Kohlberg’s Stages of Moral Development

Lawrence Kohlberg was an American psychologist

best known for his theory of stages of moral
development. His theory focuses on the thinking
process that occurs when one decides whether a
behavior is right or wrong. Kohlberg (1984) argued
that we learn our moral values through active thinking
and reasoning, and that moral development follows a
series of stages.
• He used the idea of moral dilemmas -
stories that present conflicting ideas
about two moral values - to teach 10
to 16-year-old boys about morality
and values. Kohlberg emphasized that
it is the way an individual reasons
about a dilemma that determines
positive moral development.
Train up a child in the way
he should go; even when
he is old he will not depart
from it. - Proverbs 22:6
LEARNING OUTCOMES
At the end of this unit, you should be able to:
• discuss the stages of moral development;
• examine a person’s level of moral reasoning based
on his/her responses to moral dilemmas;
• analyze a case on the stages of moral reasoning;
• portray a scenario on how to deal with moral
dilemma; and
• reflect how the theory of moral development can
be applied to your work as future teacher.
ACTIVITY: Moral Dilemma

• Divide yourself into three groups. Read

and analyze the moral dilemma below
based on the questions given. Share
your insights in your group. Present
your group output in the class in 3
minutes.
Ryan, 17, has been saving up money to buy a
ticket for this concert of rock band. His parents
have discouraged him from going as the concert
will surely be of a rowdy crowd. The band is
notorious for having out-of-control audience who
somehow manages to get drunk and stoned
during the concert. Ryan agreed not to watch
anymore.
But a day before the concert, Nic, 15-year old
brother of Ryan, saw a corner of what appeared
to be a concert ticket showing in the pocket of
Ryan’s bag. Nic examined it and confirmed that
it was indeed a ticket. Looking at Ryan’s bag,
Nic also found an extra shirt and 2 sticks of
marijuana. So, he figured Ryan will go to the
concert after all.
That night, Ryan told his parents that he
was spending tomorrow night at a
classmate’s house for a school requirement.
Then later that evening, he told Nic of his
plan to go to the concert. Nic didn’t say
anything, but he found it difficult to sleep
that night, thinking whether to tell their
parents or not.
Analysis

1. If you were Nic, what would you do?

2. Why would you choose to do that?
What were the things you
considered in deciding what to do?
Stage 1. “Yes, I will tell our parents.
Because if they found out later that I
knew, for sure they will get angry and
most likely punish me.”

“No, I will not tell because Ryan will

make my life difficult and also punish
me for telling.”
Stage 2. “Yes, I will tell our parents
because they will reward me for it. I will
subtly ask for that new I Pod that I’m wishing
to have.”

“No, I will not tell. Ryan will surely grant me a

lot of favors for not telling. He’ll not also squeal
on me.”
Stage 3.
“Yes, I will tell so my parents will
think I am such an honest boy.”

“No, I will not tell. Ryan will think

of me as really a cool brother!”
Stage 4.
“Yes, I will tell because we should
follow the rules that our parents
say.”

“No, because it’s been our rule to keep

each other’s secrets.”
Stage 5. “Yes, I will tell because he
might be hurt or get in trouble and his
welfare is topmost priority.”

“No, because he is big enough to

question my parent’s decision not to
let him go.”
Stage 5. “Yes, I will tell because he
might be hurt or get in trouble and his
welfare is topmost priority.”

“No, because he is big enough to

question my parent’s decision not to
let him go.”
Stage 6. “Yes, I will tell because lying is
always wrong, and I want to be true
to what I believe in.”

