Post on 25-Mar-2022
transcript
IN THE NAME OF GOD
Kohlberg’s Theory of
Moral Development Arash Mani, PhD.
Cognitive Neuroscientist
Assistance professor of Shiraz University of
Medical Science(SUMS).
Psychiatry Department
Hafez Hospital
mania@sums.ac.ir
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پیاژه، سنت طبق پژوهش های نمونه ترین برجسته از یکی مورد در ای مرحله تئوری یک است، کولبرگ لارنس کار
.است نموده مطرح اخلاقی رشد
Lawrence Kohlberg (1927-87)
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سطوح و مراحل خصوص در دیدگاه اساس بر اخلاقی استدلال .کرد خواهیم بحث کولبرگ
....در این جلسه
به دستیابی جهت کولبرگ داستان اخلاقی، رشد مراحل
می مطرح افراد برای را هایی پاسخ نحوه اساس بر و کرده های دسته در افراد دهی
.گرفتند می قرار گوناگون
بحث نئوکولبرگ مطرح های نظریه خصوص در ادامه در .شد خواهد
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SAMPLE of
Kohlberg Dilemmas
Joe is a fourteen-year-old boy who wanted to go to camp
very much. His father promised him he could go if he saved up
the money for it himself. So Joe worked hard at his paper route
and saved up the forty dollars it cost to go to camp, and a little
more besides. But just before camp was going to start, his
father changed his mind. Some of his friends decided to go on a
special fishing trip, and Joe's father was short of the money it
would cost. So he told Joe to give him the money he had saved
from the paper route. Joe didn't want to give up going to camp,
so he thinks of refusing to give his father the money.
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SAMPLE of
Kohlberg Dilemmas
Judy was a twelve-year-old girl. Her mother promised her that she
could go to a special rock concert coming to their town if she saved
up from baby-sitting and lunch money to buy a ticket to the
concert. She managed to save up the fifteen dollars the ticket cost
plus another five dollars. But then her mother changed her mind
and told Judy that she had to spend the money on new clothes for
school. Judy was disappointed and decided to go to the concert
anyway. She bought a ticket and told her mother that she had only
been able to save five dollars. That Saturday she went to the
performance and told her mother that she was spending the day
with a friend. A week passed without her mother finding out. Judy
then told her older sister, Louise, that she had gone to the
performance and had lied to her mother about it. Louise wonders
whether to tell their mother what Judy did. 5
SAMPLE of
Kohlberg Dilemmas
Heinz's wife was near death, and her only hope was
a drug that had been discovered by a pharmacist
who was selling it for an exorbitant price. The drug
cost $20,000 to make, and the pharmacist was selling
it for $200,000. Heinz could only raise $50,000 and
insurance wouldn't make up the difference. He
offered what he had to the pharmacist, and when his
offer was rejected, Heinz said he would pay the rest
later. Still the pharmacist refused. In desperation,
Heinz considered stealing the drug. Would it be
wrong for him to do that? 6
Kohlberg proposed that moral reasoning, which he
thought to be the basis for ethical behavior, develops
through stages.
Kohlberg’s stages of moral development
MORAL STAGES
Level 1: PRE-CONVENTIONAL
Level 2: CONVENTIONAL
Level 3: POST-CONVENTIONAL 9
Level 1 (Pre-conventional) Reasoners judge the morality of an action by
its direct consequences
Stage One: Obedience and Punishment
Stage Two: Individualism, Instrumentalism,
and Exchange
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PRE-CONVENTIONAL LEVEL
Stage One (obedience orientation)
Individuals focus on the direct consequences that
their actions will have for themselves.
HEINZ DILEMMA
Stage One (obedience): Heinz should not steal the
medicine, because otherwise he will be put in prison.
تنبیه و اطاعت براساس سوگیری :1 مرحله
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PRE-CONVENTIONAL LEVEL
Stage Two (self-interest orientation):
what's in it for me position. Right behavior is defined by
what is in one's own best interest.
