kohlberg[1] - W.C. Crain. (1985). Theories of Development....

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W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. CHAPTER SEVEN KOHLBERG 'S STAGES OF MORAL DEVELOPMENT BIOGRAPHICAL INTRODUCTION An outstanding example of research in the Piagetian tradition is the work of Lawrence Kohlberg . Kohlberg has focused on moral development and has proposed a stage theory of moral thinking which goes well beyond Piaget's initial formulations. Kohlberg , who was born in 1927, grew up in Bronxville, New York, and attended the Andover Academy in Massachusetts, a private high school for bright and usually wealthy students. He did not go immediately to college, but instead went to help the Israeli cause, in which he was made the Second Engineer on an old freighter carrying refugees from parts of Europe to Israel. After this, in 1948, he enrolled at the University of Chicago, where he scored so high on admission tests that he had to take only a few courses to earn his bachelor's degree. This he did in one year. He stayed on at Chicago for graduate work in psychology, at first thinking he would become a clinical psychologist. However, he soon became interested in Piaget and began interviewing children and adolescents on moral issues. The result was his doctoral dissertation (1958a), the first rendition of his new stage theory. Kohlberg is an informal, unassuming man who also is a true scholar; he has thought long and deeply about a wide range of issues in both psychology and philosophy and has done much to help others appreciate the wisdom of many of the "old psychologists," such as Rousseau, John Dewey, and James Mark Baldwin. Kohlberg has taught at the University of Chicago (1962-1968) and, since 1968, has been at Harvard University. PIAGET'S STAGES OF MORAL JUDGMENT Piaget studied many aspects of moral judgment, but most of his findings fit into a two-stage theory. Children younger than 10 or 11 years think about moral dilemmas one way; older children consider
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them differently. As we have seen, younger children regard rules as fixed and absolute. They believe that rules are handed down by adults or by God and that one cannot change them. The older child's view is more relativistic. He or she understands that it is permissible to change rules if everyone agrees. Rules are not sacred and absolute but are devices which humans use to get along cooperatively. At approximately the same time--10 or 11 years--children's moral thinking undergoes other shifts. In particular, younger children base their moral judgments more on consequences, whereas older children base their judgments on intentions. When, for example, the young child hears about one boy who broke 15 cups trying to help his mother and another boy who broke only one cup trying to steal cookies, the young child thinks that the first boy did worse. The child primarily considers the amount of damage-- the consequences--whereas the older child is more likely to judge wrongness in terms of the motives underlying the act (Piaget, 1932, p. 137). There are many more details to Piaget's work on moral judgment, but he essentially found a series of
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kohlberg[1] - W.C. Crain. (1985). Theories of Development....

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