According to the textbook, Think Critical Thinking and Logical Skills For Everyday Life by Judith A Boss, there are six phases of moral development. Lawrence Kohlberg developed all six phases. These six stages are categorized into three levels known as Pre-conventional, Conventional, and Post-conventional (Boss, 274). Phases one and two, avoid punishment and egoist, are under the Pre-conventional phase (Boss, 275). Stages three and four, good boy/nice girl, and society maintaining, are under the Conventional level (Boss, 275). Finally, stages five and six, social contract or legalistic, and consciences and universal moral principles, are under the Post-conventional level (Boss, 275 As people minds advance their moral views normal advance with …show more content…
As stated in the textbook, Think Critical Thinking and Logical Skills For Everyday Life by Judith A Boss, in this particular phase of moral development people have an understanding of what’s right or wrong; however, they will always put the needs of themselves over the needs of others (Boss 275). The Egoist stage is filled with people being self-centered and completely irrational (Cholbi 2011). That being said, no matter how much a person’s overall morals develop, do they actually ever fully evolve from the Egoist stage? For instance, mankind is a selfish race, regardless of how hard humankind tires to evolve to be better or kinder, most will still only help others when it’s a benefit to themselves. I, personally, will help others, regardless of the benefit to me; however, I would be a hypocrite to say, that I would still not go out of my way to help another if it were of great advantage to me. For example, my family invited me over to help decorate for Christmas; I set aside a day off of work to do so, until my work inquired as to whether I could decorate their facility. Demonstrating to my employer that I would work on my day off would be of a greater benefit to me, so that is what I chose to …show more content…
The Conventional stages consist of two similar phases known as good boy/nice girl and society maintaining (Boss 275). Although the Conventional stages of moral reasoning are forms of higher thinking than that of the Pre-conventional, the Pre-Conventional stages are still a low form of reasoning (Al-Aidaros, Ghani, & Idris, 2014). These forms of reasoning are more family and friend oriented. To better elaborate, in this stage people will put the needs or well being of others before the needs of themselves (Al-Aidaros, Ghani, & Idris, 2014). Although, most would consider this to be an increase in moral development, is it really? To better explain, according to the textbook in the good boy/nice girl stage, people act unselfishly, but is this done to be granted the approval of others (Boss, 275). That being said, as time goes by and individuals mature, they tend to seek approval, whether it be a friend, family, peers, or people with a higher authority in the workplace. To better explain, most of the time in the work environment, I will not utilize my phone to call or text amid work hours, because I feel it is morally wrong. I was hired to do a job and I want to do that job to the best of my ability. As a result, my superiors will, hopefully, give me the work endorsement I
Kohlberg’s theory was often criticized for being culturally biased towards individualistic cultures because the third and highest level of morality pertained most to middle-class Americans (168). Erikson’s theory of stage development revolved around accomplishing certain psychological goals to develop onto the next stage of life. Whichever goal was completed, would determine if a person could move on happily or have problems along the way (Myers 170).
In Kohlbergs moral stages five & six people begin to understand morals and social good then moral reasoning. Basic human rights become important as well as principles.
I noticed in Piaget stages of moral development Kevin is in the autonomous morality stage. Kevin has realized the rules at school and standards can be negotiated and or changed because his parents can get the school to change the rules or policies for his benefit. On Kohlberg’s stage Kevin, his behaviors can be related to the conventional level stage 4. Broderick and Blewitt describes Kohlberg’s conventional morality as “what is right depends on other’s approval or on the need to maintain social order” (pg. 261). Kevin’s peers react to his negative behaviors is effecting his moral
Kohlberg’s Theory of Moral Development is three levels consisting of two stages in each. Kohlberg’s Theory explains how a human’s mind morally develops. Level one is typically common in younger children. The two stages in level one are pre-conventional stages. Stage one is obedience and punishment driven; one will judge an action by the consequences given. Stage two is out of self interest. Level two is mostly common in teenagers. The stages in this level
The author Vincent Ruggiero defines critical thinking in his book Beyond Feelings: A Guide to Critical Thinking, as a “search for answers, a quest.” It is the idea that one does not accept claims, ideas, and arguments blindly, but questions and researches these things before making a decision on them. From what I learned in class, critical thinking is the concept of accepting that there are other people and cultures in this world that may have different opinions. It is being able to react rationally to these different opinions.