نسبی گرایی لذت :2 مرحله
HEINZ DILEMMA
Stage Two (self-interest): Heinz should steal the medicine,
because he will be much happier if he saves his wife, even
if he will have to serve a prison sentence. 12
Level 2 (Conventional) People who reason in a conventional way
judge the morality of actions by comparing these
actions to social rules and expectations.
Stage Three: Interpersonal Concordance ("Good
boy/girl")
Stage Four: Law and Order
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CONVENTIONAL LEVEL
Stage Three (conformity orientation)
Individuals seek approval from other people. They judge
the morality of actions by evaluating the consequences of
these actions for a person's relationships.
دخترخوب /پسرخوب سوگیری :3 مرحله
HEINZ DILEMMA
Stage Three (conformity) : Heinz should steal the
medicine, because his wife expects it.
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CONVENTIONAL LEVEL
Stage Four (law-and-order mentality).
In stage four, individuals think it is important to obey
the law and conventions of society.
(نظم و قانون ناپذیری انعطاف) قدرت و اجتماعی نظم پایداری :4 مرحله
HEINZ DILEMMA
Stage Four (law-and-order): Heinz should not steal the
medicine, because the law prohibits stealing.
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Level 3 (Post-conventional)
(Most people do not reach this level of moral reasoning)
Stage Five: Human Rights
Stage Six: Universal Ethical Principles (Principled
Conscience)
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POST-CONVENTIONAL LEVEL
Stage Five (human rights orientation)
People have certain principles to which they attach
more value than laws, such as human rights.
An action is wrong if it violates certain ethical
principles.
Laws that do not promote general social welfare
should be changed.
HEINZ DILEMMA
Stage five (human rights): Heinz should steal
the medicine because saving his wife is more
important than obeying the law.
.اند شده پذیرفته دموکراتیک صورت به که قانونی :5 مرحله
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POST-CONVENTIONAL LEVEL
Stage Six (ethical principle orientation).
Moral reasoning is based on the use of abstract
reasoning using universal principles.
(People rarely, if ever, reach stage 6 of Kohlberg's model)
HEINZ DILEMMA
Stage six (universal human ethics):
Heinz should steal the medicine, because saving a
human life is a more fundamental value than respecting
the property of another person.
جهانی و فراگیر اصول :6 مرحله
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CRITIQUES OF KOHLBERG’S THEORY
• Critique 1: Too much emphasis on moral thought and not enough on moral behavior
• Critique 2: Underestimated the contribution of family relationships
• Critique 3: Does not adequately reflect relationships and concern for others
• Critique 4: His theory is culturally biased/not universal
• Critique 5: Stage theories in general are not adequate to explain moral development
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A NEO-KOHLBERGIAN APPROACH
• Stems from Kohlberg’s ideas
• Focus on the individual’s attempt to make
sense of his/her own social experience
• Generated from results using the Defining
Issues Test from the University of Minnesota
• DIT measure is a device for activating moral
schemas
• DIT is group-administered, multiple-choice, and
mechanically scored (Rest, Narvaez, Thoma & Bebeau, 2000)
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A NEO-KOHLBERGIAN APPROACH
Some notable adjustments :
• Use schemas instead of stages – shifting distributions rather than as a staircase
• Schema = top-down, fill in information where information is ambiguous
• Universality – regards cross-cultural similarity as a question rather than a characteristic of these stages
• Postconventional thinking is not as rare with this measure.
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STRUCTURES IN MORAL THINKING
DEVELOPMENT
Personal Interest Schema (analogous to Kohlberg’s stages 2 and 3) until age 12
does not yet use a sociocentric perspective
DIT research does not cover this schema
Maintaining Norms Schema (stage 4)
perceived need for generally accepted social norms to govern a
collective, necessity that the norms apply society-wide, the need
for the norms to be clear, uniform, and categorical, the
establishment of hierarchical role structures
Post conventional schema (stages 5+6)
Moral obligations are to be based on shared ideals, are fully
reciprocal, and open to scrutiny (Rest et. al, 2000) 23