The document discusses theories of moral development by Piaget and Kohlberg. It describes Piaget's stages of moral development from ages 5 to adolescence, focusing on a child's understanding of rules and morality. It also outlines Kohlberg's six stages of moral development from a pre-conventional to post-conventional level, where reasoning shifts from obedience to authority to principled moral reasoning. The document provides strategies for promoting moral education, such as explaining rules, matching responses to a child's cognitive level, spending time with children, and being a role model of good values and character.

1. S T R AT E G I E S
P R O M A O T I N G
M O R A L E D U C AT I O N
MORAL DEVELOPMENT
(PIAGET AND KOHLBERG THEORY)

2. MORAL DEVELOPMENT
• children’s reasoning about morality, their attitudes
toward moral lapses, and their behavior when faced
with moral issues.
(source:file:Theories-of-Moral-Development.pdf)

3. STAGES OF MORAL DEVELOPMENT
• Stage 1 = infancy—the child's only sense of right and wrong is what
feels good or bad;
• Stage 2 = toddler years—the child learns "right" and "wrong" from what
she or he is told by others;
• Stage 3 = preschool years—the child begins to internalize family values
as his or her own, and begins to perceive the consequences of his or her
behavior;

4. STAGES OF MORAL DEVELOPMENT
• Stage 4 = ages 7-10 years—the child begins to question the infallibility
of parents, teachers, and other adults, and develops a strong sense of
"should" and "should not"
• Stage 5 = preteen and teenage years—peers, rather than adults,
become of ultimate importance to the child, who begins to try on
different values systems to see which fits best; teens also become more
aware of and concerned with the larger society, and begin to reason
more abstractly about "right" and "wrong."

5. PIAGET'S THEORY OF MORAL
DEVELOPMENT
• According to Piaget, children between ages 5 and 10
make moral decisions based on what an authority
figure believes is right. Rules from parents or teachers
are unchangeable, and the child follows them out of
fear of punishment.
(source:https://www.reference.com/world-view/piaget-s-theory-moral-development-
786b1c1707ac7ece)

6. • beginning at about age 10 children base their morality
on a cooperative society. They see morality involves
social agreement and rules are for the common good.
They also begin to understand that others have
different rules concerning morality.
(source:https://www.reference.com/world-view/piaget-s-theory-moral-development-
786b1c1707ac7ece)

7. • During the early teen years, the youth's sense of
morality matures to ideal reciprocity, where he
attempts to understand the decisions of others by
understanding their circumstances. Piaget felt that
ideal reciprocity was maturity in moral decision.
• (source:https://www.reference.com/world-view/piaget-s-theory-moral-development-
786b1c1707ac7ece)

8. KOHLBERG 'S
THEORY OF
MORAL
DEVELOPMENT

9. I. PRE-CONVENTIONAL LEVEL
• At this level, the child is responsive to cultural rules and labels of good
and bad, right or wrong, but he interprets the labels in terms of either the
physical or hedonistic consequences of action (punishment, reward,
exchange of favors) or the physical power of those who enunciate the
rules and labels. The level is divided into the following two stages.
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

10. STAGE 1:
THE PUNISHMENT AND OBEDIENCE ORIENTATION.
• The physical consequences of action determine its goodness or badness
regardless of the human meaning or value of these consequences.
Avoidance of punishment and unquestioning deference to power are
values in their own right, not in terms of respect for an underlying moral
order supported by punishment and authority.
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

11. STAGE 2:
THE INSTRUMENTAL RELATIVIST ORIENTATION
• Right action consists of what instrumentally satisfies one's own needs
and occasionally the needs of others. Human relations are viewed in
terms such as those of the market place. Elements of fairness,
reciprocity, and equal sharing are present, but they are always
interpreted in a physical, pragmatic way. Reciprocity is a matter of "you
scratch my back and I'll scratch your", not loyalty, gratitude, or justice.
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

