Jean Piaget and Lawrence Kohlberg proposed theories of moral development

Similarities and Differences in Kohlberg and Piaget's Theories

Similarities:

• Stage-based development: Both theories propose that moral development progresses through a series of distinct stages (Cite: Piaget, 1932; Kohlberg, 1969).
• Cognitive foundation: Both emphasize the role of cognitive development in moral reasoning (Cite: Kohlberg, 1969; Kuhn, 1999).
• Universality: Both suggest these stages are universal, occurring in a similar order across cultures, although the pace may vary (Cite: Kohlberg, 1969; Turiel, 1983).

Differences:

• Focus: Piaget focused on moral reasoning, while Kohlberg focused on moral judgment (Cite: Rest, 1986).
• Stages: Piaget has 2 main stages (heteronomous & autonomous morality) with sub-stages, while Kohlberg has 3 levels with 2 stages each (pre-conventional, conventional, post-conventional) (Cite: Piaget, 1932; Kohlberg, 1969).
• Emphasis: Piaget emphasized social interactions and play in moral development, while Kohlberg emphasized reasoning and justification (Cite: Piaget, 1932; Kohlberg, 1969).

Salient Criticisms:

Piaget:

• Underestimates children's capabilities: Critics argue children can reason morally at a younger age than Piaget proposes (Cite: Turiel, 1983).
• Cultural bias: The theory may not be universally applicable across all cultures (Cite: Miller, 1993).
• Limited scope: Focuses on concepts of justice and fairness, neglecting other aspects of morality like empathy (Cite: Nucci & Turiel, 1998).

Kohlberg:

• Gender bias: Research suggests some stages may be more easily achieved by boys than girls (Cite: Gilligan, 1982).
• Cultural bias: Similar to Piaget, the theory may not account for cultural variations in moral values (Cite: Nisan & Turiel, 2006).
• Overemphasis on justification: Moral actions may not always require lengthy justifications (Cite: Haidt, 2001).

More Useful Framework for Intentional Teaching

Kohlberg's theory offers a more nuanced framework for understanding moral development as it delves deeper into the reasoning behind moral judgments (Cite: Rest, 1986). However, both theories can be valuable tools for intentional teachers.

Example of Using Kohlberg in Intentional Teaching:

Scenario: During group play, a disagreement arises between two students over a toy. An intentional teacher, aware of Kohlberg's stages, could:

1. Identify the Stage: By facilitating discussion about why each child wants the toy, the teacher can gauge their moral reasoning stage (e.g., focusing on fairness, following rules, or considering another's needs). (Cite: Kohlberg, 1969)
2. Challenge and Encourage: The teacher can gently challenge their reasoning by posing questions that nudge them towards a higher stage (e.g., "Is there a way to share the toy so everyone gets to play?"). (Cite: Power, Higgins, & Kohlberg, 1989)
3. Collaborative Solution: The teacher can guide the students towards a solution that considers both their needs, fostering cooperation and moral development. (Cite: Staub, 1974)

This approach encourages students to think critically about their moral justifications and explore different perspectives, promoting their movement through Kohlberg's stages.

While the Youtube videos you provided (http://www.youtube.com/watch?v=145YHrnfeqc, http://www.youtube.com/watch?v=A0sxaU34MPE) may offer general information on Piaget and Kohlberg's theories, scholarly articles provide a more in-depth analysis and critical evaluation, making them more reliable sources for academic discussions.