They are able of solving problems using reasoning and logic. They can organize facts and events in mature fashion and figure out possible moves and their outcomes. They can also deal with proportions and analogies and reflect on their own thinking. One of the major themes of development is moral development. The most influential research on development was done by Lawrence Kohlberg. It was influenced by Piaget’s cognitive developmental approach. Kohlberg divided Moral development into 6 stages. The first stage is called Preconventional level. During this stage individuals recognize labels of “good” and “bad”, right and wrong, but do not interpret these labels in terms of social standards. The next stage is called Conventional level. During this level individuals make moral judgments based on expectations, whether the expectations are coming from family or society. This level of morality is shown mainly by adolescents and adults. The next level is the post conventional level. During this stage individuals accept and stand by society’s rules and laws but tend to view them in terms of the underlying principles. Individuals may also follow personal ethical principles. This is where they take into account human rights or life and
For my self-assessment, I chose to discuss the Middle Childhood, Adolescence, and Young Adulthood life stages. The theories of human behavior that will be discussed are Erikson’s Psychosocial theory, Kohlberg’s theory of moral reasoning, and Albert Bandura’s social learning theory. I chose these life stages because they are the stages where I have experienced many events that have shaped me into the person I am today. There are a number of factors that have played a role in my development over a period of time and I will discuss them throughout my paper.
What critical thinking skills are needed for the leader committed to social justice to effectively communicate at all levels of practice?
Kohlberg’s theory of the stages of moral development has gained some popularity despite being controversial. The claim that the levels form a “ladder,” the bottom being the immature child with a pre-conventional level and the top being a post conventional ethical individual. The sequence is unvarying and the subject must begin at the bottom with aspirations to reach the top, possibly doing so. (7) Research confirms that individuals from different cultures actually progress according to Kohlbergs theory, at least to the conventional level. Kohlberg’s stages of moral development continue to provide a foundation for psychology studies of moral reasoning. (6)
The moral development of children can depend on many factors. Parenting and upbringing of the child, their environment, social environment, gender, and race are all aspects that can contribute to how a child develops their moral standards and expectations. Many psychologist have tried for several years to develop a theory to how morality is developed. One in particular is Lawrence Kohlberg (1958), his moral development theory is based on the cognitive development of children and it is thought that moral development proceeds and changes as cognitive development occurs (Arnett, 2012). Kohlberg’s moral development theory consist of 3 different levels each containing 2 stages altogether making 6 stages of moral development, as Kohlberg conducted
What is moral development? In a nutshell, it’s the progression of morality throughout one’s lifetime by means of different stages. There are six of these stages, developed by Lawrence Kohlberg, that help to explain our moral choices and cognitive skills relative to our approximate age. Furthermore, as Kohlberg suggests, everyone reaches stages one through four: Punishment and Obedience, Instrumental Purpose and Exchange, Interpersonal Expectations and Conformity, and Law and order, respectively. Stage1 is characterized by the threat of punishment and the promise of reward. Stage 2 actions are
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
As human beings grow, we somehow develop the ability to assess what is right or wrong, called Stages of the Ethics of Care. To clarify that, we develop morality and individual behavior used to evaluate situations and behavior as good or bad. Gilligan found that morality develops by looking at much more than justice.
Knowledge is generated through critical and creative thinking. Creative thinking is something new or original that is created with value. Critical thinking is a type of thinking that questions assumptions and validates or invalidates a current belief or something that is said to be previously true. Knowledge is created through the culmination of generally accepted assumptions and creativity. How do you separate general assumptions and creativity? These two types of thinking can be easily separated in regards to concrete or realistic ideas compared to abstract or original ideas however to generate new, acceptable knowledge critical and creative thinking must interact together. The questioning of established beliefs with the creation of unorthodox new ideas will expose the most beneficial knowledge for the world.
“An Army leader is any one who by virtue of assumed role or assigned responsibility inspires and influences peoples to accomplish organizational goals. She or He motivates people both inside and outside the chain of command to pursue actions, focus thinking, and shape decisions for the greater good of the organization.1” But for him to do that effectively and efficiently , he has to be prepared, shaped and refined. There are few institutions to prepare such leaders and CGSC is one of those institutions which are mandated, organized and equipped to prepare such leaders. In implementing its mandate, CGSC has programmed ILE common core C 100 to provide foundations for effective leadership development. The lessons covered in this block of instructions are important pillars of leadership development and impact on officers differently depending on the fields/specialties and the level of positions held. This paper therefore attempts to discuss the relevance of critical thinking and problem solving, group decision making, overcoming biases, planning and order production lessons on my future assignment as a logistics staff officer.