CEBU NORMAL UNIVERSITY

College of Teacher Education

Osmeña Blvd., Cebu City
__________________________________________________________________________________

Name: Lucina Mae B. Chiong University email: main.20000572@cnu.edu.ph

Degree/Program: BSEd- Mathematics Bloc/Year: 2nd year, 2A

Mr. Peterson's Dilemma

• Mr. Peterson teaches a social studies class in the local high school. Because of his
great rapport with his students, he is known as one of the best teachers in the
school. One day after a class discussion of contemporary problems in America,
several class members approached Mr. Peterson in his office to tell him that they
planned to boycott the school cafeteria in support of the migrant farm workers
across the country. Previously, the students had picketed the local grocery store
and passed out leaflets in their neighborhood. They had also circulated a petition
and had written letters to the school authorities in an attempt to stop the school
from purchasing non-union lettuce and grapes. Both of these attempts to change
school policy had failed.
• The students indicated that they not only planned to boycott the cafeteria, but
hoped to shut it down by setting up a picket line during lunch hours. The students
told Mr. Peterson about the planned boycott because of the many class discussions
in which they had talked about the American tradition of protest. They also
insisted that the success of the boycott depended on Mr. Peterson not breaking
their confidence; they did not want the school administration to know about the
plans.
• Mr. Peterson feels sure that other teachers and the administration do not know
about the planned boycott. He also knows that part of the student body would not
be sympathetic to the boycott and this could result in a physical confrontation.
According to the school rule, any organized student gathering on school grounds
must be cleared by school officials. Mr. Peterson also knows that faculty members
are supposed to notify the school administration of any activity which may
interfere with the school schedule.
• Mr. Peterson discussed the various implications of the boycott with the students.
The students understand these; however, they are determined to go through with
the plan.
• Should Mr. Peterson tell the school administration of the impending boycott and
picket line? Why, or why not? Your answers to these questions will determine the
level of moral development according to Kohlberg’s Theory.
MY ANSWER TOWARDS MR. PETERSON'S DILEMMA

