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Kohlberg

The document discusses several criticisms of Kohlberg's theory of moral development: 1) It disregards other cultural ideologies and is gender biased, favoring Western male values of individualism. 2) Kohlberg's stages of moral reasoning are not clearly separate, sequenced, or consistent between different situations. 3) Research shows people reason at higher levels when helping others versus breaking rules, which Kohlberg did not account for. 4) Emotions and relationships also influence moral choices, not just reasoning, and Kohlberg overlooked other aspects like character and virtue.

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300 views3 pages

Kohlberg

The document discusses several criticisms of Kohlberg's theory of moral development: 1) It disregards other cultural ideologies and is gender biased, favoring Western male values of individualism. 2) Kohlberg's stages of moral reasoning are not clearly separate, sequenced, or consistent between different situations. 3) Research shows people reason at higher levels when helping others versus breaking rules, which Kohlberg did not account for. 4) Emotions and relationships also influence moral choices, not just reasoning, and Kohlberg overlooked other aspects like character and virtue.

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api-297171249
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Criticism

Kohlbergs 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 Kohlbergs theory of
moral reasoning do not seem to be
separate, sequenced, or consistent.
Someones 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
its 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

Deep Question:

Allison,Brianne,Kevin,andNicole

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.htm
l
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
KohlbergsTheoryofMoralDevelopment
Retrievedfrom
http://www3.uakron.edu/witt/rmfcs/colleen.pdf
Liu,X.(2014).TheProblemofCharacter
EducationandKohlbergsMoralEducation
PhilosophicalStudiesinEducation,45.
Retrievedfrom
http://files.eric.ed.gov/fulltext/EJ1043685.pdf

The Heinz Dilemma:

Lawrence Kohlberg

What is moral development?


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.

How may this be applied to


the classroom?
Moral dilemma discussion and role
playing
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.
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.

Biography

Kohlbergs Theory

1927-1987

Heinzswifewasdyingfromaparticulartype
ofcancer.Anewdrughadbeendeveloped
byalocalchemist,butthecompanywas
chargingtwicewhatHeinzcouldafford.
Heexplainedtothechemistthathiswifewas
dyingandaskedifhecouldhavethedrug
cheaperorpaytherestofthemoneylater.
Thechemistrefused,sayingthathehad
discoveredthedrugandwasgoingtomake
moneyfromit.Thehusbandwasdesperate
tosavehiswife.Hewasconflicted.Should
hebreakthelawandsaveherlife,ornot?

Lawrence Kohlberg was an American


psychologist who served as a professor of
psychology at the University of Chicago, and
Harvard University. His study of moral
development was meant to be an extension
of Piagets research.
He was the youngest of four children in
Bronxville, New York. He served in the at the
end of WWII, and worked for a time
smuggling Jewish refugees from Romania
into Palestine. He began his academic pursuits
after the war.

Kohlbergpresentedthisdilemmato

What biases may Kohlberg have as a result

participantsatvaryingages.Basedonthe

of his background?

responsesgivenhewasabletoformulatethe
stagesofmoraldevelopment.

For an interactive demonstration of the


Heinz Dilemma
http://www.simplypsychology.org/kohlberg.
html
For a Video on Gilligans Moral
Development Theory:
https://www.youtube.com/watch?v=zIzpBuWzkBU

MoralDevelopmentrelatesto:
KSA 5: All students can learn, albeit at
differentratesindifferentways.
Understand not all students may be at the
samestageofmoraldevelopment.

KSA 8:Importanceofrespectingstudents
humandignity
Model and teachrelationshipsthat are builton
respect.

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