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The teacher who is cognizant of Kohlberg's theory and observant of student behavior might take the opportunity to help direct children who are beginning to make that transition to think about morality in ways that help them narrow their focus to understand basic concepts about why certain types of behavior may be moral or immoral. Without guidance, children may merely shift from the concern over doing what adults say to doing that which avoids negative consequences for themselves but without giving much thought to what specifically makes certain types of behavior right or wrong (Crain, 1985).
In some respects, Kohlberg's Level II (stage 3) is similar to Level I stage 1, in that the adolescent may substitute the messages and expectations of family and community for those of any adult; however, in terms of the degree of independent moral reasoning, there is not necessarily much difference in the process of absorbing moral beliefs. Whereas young children accept whatever adults tell them, adolescents accept whatever their family and community define as morality (Hockenbury & Hockenbury, 2007; Pinker, 2002). It is at this point in between stages 3 and 4 that teachers may have the opportunity to help students make the transition from defining morality in terms of local mores to appreciating the broader range of moral concepts. Likewise, educators have an opportunity...
Ideally, these ideas could be related directly to various substantive academic areas such as history, social studies, sociology, religion, politics, and business. One could even argue that it is precisely at this point that teachers may have the greatest opportunity to help shape the direction of thought of students with respect to the way that their developing moral values will intersect with and play a role in determining what type of person they want to become. Ultimately, this may be the most important of all roles of educators.
References
Crain, W. (1985). Theories of Development. New York: Prentice-Hall.
Gerrig, R. And Zimbardo, P. (2008). Psychology and Life. New York: Allyn & Bacon.
Hockenbury, DH and Hockenbury, S.E. (2007). Discovering Psychology. New York:
Worth.
Moral Development/Kohlberg Kohlberg's Theory of Moral Development: Therapeutic Implications Kohlberg continues to be a significant figure and influence on the field of psychology. He is well-known for his theory of moral development which details different stages of morality throughout one's life. Although the theory has faced criticisms, particularly due to a questionable generalization to all cultures, it continues to be a basis of knowledge and usefulness in practice. In regards to
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Bowman et al. (2010) states that "third-level reasoning…prevents abuse of professional skills for one's own advantage or for that of one's social group" (2010). Kohlberg believed that the U.S. government, the official morality, requires fifth stage moral reasoning (Lewis & Gilman 2005). This level asks for respect of individual rights and it accepts critically examined values (2005). While this stage is not the highest stage (the highest being a stage
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Moral Development Theory One of the biggest scandals involving print journalism in recent history has recently been uncovered in England -- and it involves one of the most popular tabloids in the UK, The News of the World. Reporters employed by the popular print tabloid have been found to have hacked into the cellphone voice messages of celebrities, the Royal Family, sports notables and politicians. Those whose actions or lack of