conventional Stage 5: Social Contract and Individual Rights Stage 6: Universal Principles Conventional Stage 3: Good Interpersonal Relationships Stage 4: Maintaining the Social Order
- 10. Pre-conventional level Stages Stage 1:(Infancy) Obedienceand Punishment Orientation Characterstics • The child/individual is good in order to avoid being punished. If a person is punished, S/he must have done wrong.
- 11. Stage 2 :(Pre-school) Individualismand Exchange • Children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.
- 12. Conventional Stages Stage 3:(School age) GoodInterpersonal Relationships Characteristics • The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.
- 13. Stage 4 ::(Schoolage) Maintaining the Social Order • The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.
- 14. Post-Conventional Stages Stage 5: (Teenage)Social Contract and Individual Rights Characterstics • The child becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear-cut. • For example, in Heinz’s dilemma, the protection of life is more important than breaking the law against stealing.
- 15. Stage6: (Adulthood) Universal Principles. •Person may have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. • The person will be prepared to act to defend the principles E.g., human rights, justice, and equality even if it means going against the rest of society. • Ready to pay the consequences of disapproval and or imprisonment. • Kohlberg doubted few people reached this stage.
- 16. Educational Implications • Kohlbergtheory offers a stimulating challenge to our thinking and many insights which can be blended into the continually evolving direction of educational programs • Teaching students "how to think. " and understand why they think so. • Provide simulated situation/problems/dilemma, a student is expected to comprehend the facts of a dilemma, analyze the important issues, apply past learning to the problem, generate alternative courses of action, evaluate the correctness or suitability of these alternatives, and decide on the best solution to the problem. • Kohlberg dilemma-solving method suggests a way in which teachers might focus attention on moral issues in their disciplines • Kohlberg's moral dilemma method promotes student involvement and activity • Kohlberg's dilemma method seems ideally suited to promote adolescent moral growth whether it be empathy, disagreement, confusion, etc • Kohlberg emphasizes the importance of the environment in moral development so teacher must create an environment before instruction
- 17. Critics …….. • Accordingto Gilligan (1977), because Kohlberg’s theory was based on an all- male sample, the stages reflect a male definition of morality (it’s androcentric). • Mens' morality is based on abstract principles of law and justice, while womens' is based on principles of compassion and care. • Gilligan is claiming that there is a sex bias in Kohlberg’s theory. He neglects the feminine voice of compassion, love, and non-violence, which is associated with the socialization of girls. • His research was cross-sectional • A better way to see if all children follow the same order through the stages would have been to carry out longitudinal research • Sample size was too small and qualitative technique like observation and interviews are used so external validity was a question.
- 18. Link for Piaget’stheory of moral development: https://www.youtube.com/watch?v =yPdjgMQ2pZQ&t=1s Link for Piaget’s theory of cognitive development: https://www.youtube.com/watch?v =-ARDtsfdxbY&t=29s Jagannath Kunar Dept. of Higher Education Govt. of Odisha Email:jkuanr01@gmail.com https://youtu.be/x8FZZkFjnmc https://youtu.be/hxb-e6MwIew