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1.

The present study explored Kohlberg's theory of moral development in relation to Korean and British children. A total of 128 Korean and British children aged 7-16 years were interviewed individually using Kohlberg's moral dilemmas, Form A. It was thought that the children in both cultural groups would develop moral stages at a similar rate. However, they showed cultural differences in the use of moral orientations. In addition, it was not possible to match some of the responses from the Korean children to Kohlberg's manual, implying that there are some Korean traditional concepts which affect Korean children's moral reasoning that Kohlberg was not aware of. Thus, Kohlberg's system could be used to examine children's general moral stage but was insufficient to understand fully Korean children's moral reasoning. The present study suggests that the interpretation of children's moral reasoning should be made based on consideration of cultural influence.  相似文献   

2.
Abstract:

Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research.  相似文献   

3.
Abstract

The growing field of clinical‐developmental psychology has been influenced by Lawrence Kohlberg's theory of moral judgement. Too literal a use of structural theory, however, has hindered this field's advancement. This paper argues that a new theory of self is required to apply appropriately developmental theory to clinical practice. The model consists of two related dimensions of self: self‐complexity and biographical themes (schemata and themata). A perspective on normal and atypical development given by the interactions between these components is described and implications for practice are discussed.  相似文献   

4.
Abstract: R?rvik, H. 1980. Content and Form in Kohlberg's Theory of Moral Development. Scandinavian Journal of Educational Research 24,105‐120. One of the fundamental premises in Kohlberg's theory of moral development is the possibility of discerning between form and content, and he maintains that his test measures aspects of form alone. The present article reports on an empirical investigation of that allegation. The results of this study indicate that this part of Kohlberg's theory lacks support in the data. Thus, when teachers study groups of pupils’ answers from the Kohlberg's test, they recognize norms that the school intentionally transmits to pupils. Grading of this norm content and of motivation for choice of norm in moral decisions shows clear relations to grading advocated in connection with Kohlberg's test on moral judgment.  相似文献   

5.
Abstract

A problematic phase in the transition from conventional to principled moral judgement is characterized as the condition of ‘sophomoritis’. Then an experimental course designed around this problem is described. The course sought to integrate material from ‘Introductory Ethics’ courses with perspectives on moral development from Kohlberg's theory. The effects of the course are described in terms of change on Kohlberg's stages and in terms of qualitative analysis of interview data. The quantitative data indicate an average development of one‐third of a stage, compared to no change in a comparison group. The qualitative analysis presents a framework within which the condition of sophomoritis can be understood in more depth and the impact of this educational experiment can be described.  相似文献   

6.
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7.
Abstract

Kohlberg's developmental theory of moral reasoning postulates a supremely adequate form of moral thinking to which all other stages are tending, labelled Stage Six. Kohlberg identifies this with a principle of justice, though without adequately justifying the elimination of other autonomous universal principles. The claim that this principle provides consistent, reversible and universalizable moral judgements is criticized: by itself a purely formal principle of justice can provide no particular moral judgements at all; for that we need independent values, such as the value of life which Kohlberg appeals to, but does not justify, in his discussions of the Heinz dilemma. More generally there is no reason to expect that any form of moral reasoning will be supremely adequate in Kohlberg's sense, providing a solution to all moral problems and dilemmas. The principle of justice is merely one among the many specifically moral principles which Kohlberg locats at Stage Five, albeit the one which he personally happens to favour.

Perhaps the most striking feature of Lawrence Kohlberg's many accounts of his cognitive‐developmental theory of moral reasoning is the crucial importance which he attaches to the form of reasoning labelled Stage Six, when it is a stage of development that only a tiny minority of individuals actually attain. Indeed it appears that even that number has had to be revised downward in the light of changes to the theory and scoring system, until it begins to seem that only a handful of saints and heroes, such as Socrates or Martin Luther King, remain. In fact so slender is the empirical evidence for a separate form of Stage Six reasoning that the official scoring manual (Kohlberg et al., 1977) prefers to ignore it altogether. Clearly, then, the case for Stage Six must be almost wholly theoretical, not to say philosophical, as the supremely adequate form of moral thinking to which all other stages are tending. And by the same token it may seem that criticisms of Kohlberg's claims for Stage Six will leave the rest of the theory untouched. But that, I think, is to underestimate the significance of Stage Six. It is the apogee of his system, providing both a focus and a rationale for the stage‐development that allegedly leads to it; it is as crucial to the theory as Kohlberg's own writings make it. Without Stage Six the cognitive‐developmental account stands in need of radical re‐thinking, to put it no higher.  相似文献   

