Lawrence Kohlberg was an American psychologist known for his theory of moral development. He proposed that moral reasoning develops through six distinct stages - pre-conventional, conventional, and post-conventional. At each stage, moral reasoning is qualitatively different. Kohlberg studied moral development through hypothetical moral dilemmas and found development progresses sequentially through the stages without skipping any. His theory emphasizes that moral reasoning develops as a result of cognitive disequilibrium caused by social interaction and experience with moral dilemmas.
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
How moral development occurs :An exploratory study by Jean Piaget on moral reasoning i.e. all about Heteronomous morality ( moral realism) and Autonomous morality (moral relativism) in young children,its educational implications and criticism. Especially for NET/SLET/CTET/B.Ed./M.Ed./M.A and entrance Aspirants..
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
How moral development occurs :An exploratory study by Jean Piaget on moral reasoning i.e. all about Heteronomous morality ( moral realism) and Autonomous morality (moral relativism) in young children,its educational implications and criticism. Especially for NET/SLET/CTET/B.Ed./M.Ed./M.A and entrance Aspirants..
An overview of the process of how morality developed throughout the life and it's gender controversies via discussing different theories of moral development
This Paper presentation is about Life span development i.e lifespan development of human being and its based on Erik Erickson psycho-social stages. It covers human life from prenatal to postnatal and covers stages in between which is Childhood, Adolescence and Adulthood.
An overview of the process of how morality developed throughout the life and it's gender controversies via discussing different theories of moral development
This Paper presentation is about Life span development i.e lifespan development of human being and its based on Erik Erickson psycho-social stages. It covers human life from prenatal to postnatal and covers stages in between which is Childhood, Adolescence and Adulthood.
5 Tips To Maintain A Proper Teacher-Student Relationship Portia Stevens
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The PPT provides you with proper guidance to maintain a proper teacher-student relationship. For more information you can visit: http://www.past-transgressions.com/
Student teacher relationships and learning outcomes flowerbomb22
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This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
Kohlbergs moral development, Erik erikson's stages and Factors affecting grow...nishakataria10
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Kohlbergs moral development theory, its stages and criticism,
Erik erikson's stages of psychological development - conflicts during each stage,
Factors affecting growth and development.
B.Ed first year notes
Kohlbergâs Stages Of Moral Development.pptxEekaLibunao
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Kohlbergâs theory focuses on the thinking process that occurs when one decides whether a behaviour is right or wrong. Thus, the theoretical emphasis is on how one decides to respond to a moral dilemma, not what one decides or what one actually does.
Kohlbergs stages of moral development.pptmarc cataluna
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Kohlberg's stages of moral development is a psychological theory proposed by Lawrence Kohlberg, which outlines six distinct stages of moral reasoning and ethical growth that individuals typically progress through as they mature. These stages are divided into three main levels: pre-conventional, conventional, and post-conventional morality. At the pre-conventional level, individuals make moral decisions based on self-interest and avoidance of punishment. In the conventional level, morality is guided by societal norms and rules. Finally, in the post-conventional level, individuals develop their own moral principles and ethical values, often transcending societal expectations. Kohlberg's theory has been influential in understanding how people's moral thinking evolves over time and has contributed to the field of moral psychology and education.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. LAWRENCE KOHLBERG
- (born on October 25, 1927 â
died on January 17, 1987)
- American psychologist and
educator known for his theory
of moral development.
- A psychologist who portrayed
on education, anthropology, and
philosophy, to inform his work
on the development of moral
judgment and on moral
behavior.
3. WHAT IS MORAL DEVELOPMENT?
⢠Moral Development
is an aspect of a personâs overall
development that follows over the
course of a lifetime.
⢠Moral Development is growth and, like
all growth, it takes place according to a
pre-determined sequence.
4. KOHLBERG'S THEORY OF
MORAL DEVELOPMENT
⢠This theory is a stage theory. In other words,
everyone goes through the stages sequentially
without skipping any stage.
⢠Assessed moral reasoning by posing hypothetical
moral dilemmas and examining the reasoning
behind peopleâs answers.
⢠Proposed three distinct of moral reasoning: Pre-
conventional, Conventional, and Post-
conventional.
5. HOW DID KOHLBERG COME UP WITH
THE THEORY OF MORAL
DEVELOPMENT?
⢠All his ideas started from the research he performed with
very young children as his subjects. He found out that
children are faced with different moral issues, and their
judgments on whether they are to act positively or
negatively over each dilemma are heavily influenced by
several factors. In each scenario that Kohlberg related to
the children, he was not really asking whether or not the
person in the situation is morally right or wrong, but he
wanted to find out the reasons why these children think
that the character is morally right or not.
6. ⢠For purposes of illustration, Kohlberg uses the Heinz
Dilemma.
The Heinz Dilemma:
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 pharmacist in the same town
had recently discovered. The drug was expensive to make,
but the pharmacist was charging ten times what the drug cost
him to produce. 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 pharmacist that his wife was
dying and asked him to sell it cheaper or let him pay later.
But the pharmacist 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.
