UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATES STUDIES AND RESEARCH

ED 204 – SUPERVISION OF
INSTRUCTION

GEMMA V. LOSA
MAED Major in Administration and
Supervision

Reporter

JUDITH BAYOS- MAIGUE PhD

Professor
STAGE THEORIES OF
ADULT AND TEACHER
DEVELOPMENT
A. COGNITIVE DEVELOPMENT

Jean Piaget described four stages of

cognitive development: sensorimotor,
preoperational, concrete operations,
and formal operations (Ginsburg and
Opper, 1979). He emphasizes that the
person at formal operations stage has
already progressed beyond reasoning,
they also use hypothetical reasoning,
understand complex symbols and
formulate abstract concepts.
B. CONCEPTUAL DEVELOPMENT

Hunt and others defined conceptual level

(CL) in terms of (1) increasing conceptual
complexity, as indicated by discrimination,
differentiation and integration and (2)
increasing interpersonal maturity, as
indicated by self – definition and self-other
relations (Hunt, Butler, Noy and Rosser).
Hunt placed individuals on a continuum
from most concrete (lowest CL) to most
abstract (highest CL)
 Low CL person evaluate things in simple, concrete
fashion, view issues in black & white, and have
difficulty in defining a problem they are
experiencing, they need to be shown how to solve the
problem. Moderate CL persons are becoming more
abstract in their thinking, can define the problem
and generate a limited number of solutions but have
difficulty formulating a comprehensive plan. High-
concept teachers are different from low-concept
teachers. High-concept teachers rate higher on what
are generally considered to be more positive
characteristics and low-concept teachers rate higher
on more educationally negative characteristics.
C. MORAL DEVELOPMENT

Morality defined
Principles concerning the distinction between
right and wrong or good and bad behavior.

- October 25, 1927-January 19, 1987

- Was a Jewish American psychologist born in
Bronxville, Ney York
- Expanded on the earlier work of cognitive theorist
Jean Piaget to explain the moral development of
children, which he believed follows a series of stages
LEVEL 1: PRE-CONVENTIONAL MORALITY
RIGHT AND WRONG DETERMINED BY
REWARDS/PUNISHMENT

Stage 1: Obedience and Punishment Orientation.

Children desire to obey rules and avoid being punished,
if they are punished, which gives the signals that their
act is morally wrong.

Stage 2: Instrumental Orientation.

Children act like give and take strategy, you do my
work and I will do yours. In this stage, Children take
some incentives in return to do work
 LEVEL 2: CONVENTIONAL MORALITY
INDIVIDUALS “DO THE RIGHT THING” BECAUSE
THAT IS WHAT IS EXPECTED ACCORDING TO
SOCIAL NORMS.

Stage 3: Good Boy or Nice Girl Orientation.

People want to be praised and want to be seen
as a good boy or nice girl by others. People
want to attain good social status and
recognition.

Stage 4: Law and Order Orientation.

People become aware of wider rules of society
and follow the law to avoid guilt.
LEVEL 3: POST-CONVENTIONAL MORALITY
ABSTRACT NOTIONS OF JUSTICE. RIGHTS OF
OTHERS CAN OVERRIDE OBEDIENCE TO
LAWS/RULES. KOHLBERG SEES THE HIGHER
STAGE AS SUPERIOR AND HE SEES ENHANCING
DEVELOPMENT AS AN APPROPRIATE AIM FOR
EDUCATION.

STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL

RIGHT.
SOME PEOPLE THINK THAT RULES ARE GOOD
FOR HUMAN BEINGS BUT SOMETIME THEY
SHOULD BE DISOBEYED DEPENDING ON THE
SITUATION AND INTEREST OF THE INDIVIDUAL.
Stage 6: Universal Principles.
People develop their own guidelines
and these laws sometimes fit and
sometimes do not fit with the law.
 D. EGO DEVELOPMENT
Ego
Ego is both a process of striving for coherence and meaning in one’s life, and
a structure with its own internal logic (Levine, 1989). This is one of the few
development theories derived from the study of women, but it has been
applied subsequently to numerous samples of women and men.

Ego Development
Every stage provides a frame of reference to organize and
give meaning to experience over the individual’s life course
Since each new ego stage or frame of reference builds on the
previous one and integrates it, no one can skip a stage. One
has not yet acquired the interpersonal logic.
Jane Loevinger(1976) has identified 10 stages of ego
development.
 EGO DEVELOPMENT
Jane Loevinger (1918-2008), was an
American psychologists working in
th

the 20 century who focused on the

Stages of ego Development
idea of ego development across the
life span.
1. Pre social stage:
the baby, which is at the mercy of the world
around it (and its own needs), really has no ego to
speak of until it begins to differentiate itself from its
caregivers and the demands of the outer
environment.
 2. IMPULSIVE STAGE:
Child asserts his growing sense of self.
Child is preoccupied with bodily impulses; sexual and aggressive ones.
Rewards and consequences are seen as good or bad.
Example: when Ana’s brother goes to the supermaket with me and he asks for
a chocolate and I don’t get it for him, he gets disappointed, angry and sees
me as a mean person.

