In Europe a woman was near death from cancer. One drug migh - PowerPoint Presentation

Slide1

In Europe a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband went to everyone he knew to borrow the money, but still could not get together even half the cost. He told the druggist that his wife was dying and asked him to sell it to him cheaper or let him pay for the rest later, but the druggist said “No.” The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done this? Why?

A moral dilemma…Slide2

Lawrence KohlbergOctober 25,

1927 – January 19, 1987 American Psychologist

Emphasis: Moral development

Teacher at Yale, the University of Chicago and Harvard

“When people consider moral dilemmas, it is their reasoning that is important, not their final decision.”Slide3

Kohlberg ’s Piaget!!!!!!!Kohlberg’s theories on moral reasoning are an elaboration and refinement of Piaget’s theoriesSlide4

Kohlberg’s Stages of Moral ReasoningKohlberg proposed that people pass through 6 stages of moral judgment or reasoning.Slide5

Stages 1 & 2: Preconventional Level The preconventional level is the first stage of moral development where the child’s choices are based primarily around the rules set down by others.

Most children will pass through stage 1 & 2 by the age of 9Slide6

Stage 1: Punishment & ObedienceOne’s moral decisions are based upon the physical consequences of actionsThe child will only act good in order to avoid being punished

Don’t let the man get you down!Slide7

Instrumental Relativist OrientationWhat is “right” is whatever satisfies one’s own needs, and occasionally the needs of others.“You scratch my back, and I’ll scratch yours” interpretation of fairness and reciprocity

Stage 2

It’s all about

ME!!!Slide8

Stages 3 & 4: Conventional LevelIndividual adopts rules and will sometimes subordinate own needs to those of the group. Expectations of family, group or nation seen as valuable in own right regardless of immediate and obvious consequences. Slide9

Good Boy - Good Girl OrientationCharacterized by being “nice”Good behavior is whatever pleases or helps others

Stage 3Slide10

OrientationDoing One’s DutyRespecting AuthorityMaintaining Social Order

Orientation

Stage 4Slide11

Post Conventional LevelAttained by fewer than 25% of all adults Stages 5 & 6 are characterized by a person’s ability to define their values based upon their own ethical principles

Stages 5 & 6 Slide12

Social Contract OrientationA societies laws and values are seen as somewhat arbitrary and culturally specificWhat is right is defined in terms of general individual’s rights or by terms and standards agreed upon by societyLaws are not seen as “frozen” but always up for debate and subject to change

Stage 5Slide13

Universal Ethical Principal OrientationWhat is right is defined by one’s own conscience and ethical principles.“Justice is above the law.”The Golden Rule vs. the 10 Commandments

Abstract and ethical not specific moral prescriptions

Stage 6Slide14

ReflectionsLater in life Kohlberg speculated that stages 5 & 6 are really not separated and should be combinedMoral development is principally concerned with justice and continues throughout one’s lifespan Slide15

Criticisms of Kohlberg’s TheoryOne limitation of his work is that it mostly involved boys. Boys’ moral reasoning revolves primarily around issues of justice, girls are more concerned about issues of caring and responsibility for others.

Another criticism is that young children can often reason about moral situations in more sophisticated ways than a stage theory would suggest. The most important limitation of Kohlberg’s theory is that it deals with moral reasoning than with actual behavior.Slide16

Value to PractitionersEducators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior. Many schools have chosen to institutionalize a global, inclusive approach to character building with input from teachers, administrators, parents, and, at the higher grade levels, even students. This emphasizes the individual citizen as a member of the social institution and advocate particular levels of moral behavior.

A teacher might choose to capitalize on students’ natural curiosity and might teach values and decision making through “What if…?” discussions. Slide17

SOURCES Educational Psychology (8th and 9th Editions) R. Slavin Wikipedia, duh.And a couple youtube videos..which didn’t really help muchhttp://www.youtube.com/watch?v=zY4etXWYS84&feature=related

http://www.youtube.com/watch?v=M1zLxQTIPEQ&feature=related