“No, because I believe brothers watch

out for each other. If he trusted me with
this, I should stay true to him and not
say anything.”
 Stages of Moral Development
Level
Preconventional Level
A child’s sense of morality is
externally controlled by the
rules of authority figures, such
as parents and teachers. As
such, moral reasoning is based
on the result/ consequence of
the act, not on whether the act
itself is good or bad.
Stage Description
s
Obedience-and
Punishment Orientation
The child is led by fear of
1 punishment.
The child will obey the
rules to avoid punishment.
 Stages of Moral Development
Level Stages Description
Mutual Benefit
One is motivated to act by the
benefit that one may obtain later.
2 Concern for other is based on “you
scratch my back, and I’ll scratch
yours” mentality. For instance, I
will give you favor, and in return,
you will also do me a favor.
 Stages of Moral Development
Level Stage Description
s
Conventional Level Good Boy, Nice Girl
A child’s sense of Orientation
morality is tied to Children want the approval of
personal and societal others and act in ways to avoid
relationships. Conformity 3 disapproval – being a good boy
to social rules or norms or a good girl. The person acts
remains important in because he/she values how he/she
order to win approval or will appear to others. Emphasis is
to maintain social order. placed on what people will think
or say.
 Stages of Moral Development
Level Stage Description
s
Law-and-Order Orientation
The child blindly accepts rules and
convention because of their importance
4 in maintaining a functioning society.
Obeying rules by doing what one is
“supposed” to do is seen as valuable and
important, thus everyone is oblige to
uphold laws and rules. The person will
follow the law because it is the law.
 Stages of Moral Development
Level
Postconventional
A person’s sense of morality is
defined in terms of more abstract
principles and values. People now
believe that some laws are unjust
and should be changed or
eliminated based on enduring
ethical principles— basic human
rights as life, liberty,
and justice.
Stage Description
s
Social-Contract Orientation
It is viewed that each person and
community have unique
5 opinions, values, and rights that
should be mutually respected.
Laws that do not promote the
general welfare should be
changed when necessary for the
good of the greatest number of
people through majority decision
and inevitable compromise.
 Stages of Moral Development
Level Stage Description
s
Universal Ethical Principles
Orientation
Moral reasoning is based on universal
6 ethical principles such as equality, dignity
or respect. Having a set of standards that
drives one to possess moral responsibility
to make societal changes regardless of
consequences to oneself. Example: Dr.
Jose Rizal and Mother Theresa, Jesus
Christ
Time to Reflect

What are the three most important

things that you learned from
Kohlberg’s stages of moral
development? Relate it to your moral
principles and values as future
teacher?
End of the unit
 Vygotsky’s Socio-Cultural
Theory
Lev Semyonovich Vygostsky was a Russian psychologist, known
for
​
his work on psychological development for children. Vygotsky’s
sociocultural theory emphasizes that children learn through social
interaction that include collaborative and cooperative dialogue with
someone who is more skilled in tasks they’re trying to learn. Hence,
he states the importance of cultural and social context for learning
as he believed strongly that community plays a central role in the
process of "making meaning."
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 “Through others we
​
become Ourselves”

- Lev S. Vygotsky

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LEARNING OUTCOMES

At the end of this unit, you should be able to:

- explain the socio-cultural theory of
Vigotsky;
- analyze how scaffolding is useful in
teaching and learning a skill; and
- demonstrate or teach a skill using
scaffolding.
 THE SOCIO-CULTURAL THEORY
• stresses the fundamental role of social interaction,
language, and cultural factors in cognitive
development through collaborative dialogues or
assistance of more knowledgeable members of
society.
• He emphasized the important role of teachers in
mediating the child's learning activity as they share
knowledge through social interaction
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Social Interaction
• social interactions contributed in the cognitive
development of an individuals.
• the social environment or the community play a
major role in one’s development.
• much important learning by the child occurs through
participation in social activities, and social interaction
with a skillful tutor or more knowledgeable person
like parents, teachers, peers, or other adults.
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Social Interaction
• All of them contribute in the learning
process through collaborative efforts in
providing assistance, support, and
feedback to the learners.
• They explain, model, coach, assist, give
directions and provide feedback to the
learner.
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CULTURAL FACTORS.
• Culture played a crucial role on the
cognitive development of children - the
wide range of experiences that a culture
would give to a child.
• children acquire their cultural values,
beliefs, problem-solving strategies, and all
other things as they interact in the community.
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CULTURAL FACTORS
• What they learn and acquire early in life from
their sociocultural environment all can
contribute in their cognitive development and
in all aspects of their lives.
• each culture provides its children tools of
intellectual adaptation that allow them to use
the basic mental functions more effectively.
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LANGUAGE
• Language is a tool for learners to know and
understand the world around; to acquire
knowledge and to solve problems through social
interactions with the more knowledgeable
members of society.
• it is the language, writings, and concepts arising
from the culture that elicit the highest level of
cognitive thinking
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LANGUAGE
• Language help learners to process,
reflect, and express their thoughts.
• private speech or inner speech is a
form of self-talk that guides the
child’s thinking and action.
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LANGUAGE
• Children learn best through hands-on
activities than when listening passively.
• Learning by doing is even more fruitful
when children interact with
knowledgeable adults
and peers.
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LANGUAGE

• teachers should use cooperative

learning exercises where less
competent children develop with the
help of more skillful peers - within
the zone of proximal development.
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ZONE OF PROXIMAL DEVELOPMENT
(ZPD)
• zone of actual development - a child
attempts to perform a skill alone at a
certain level of competency.
• may not be immediately proficient at
it.
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• with the guidance of a More Knowledgeable Other
(MKO), competent adult or a more advanced
peer, the child can perform at a higher level of
competency.
• Zone of Proximal Development – the difference
between what the child can accomplish alone and
what he/she can accomplish with the guidance of
another
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• The zone represents a learning opportunity
where a
knowledgeable adult such as a teacher or parent
or a more advanced peer can assist the child’s
development.
• With the right kind of teaching and assistance, a
child can accomplish the task successfully.

