College students have higher moral cognition level. Therefore, moral preaching and enforced instillation can never arouse empathy or develop their moral judgment competence.
The 37 participants were composed of 7 teachers and 30 undergraduate students. Participants took two Moral Judgment Competence tests before and after the workshop. In the workshop, participants discussed over two dilemma stories and did the reflection after the workshop.
But two levels need to be confirmed: the level of actual development as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.
And this quasi-moral level 2 is the transition media and bridge. Kohlberg proved the above point empirically. He talked with the subjects to confirm their moral developmental stage and then asked them to listen to the moral judgments on the sixth stage a higher stage. After that, the subjects were asked to retell the judgments in their own words and the result showed that all the subjects could only express based on the understanding which was only one stage, instead of two or three stages higher than their present one.
This experiment proved the futility of trans-stage moral education among students. Through confirming students-centeredness in moral education, it helps to internalize the extrinsic requirements into their own need to learn, making them accept the educational target, giving full play to their initiative, internalizing the education in a creative way so as to form correct ethics and influence the educators in a counterproductive way to achieve their overall development.
The true value of moral education is to cultivate and develop the autonomy of the educated to decide their behaviors with the judgment of their own instead of the judgment of the educators.
Therefore, schools and teachers should treat students in a democratic way, discussing moral problems in the society instead of instilling a certain moral ideology into the students. Schools and teachers should also treat students equally, respecting personal differences, allowing them to pose their own ideas, to make the choice of their own instead of forcing the students to accept the unanimous moral precepts and moral stands.
For example, the teachers should discuss with the students about the current issues, objectively presenting to them the social conflicts and contradictions, encourage the students to make their moral judgment independently by equal talks.
Teachers are no longer the judges but the guide. Teachers and students can work together to explore the new moral notions and moral orientations through equal and free discussions. Only in democratic atmosphere and with democratic discussions can students be initiated to genuinely accept moral education rather than resisting in a open or secret way, and also, only in that way can it be possible to improve the moral level of the whole society.
Their life is no longer only bound by books, but more closely related with the changing society. When they find it difficult to solve the moral problems newly emerging in the real life with the moral notions and moral stands conveyed by the school education, they will, very naturally, begin to throw doubts on the validity of those moral notions and stands, to question them and to explicitly declare their wish to choose alternatively.
Their life circle is not limited to their parents and teachers, but expand to, both in and out of the school, the peers, mass media and other adults separated to the colleges. This information may go against the moral notions advocated by the school so that it needs the students to take a careful thought of the given moral notions and to make a choice.
In that process, they may turn to some behaviors that are against the traditional notions. For students, classroom is their first resource to receive knowledge and information.
Teachers and educators may help students widen their circle of communication and broaden their knowledge through the student community. Community spirit may influence and even change the notion of the members.
Since the highest stage of moral development is the universally accepted moral principles, we have enough reason to believe that the Chinese moral education will at last break parochial nationalism to gradually merge into the international trend of moral development to contribute to the realization of the universally accepted moral values. Living Light, 15, Translated by Guo, B. Huadong Normal University Press, Shanghai.
Studies Monthly, No. New Directions for Students Service, , In: Kohlberg, L. Shanghai Education Press, Shanghai. In the first stage of this level, people behave according to socially acceptable norms because they are told to do so by some authority figure e. This obedience is compelled by the threat or application of punishment.
The second stage of this level is characterized by a view that right behavior means acting in one's own best interests. The second level of moral thinking is that generally found in society, hence the name "conventional.
The second stage is one oriented to abiding by the law and responding to the obligations of duty. The third level of moral thinking is one that Kohlberg felt is not reached by the majority of adults.
Its first stage stage 5 is an understanding of social mutuality and a genuine interest in the welfare of others. The last stage stage 6 is based on respect for universal principle and the demands of individual conscience. While Kohlberg always believed in the existence of Stage 6 and had some nominees for it, he could never get enough subjects to define it, much less observe their longitudinal movement to it.
Kohlberg believed that individuals could only progress through these stages one stage at a time. That is, they could not "jump" stages. Provide some examples to illustrate your ideas.
Skip to main content. Module 3: Socialization and Interaction. Search for:. Further Research Lawrence Kohlberg was most famous for his research using moral dilemmas. Practice 1. Children develop the ability to have abstract thoughts. Morality is developed by pain and pleasure. Children begin to consider what society considers moral and immoral. Show Answer c.
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