7. SIX STAGES OF MORAL
DEVELOPMENT
Level 1: Pre-Conventional Moral Development
ď Stage 1 Punishment-Obedience Orientation
Stage 2 Instrumental Relativist Orientation
ď Level 2: Conventional Moral Development
ď Stage 3 Good boy-Good girl Orientation
ď Stage 4 Law and Order Orientation
Level 3: Post-Conventional Moral Development
ď Stage 5 Social-Contract Legalistic Orientation
ď Stage 6 Universal Ethical Principle Orientation
8. LEVEL 1: PRE-CONVENTIONAL
MORALITY [BIRTH-ADOLESCENCE]
- Young children do not really understand the conventions or
rules of a society.
ď Stage 1 - Punishment-Obedience Orientation
- Related to Skinnerâs Operational
Conditioning, this stage includes the use
of punishment so that the person refrains
from doing the action and continues to
obey the rules.
9. ⢠Stage 2 - Self Interest Orientation / Instrumental Relativist
Orientation
- In this stage a good action is seen as one that is in the best
interest of the individual. Favours may be done for another
child so that in return favours will be returned by the other.
Lies could be told to cover for another so that in return a
similar favour is owed to the individual. The underlying
concern of stage thinking is âwhatâs in it for meâ. The child
will follow rules if there is a known benefit to him or her.
Children in this stage are very concerned with what is fair.
LEVEL 1: PRE-CONVENTIONAL
MORALITY [BIRTH-ADOLESCENCE]
10. LEVEL 2: CONVENTIONAL
MORALITY [ADOLESCENCE-YOUNG ADULTHOOD]
⢠Stage 3 - âGood boy-Good girl" Orientation
- Individuals at this stage of moral reasoning will try to
win the approval of others so that their identity is
perceived as good. The acceptance of the individual by
the peer group has a huge impact in terms of what
actions are considered good or bad. At this stage people
tend to judge the morality of actions in terms of
evaluating their consequences in relation to a personâs
relationships. Good and bad intentions are recognised.
People want their relationships to be characterised by
respect, gratitude and treating others as we wish to be
treated. A good action is therefore on that will bring
about this positive result.
11. Stage 4 â Law and Order Orientation
- The desire to have a functioning society is at the heart of
this stage of moral reasoning. Laws, norms and conventions
become very important in so far as they maintain a
functioning society. People at this stage of moral reasoning
have moved beyond the strong need for individual approval
associated with stage three. The concern at stage four is
transcending individual needs in favour of the needs of
society as a whole.
LEVEL 2: CONVENTIONAL
MORALITY [ADOLESCENCE-YOUNG ADULTHOOD]
12. Stage 5 - Social-Contract Legalistic Orientation
- At this stage it is recognised that individuals can hold
different opinions and values and these should be
respected impartially. It is believed that contracts will
allow the individual and society to both increase their
welfare. It is therefore known as a contractual
perspective. Freedom of choice becomes important and
certain fundamental principles are upheld, such as the
right to life and the right to choose. At this stage, no
single choice is seen as right or absolute since others do
not have the moral authority to judge the actions of the
individual.
LEVEL 3: POST-CONVENTIONAL
MORALITY [ADULTHOOD]
13. Stage 6 â Universal Ethical Principle Orientation
- Moral reasoning is based on abstract reasoning at
this stage. Conscience is seen as an important factor
in making moral decisions. Mutual respect is valued
as a universal principle. Laws are seen as valid only
in so far as they promote the principle of justice.
Therefore, there is an obligation on people to disobey
an unjust law. Decisions are met categorically and in
an absolute way rather that with conditions attached.
LEVEL 3: POST-CONVENTIONAL
MORALITY [ADULTHOOD]
14. 4 QUALITIES OF MORAL
DEVELOPMENT
1. Stage development is steady.
- one must progress through the stages in
order, and one cannot get to a higher stage
without passing through the stage
immediately preceding it.
15. 2. Subjects cannot comprehend moral
reasoning at a stage more than one stage
beyond their own.
- Thus a person at stage two, who
categorizes good and bad on the basis of
his own pleasure, cannot comprehend
reasoning at stage four which appeals to
fixed duties the performance of which
need not offer any promise of reward or
pleasure.
16. 3. Subjects are cognitively attracted to
reasoning one level above their own main
level.
- A stage one person will be attracted by stage
two reasoning, a stage two person by stage
three reasoning, and so on. Kohlberg states that
reasoning at higher stages is cognitively more
acceptable than reasoning at lower stages, since
it resolves problems and dilemmas in a more
satisfactory way.
17. 4. Movement through the stages is effected when
cognitive uncertainty is created.
- That is, when a personâs cognitive outlook is
not suitable to cope with a given moral
dilemma. If in a given situation oneâs cognitive
framework cannot resolve a problem, the
cognitive organism adjusts to a framework
which does. Yet if a personâs orientation is not
disturbed there is no reason to expect any
development.
18. ⢠These qualities of moral development
are, as I said, important to keep in mind.
Because they have not only been verified
time and again by research but they also
make sense if one looks at the
development of oneâs cognitive capacity
as a kind of orderly growth.
⢠Kohlberg believed, as Piaget did, that
most moral development occurs through
social interaction.