Moral Development in Education
Introduction
It is widely accepted that educating and training students in moral competence is not just useful but obligatory in classroom practice. The fact that numerous moral topics and situations are constantly encountered in life gives rise to an essential need for educators to facilitate opportunities for moral learning and development. (Ludecke-Plumer, 2007) 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 develop 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, Cavdar, Seydoogullari & Cok, 2012).
Lawrence Kohlberg '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 socialisation of children. (Temli Y, 1990)
Lawrence Kohlberg 's Theory of Moral Development
Kohlberg '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 Piaget that moral development undergoes changes that occur throughout different levels and stages in a progressive fashion. Kohlberg’s theory was based on the assumption that all human beings had the cognitive ability to partake in moral reflection. Kohlberg deemed that the advance through the stages of moral development demonstrates
It is widely accepted that educating and training students in moral competence is not just useful but obligatory in classroom practice. The fact that numerous moral topics and situations are constantly encountered in life gives rise to an essential need for educators to facilitate opportunities for moral learning and development. (Ludecke-Plumer, 2007) 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 develop 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, Cavdar, Seydoogullari & Cok, 2012).
Lawrence Kohlberg '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 socialisation of children. (Temli Y, 1990)
Lawrence Kohlberg 's Theory of Moral Development
Kohlberg '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 Piaget that moral development undergoes changes that occur throughout different levels and stages in a progressive fashion. Kohlberg’s theory was based on the assumption that all human beings had the cognitive ability to partake in moral reflection. Kohlberg deemed that the advance through the stages of moral development demonstrates
References: Cam, Z., Seydoogullari, S., Cavdar, D., & Cok, F. (2012). Classical and contemporary approaches for moral development. Educational Sciences: Theory And Practice, 12(2), 1222-1225. Carpendale (2000), Kohlberg and Piaget on stages and moral reasoning, Development Review, 20(2), 181-205. http://dx.doi.org/10.1006%2Fdrev.1999.0500 Crain, W.C. (1985). Theories of development. Prentiece-Hall Duska, R. & Whelan, M. (1978). Moral development: A guide to Piaget and Kohlberg. New York: Paulist Press. Henry, S. (2001). What happens when we use Kohlberg? His troubling functionalism and the potential of pragmatism in moral education. Educational Theory, 51(3), 259-276. http://dx.doi.org/10.1111%2Fj.1741-5446.2001.00259.x Krebs and Denton (2005). Toward a more pragmatic approach to aorality; A critical evaluation of Kohlbergs model. Psychological Review, 112 (3), 629-649 http://dx.doi.org/10.1037%2F0033-295X.112.3.629 Ludecke-Plumer,S. (2007). Education in values and moral education in vocational colleges. European Journal of Vocational Training, 41(2), 103-115. Schemrich, C.M. (2003). Applying principles of Kohlberg’s theory of moral development to classroom instruction, classroom discipline procedures, school-wide discipline procedures, district programs and community programs. Doctoral Dissertation, University of Akron, Retrieved from: http://www3.uakron.edu/witt/rmfcs/colleen.pdf Tangen, D., Bland, D., Spooner-Lane, R., Sedgley, T., Mergler, A., Mercer, L., & Curtis, E. (2009). Engaging Diverse Learners 2nd ed. Pearson Education Australia.