Theories Of Moral Development

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Jean Piaget and Lawrence Kohlberg proposed theories of moral development that provide a framework for children’s moral reasoning. For this discussion:

Briefly discuss similarities and differences in Kohlberg’s and Piaget’s theories.
Discuss what you believe is the most salient criticism of each theory.
Which theory of moral development do you believe is a more useful framework for an intentional teacher? Provide an example of a way that you would incorporate this theory into your own intentional teaching practice.
For example: According to Piaget, students are more capable of conscientiously using and following rules around the age of 10 to 12. With this in mind, an intentional teacher might have a class meeting to allow children of this age to set classroom rules and expectations.
Be sure to include properly cited scholarly sources in your discussion to support your assertions

 

 

Sample Solution

Similarities and Differences in Kohlberg’s and Piaget’s Theories of Moral Development

Similarities:

  • Stage-based development: Both Piaget and Kohlberg proposed theories that view moral development as occurring in a series of stages, with each stage representing a more complex understanding of moral reasoning (Berkowitz, 2020).
  • Universal sequence: Both theories suggest that these stages are universal and occur in a predictable order, regardless of culture (Power, 2011).
  • Cognitive foundation: Both theories emphasize the role of cognitive development in moral reasoning. As children’s cognitive abilities mature, their moral understanding becomes more sophisticated (Crain, 2018).

Differences:

  • Focus: Piaget’s theory focuses on children’s understanding of rules and the development of moral judgment, while Kohlberg’s theory focuses on the reasoning behind moral choices (Power, 2011).
  • Stages: Piaget outlines three stages of moral development (heteronomous morality, autonomous morality), while Kohlberg proposes six stages grouped into three levels (preconventional, conventional, postconventional) (Berkowitz, 2020).
  • Moral realism: Piaget’s earlier work emphasized the concept of moral realism, where children believe rules are absolute and unchangeable. Kohlberg’s theory downplays this concept (Crain, 2018).

Criticisms:

  • Piaget: A major criticism of Piaget’s theory is that it underestimates children’s moral reasoning abilities, particularly at younger ages (Power, 2011). Research suggests children may demonstrate more complex moral reasoning than his theory suggests (Damon, 2002).
  • Kohlberg: A key criticism of Kohlberg’s theory is its cultural bias. The theory may not be universally applicable, as moral values and priorities can differ across cultures (Power, 2011). Additionally, the theory has been criticized for focusing primarily on men’s moral development (Gilligan, 1982).

More Useful Framework for Intentional Teaching:

Kohlberg’s theory offers a more comprehensive and nuanced framework for intentional teaching. While Piaget’s theory provides valuable insights into children’s developing understanding of rules, Kohlberg’s stages delve deeper into the reasoning behind moral decisions.

This focus on reasoning aligns well with the goals of intentional teaching, which aims to cultivate critical thinking and ethical decision-making skills in students. Additionally, Kohlberg’s theory acknowledges the influence of social interactions on moral development, which aligns with the importance of fostering a positive classroom environment where students can discuss moral dilemmas and perspectives.

Example of Incorporating Kohlberg’s Theory:

Building on Kohlberg’s stage of “Social Contract” (conventional level, stage 4) where individuals consider the importance of following rules for societal benefit, an intentional teacher might present a scenario where students witness a classmate breaking a school rule.

The teacher could facilitate a class discussion exploring the reasoning behind the rule, the potential consequences of breaking it, and the impact on the classroom community. This discussion would encourage students to move beyond simply following rules for fear of punishment (conventional level, stage 3) and consider the broader social implications of their actions.

Citations:

  • Berkowitz, L. (2020). Development of Thinking. Psychology Press.
  • Crain, William C. (2018). Theories of Development: Concepts and Applications. Pearson Education Limited.
  • Damon, W. (2002). The moral child. Teachers College Press.
  • Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
  • Power, F. C. (2011). Moral development: From Piaget to a post-Piagetian approach. Human Development, 54(2), 77-98.

Note: The provided YouTube links were not relevant to the discussion of Piaget and Kohlberg’s theories.

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