3. Self - Protective Stage:

Commonly in early and middle childhood.
They are aware of the cause and effect, of rules and consequences, to get what they
want from others.
They tend to be exploitive, manipulative, hedonistic, and opportunistic.
Their goals is simply to “get what I want without getting caught”
Blaming others when anything goes wrong.

Example: When we were young and we tend to play around things even though we
were not allowed and accidently break stuff we automatically blame our maid or
siblings.
4. CONFORMIST STAGE:
The child now becomes more aware of society and the need to
belong to group with its own biases and stereotypes (such as
the gender groups of “boys or girls”). Good behavior is what
is sanctioned by one’s group, and others outside the group are
treated with suspicion. An important element in terms of
cohesion to the group is a sense of trust in one’s fellow
members.

5. Self-Aware Stage:
Loevinger believed that this stage represents the model for most
adult behavior, with few going beyond this stage before age
twenty-five. Here we see the beginnings of self-criticism and the
ability to envision multiple possibilities in life events. There’s an
increasing awareness of the difference between “the real me” and
the “expected me” although the ego is still partly influenced by
conformist pressures.
6. CONSCIENTIOUS STAGE:
Self-evaluation and self-criticism continues.
Values responsibility, achievement and the pursuit of high ideals and long-term
goals.
Guilt is from hurting another
Having self apart from group
Example: that’s us trying to pursuit our goals while we have a lot of
responsibility.

7. Individualistic Stage:
A broad-minded tolerance of and respect for the autonomy of both the self and
others.
Self-understanding can lead to vivid and unique ways of both the self as well as to
an awareness of inner conflicts.
This is an early awareness of conflicting wishes and thoughts and feelings for
closeness and distance, for achievement and acceptance.
 8. AUTONOMOUS STAGE:
Achieving a sense of self-fulfillment becomes more important
than outer achievement at this stage. There is greater self-
acceptance and a deeper respect for the autonomy of others.
There’s a greater capacity to embrace the polarities of life, to
discern complexity in individuals situations, and to assess
multiple facets in moral decisions.

9. Integrated Stage:
The integrated ego finally has a full sense of identity.
Shows wisdom, broad empathy towards oneself and others, and
makes peace with those issues of inner conflicts like the
individualistic ego or tolerate inner conflicts like the autonomous
ego.

Example: Parents and grandparents.

 LEVELS OF CONSCIOUSNESS

Level of Consciousness - Is a term used to describe a

person’s awareness and understanding of what is
happening in his or her surroundings.
Robert Kegan (1994), a self-acknowledged neo-
Piagetian, is a more recent entrant on the scene of
adult development psychology with his theory of
levels of consciousness.
 FIRST ORDER OF CONSCIOUSNESS
The first order of consciousness happens in children between 2 years old and
6 years old. When you are a small child, there is really no separation
between imagination and reality. In the first order of consciousness, there
are just perception. We are not distinguishing things; we are just
perceiving them. We don’t distinguish our self as a self. We have social
perceptions where we know there are people around us but they blur with
our fantasy. At the first order of consciousness, everything is built around
impulses.

Second Order of Consciousness

This is the second order of consciousness, where the subject is able to
distinguish durable categories. We have concrete cognition, we have a
point of view in the interpersonal, and we have enduring dispositions,
needs, and preferences within our self. This second order of
consciousness happens between the ages of 6 and 10. It’s an important
phase where kids can repeat facts, but the world is very concrete.
THIRD ORDER OF CONSCIOUSNESS
In the third order of consciousness, we have mutuality and
interpersonalism. We have inner states, subjectivity, and self-
consciousness. The third level of consciousness is cross-
categorical and trans-categorical. In the third level, people
see themselves in a role in society, but society itself is not
obvious to the subject.

Fourth Order of Consciousness

In the fourth order of consciousness, we start
realizing that our own society is just a society among
other societies and there are spaces between these
societies. The fourth order character is getting a little
older; this is a middle-age person.
FIFTH ORDER OF CONSCIOUSNESS

In the fifth order of consciousness that only comes

with maturity, we start seeing that there is an
interconnectedness between subject-object and
subject-subject. It is no longer that one person is
a complete autonomous self and they choose to
come into a relationship with one another.
The fifth order of consciousness is a dialectical
cognition with inter-institutional relationship
between forms and a transformational
interpenetration of selves.
Thank
you!