by Mieder van Loggerenberg
Lawrence Kohlberg, an American psychologist theorized that humans develop their moral judgements in six stages and that humans progress through these stages in a hierarchical order, as their cognitive abilities develop. The stages themselves are structured in three levels: Pre-Conventional, Conventional and Post-Conventional.
The Heinz Dilemma
By using children's responses to a series of moral dilemmas, Kohlberg established that the reasoning behind the decision was a greater indication of moral development than the actual answer. Through storytelling, Kohlberg presented different moral dilemmas where each case presented a choice had to be made and the reasoning for the choice will indicate which stage of moral development a person is.
Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist, and Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug, where it should have been $20 the chemist was charging $200, and this was much more than Heinz could afford.
Heinz could only raise half the money, even after getting help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later.
The chemist refused, saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemist’s and stole the drug.
Questions asked by Kohlberg:
1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did not love his wife?
3. What if the person dying was a stranger, would it make any difference?
4. Should the police arrest the chemist for murder if the woman died?
By studying the answers from children of different ages to these questions, Kohlberg anticipated that moral reasoning changed as people got older. In so, he was able to identify the three distinct levels of moral reasoning.
From a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg’s theory holds that the justification the participant offers is what is significant, the form of their response.
Below are some of many examples of possible arguments that belong to the six stages:
Stages of Moral Development
Level 1 - Preconventional morality
This level of moral development has two stages and lasts up until age 9. At this level children have not yet developed a personal code of morality, and their decisions are usually based on standards set by adults around them and the consequences of following or breaking their rules.
To understand it in context, children see morals as if actions lead to punishment, it must be bad and if it leads to a reward, it must be good. Children make decisions based on the physical consequences of their actions like being scold at, not allowed to watch TV, or play on their phones.
Stage 1:
Obedience and Punishment Orientation
The child is good to avoid being punished. If a child is punished, they must have done something wrong.
Stage 2:
Individualism and Exchange
Children understand that there is not just one viewpoint, usually meaning that the authoritative figure is in the right. Different people have different viewpoints.
Level 2 - Conventional morality
The second level of moral development is characterized by an acceptance of social rules of what is right and wrong. At this level, most adolescents and adults begin to internalize the moral standards of their adult role models.
Authority is internalized but not questioned, and the reasoning behind the decisions are based on the norms of the group to which a person belongs.
Stage 3
Good Interpersonal Relationships
The person seeks the approval of others to be perceived as a good person.
Stage 4
Maintaining the Social Order
The person becomes aware of the wider rules of society, so the focus is now on obeying the rules to uphold the law and avoid guilt.
Level 3 - Postconventional morality
The third level of moral development is characterized by an individual’s understanding of universal ethical principles. These are more abstract with no clear definition besides preserving life at all costs, and human dignity. The individual’s judgement is based on their own principles, and moral reasoning is based on the individual’s human rights. According to Kohlberg, only 10-15% of people can achieve this kind of abstract thinking.
Stage 5
Social Contract and Individual Rights
A person becomes aware that rules are meant for the greater good but does not always offer equity for all.
Stage 6
Universal Principles
A person at this stage have developed their own set of moral guidelines which may or may not be aligned with the law. The person will defend these principles regardless of what other people think or believe and is willing to pay the consequences for their beliefs, even if it means becoming a social outcast or imprisonment.
Kohlberg and the Classroom
Teachers having a good understanding of Kohlberg’s theory of moral development can help to better guide students in their moral development. As teachers being role models, it is vital to implement classroom activities that can strengthen their moral character, regardless of their age.
Stage 1 - Early Childhood Education
Obedience and Punishment Orientation
Most preschool and some kindergarten students are still in the first stage of moral development. It is vital for teachers to start laying the groundwork to encourage moral behavior at this stage. Young children are primarily motivated to behave appropriately just to avoid being punished for bad behavior. By understanding this stage of moral development, teachers can effectively guide their students’ moral development by setting a code of conduct for the classroom that will promote good behavior. It is important to set clear guidelines for what is appropriate and expected and clear consequences for misbehavior. It is even more important to remain consistent when enforcing the rules throughout the academic year. For children at this age punishment should be appropriate and fair but not as to discourage learning and or physical or emotional harm to the child. In addition, rewards should be given to those that follow the rules which will motivate them to behave accordingly as they go through the moral development stages. It is also important to encourage social interactions through pair or group work amongst students to strengthen their moral character.
Stage 2 - Primary
Individualism and Exchange
By this stage, if children are rewarded, they are more motivated to behave and follow the rules. That being said, teachers must have a good reward system in place for good behavior. At this stage, most children associate punishment due to bad behavior and rewards to good behavior. Students also begin to learn that people have different viewpoints and appropriate behavior can be mutually beneficial and will be treated better by others. From their perspective they see morality in terms of helping others for their own self-interest.
At this stage, it is good to introduce classroom activities that encourage cooperation between students through games that require students helping each other to reach a goal. This in turn will further develop their moral reasoning skills. Students at this stage are more involved in creating the classroom code of conduct which in turn helps the teacher with basic classroom management.
Stage 3 - Middle School
Good Interpersonal Relationships
Most children reach stage 3 between the ages of 10 and 13. This is where children become more aware of people around them and how their behavior affects them, and how people perceive them. At this stage students help create the code of conduct and are more responsible for following and enforcing the classroom rules. Since they are aware how their behavior affects others, they may be less inclined to follow the rules if they can’t see any benefit from it and would be unwilling to blindly follow the rules without understanding the reasoning behind them. Hence, involving them in creating the rules will help make them understand why it is important to follow those rules.
As students move up the stages of moral development, the more important social interaction and collaboration becomes in strengthening students’ moral character. Since students don’t develop at the same pace it is crucial to allow enough time for group projects and activities to help students at different stages of moral development to work together to learn how their behavior can affect others in a social context.
Stage 4 - Middle - High School
Maintaining the Social Order
At stage 4, students become more concerned with respecting authority, maintaining social order, and doing their duty within society. Students consider acts as immoral if it harms others or break the law.
Teachers should allow students to do a written self-evaluation as a disciplinary consequence where students can reflect on their behavior and produce effective preventative measures for misbehavior.
Stage 5 - High School
Social Contract and Individual Rights
Although most students will never reach this stage, those that do will begin to value the will of the majority, as well as the well-being of society. Though students at this stage recognize that the needs of people are opposite to what the law dictates, they still believe following the law is for the greater good.
Allowing students to have open discussions, debates, or roleplay on all topics from politics, religion, racial issues, and ideology can promote a better understanding of human rights. These activities should be approved by the school prior to implementing them.
Stage 6 - Adulthood
Universal Principles
By stage 6, people become more concerned with what they personally feel is right, even if it conflicts with the law. At this stage, people act according to their own internalized standards of morality, even when it contradicts established laws.
As very few people reach this stage it is unlikely that teachers teaching K to Grade 12 would implement activities for this stage.
In conclusion
Kohlberg's theory on moral development can be applied to the classroom where rules, standards, and consequences are concerned. As an educator, consider where your student’s personal development lies in terms of Kohlberg's six stages then work toward achieving optimal moral character along the lines of the six stages for a positive learning environment. By understanding this theory of moral development, teachers can help to guide the moral characters of their students and help them to become the best version of themselves.
References
McLeod, S. A. (2013, October 24). Kohlberg's stages of moral development. Simply Psychology. www.simplypsychology.org/kohlberg.html
classroom.synonym.com/apply-kohlbergs-theory-classroom-7964934.html
living.thebump.com/apply-kohlbergs-theory-moral-development-early-childhood-17750.html
コメント