Erikson’s fourth stage of Psychosocial Development, Kohlberg’s Stages of Moral Development

 

 

 

 

 

Critically think about Erikson’s fourth stage of Psychosocial Development, Kohlberg’s Stages of Moral Development, and development during middle childhood. Familiarize yourself with Module 5’s objectives, introduction, video, and articles. Use the articles in Module 5 as your primary references, then use the St Leo Online Library for peer review sources and to find relevance to this week’s topic.

1. In the video posted on YouTube, a small group of children are asked to respond to the Heinz Dilemma. In short, the Heinz Dilemma is about a man whose wife is dying and the cure to her specific illness is being sold at an incredibly high price. After being denied a cheaper price, Heinz steals the cure. The children are then asked if Heinz should have done that, to which some children think in a reward-punishment fashion and say that Heinz was wrong while others can understand why Heinz did what he did for his wife (YouTube, 2010).

Explain which Kohlberg’s Stages of Moral Development relate to the types of answers from the children in the video. Then explain the criticisms of Kohlberg’s Stages of Moral Development.

2. Fluid intelligence has been noted as a process that primarily relies on prior knowledge and experience. Fluid intelligence can be seen as necessary in problem solving and a slew of other cognitive activities. Working memory is a limited capacity system that can manipulate and store information for a short period of time. Like fluid intelligence, it is necessary for problem solving activities. Cochrane, Simmering, and Green (2019) investigate the correlation between fluid intelligence, working memory, and visual attention.

What are some ways that the results of Cochrane and colleagues (2019) and related research be used at home or in the classroom setting?

Cochrane, A., Simmering, V., & Green, C. S. (2019). Fluid intelligence is related to capacity in memory as well as attention: Evidence from middle childhood and adulthood. PLoS ONE, 14(8), 1–24. https://doi-org.saintleo.idm.oclc.org/10.1371/journal.pone.0221353

Sample Solution

Lawrence Kohlberg formulated a theory asserting that individuals progress through six distinct stages of moral reasoning from infancy to adulthood. He grouped these stages into three broad categories of moral reasoning, pre-conventional, conventional, and post-conventional. Each level is associated with increasingly complex stages of moral development. Kohlberg’s account of development is criticized on three main grounds: (i) he never shows that his stages form a logically hierarchical sequence; (ii) his account of ‘cognitive stimulation’, as the determinant of progression from stage to stage is too vague; (iii) he includes, and must include, concern for human welfare as a fundamental principle along with justice, but gives no account of the development of consideration for others, that is fundamental to morality. Indeed he shows a general neglect of the affective side of moral development.

also called for the return of “Richard Moreman” who notably opposed Henry VIII’s divorce to Catherine. These demands suggest then that the Cornish rebels were more threatening than initially gleaned, perhaps using religious grievances to implement radical political reform. Such a cause proved somewhat popular considering 6,000 men from Devon joined after hearing the proclamation. Despite this, Somerset demonstrated his incompetence by not quashing the rebellion early. Instead his government, without much direction from the distracted Duke, reacted in fear by offering to pardon all the rebels if they dispersed. Therefore, Bush’s view is convincing as Somerset enabled the rebellion to grow and was only compelled to intervene once the rebellion was obviously threatening; also supporting Manning’s (1979) assertion that “Somerset’s inept handling of the [1549 rebellions] brought about his downfall.” Indeed, the growth of the Cornish Rebellion in part inspired Kett’s Rebellion which occurred in the same year of 1549, proving that the state could not tolerate Somerset as leader if other rebellions had the confidence to develop. Kett’s Rebellion differed from the Cornish as it focused primarily on economic hardship, specifically the expansion of the enclosures. The enclosures meant that the gentry and local clergy men could expand small landholdings into larger farms and so took much away from the livelihood of the peasantry. Robert Kett himself was part of the gentry but felt so sympathetic to the peasantry that he had joined and even led the movement, making him a particular threat to the state. Kett’s rebellion resonated with far more than that seen in the Prayer Book rebellion in the same year; spreading the rebellion from Cornwall to East Anglia and gaining control of Norwich, the second largest city at the time. Somerset once again proved incompetent, sending a perfunctory commission to evaluate if the land was being taken at a disproportionate rate. Thus, Manning’s view is convincing as Somerset was clearly unable to differentiate between how serious Kett’s Rebellion was compared to the Cornish. Most significantly, Manning’s view is convincing because Somerset’s ineptitude created the opportunity for Dudley to exhibit his own competence by crushing Kett’s rebellion. Dudley then used this as his basis to overthrow Somerset as prince regent. Therefore, Somerset’s regency can indeed be labelled a ‘crisis’ for the Duke enabled England to grow int

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