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Moral Education:An Evaluation of Kohlberg’s and Macintyre’s Approach to Moral Education [2]

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2011-01-04编辑:anterran点击率:6919

论文字数:10013论文编号:org201101041342408803语种:英语 English地区:中国价格:免费论文

关键词:Moral EducationKohlberg’s and Macintyre’s ApproachEvaluation

t what learned writers on this topic have come up with , and to evaluate in what manner the ideas can be related to teachers to reduce unjustified indoctrination. It is thus my aim to make it clear that teachers can no longer use excuses to evade the great responsibility that they have in not only imparting the content of the subject matter, but also in helping students to become more critically aware of there own moral values.

II. Lawence Kohlberg’s contribution to the issue of moral development

Knhlberg states that “weh ofter make different decisions and yet have the same moral values”. Secondly he also indicates that “our values tend to originate inside ourselves as we process our social experience”. Thirdly he thinks that “in every culture and subculture of the world, both the same basic moral values and the same steps towards moral maturity and found”. He goes on to say that although some social environment produce different specific rules it does not mean that the basic moral principles are different. Lastly kohlberg indicates that basic values may seem to be different because we are all at different levels of moral maturity, and the jov is to expose people to others who are more mature than they are in order to stimulate the necessary growth (kohlberg 1981:p.14) .
 
Lawrence Kohlberg’s work on morality was strongly influenced by Jean Piaget’s (1948) efforts to apply a structural approach o moral development (Kohlberg 1981). Kohlberg has “gradually elaborated over the years a typological scheme describing stages of moral thought”, which can be defined without making dreference to any specific values (Kohlberg 1981). This scheme consists of three levels: the first is the pre conventional level, followed by the conventional level and lastly the post conventional level. Each of these llevels is further divided into two stages.

Level 1. Pre conventional
 
The pre conventional level addresses the child’s response to culturally based rules at a rudimentary level, where he or she is concerned about good and bad, right or wrong in relation to punishment or reward in exchange for compliance.

Stage 1. Punishment and Obedience Orientation

This is the stage where the child’s behaviour is governed by consequences. The child complies with rules with rules without question in order to avoid punishment.

Stage2. The Instrumental Relativist Orientation

The child is at a level where pleasing him or herself, along with pleasing the established authorities or friends, for the purpose of receiving rewards is paramount.

Level 2. Conventional

At the second level which is the conventional level the person’s motivation for conformity is based on the approval of family, peer groups or nation, despite imminent or obvious consequences. At the stage commitment to the cause, personal expectations or commitment to other people is the motivation.

  Stage3. The Interpersonal Concordance or “Good Boy-Nice Girl” Orientation
 This is the stage where a person tries to gain recognition and acceptance from external sources by displaying behaviour that would reflect them in a positive light. A degree of loyalty is also involved in shaping the persons actions.

Stage4. society Maintaining Orientation

The person at this stage is driven by a sense of duty, respect for authority and upholding certain standards for the good of the community.

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