12. II. CONVENTIONAL LEVEL
• At this level, the individual perceives the maintenance of the
expectations of his family, group, or nation as valuable in its own right,
regardless of immediate and obvious consequences. The attitude is not
only one of conformity to personal expectations and social order, but of
loyalty to it, of actively maintaining, supporting, and justifying the order
and identifying with the persons or group involved in it. The level
consists of the following two stages:
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

13. STAGE 3:
THE INTERPERSONAL CONCORDANCE OR "GOOD
BOY-NICE GIRL" ORIENTATION.
• Good behavior is what pleases or helps others and is approved by
them. There is much conformity to stereotypical images of what is
majority or "natural" behavior. Behavior is frequently judged by intention
-- "he means well" becomes important for the first time. One earns
approval by being "nice".
• (source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

14. STAGE 4:
THE "LAW AND ORDER" ORIENTATION.
• The individual is oriented toward authority, fixed rules, and the
maintenance of the social order. Right behavior consists in doing one's
duty, showing respect for authority, and maintaining the given social
order for its own sake.
• (source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

15. III. POST-CONVENTIONAL, AUTONOMOUS, OR
PRINCIPLED LEVEL
• The individual makes a clear effort to define moral values and principles
that have validity and application apart from the authority of the groups
of persons holding them and apart from the individual's own
identification with the group. The level has the two following stages:
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

16. STAGE 5:
THE SOCIAL-CONTRACT LEGALISTIC ORIENTATION
(GENERALLY WITH UTILITARIAN OVERTONES).
• Right action tends to be defined in terms of general individual rights and
standards that have been critically examined and agreed upon by the
whole society. There is a clear awareness of the relativism of personal
values and opinions and a corresponding emphasis upon procedural
rules for reaching consensus.
(source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

17. STAGE 6:
THE UNIVERSAL ETHICAL-PRINCIPLE
ORIENTATION.
• Right is defined by the decision of conscience in accord with self-chosen
ethical principles that appeal to logical comprehensiveness, universality,
and consistency. These principles are abstract and ethical (the Golden
Rule, the categorical imperative); they are not concrete moral rules like
the Ten Commandments. At heart, these are universal principles of
justice, of the reciprocity, and equality of the human rights, and of
respect for the dignity of human beings as individual persons.
• (source:Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf)

18. 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?

19. STRATEGIES IN PROMOTING MORAL
EDUCATION
• . Help kids understand the reason behind rules, particularly rules relating
to such moral concerns as justice, fairness, and other aspects of human
welfare.
• Match your response to conflict situations to the kids’ level of cognitive
and social development. It’s important to remember that cognitively
young kids have differing understandings of the social and physical
world than do older kids and adults.
(source:http://hepg.org/hel-home/issues/28_1/helarticle/promoting-moral-development-in-
schools_522)

20. • Make time for children. It is impossible to teach someone something of
importance without spending a considerable amount of time with the person
in question.
• Make rules and set consequences in place for breaking these rules.
• Make sure that a child is reading morally sound material and keep an eye on
what he or she is watching on TV or on line.
• Listen to children. Actively make an effort to find out what they think and feel
and then pay full attention to what they have to say.
(source:https://nobullying.com/how-to-teach-moral-values-to-children/)

21. IN SCHOOL
• . Hang character education posters in halls and classrooms. Refer to
traits throughout the day in different subjects as appropriate.
• . Encourage students to identify a charity, collect donations and help
administer the distribution of goods or funds.
• Enforce a zero-tolerance policy on swearing. Prohibit vulgar and
obscene language in the classroom, on school grounds, and at school-
sponsored activities.
• Invite student volunteers to clean up the neighborhood or community.

22. • Lead by example. Address students respectfully; clean the
chalkboard for the next teacher; pick up litter on the
playground or in hallways; admit when you have made a
mistake.
• Discuss campus “issues of character” on a regular basis
(vandalism, good deeds, etc.).

23. • Group Activity :
Compose a group with 3 members and make an advocacy about the moral education
then present this in class. (3-5 minutes)

24. Thank you! 