Assignment

Subject:
Educational psychology

Submitted to:
Ms. Satwat Bokhari

Submitted by:
M. MUSTABEEN
Roll#.08
Bs psychology-6th semester
Department of psychology

Date:2 April,2020
 Bahauddin Zakariya University

Multan
Topic: -
Difference between
Kohlberg’s and Piaget's moral
theory.
Piaget’s theory of moral development. Kohlberg’s theory of development.

 Piaget believed that youth at this age begin
to understand that morals represent social
agreements between people and are
intended to promote the common good.
 Piaget believed that observing children
playing games and querying them about
the rules provided a realistic “lab on life” for
understanding how morality principles
develop.
 Kohlberg believed that moral
development, like cognitive development,
follows a series of stages. He used the
idea of moral dilemmas to teach 10 to 16-
year-old boys about morality and values.
 Kohlberg believed that it is not possible to
study moral understanding without also
coming to grips with philosophy.

Main Concept

 Piaget saw children as little logicians.  Kohlberg viewed children as moral

  Piaget was principally interested not in what
children do but in what they think. In other
words, he was interested in children’s moral
reasoning. He was concerned about how
children judge that certain concept is right or
wrong in contrast with Kohlberg.
Point of view about children
Stages of Moral Development
According to piaget, there are three stages of
moral development,
Moral reasoning develops through childhood due
to disequilibrium and decreasing egocentrism.
 Stage 1- pre-moral (0 – 5 years)
” Little understanding of rules as children can’t
carry out complex mental operations. Behavior is
regulated from outside the child (sensorimotor &
pre-operational)”
The child is still mastering motor and social skills
and unconcerned with morality.
 Stage 2- heteronomous/moral realism (5–
9years)
“Rules are rigid and given by adults. Rules tell
you what is right or wrong. Consequences dictate
the severity of a behavior, not the intentions (pre-
operational & concrete operational)”
The stage of heteronomous morality is also known
as moral realism – morality imposed from the
outside. Children regard morality as obeying
other people's rules and laws, which cannot be
changed. They accept that all rules are made by
some authority figure (e.g. Parents, teacher, god),
and that breaking the rules will lead to immediate
and severe punishment. During this stage children
consider rules as being absolute and unchanging,
philosopher.
 Kohlberg assessed morality by asking
children to consider certain moral
dilemmas – situations in which right and
wrong actions are not always clear. He
was not concerned with whether the
children decided that certain actions were
right or wrong, but with their reasoning –
at how they arrived at their conclusions.
Kohlberg gave three levels of moral
development and in each level, there are two
stages of moral development,
 Level 1: preconventional morality.
“the preconventional child thinks of morality in
terms of the consequences of disobedience to
adult rules in order to avoid punishment”
Stage 1- “punishment and obedience” (2-
4years)
In this stage children are taught to obey their
parents, or these powerful authority figures will
physically punish them. The child’s
understanding is that punishment must be
avoided for her/his own comfort. The child is
still unable to view the world from the
perspective of others and behavior is largely
guided by Freud’s pleasure principle although
the ego begins to emerge as the child
understands that reality calls for discretion.
Stage 2. “individualism, instrumentalism”
(4-7years)
By stage 2 the child recognizes that there is
mutual benefit in cooperation. The child is a bit
less egocentric at this stage, recognizing that if
one is good to others then they in terms will be
good to them. There is now the notion that
i.e. 'Divine like'.  they think that rules cannot be
changed and have always been the same as they
are now. Behavior is judged as “bad” in terms of
the observable consequences, regardless on the
intentions or reasons for that behavior.
 Stage 3-autonomous morality/moral
relativism (10 years upwards)
“Emphasis’s co-operation. Rules are changeable
under certain circumstances and with mutual
consent. (concrete and formal operational)”
It is also known as moral relativism – morality
based on your own rules. Children recognize there
is no absolute right or wrong and that morality
depends on intentions not consequences. Piaget
believed that around the age of 9-10 children’s
understanding of moral issues undergo a
fundamental reorganization. By now they are
beginning to overcome the egocentrism of middle
childhood and have developed the ability to see
moral rules from other people’s point of view. A
child who can decenter to take other people’s
intentions and circumstances into account can
move to making the more independent moral
judgements of the second stage. As a result,
children’s ideas on the nature of rules themselves,
on moral responsibility and on punishment and
justice all change and their thinking becomes
more like that of adults. Children now understand
that rules do not come from some mystical “divine-
like” source. People make rules and people can
change them.
Findings
 (Moral Realism)
Younger children focus on the
consequences of behavior.
everyone looks out for their own needs, but
that proper social exchanges are on a “tit-for-
tat” basis.
 Level 2: conventional morality.
“The conventional child begins to grasp social
rules and gains a more objective perspective
on right and wrong”
Stage 3. “interpersonal relationships” or
“good girl/boy” (7-10)
The major motivating factor in good behavior is
social approval from those closest to the child.
Like parents and siblings.
Stage 4. “law and order” (10-12)
This sense of order becomes generalized
beyond close others to society at large. The
concept of “doing one’s duty” is crucial here.
 Level 3: postconventional morality.
“At this level the emphasis is no longer on
conventional, societal standards of morality,
but rather on personal or idealized
principles”
Stage 5. “social contract” (teens)
The understanding is that laws, rules, and
regulations are created for the mutual benefit
of all citizens. Laws that are unjust ought to be
changed. People at this stage understand and
believe in democracy in action.
Stage 6. “universal ethical principles”
(adult)
Right and wrong are not determined by rules
and laws, but by individual reflection on what is
proper behavior. One might think here of Kant’s
categorical imperative in which right and wrong
apply equally to all, without regard to
consequences that all life is sacred take
precedence over all laws and conventions.
 Moral reasoning does not develop
through parents and educators teaching
values, but through social interaction
stimulating mental processing.
 (Moral relativism)  When challenged by a moral problem
Children aged 10 and above see the and current thinking is insufficient, we
motivation or intent behind the act as look for more adequate ways of solving
important. these problems.