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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Scaffolding refers to the temporary support
given to a child by the adult or peer that
enables him/her to perform a task until such
time that he/she can perform the task
independently.
• Scaffolding is not about doing the task for the
child while he or she watches.
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Scaffolding involves patience and right
amount of assistance until such time the child
can accomplish the task successfully by
himself/herself alone.
• The teacher should scaffold to bridge the gap
between learner’s actual skill levels and the
desired skill level.
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Scaffold and fade-away techniques is
applied as the learner become skillful or
able to complete the task independently
which he/she could not initially do
without assistance.
• the withdrawal of guidance or assistance
to the learner.
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
When the MKO scaffolds, the process
moves in four levels:
1. I do, you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Learning will depend in the skill of the
MKO, and the learner’s readiness and
ability to learn and the difficulty of the
skills being learned.
• In the classroom, scaffolding can include
modeling a skill, providing hints or cues,
and adapting material or activity
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ZONE OF PROXIMAL DEVELOPME NT (ZPD)

Three important components which aid the

learning process:
1. The presence of someone with knowledge
and skills beyond that of the learner
2. Social interactions with a skillful tutor that
allow the learner to observe and practice
their skills.
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)

3. Scaffolding, or supportive activities

provided by the educator, or more
competent peer, to support the
student as he or she is led through
the ZPD.
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 What I can’t do Zone of Proximal
Development (ZPD)-
Learns through
What I can do with • scaffolding

help
Zone of Achieved
Development (ZAD) -
What I Current understanding
can do - Can work unassisted

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 Time to Perform:
Think and discuss in your group a
particular skill (choose one skill) you
are good at. Choose somebody in your
group who can teach or demonstrate
the said skill in the class using
scaffolding.
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 Analysis:
1. What was the scaffolding used, and
how was the scaffolding done?
Describe the specific actions done
in scaffolding.
2. How was the learning activity went
through? Explain.
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 •

END OF THE UNIT

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 •

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 INTRODUCTION
3

PRIMARY GOALS
4

agenda AREAS OF GROWTH

5

TIMELINE
10

SUMMARY
13
 quarterly performance
Q1

Q2

Q3

Q4

- 1.0 2.0 3.0 4.0 5.0 6.0

Series 1 Series 2

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 areas of growth
B2B SUPPLY CHAIN ROI E-COMMERCE

Q1 4.5 2.3 1.7 5.0

Q2 3.2 5.1 4.4 3.0

Q3 2.1 1.7 2.5 2.8

Q4 4.5 2.2 1.7 7.0

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 meet our team

TAKUMA HAYASHI MIRJAM NILSSON​ FLORA BERGGREN​ RAJESH SANTOSHI

president chief executive officer chief operations officer vp marketing

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meet our extended team

TAKUMA HAYASHI MIRJAM NILSSON​ FLORA BERGGREN​ RAJESH SANTOSHI

president chief executive officer chief operations officer vp marketing

GRAHAM BARNES ROWAN MURPHY ELIZABETH MOORE ROBINE KLINE

vp product SEO strategist product designer content developer
 plan for product launch
PLANNING synergize scalable e-commerce

MARKETING disseminate standardized metrics

DESIGN coordinate e-business applications

STRATEGY foster holistically superior methodologies

LAUNCH deploy strategic networks with compelling e-business needs

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timeline
NOV 20XX
disseminate standardized metrics

SEP 20XX
synergize scalable e-commerce

JAN 20XX
coordinate e-business applications

MAR 20XX MAY 20XX

foster holistically superior deploy strategic networks with
methodologies compelling e-business needs
 areas of focus
B2B MARKET SCENARIOS
o Develop winning strategies to keep ahead of the competition
o Capitalize on low-hanging fruit to identify a ballpark value
o Visualize customer directed convergence​

CLOUD-BASED OPPORTUNITIES
o Iterative approaches to corporate strategy
o Establish a management framework from the inside

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 how we get there
ROI NICHE MARKETS SUPPLY CHAINS

o Envision multimedia- o Pursue scalable customer o Cultivate one-to-one

based expertise and cross- service through customer service with
media growth strategies sustainable strategies robust ideas

o Visualize quality o Engage top-line web o Maximize timely

intellectual capital services with cutting-edge deliverables for real-time
deliverables schemas
o Engage worldwide
methodologies with web-
enabled technologies

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 summary
At Contoso, we believe in giving 110%. By
using our next-generation data architecture, we
help organizations virtually manage
agile workflows. We thrive because of our
market knowledge and great team behind our
product. As our CEO says, "Efficiencies will
come from proactively transforming how we
do business."​

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thank you
mirjam nilsson
mirjam@contoso.com
www.contoso.com