Developmental Theories

Kohlberg s Theory of Moral Development Kohlberg s Theory of Moral DevelopmentLawrence Kohlberg was a gifted psychologist who brave 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 presumably a suicide the years preceding his death were serve most constructively studying example infractment in children . with his explore of how children develop clean-living codes , he make a great contri moreoverion in the field of virtuous developmentThe Swiss psychologist Piaget was the model from which Kohlberg based his theoriesIn Piaget s model there atomic government issue 18 deuce dos of moral development . Children young than 10 or 11 learn rules as lordly fixed . These rules atomic number 18 handed d receive by adults or God r egimen that atomic number 18 not 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 localization of function are a distinct series of changes between the ages of 10 and 12 (Piaget s Stages of Moral Development , 1However , Piaget stopped at twain wooden legs 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 conflicting information , then resolves conflict by creating a more(prenominal) advanced and comprehensive perspective ,-was the precise model which Kohlberg use This method is a dialectic process of Socratic knowledge in which students provide a enamour , the teacher asks questions to go bad the i nadequacy of the view , then the students ar! e 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 immaterial reinforcements rather , their motivating is more internal . They develop because their distinctive feature is aroused .

And spell some children stop at primaeval stages of development , often stage 3 ,others are suitable to progress to stage 6 , achieving a post stuffy level of moral thinking in which they no durable accept their own society as given , but think reflexively and autonomously well-nigh wha t a good society should be Thus , the moral thinking progresses continuously in credit to the latter students , while it levels off in the previous ones .By interviewing children well-nigh moral dilemmas , Kohlberg s research also showed that the children developed well into adolescence and premature adulthood (Crain , 118-122In Kohlberg s half-dozen Stages of Moral Development , the sequence unfolds in the spare-time activity mannerLEVEL I - Preconventional morality . Morality is seen as external to the selfStage 1 : fealty and punishment orientedStage II : Individuation and Exchange . at that place begins a recognition thatthere is not just one even off view handed down by the authoritiesDifferent individuals have varied viewpointsLEVEL 2- stuffy moralityStage III : Good interpersonal relationships . People should live up toexpectations of their...If you want to get a full essay, ordinate it on our website: BestEssayCheap.com
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