Journal Entry: Heinz In Europe, 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 make. 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 done what he did? Why or why not?

English 9 Mrs. Joann Maher MORAL REASONING Lawrence Kohlberg English 9 Mrs. Joann Maher

Lawrence Kohlberg Lawrence Kohlberg was born on October 25, 1927 in Bronxville New York into a wealthy family as an only child Kohlberg attended the University of Chicago where he developed his theory of moral reasoning in 1968. Kohlberg’ goal was to discover the moral reasoning of children, and he accomplished this through a long-term study of questioning children between the ages of 7- 15 on moral dilemmas. Background reading to accompany these two lectures. Article to appear in a textbook edited by Colin Fraser and Brendan Burchell later this year. Copies available in ………… Other readings on handout, or will give them during the lecture.

Title Description Example 1 Stage Title Description Example 1 Obedience and Punishment Whatever is rewarded is good; whatever is punished is bad. I do not come to class late, because if I do I will be assigned Saturday School To the Heinz dilemma, a person in stage one says that Heinz was wrong to steal the drug because "It's against the law," or "It's bad to steal," and explains that stealing is bad "because you'll get punished" (Kohlberg, 1958).

2 The Exchange I'll do something for you if you do something for me. For a cookie, I will pick up my toys. The philosophy is one of returning favours--"If you scratch my back, I'll scratch yours."

Title Description Example 3 Stage Title Description Example 3 Good Interpersonal Relationships or Conformity People in this stage conform to a stereotype of "good" people, or to peer approval. I wear my hair this way because it’s what everyone else is doing. Heinz was right to steal the drug because "He was a good man for wanting to save her.” As a husband, he is expected to try and do all he can to save his wife. (Gibbs et al., 1983, pp. 36-42; Kohlberg, 1958b).

Emphasis on obeying laws respecting authority Good is defined by the laws of society, by doing one's duty. A law should be obeyed even if it's not fair. 4 Maintaining the Social Order I follow all of the traffic rules because in doing so, I contribute to the social order. Emphasis on obeying laws respecting authority performing one's duties so that the social order is maintained

Title Description Example 5 does not generally favour breaking laws Stage Title Description Example 5 Social Contract and Individual Rights Good is understood in terms of abstract principles that the society has agreed upon. An unfair law ought to be changed. I pay taxes, not just because it is the law, but because I believe it is fair. does not generally favour breaking laws laws are seen as social contracts that we agree to uphold until we can change them by democratic means. want certain basic rights, such as liberty and life, to be protected want some democratic procedures for changing unfair law and for improving society.

6 Universal Ethical Principles/ Conscience I pay taxes not because it is the law, but because it is the right thing to do. If I disagreed with something, then I would do my utmost to change it. Emphasizes justice and equality, whether or not society agrees with them. An emphasis on human rights. respects the basic dignity of all people as individuals. For example, we would not vote for a law that aids some people but hurts others. Emphasis on an equal respect for all. Theoretically, one issue that distinguishes stage 5 from stage 6 is civil disobedience. Stage 5 would be more hesitant to endorse civil disobedience because of its commitment to the social contract and to changing laws through democratic agreements.