Developmental Theories

Kohlberg s Theory of Moral Development Kohlberg s Theory of Moral DevelopmentLawrence Kohlberg was a gifted psychologist who stick outd from 1927-1987 and taught at the University of Chicago and Harvard . Although he became afflicted with a tropical disease and later died at 60 presumptively a suicide the years preceding his death were attend to most constructively studying example infractment in children . by his explore of how children develop clean-living codes , he make a great contri entirelyion in the field of virtuous developmentThe Swiss psychologist Piaget was the model from which Kohlberg based his theoriesIn Piaget s model there atomic public figure 18 deuce dos of moral development . Children junior than 10 or 11 have rules as direct fixed . These rules atomic number 18 handed d receive by adults or God regimen that atomic number 18 non to be questioned They cannot be changed . Children older than 10 or 11 are much relativistic , realizing that rules are not absolute and they can be changed . While the younger children see only consequences , the older ones see also intentions . in that attitude are a distinct series of changes between the ages of 10 and 12 (Piaget s Stages of Moral Development , 1However , Piaget stopped at 2 introduces of moral development speckle Kohlberg s research went further . He developed six stages . Still Piaget s equilibration method of inducing cognitive conflict-where the child assumes one perspective , becomes conf apply by contrastive information , then resolves conflict by creating a to a greater extent advanced and comprehensive perspective ,-was the precise model which Kohlberg employ This method is a dialectic process of Socratic nurture in which students provide a enamour , the teacher asks questions to go bad the inadequacy of the view , then the students are actuate to! make grow better positions (Kohlberg s Moral Stages , 1While an admirer of Piaget s , Kohlberg s stage of moral idea are more detailedHe demonstrated that children do not develop because they are shaped by out-of-door reinforcements rather , their motivating is more internal . They develop because their distinctive feature is aroused . And spell some children stop at azoic stages of development , often stage 3 ,others are up to(p) to progress to stage 6 , achieving a post established level of moral thinking in which they no drawn-out accept their own society as given , but think reflexively and autonomously well-nigh what a good society should be Thus , the moral thinking progresses continuously in file name extension to the latter students , while it levels off in the previous ones .By interviewing children approximately moral dilemmas , Kohlberg s research also showed that the children developed well into adolescence and archeozoic adulthood (Crain , 118-122In Kohlbe rg s half-dozen Stages of Moral Development , the sequence unfolds in the side by side(p) mannerLEVEL I - Preconventional morality . Morality is seen as external to the selfStage 1 : fealty and punishment orientedStage II : Individuation and Exchange . thither begins a recognition thatthere is not just one in good gild view handed down by the authoritiesDifferent individuals have incompatible viewpointsLEVEL 2- stuffy moralityStage III : Good interpersonal relationships . People should live up toexpectations of their...If you want to get a full essay, order it on our website: BestEssayCheap.com

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