Explain the Kohlberg’s theory of moral development
Cognitive in nature, Kohlberg's theory focuses on
the thinking process that occurs when one decides whether a behaviour is right
or wrong. Thus, the theoretical emphasis is on how one decides to respond
to a moral dilemma, not what one decides or what one actually does.
Lawrence Kohlberg’s stages of moral development,
a comprehensive stage theory of moral development based on jean piaget theory of moral judgment for children (1932) and developed by laqrence kohlberg in 1958. cognitive in nature, Kohlberg’s theory
focuses on the thinking process that occurs when one decides whether a
behaviour is right or wrong. Thus, the theoretical emphasis is on how one
decides to respond to a moral dilemma, not what one decides or what one
actually does.
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Explain the Kohlberg’s theory of moral development
Kohlberg's hypothesis, however very powerful, depended on
research that utilized just young men as subjects. During the 1980s the
hypothesis was reprimanded by the American analyst Ditty Gilligan for
universalizing examples of moral improvement showed by young men and
disregarding the unmistakable examples normal for young ladies.
How really do individuals foster profound quality? This
question has captivated guardians, strict pioneers, and scholars for a long
time, however upright improvement has likewise turned into a controversial
problem in brain research and education.1 Do parental or cultural impacts
assume a larger part in moral turn of events? Do all children foster profound
quality in comparable ways?
American analyst Lawrence Kohlberg created one of the most
incredible realized hypotheses investigating a portion of these fundamental
questions.2 His work changed and developed Jean Piaget's past work yet was more
focused on making sense of how kids foster moral thinking.
Kohlberg expanded Piaget's hypothesis, suggesting that
ethical improvement is a consistent interaction that happens all through the
life expectancy. Kohlberg's hypothesis frames six phases of moral improvement
inside three unique levels.
Lately, Kohlberg's hypothesis has been scrutinized as being
Western-driven with an inclination toward men (he principally utilized male
exploration subjects) and for having a limited perspective in view of
upper-working class esteem frameworks and perspectives.
Explain the Kohlberg’s theory of moral development
How Kohlberg Fostered His Hypothesis
Kohlberg put together his hypothesis with respect to a
progression of moral problems introduced to his review subjects. Members were
likewise evaluated to decide the thinking behind their decisions in each
scenario.
One model was "Heinz Takes the Medication." In this
situation, a lady has disease and her primary care physicians accept just a
single medication could save her. This medication had been found by a nearby
drug specialist and he had the option to make it for $200 per portion and sell
it for $2,000 per portion. The lady's better half, Heinz, could raise $1,000 to
purchase the medication.
He attempted to haggle with the drug specialist for a lower
value or to be stretched out credit to pay for it after some time. However, the
drug specialist would not sell it for any less or to acknowledge halfway
installments. Repelled, Heinz rather broke into the drug store and took the
medication to save his significant other. Kohlberg inquired, "Should the
spouse have done that?"
Kohlberg was not intrigued such a huge amount in the solution
to whether Heinz was off-base or right yet in the thinking for every member's
choice. He then ordered their thinking into the phases of his hypothesis of
moral development.
Phases of Moral Turn of events
Kohlberg's hypothesis is separated into three essential
levels. At each degree of moral turn of events, there are two phases. Like how
Piaget accepted that not all individuals arrive at the most elevated levels of
mental turn of events, Kohlberg accepted not every person advances to the most
elevated phases of moral turn of events.
Preconventional Ethical quality
Preconventional ethical quality is the earliest time of moral
turn of events. It goes on until around the age of 9. At this age, kids'
choices are basically molded by the assumptions for grown-ups and the results
of defying the norms. There are two phases inside this level:
Explain the Kohlberg’s theory of moral development
Stage 1 (Submission and Discipline): The earliest phases of
moral turn of events, dutifulness and discipline are particularly normal in small
kids, however grown-ups are additionally fit for communicating this kind of
thinking. As indicated by Kohlberg, individuals at this stage see rules as
fixed and absolute.6 Submitting to the guidelines is significant on the grounds
that it is a method for keeping away from discipline.
Stage 2 (Independence and Trade): At the independence and
trade phase of moral turn of events, kids represent individual perspectives and
judge activities in light of how they serve individual necessities. In the
Heinz issue, youngsters contended that the best game-plan was the decision that
best served Heinz's requirements. Correspondence is conceivable right now in
moral turn of events, yet provided that it serves one's own advantages.
Customary Ethical quality
The following time of moral advancement is set apart by the
acknowledgment of social principles with respect to what is great and moral.
During this time, young people and grown-ups assimilate the ethical principles
they have gained from their good examples and from society.
This period additionally centers around the acknowledgment of
power and adjusting to the standards of the gathering. There are two phases at
this degree of ethical quality:
Stage 3 (Growing Great Relational Connections): Frequently
alluded to as the "great kid great young lady" direction, this phase
of the relational relationship of moral improvement is centered around
satisfying social hopes and jobs. There is an accentuation on congruity, being
"pleasant," and thought of how decisions impact connections.
Explain the Kohlberg’s theory of moral development
Stage 4 (Keeping Social Control): This stage is centered
around guaranteeing that social request is kept up with. At this phase of moral
turn of events, individuals start to think about society overall while making
decisions. The emphasis is on keeping up with the rule of law by adhering to
the guidelines, carrying out one's responsibility, and regarding authority.
Postconventional Profound quality
At this degree of moral turn of events, individuals foster a
comprehension of dynamic standards of profound quality. The two phases at this
level are:
Stage 5 (Common agreement and Individual Freedoms): The
thoughts of a common agreement and individual privileges objective individuals
in the following stage to start to represent the varying qualities, feelings,
and convictions of other people.6 Rules of regulation are significant for
keeping a general public, however individuals from the general public ought to
concur upon these norms.
Stage 6 (All inclusive Standards): Kohlberg's last degree of
moral thinking depends on general moral standards and theoretical thinking. At
this stage, individuals follow these incorporated standards of equity,
regardless of whether they struggle with regulations and rules.
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IMPORTANT QUESTIONS:-
1, What are the three distinct approaches to moral developn~ent? Briefly explain their implications for moral education?
2. Explain the six stages of moral development as propounded by Kohlberg.
3. Explain the different sources of moral learning inside the school?
4. Should moral education be considered as a separate subject in the school curriculum? If not, why?
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