8.
Abstract:R?rvik, H. 1980. A Comparison of Piaget's and Kohlberg's Theories and Tests for Moral Judgment. Scandinavian Journal of Educational Research 25,99‐124. Piaget's and Kohlberg's theories for moral judgment are compared. On the basis of this comparison, hypotheses are formulated regarding expected relationships between the tests constructed on the basis of the two theories. The empirical testing of these hypotheses indicates that there are marked similarities between Piaget's and Kohlberg's tests as to characteristics measured, power of discrimination between age levels, and in the stage placement of subjects.

The main differences between the tests seem to be that Piaget's test is most influenced by the personal relationship to other persons. Contrary to the impression given by the theorist himself, Kohlberg's test seems to a larger extent to measure the subjects’ norms and emotional reactions connected to inter‐nalization of norms. Moral behavior is more closely related to Kohlberg's measure.  相似文献   

9.
Abstract

After some preliminary doubts about Kohlberg's method of assessing moral reasoning, his ‘stage‐structural’ theory is criticized under six heads. (1) The claim that the stages constitute structural wholes, representing unified and differentiated patterns of thought: it is argued that the available evidence, and Kohlberg's own methodology, unambiguously implies a developmental continuum, not discrete stage structures. (2) Invariance, which, after counter‐evidence led to a revision in the theory, has yet to be demonstrated. (3) Cultural Universality: it is argued that, because of an ambiguity in the notion of a universal principle, Kohlberg's arguments against cultural relativism tend, if anything, to support it. (4) Logical Necessity: it is argued that Kohlberg shows at most that the sequence forms a hierarchy, from which neither its logical nor even its psychological necessity follows. (5) Increasing Cognitive Adequacy, with the associated claim that it is cognitive conflict which produces movement from one stage to another: it is argued that the empirical evidence conflicts with the theoretical claims, and that the theoretical arguments establish, at most, an increase in moral understanding, which could well increase, rather than decrease, cognitive conflict. (6) Increasing Moral Adequacy: this claim is as yet unjustified in any of its three possible interpretations. Finally it is suggested that Kohlbergian theory is in danger of becoming, in Lakatos's terms, a degenerating research programme.  相似文献   

10.
Abstract

This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully combined democratic and collectivist values, Kohlberg and his colleagues initiated a series of experimental programmes in public high schools. Evaluation of these programmes indicates that they establish cultures conducive to the development of socio‐moral reasoning and action.  相似文献   

11.
Abstract

Kohlberg's cognitive‐developmental theory provides teachers with a framework for understanding the change and development of moral judgment and decision‐making of their pupils. One major abuse, however, may be when teachers take the stage labels associated with the hypothesized stage levels of moral judgment as indicative of static student qualities or characteristics, by placing more emphasis on perceived and labelled qualities than on the actual moral reasoning of the student. This, it is suggested, together with some empirical examples, may obscure the developmental trend of the student's moral judgment or even affect the teacher's expectations and consequently student's performance, and fails to take into account such factors as environment and interpersonal interaction. A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to pedagogy.  相似文献   

12.
Abstract

Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of the development of moral judgment in Nigerian and Pakistani cultures. For the first study, 120 Nigerian Muslim Hausa secondary school adolescents (60 boys and 60 girls), whose ages ranged between 14 and 16, were questioned individually about two of Piaget's moral judgment situations, representing two different moral attributes, clumsiness and equality. In the second study, 90 subjects (30 Nigerian Muslim Hausa, 30 Nigerian Muslim Yoruba, and 30 Pakistani Muslim Punjabi adolescents), whose ages ranged between 12 and 13, were questioned about one of Kohlberg's moral dilemmas. The nature of the subjects’ responses suggested that moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values.  相似文献   

13.

