Growth and Development PT-2

Kohlberg/Levinson Written Report

Lawrence Kohlberg
Kohlberg was, for many years, a professor at Harvard University.
He became famous for his work there beginning in the early 1970s.
He started as a developmental psychologist and then moved to the field of moral
education.
He was particularly well-known for his theory of moral development which he
popularized through research studies conducted at Harvard's Centre for Moral
Education.
Emphasized that human beings develop philosophically and psychologically in a
progressive fashion.
Kohlberg believed, and was able to demonstrate through studies, that people
progressed in their moral reasoning (i.e., in their bases for ethical behaviour) through a
series of stages.
Stages of Moral Development
Composed of three parts:
o Pre-conventional
o Conventional
o Post-conventional
Pre-conventional
o The pre-conventional level of moral reasoning is especially common in children,
although adults can also exhibit this level of reasoning.
o Reasoners at this level judge the morality of an action by its direct
consequences. The pre-conventional level consists of the first and second stages
of moral development.
Pre-conventional (Stage I)
Individuals focus on the direct consequences of their actions on
themselves. For example, an action is perceived as morally wrong
because the perpetrator is punished.
The worse the punishment for the act is, the more "bad" the act is
perceived to be.
Pre-conventional (Stage II)
Espouses the "what's in it for me" position, in which right
behaviour is defined by whatever the individual believes to be in
their best interest but understood in a narrow way which does not
consider one's reputation or relationships to groups of people.
Stage two reasoning shows a limited interest in the needs of
others, but only to a point where it might further the individual's
own interests.
As a result, concern for others is not based on loyalty or intrinsic
respect, but rather a "You scratch my back, and I'll scratch yours."
mentality.
Conventional
o The conventional level of moral reasoning is typical of adolescents and adults.
Those who reason in a conventional way judge the morality of actions by
comparing them to society's views and expectations.
o Conventional morality is characterized by an acceptance of society's conventions
concerning right and wrong.
o At this level an individual obeys rules and follows society's norms even when
there are no consequences for obedience or disobedience.
Conventional (Stage III)
The self enters society by filling social roles. Individuals are
receptive to approval or disapproval from others as it reflects
society's accordance with the perceived role.
Stage three reasoning may judge the morality of an action by
evaluating its consequences in terms of a person's relationships,
which now begin to include things like respect, gratitude and the
"golden rule".
Conventional (Stage IV)
Authority and social order obedience driven
it is important to obey laws, dictums and social conventions
because of their importance in maintaining a functioning society.
If one person violates a law, perhaps everyone wouldthus there
is an obligation and a duty to uphold laws and rules.
When someone does violate a law, it is morally wrong; culpability
is thus a significant factor in this stage as it separates the bad
domains from the good ones.
Most active members of society remain at stage four.
Post-Conventional
o Also known as the principled level, is marked by a growing realization that
individuals are separate entities from society, and that the individuals own
perspective may take precedence over societys view; individuals may disobey
rules inconsistent with their own principles.
o Post-conventional moralists live by their own ethical principlesprinciples that
typically include such basic human rights as life, liberty, and justice.
Post-conventional (Stage V)
The world is viewed as holding different opinions, rights and
values. Such perspectives should be mutually respected as
unique to each person or community.
Norms of right and wrong are defined in terms of laws or
institutionalized rules which seem to have a rational basis.
The greatest good for the greatest number of people.
Democratic government is ostensibly based on stage five
reasoning
Post-conventional (Stage VI)
Orientation not only toward existing social rules, but also toward
the conscience as a directing agent, mutual trust and respect, and
principles of moral choice involving logical universalities and
consistency.
Action is controlled by internalized ideals that exert a pressure to
act accordingly regardless of the reactions of others in the
immediate environment.
If one acts otherwise, self-condemnation and guilt result.
Heinz Dilemma
o A dilemma that Kohlberg used in his original research was the druggist's
dilemma: Heinz Steals the Drug In Europe.
o 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?
o Pre-conventional
Stage one (obedience): Heinz should not steal the medicine because he
would consequently be put in prison, which would mean he is a bad
person. Or: Heinz should steal the medicine because it is only worth
$200, not how much the druggist wanted for it. Heinz had even offered to
pay for it and was not stealing anything else.
Stage two (self-interest): Heinz should steal the medicine because he will
be much happier if he saves his wife, even if he will have to serve a
prison sentence. Or: Heinz should not steal the medicine because prison
is an awful place, and he would probably experience anguish over a jail
cell more than his wife's death.
o Conventional
Stage three (conformity): Heinz should steal the medicine because his
wife expects it; he wants to be a good husband. Or: Heinz should not
steal the drug because stealing is bad and he is not a criminal; he tried to
do everything he could without breaking the law, you cannot blame him.
Stage four (law-and-order): Heinz should not steal the medicine because
the law prohibits stealing, making it illegal. Or: Heinz should steal the drug
for his wife but also take the prescribed punishment for the crime as well
as paying the druggist what he is owed. Criminals cannot just run around
without regard for the law; actions have consequences.
o Post-conventional
Stage five (human rights): Heinz should steal the medicine because
everyone has a right to choose life, regardless of the law. Or: Heinz
should not steal the medicine because the scientist has a right to
compensation. Even if his wife is sick, it does not make his actions right.
Stage six (universal human ethics): Heinz should steal the medicine,
because saving a human life is a more fundamental value than the
property rights of another person. Or: Heinz should not steal the
medicine, because others may need the medicine just as badly, and their
lives are equally significant.
Daniel Levinson
Was one of the founders of the field of Positive Adult Development.
This theory is important because it is one of the only ones which suggests that
development and growth happens well into the adult years.
Positive Adult Development
o Positive Adult Development is one of the four major forms of adult developmental
study that can be identified. The other three forms are directionless change,
stasis, and decline. Positive adult developmental processes are divided into at
least six areas of study: hierarchical complexity (orders, stages),knowledge,
experience, expertise, wisdom, and spirituality.
o Two Stages
Stable Period-This is the time when a person makes crucial choices in
life.
Transitional Period-This is the end of a person's stage and the beginning
of a new one. Life during these transitions can be either rocky or smooth,
but the quality and significance of ones life commitments often change
between the beginning and end of a period.
The Six Stages of Adulthood
Early Adult Transition
o Ages 17-22
o Leave adolescence, make preliminary choices for adult life
Entering the Adult World
o Ages 22-28
o Make initial choices in love, occupation, friendship, values, lifestyle
Age 30 Transition
o Ages 28-33
o Changes occur in life structure, either a moderate change or, more often, a
severe and stressful crisis
Settling Down
o Ages 33-40
o Establish a niche in society, progress on a timetable, in both family and career
accomplishments; are expected to think and behave like a parent so they are
facing more demanding roles and expectations.
Mid-life Transition
o Ages 40-45
o life structure comes into question, usually a time of crisis in the meaning,
direction, and value of each person's life. neglected parts of the self (talents,
desires, aspirations) seek expression.
o Men become involved in trying to leave a legacy and this usually forms the core
of the second half of his life.
Entering Middle Adulthood
o Ages 45-50
o Choices must be made, a new life structure formed. person must commit to new
tasks.
o Some sources also stated that there was a late adulthood stage during which
time a man spent time reflecting on past achievements and regrets, and making
peace with one's self and others (including God).
Problems with the Theory
o The men came from stable families
o They had realistic goals in life
o Became adults in an expanding economy (right after the Great Depression)