Criticism
 Focuses on consequences not intention.
 Ignores cultural influences.
 Piaget didn’t explain What happens after
13.
 Lack of conventional rules.
 Its gendered.
 Its culturally biased.
 Kohlberg’s theory is based on research
with exclusively male samples.
 Shows women are inferior than men.

Conclusion: -
In conclusion, Piaget emphasized universal cognitive change. Piaget's theory
emphasized the natural line. the results of Piaget's work changed the way that teachers,
parents and all those who work with and around children observe the children's
behavior and response to their environment. Piaget's work specifically had an impact on
the teaching of education in schools. His theory of intellectual or cognitive development,
published in 1936, is still used today in some branches of education and psychology. It
focuses on children, from birth through adolescence, and characterizes different stages
of development, including language, morals. While Kohlberg’s theory concludes that at
stage 1 child think of what is right as that which authority says is right. Doing the right
thing is obeying authority and avoiding punishment. At stage 2, children are no longer
so impressed by any single authority. At stages 3 and 4, young people think as
members of the conventional society with its values, norms, and expectations. At stage
3, they emphasize being a good person, which basically means having helpful motives
toward people close to one. At stage 4, the concern shifts toward obeying laws to
maintain society. At stages 5 and 6 people are less concerned with maintaining society
for its own sake, and more concerned with the principles and values that make for a
good society. At stage 5 they emphasize basic rights and the democratic processes that
give everyone a say, and at stage 6 they define the principles by which agreement will
be most just.
REFERENCES:-
 WARWICK.AC .UK › ETHICAL BEINGS ›
 SLIDE SHARE
 CAMBRIDGE , MA: HARVARD UNIVERSITY PRESS . KOHLBERG, L., LEVINE , C., & H EWER , A. (1981).
 IN A DIFFERENT VOICE: P SYCHOLOGICAL THEORY AND WOMEN ’S DEVELOPMENT. • L IGHT, VOL. 15, NO. 2,
PP . 231-239, S UMMER 1978