This can be accomplished by educating students on the different facets of life including ideals of Justice and social expectation. Henry, 2001) Through the provision of a supportive environment that fosters opportunities to evolve such learning, higher levels of moral competence may be achieved. Teaching and encouraging students to be more morally sensitive; encouraging reflection in individual beliefs and value systems; and giving a platform for students to participate in moral reasoning will assist students in developing this valuable ability to make moral Judgments (Cam, Caviar, Astrologically & Cook, 2012).
Lawrence Kohlrabi’s theory for moral development includes his ‘Just Community Model and the six stages of moral development, which can be effectively incorporated into classroom activities. This will have a great influence on shaping and guiding moral development as schools are Important facilitators for the solicitation of children. (Temple Y, 1990) Lawrence Kohlrabi’s Theory of Moral Development Kohlrabi’s Theory of Moral Development postulates that all human beings, Irrespective of culture or gender, progress through hierarchical stages of moral development.
This approach evolved from the cognitive perspectives of developmental psychologist, Jean Pigged that moral development undergoes changes that occur throughout different levels and stages In a progressive fashion. Kohlrabi’s heron was based on the assumption that all human beings had the cognitive ability to partake In moral reflection. Goldberg deemed that the advance through the stages of moral development demonstrates higher cognitive ability for moral reasoning. Goldberg explicitly modeled three levels of moral Judgment, Identifying two stages for each level. Alluded-plumper, 2007) Stages of Moral Development Pre-conventional Level (Stage 1 and Stage 2) The first level Is the pre-conventional level and typifies a rather egocentric view of the world. The age group here Is between 3 and 7 and Is reflective of the cognitive blesses of such an age group with the prevalent concern of one’s own well-being to be the most Important notion. Punishment and obedience directs the child’s decisions at this early stage. Actions are Justified In accordance with these early cognitive understandings of What may bring pleasure and avoid pain’ REFERENCE? (peg 106).
Moving towards the second stage, the child becomes more aware of “the give-and-take” or reciprocity not yet winner sell-gal. Ana sell-satisfaction remains a priority to determine the right course of action. (REF TEXTBOOK peg 209) Conventional Level (Stage 3 and Stage 4) As cognition develops within a child, they advance towards the next level of moral judgment, which is characterized by conformity (REFERENCE? TEXTBOOK). In the third stage, the individual comes to comprehend that good behavior leads to appreciation and approval from the reference group within which the individual (REFERENCE TEXTBOOK).
The essential principle in this stage is ‘Do as you would have done by and hence, the individual conforms to views of the reference group through group thinking (LГјdecked-PlГјmere, 2007). The fourth stage also occurs around redolence’s. Responsibility towards social order and law is seen as important and an obligation. Moral behavior is determined by adhering and conforming to these social rules (REFERENCE TEXTBOOK). Post-conventional Level (Stage 5 and Stage 6) When the fifth stage is reached, reference groups or specific social systems are no longer at the fore.
The individual recognizes universal guidelines to make moral judgments but this emphasis on the legal point of view is shared by awareness of personal opinions. (Barge, 2003) The progression into the last stage occurs when the individual inherently considers universal ethical principles with respect for the very fact that they are a human being. (LГјdecked-PlГјmere, 2007). Moral actions are reasoned by What is right’ without personal or legal influences. Implications in Education and Teaching Kohlrabies Theory of Moral Development has shed light on the importance of moral education in schools.
The role of school is to offer education that enable students to become modern day problem solvers where they can deal with differing values. On this basis, Goldberg advocated the importance of educational institutions to stimulate regression through to the high stages and levels of moral development. This was supported by his argument that social interaction plays critical role in developing an individual’s moral cognitive structures (REF TEXTBOOK). Kohlrabies research and findings were based on presenting subjects with a moral dilemma (Schematic, 2003).
In this way, Goldberg suggested using scenarios and class discussions to trigger moral development and progression through the moral stages. Kohlrabies ‘Just Community Model is a popular approach that is used in many classrooms today. Here, the focus is on groups rather than individuals (Craig, 1985). Students work in small groups or and are guided in working together to find a solution to a moral problem presented in front of them. Activities based on this model provide tremendous opportunities for students to explore their own beliefs.
They also incorporate the strategy of ‘reciprocal role taking’ where students establish an understanding of each person’s perspective by listening to others’ reasons in the mutual endeavourer AT solving ten problem (Henry, 2001 Considers ‘Just community Model has a positive effect on students by exposing them to the different stages of moral development. In particular, this will guide students to progress from the low stages as they learn to internalize a less egocentric orientations. Conclusion Goldberg has been one of the major contributors in the field of moral development education.
Various contemporary theories and arguments have evolved from Kohlrabies theory, which continues to serve as a basis of many research in education today. Moral education is now recognized as an obligation and should thus be at the forefront of education. Fostering moral competence within the school community is essential as it guides young people towards making sound and reasonable moral decisions. This is the goal of moral education whereby students are able to not only internalize a personal value system but to act accordingly to it whilst taking responsibility (Dusks and Whelan, 1975).