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A 4 page paper that reports Piaget's stages of moral development but focuses on Kohlberg's theory. The dilemma Kohlberg offered children is reported and the six stages are reported and explained. Bibliography lists 2 sources.
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4 pages (~225 words per page)
File: MM12_PGklmdv8.rtf
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of development but Kohlbergs theory seems to garner a greater stamp of credibility. Both proposed stages of moral development, Kohlberg has six stages, Piaget has three, which he identified as
premoral judgment, moral realism, and moral relativity. Kohlberg designed his theory of development based on specific questions he posed to children and adolescents of different ages. The question posed
had to do with whether it was right or wrong for a husband to steal a drug that would help his wife who was dying of cancer. The moral dilemma
and complexity of the issue was that the druggist had decided to make a great deal of money from the sales of this drug he had created and charged patients
an excessive amount. The husband could not gather enough money and the druggist refused to allow the man to make installment payments so he stole the drug for his wife.
Kohlberg was more interested in the reasoning behind the answer than the yes or no answer the subject gave. His initial pool of subjects included 72 boys, ages 10, 13
and 16, who were from lower- and middle-class families in Chicago. Kohlberg subsequently presented the same scenario to young children, to both boys and girls living in other cities,
children identified as delinquents and eventually to children in other countries. Discussion The reasoning behind the childrens and adolescents responses resulted in Kohlbergs stages of moral development. Kohlberg
identified six stages of moral reasoning, which he called orientations: 1. Punishment-obedience Orientation or Egocentric Reasoning, up to about age 4, orientation is to avoid punishment and get rewards (Lickona,
1994; Crain, 1985). This is similar to Piagets first stage and reflects preconventional reasoning meaning that the child does not yet view himself as a member of the society (Crain,
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