HONORS OBSERVATION Essay Example For Students

HONORS OBSERVATION Essay Gina Geraci May 30, 2002 Human Development I 47/260 (202301) HONORS OBSERVATION Essay This paper investigates the nature of moral dilemma using Lawrence Kohlbergs cognitive developmental theory of moralization (Reimer, Joseph) applied to a field observation that I conducted with an eleven-year-old girl and a twenty-seven year old man. I begin by considering the inspiration of Kohlbergs theory; Swiss cognitive theorist Jean Piaget. Then, I examine Kohlbergs six stages of moral development. Following, I classify my findings with the two subjects I interviewed in accordance with Kohlbergs stages. *** Jean Piaget is a recognized pioneer in the research of moral development in children (Dunlop, Ronald). Piaget saw children as moving through two broad stages of moral understanding (Text p.394). The first stage is heteronomous morality, which extends from about five to ten years of age (Text p.396). Heteronomous means that an individual is subject to the external authority of another; not autonomous. Children at this stage view the consequence of an act to be of greater value than the intention of an act. Respect for parental and adult authority and the rules imposed by them, prevail as the childs working model of morality (Dunlop, Ronald). The second stage is autonomous morality, which manifest around the age of ten years. At this time, a transition from concrete thinking (that moral perspective is fixed according to adult authority) moves to a more advanced level of internal moral thinking. The individual at this stage realizes that people can have different perspectives on moral matters and that intentions, not just outcomes, should serve as the basis for judging behavior (Text p. 396). Piagets theory of moral development describes a general direction that children tend to follow in the course of maturity. Nevertheless, he underestimated the capacity of moral elasticity a child may have in moral reasoning with his accounts of children being rigid and fixed. His groundbreaking work has been replaced by a more sophisticated theory of moral development that surpasses the child into adolescence and following moral progress into adulthood by Kohlbergs comprehensive theory of a six stage sequence (Text p396). Kohlberg believed that people progress in their moral reasoning and that this could be charted through six identifiable stages, which can be more generally classified into three levels (Barger, Robert). The first is called the Pre-Conventional Level. This level is similar to Piagets heteronomous stage, in which the individual is externally controlled. This first level of moral thinking is generally found at the elementary school level (Barger, Robert). Within this level is stage one and stage two. Stage one is obedience and punishment orientation. Children at this stage find it difficult to consider two points of view in moral dilemma (Text p397). They ignore the intentions of people, and obedience is compelled out of a fear of punishment. The second stage, instrumental purpose orientation, emphasizes self- interest. Children at this stage begin to realize that people may have different perspectives in a moral dilemma, but their thinking is still very concrete. The satisfaction of personal needs coincides with right action; they believe that others also act out of self-interest. The second level of moral development is the Conventional Level. This moral thinking is generally found in society. Individuals at this level still value social rules, but not for reasons of self-interest, rather they have a concern for the social system in which they live. They want to ensure harmonious human relationships and social order. The first stage of this level (stage three) is the good boy-good girl orientation or the morality of interpersonal cooperation. This third stageis characterized by an attitude which seeks to do what will gain the approval of others (Barger, Robert). These individuals want to be considered trustworthy, loyal, supportive, and nice. There are considerations of the reciprocal relationship in terms of the Golden Rule. .u90a7c30096c2f4566d53fb4e2d1307f6 , .u90a7c30096c2f4566d53fb4e2d1307f6 .postImageUrl , .u90a7c30096c2f4566d53fb4e2d1307f6 .centered-text-area { min-height: 80px; position: relative; } .u90a7c30096c2f4566d53fb4e2d1307f6 , .u90a7c30096c2f4566d53fb4e2d1307f6:hover , .u90a7c30096c2f4566d53fb4e2d1307f6:visited , .u90a7c30096c2f4566d53fb4e2d1307f6:active { border:0!important; } .u90a7c30096c2f4566d53fb4e2d1307f6 .clearfix:after { content: ""; display: table; clear: both; } .u90a7c30096c2f4566d53fb4e2d1307f6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90a7c30096c2f4566d53fb4e2d1307f6:active , .u90a7c30096c2f4566d53fb4e2d1307f6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90a7c30096c2f4566d53fb4e2d1307f6 .centered-text-area { width: 100%; position: relative ; } .u90a7c30096c2f4566d53fb4e2d1307f6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90a7c30096c2f4566d53fb4e2d1307f6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90a7c30096c2f4566d53fb4e2d1307f6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90a7c30096c2f4566d53fb4e2d1307f6:hover .ctaButton { background-color: #34495E!important; } .u90a7c30096c2f4566d53fb4e2d1307f6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90a7c30096c2f4566d53fb4e2d1307f6 .u90a7c30096c2f4566d53fb4e2d1307f6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90a7c30096c2f4566d53fb4e2d1307f6:after { content: ""; display: block; clear: both; } READ: THE EARTH SUN AND OTHER STUFF Essay Stage four at this level is the social-order-maintaining orientation. At this stage, the individual takes into account a larger perspective- that of societal laws (Text p.398). This individual believes in the order that laws bring to society and these laws are vital to ensure social order. The third level is the postconventional or Principled level. This level of moral thinking is one that Kohlberg felt is not reached by the majority of adults (Barger, Robert). Individuals at this level move beyond the absolute righteousness of societal law and define morality in terms of abstract principles and values that apply to all situations and societies (Text p398). Social contract orientation (stage five) is the first stage of the third level. At this stage individuals regard laws and