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Questions and Answers
What is morality?
What is a moral dilemma?
What is the main concern of Kohlberg's theory of moral development?
Why is Heinz unable to get the drug for his wife?
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What did the newspapers report after Heinz broke into the laboratory?
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What is the relationship between moral development and early childhood educational practices?
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What is the purpose of presenting moral dilemmas in education?
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Why is cheating a persistent problem in classrooms?
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What is the primary focus of Stage 4 of Kohlberg's Moral Development Theory?
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What was Officer Brown's occupation?
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According to Kohlberg, what percentage of adults attain the post-conventional level of morality?
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What is the main characteristic of Stage 5 of Kohlberg's Moral Development Theory?
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What was Heinz doing according to Officer Brown's report?
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What was the maximum sentence Heinz faced if convicted?
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What influences an individual's judgment of good and bad in Stage 6 of Kohlberg's Moral Development Theory?
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What is the sequence of development in Kohlberg's Moral Development Theory?
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What is Lawrence Kohlberg's theory known as?
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What is the primary focus of the conventional level of morality?
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At what age does Stage 1 of Pre-conventional Morality typically occur?
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What is the typical morality level of most children, according to Kohlberg?
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What is the focus of Stage 2 of Pre-conventional Morality?
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What is the typical age range for Stage 3 of Conventional Morality?
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What is necessary for children to develop morality, according to Kohlberg's theory?
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What is the focus of Stage 3 of Conventional Morality?
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Study Notes
Moral Development
- Morality refers to our understanding of the difference between right and wrong, or good and bad behavior, and serves as a force that motivates our behavior.
Kohlberg's Theory of Moral Development
- Lawrence Kohlberg's theory describes how our sense of right and wrong changes with age, including how we develop a sense of justice and learn to make moral judgments.
- The theory consists of three levels of morality: Pre-conventional, Conventional, and Post-conventional, each with two to three stages.
Level I: Pre-conventional Morality
- Children at this level do not really understand the conventions or rules of a society.
- Stage 1 (2/3 – 5/6 years old): Punishment – Obedience Orientation, where consequences of acts determine whether they're good or bad.
- Stage 2 (5-7 years old, or up to age 9): Instrumental Relativist Orientation, where the ethics of self-interests ("What's in it for me?") and obeying rules and exchanging favors are judged in terms of the benefit to the individual.
Level II: Conventional Morality
- Stage 3 (7- about 12 years old): Good Boy – Nice Girl Orientation, where ethical decisions are based on concern for or the opinions of others.
- Stage 4 (can start as early as 10 years old): Law and Order Orientation, where right behavior consists in doing one's duty, showing respect for authority, and maintaining the given social order for its own sake.
Level III: Post-Conventional Morality
- Stage 5 (can start as early as 12 years old): Social Contract Orientation, where rules and laws represent agreements among people about behavior that benefits society, and can be changed when they no longer meet society's needs.
- Stage 6: Universal Ethical Principle Orientation, where individuals' judgments of good and bad become influenced by universal moral principles, and laws and societal values have a certain validity, but if these laws conflict with principles of human dignity, they need to follow these principles.
Key Points about Kohlberg's Theory
- According to Kohlberg, people go through these six stages in the above order.
- Most children have a preconventional morality, and most adults have a conventional one.
- Kohlberg estimated that only 20 to 25% of the adult population attains the post-conventional level of morality.
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Description
Assess your understanding of moral development in early childhood, including Kohlberg's theory and its link to educational practices. Test your knowledge of right and wrong behavior and moral motivation.
