Based on kolbergs scale

In each case, he presented a choice to be considered, for example, between the rights of some authority and the needs of some deserving individual who is being unfairly treated.

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 ingrew 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, inhe 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 athe 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 and, sincehas been at Harvard University.

Kohlberg's Stages of Moral Development

Children younger than 10 or 11 years think about moral dilemmas one way; older children consider 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 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,p. There are many more details to Piaget's work on moral judgment, but he essentially found a series of changes that occur between the ages of 10 and 12, just when the child begins to enter the general stage of formal operations.

Intellectual development, however, does not stop at this point.Gilligan and Kohlberg: Implications for Moral Theory* Lawrence A. Blum Carol Gilligan's body of work in moral development psychology is of the.

In Stage six, moral reasoning is based on abstract reasoning using universal ethical principles. it made efforts to improve validity criteria by using a quantitative test of a likert scale to rate moral dilemmas similar to Kohlberg's. It also used a large body of Kohlbergian theory such as the idea of 'post-conventional thinking'.

Homework help from our online tutors - lausannecongress2018.com "On Kohlberg's scale, I consider myself to be". Be sure to define this scale and relate your own sense of where you are on the scale to other levels, with a brief explanation.

Problems with Kohlberg's Methods

Gilligan and Kohlberg: Implications for Moral Theory* Lawrence A. Blum Carol Gilligan's body of work in moral development psychology is of the. Kohlberg’s Stages of Moral Development Moral Development: Forming a Sense of Rights and Responsibilities Morality is a system of beliefs about what is right and .

In Stage six, moral reasoning is based on abstract reasoning using universal ethical principles. it made efforts to improve validity criteria by using a quantitative test of a likert scale to rate moral dilemmas similar to Kohlberg's. It also used a large body of Kohlbergian theory such as the idea of 'post-conventional thinking'.