As I read the story, I can see both sides of the situation and I believe my first
thought as a teacher would be to maintain social peace and order. However, seeing the
evident determination of my students who are willing to fight for a cause much larger
than themselves would shift my perspective completely. Mr. Peterson, in my opinion,
should enable the students to carry out their plans without informing the school
administration. I had various reasons why I didn't want Mr. Peterson to inform the school
administration about the planned boycott and picket line by the students. First, I noticed
that Mr. Peterson failed to persuade the students to abandon their boycott intentions by
addressing the boycott's different consequences with them. I could say that there is no
use of telling the school administration about the students plans and try to organize an
open forum between the two parties because the students already attempt to prevent the
school from purchasing non-union lettuce and grapes through circulating a petition and
wrote letters to school officials. However, both attempts to amend school policy were
unsuccessful. I could say that it is generally difficult to persuade someone to change their
mind or back down from a position they hold so strongly. As for Mr. Peterson's dilemma,
Mr. Peterson should support his students' right to free speech and protest rather than
trying to stop them. Also, it is more relevant because it was most likely in his class that
the students were first exposed to the concept of protesting. If I were a teacher, I'd want
my students to feel comfortable approaching me with whatever concerns they may have.
I want them to know that they've been acknowledged, validated, and supported. Also, I
don't want my lectures and class discussions to be dismissed as only theoretical
principles with no practical application. Furthermore, I do not want to spark a riot or
create chaos in the school. I just believe that students have the freedom to pursue their
missions as long as they do not cause harm to others. With someone like Mr. Peterson as
their advisor, they have a better chance of achieving their goals through the most
appropriate ways. Furthermore, Mr. Peterson will be able to encourage his students to
think as a group and come up with their own conclusions and plans of action through
supporting their plans. In response to Mr. Peterson's quandary, as a future educator, I
would want to be a sensible advisor rather than a controlling authority figure. Based on
what I've learned from the scenario, I believe the school's laws and procedures are very
restrictive, and I see the students' initiatives as a resort for making better improvements.
Moreover, similar to the students, I consider laws as flexible instruments that may and
should be used to advance a good cause. I recognize the significance of following
regulations to keep a community in order, but I also believe it is critical to assess whether
these rules benefit all members of the community. Mr. Peterson should not stop students
from seeking what we all believe is the common good, no matter how often he reminds
them of the potential consequences of their conduct. Another reason is that it will allow
Mr. Peterson to urge his students to learn more about the world around them and to delve
deeper into issues that affect them. Furthermore, this is an excellent learning experience
not just for the children, but also for Mr. Peterson and everyone else who will observe
their plans come to life. In deciding whether or not to inform the school management, I
came to the conclusion that the students are motivated by specific notions such as justice
and compassion. As per my understanding of the students' plans, they believe that these
farmworkers are entitled to more than they are now receiving, and I agree. This allows
me to examine how students are driven by causes other than their own self-interest. They
care about the farmworkers and have committed to fight for justice where they believe it
is not being served. As a result, Mr. Peterson should empathize with his students who
have witnessed and heard about the plight of migrant farmworkers around the country
and have opted to lend their solidarity. My personal view is that when people can see
beyond themselves, the world becomes a much kinder and more peaceful place for
everyone to live and grow. This is the mindset I see in these learners, one that I hope I can
instill in my future students.
As a result, I was able to observe that the students have good intentions and are
advocating for a change that they believe will assist underprivileged people of society. As
a prospective educator, I believe it is best to support the students, even if it means
breaching school rules, because I believe their cause is significant and based on the ethical
ideals of compassion and fairness. For my part, I understand their plight, and I believe
that while regulations are vital for society, legality does not always imply morality. If we
witness particular norms or policies being used to perpetuate injustice, I believe we have
the right to challenge them and work to change them. Finally, as a future teacher, I want
to inspire my students to speak up, to see beyond themselves, and to make moral
decisions based on their conscience and the common good.

MY LEVEL OF MORAL DEVELOPMENT ACCORDING TO

KOHLBERG’S THEORY

According to Kohlberg's theory, I'm already in the third level of moral

development, which is the post-conventional or principled level, based on my response
to Mr. Peterson's dilemma. My decision was based on a number of factors, including not
only the concerns of the school administration, but also the perspectives of students and
farmworkers. Before I made a decision about Mr. Peterson's predicament, I tried to
consider the viewpoints of all of the people concerned. Furthermore, one of the reasons I
wanted that Mr. Peterson not notify the school authorities about the students' activities
was that I believed the school's regulations were inconsistent in catering to the majority's
rights and interests. My response was also influenced by my personal perspective on laws
and regulations as adaptable tools for furthering human goals. I'm already in stage 5 of
post-conventional morality, where I believe the school's laws and procedures are very
restrictive, and I regard students' efforts as a resort for improving the system. I
understand the importance of obeying regulations to maintain a community in order, but
I also believe it is vital to consider if these policies serve all community members. Mr.
Peterson should not deter students from pursuing what we all believe to be the common
good, no matter how many times he warns them about the consequences of their actions.
Also, I'm already at stage 6 of post-conventional morality, where I believe my judgment
is correct since I can see that the students are driven by specific concepts like justice and
compassion. According to my understanding of the students' plans, these farmworkers
are entitled to more than they are now receiving, and I agree. This allows me to scrutinize
how students are motivated by factors other than self-interest. They are concerned about
farmworkers and have pledged to fight for justice in cases where they believe it is not
being served. Personally, I believe that one action is right if it is founded on one's inner
conscience and pursues fairness and equality for all individuals in society, even if it is
against the laws and norms, similar to the students' viewpoint. I believe my judgment is
correct because I consider laws as flexible instruments that may and should be utilized to
further a worthy cause, and my decision seeks justice and empathy for migrant
farmworkers across the country.