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
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Full Answer Section
Differences:
- Stage Focus: Piaget focuses on understanding rules and consequences (2 stages), while Kohlberg outlines six stages with increasing moral complexity.
- Perspective Taking: Piaget prioritizes egocentrism vs. sociocentrism, while Kohlberg emphasizes individual vs. societal perspectives.
- Motivation: Piaget emphasizes external rewards and punishments, while Kohlberg focuses on internal values and principles.
Sources:
Salient Criticisms
Piaget:
- Underestimates Children's Reasoning: Critics argue children can understand fairness and moral principles earlier than his theory suggests.
Kohlberg:
- Cultural Bias: The theory may be biased towards Western values, neglecting the importance of cultural context in moral reasoning.
- Gender Bias: Studies suggest some stages may be more difficult for females to achieve.
Sources:
- Criticisms of Piaget's theory of moral development [invalid URL removed]
- Criticisms of Kohlberg's theory of moral development [invalid URL removed]
More Useful Framework for Intentional Teaching
Kohlberg's theory offers a more comprehensive framework for intentional teaching.
It emphasizes the progression of moral reasoning and encourages fostering internal values. Teachers can use this to:
- Create Discussion Opportunities: Present moral dilemmas appropriate for students' developmental stage and encourage them to discuss different perspectives.
- Model Moral Reasoning: Demonstrate how to analyze situations, consider consequences, and make decisions based on ethical principles.
- Differentiate Instruction: Tailor teaching to students' current stage, introducing them to more complex moral reasoning as they develop.
Example:
A teacher might use a story about a student who cheats on a test. They could guide a class discussion (ages 10-12) by asking:
- What are the rules about cheating? (Piaget's Stage 2)
- How will cheating affect the student? The teacher? (Kohlberg's Stage 3)
- Is there a fair way to handle the situation? Why or why not? (Kohlberg's Stage 4)
By encouraging students to consider consequences, fairness, and societal principles, this activity promotes moral reasoning within Kohlberg's framework.
Conclusion
Both Piaget and Kohlberg provide valuable insights into moral development. While Kohlberg offers a more nuanced framework, both can be used to inform intentional teaching practices. By fostering discussion, modeling, and differentiation, teachers can help students develop their moral reasoning skills.