Topic by : Ms. Jamil Solangon Ms.

Cherry Anne Pangilinan

Moral And Spiritual Development

Moral Development
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived of by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology postgraduate student at the University of Chicago, and expanded and developed this theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor. Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget, who also claimed that logic and morality develop through constructive stages. Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime, a notion that spawned dialogue on the philosophical implications of such research.

Kohlberg relied for his studies on stories such as the Heinz dilemma, and was interested in how individuals would justify their actions if placed in similar moral dilemmas. He then analyzed the form of moral reasoning displayed, rather than its conclusion, and classified it as belonging to one of six distinct stages. There have been critiques of the theory from several perspectives. Arguments include that it emphasizes justice to the exclusion of other moral values, such as caring; that there is such an overlap between stages that they should more properly be regarded as separate domains; or that evaluations of the reasons for moral choices are mostly post hoc rationalizations (by both decision makers and psychologists studying them) of essentially intuitive decisions.[ Nevertheless, an entirely new field within psychology was created as a direct result of Kohlberg's theory, and according to Haggbloom et al.'s study of the most eminent psychologists of the 20th century, Kohlberg was the 16th most frequently cited psychologist in introductory psychology textbooks throughout the century, as well as the 30th most eminent overall

Kohlberg's scale is about how people justify behaviors and his stages are not a method of ranking how moral someone's behavior is. There should however be a correlation between how someone scores on the scale and how they behave, and the general hypothesis is that moral behaviour is more responsible, consistent and predictable from people at higher levels.

Stages
Kohlberg's six stages can be more generally grouped into three levels of two stages each: pre-conventional, conventional and post-conventional.[Following Piaget's constructivist requirements for a stage model, as described in his theory of cognitive development, it is extremely rare to regress in stagesto lose the use of higher stage abilities.[Stages cannot be skipped; each provides a new and necessary perspective, more comprehensive and differentiated than its predecessors but integrated with them.

Level 1 (Pre-Conventional)

Level 2 (Conventional)

1. Obedience and punishment orientation (How can I avoid punishment?) 2. Self-interest orientation (What's in it for me?) (Paying for a benefit)

Level 3 (Post-Conventional)

3. Interpersonal accord and conformity (Social norms) (The good boy/good girl attitude) 4. Authority and social-order maintaining orientation (Law and order morality)
5. Social contract orientation 6. Universal ethical principles (Principled conscience)

Situation
A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

Spiritual Development
Fowler's stages of faith development From Wikipedia, the free encyclopedia A series of stages of faith development was proposed by Professor James W. Fowler, a developmental psychologist at Candler School of Theology, in the book Stages of Faith. This book-length study contains a framework and ideas, which have generated a good deal of response from those interested in religion. It proposes a staged development of faith (or spiritual development) across the life span. It is closely related to the work of Jean Piaget, Erik Erikson, and Lawrence Kohlberg regarding aspects of psychological development in children and adults. Faith is seen as a holistic orientation, and is concerned with the individual's relatedness to the universal. Fowler defines faith as an activity of trusting, committing and relating to the world based on a set of assumptions of how one is related to others and the world.

Stage 0 "Primal or Undifferentiated" faith (birth to 2 years), is characterized by an early learning of the safety of their environment (i.e. warm, safe and secure vs. hurt, neglect and abuse). If consistent nurture is experienced, one will develop a sense of trust and safety about the universe and the divine. Conversely, negative experiences will cause one to develop distrust with the universe and the divine. Transition to the next stage begins with integration of thought and languages which facilitates the use of symbols in speech and play. Stage 1 "Intuitive-Projective" faith (ages of three to seven), is characterized by the psyche's unprotected exposure to the Unconscious. Stage 2 "Mythic-Literal" faith (mostly in school children), stage two persons have a strong belief in the justice and reciprocity of the universe, and their deities are almost always anthropomorphic. Stage 3 "Synthetic-Conventional" faith (arising in adolescence; aged 12 to adulthood) characterized by conformity to religious authority and the development of a personal identity. Any conflicts with one's beliefs are ignored at this stage due to the fear of threat from inconsistencies.

Stage 4 "Individuative-Reflective" faith (usually mid-twenties to late thirties) a stage of angst and struggle. The individual takes personal responsibility for his or her beliefs and feelings. As one is able to reflect on one's own beliefs, there is an openness to a new complexity of faith, but this also increases the awareness of conflicts in one's belief.
Stage 5 "Conjunctive" faith (mid-life crisis) acknowledges paradox and transcendence relating reality behind the symbols of inherited systems. The individual resolves conflicts from previous stages by a complex understanding of a multidimensional, interdependent "truth" that cannot be explained by any particular statement. Stage 6 "Universalizing" faith, or what some might call "enlightenment". The individual would treat any person with compassion as he or she views people as from a universal community, and should be treated with universal principles of love and justice.