This article traces the history of the Minnesota approach to moral judgement research. It is claimed that this history can be subdivided into four phases, each one associated with a different goal and theoretical consideration. Attention is also given to the issues motivating the different research goals as well as highlights of the outcomes of this work. It is concluded that the Minnesota approach has been a progressive force in the field, promoting change in both theory and measurement and also serving as a stabilising force by reaffirming Kohlberg's basic view that moral judgements are both cognitive and developmental.  相似文献   

14.
Abstract

Lawrence Kohlberg's work in moral education appears to be significant enough philosophically that one is tempted to use much of it to resolve basic problems of long standing. In this essay it is argued that it would prove more fruitful for Kohlberg or anyone else to avoid applying his developmentalist position to the settling of such problems as utilitarian/formalist supremacy or the search for a ‘best’ morality. Instead, emphasis could be placed on the explicating of the fundamental requirements of a non‐relativistic, non‐egoistic morality of whatever sort.

Such basic moral requirements serve to highlight of what principled morality (Stages Five and Six) consists, and why it need not be tied to a Rawlsian Formalism, or to any other normative ethical position. In fact, there is considerable cause for supposing that what Kohlberg really achieves with clarity is nothing more than a sequential typology of development in moral thinking from egoism to universalism, and from situation‐specific rules to universalizable and reversable judgments of principle. This in itself constitutes, of course, an enormous undertaking and, if successfully defended, would be a very significant breakthrough in Psychology, Education and Philosophy. It is what Kohlberg ought to be about, rather than something unnecessarily contentious.  相似文献   

15.
Abstract

In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ‘delinquent’ or ‘non‐delinquent’ characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental‐‐discussion of moral dilemmas; b) placebo‐‐social studies games; c) control. A month later Kohlberg's instrument was readministered.

Findings indicated that ‘delinquents’ and ‘non‐delinquents’ differed significantly (p = .001) on moral reasoning scores at both testing times. There was no statistically significant treatment effect (p = .06). Intelligence quotient was significantly and positively related to moral reasoning for ‘non‐delinquents’, but not for ‘delinquents’.  相似文献   

16.
Abstract

This assessment of L. Kohlberg's theory of moral development is a dialectical critique focusing on his claim that the sixth stage of moral development is morally adequate, specifically, that it is both comprehensive and fully equilibrated. The dialectical method employed follows the generalized empirical method advanced by B. Lonergan. The paper includes a brief account of this method and of the sixth stage of moral reasoning as outlined by Kohlberg. Employing the dialectical notions of intellectual conversion and moral conversion, it uncovers certain unresolved conflicts of this stage and points to the need for a further moral stage of development, which would be both more highly differentiated and more fundamentally based.  相似文献   

17.
Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post‐Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and seek integration with literatures in psychology, not philosophy. In this essay, Bruce Maxwell considers and rejects Lapsley and Narváez's diagnosis. The Kohlbergian paradigm's restricted conception of the moral domain is the result of a selective reading of one tendency in ethical theorizing (Kantianism). The idea that moral psychology may find shelter from normative criticism by avoiding ethics‐derived models overlooks the deeper continuity between “ethical theory” and “psychological theory.”
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18.
Abstract

Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ‘critical period’ for moral education during adolescence is also presented.  相似文献   

19.
Isaksson, A. 1979. Kohlberg's Theory of Moral Development and Its Relevance to Education. Scandinavian Journal of Educational Research 23, 47‐63. The main assumptions and categories of Kohlberg's theory of moral development are succinctly outlined. New empirical studies and critical reviews are discussed, and their implications for the theory assessed. It is concluded that the theory is correct in its basic assumption of viewing moral development as a sequential progression towards more complex structural wholes that can be conceptualized as levels or stages. Empirical evidence is found to lend greater support to the identity of three sequential structural levels than to six distinct stages. Kohlberg's and his associates’ approach to moral education is briefly described. The relevance of the theory to moral education is seen as self‐evident. The conditions for the efficacy of moral educational programmes are discussed. The general conclusion of the article is that Kohlberg's approach has proven its basic theoretical and heuristic value. The theoretical framework favoured by the author is cognitive‐developmental.  相似文献   

20.
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