1. Emily Young Educational Psychology June 23 rd, 2010

2.  Kohlberg is a close follower of Piaget. Accordingly, Kohlberg's theoretical positions, including that on developmental change, reflect those of his mentor.  Kohlberg studied moral dilemmas that require a person to make a moral decision.  Kohlberg identified six stages of moral reasoning grouped into three major levels.

3.  Pre Conventional  Conventional  Post Conventional

4.  Moral reasoning starts out as being totally based on the notion of punishment and reward, and progresses toward a realization that acting according to the laws of punishment and reward benefits oneself. This stage of moral reasoning is found in young children.

5.  Individual’s focus is no longer trained solely on oneself, but on oneself as a part of society. Therefore, the first half of this stage is marked by an understanding of “right” and “wrong” as what will gain approval or censure from others. The second half of this stage moves beyond the quest for approval from one’s peers, and judges right and wrong by the laws of the society

6.  Unlike the first two stages, in which right and wrong are determined by self-interest or in relation to others, the post-conventional stage or moral reasoning is governed by ideals of right and wrong. The first half of this stage is marked by a genuine concern for others. The second half is governed by universal principles of right and wrong, and the need to satisfy one’s ethics. Lawrence Kohlberg believed that very few adults reach this point; in fact, his research provided so few people at this stage that he was unable to fully describe it in his theories.

7.  Obedience and Punishment Orientation.  Individualism and Exchange.  Good Interpersonal Relationships.  Maintaining the Social Order.  Social Contract and Individual Rights.  Universal Principles.

8.  At stage 1 children think of what is right as that which authority says is right. Doing the right thing is obeying authority and avoiding punishment.  At stage 2, children are no longer so impressed by any single authority; they see that there are different sides to any issue. Since everything is relative, one is free to pursue one's own interests, although it is often useful to make deals and exchange favors with others.

9.  At stages 3 and 4, young people think as members of the conventional society with its values, norms, and expectations. At stage 3, they emphasize being a good person, which basically means having helpful motives toward people close to themselves. At stage 4, the concern shifts toward obeying laws to maintain society as a whole.

10.  At stages 5 and 6 people are less concerned with maintaining society for it own sake, and more concerned with the principles and values that make for a good society. At stage 5 they emphasize basic rights and the democratic processes that give everyone a say, and at stage 6 they define the principles by which agreement will be most just.

13.  http://tigger.uic.edu/~lnucci/MoralEd/ov erview.html http://tigger.uic.edu/~lnucci/MoralEd/ov erview.html  http://www.youtube.com/watch?v=8sdBq AXbx- Y&playnext_from=TL&videos=oV8AeSfW t7A&feature=rec-LGOUT- exp_fresh%2Bdiv-1r-1-HM http://www.youtube.com/watch?v=8sdBq AXbx- Y&playnext_from=TL&videos=oV8AeSfW t7A&feature=rec-LGOUT- exp_fresh%2Bdiv-1r-1-HM  http://faculty.plts.edu/gpence/html/kohl berg.htm http://faculty.plts.edu/gpence/html/kohl berg.htm