Moral Development: Kohlberg

Card Q1: Describe a time during your P-12 school years you learned an important moral lesson.

Concepts:Kohlberg’s stagesPreconventional moralityConventional moralityPostconventional moralityThe 3 F’sInductionThe Fantastic Four

Special Job for Last Class

• Teach for Tolerance website activity—very important—MUST DO FOR OUR LAST CLASS!!

• 10-minute warning to do course evals

The Heinz DilemmaA woman was near death from a very special kind of cancer. There

was one drug that might save her, and it was something the local druggist had available. The drug was very expensive, and the druggist was charging 10 times what the drug cost him to make. The woman’s husband, Heinz, went to everyone he knew to borrow money, but could only come up with half the money. He could not convince the druggist to sell it to him cheaper, even when he told the druggist his wife would die without the drug. Heinz got desperate and broke into the man’s store to steal the drug. Should Heinz have done that? Why?

Kohlberg’s model

• Preconventional (Most preschoolers and elementary school children)

1) Punishment/avoidance and obedience: behaviors are wrong if they will get punished.

Heinz dilemma example: Heinz should not do it because he will probably get caught and punished.

2) Possibility of personal gain: Behaviors are right if I will get something out of it.

Heinz dilemma example: Heinz should do it because he will be happy that his wife is can cook his dinner again.

Kohlberg’s modelConventional morality: Some older elementary and

middle school children, many in high school 1) Good boy/good girl: Look to others, especially authority

figures for what is right and wrong and behave so to please them

Heinz reasoning:

2) Law and order: Look to society to set laws and guidelines to tell us how to behave. Strict adherence to a moral code.

Heinz reasoning:

Kohlberg’s model

• Postconventional morality—often not until people reach college (and maybe not then)

1) Social contract: Society or groups of people construct rules based on moral codes, but recognize flexibility is needed.

2) Universal ethical principle—A code of personal morality that transcends existing rules or codes—respect for human dignity & basic human rights is universal and should guide our behavior

HEINZ ANSWERS?

Check your understanding of Kohlberg

• A person who thinks it is wrong to speed only because a state trooper’s car is behind them and they fear getting a ticket, is operating in what Kohlberg stage?

• Give an example of someone in the “Law and Order” Kohlberg stage.

• Think of a person in the public eye who operates (most of the time) in Kohlberg’s Postconventional stage.

• Do you see any problems with Kohlberg’s theory? Describe.

How to Support Student Morality:

1. Lecturing doesn’t work—use induction2. The 3 F’s: Firm, Fair, Flexible (authoritative)3. Praise for moral actions and kindness4. Use the Fantastic 4 when teaching. . .

4 things you can do to help kids be the best people they can be. . .

FANTASTIC 4, #1 (AND THIS IS ALWAYS THE FIRST THING YOU DO. . .)

http://youtu.be/gTDhgR3p12w

This video clip should give you a clue to idea #1

Fantastic #1:

• Examine your own beliefs, thoughts, and prejudices!

• Continual self-reflection

Fantastic 2: Respectful language

Diversity Flashpoint: A “teachable moment” in classrooms when students say something that might hurt another person because of the person’s race, gender, body size, language, beliefs, etc.

How to handle flashpoints

• Start the year by describing your policy• Practice what will happen• Don’t overlook• Buy some time• Don’t “dis” the speaker, but remind them of

the policy• Provide the speaker with alternative language

Fantastic 3: Teach the language of tolerance

1. Prejudice2. Discrimination3. Racism

Example of teaching about these ideas. . .

Fantastic 4: work with the curriculum

Use curriculum that encourages perspective-taking and understanding difference—Paperclips

Tolerance activities:•Brown eyes/Blue eyes

Very Cool Website

• Linked to today’s schedule--Teaching for Tolerance—Southern Poverty Law Center: http://www.tolerance.org/

Grading your Field Work• Examples:

• Exceeding the 15 hours (1-4 hours over, 1 pt extra, more than that, the full 2 pts)

• Developing and using an activity• Completing additional research and using it to

support student• Doing something out-of-the expected to help

—for example, bringing materials for student to use, providing something for the classroom, performing a special service in school or classroom

• Not examples because they are expected:• Being on time• Being well-prepared• Helping when asked

You have to provide evidence

to make clear what you did!!!