Kohlberg's theorie van morele stadia
Bijlage 1 bij brief aan mijn huisarts: Kohlberg's theorie van morele stadia. De tekst die ik citeer, wordt geciteerd uit de inleiding psychologie die voor alle 1e jaars psychologie aan de UvA verplichte tentamenlectuur was.
These quotes come from page 80-1 of Hilgard, Atkinson & Atkinson and concern Kohlberg's ideas. The first quote is a table:
Stages in the development of moral values
"Kohlberg's studies indicate that the moral judgments of children who are seven and younger are predominantly at Level I - actions are evaluated in terms of whether they avoid punishment or lead to rewards. By age 13, a majority of the moral dilemmas are resolved at Level II - actions are evaluated in terms of maintaining a good image in the eyes of other people. This is the level of conventional morality. In the first stage at this level (Stage 3) one seeks approval by being "nice"; this orientation expands in the next stage (Stage 4) to include "doing one's duty", showing respect for authority, and conforming to the social order in which one is raised.
According to Kohlberg, many individuals never progress beyond Level II. He sees the stages of moral development as closely tied to Piaget's stages of cognitive development, and only if a person has achieved the later stages of formal operational thought is he capable of the kind of abstract thinking necessary for postconventional morality at Lvel III. The highest stage of moral development (Level III, stage 6) requires formulating abstract ethical principles and conforming to them to avoid self-condemnation. Kohlberg reports that less than 10 percent of his subjects over age 16 show (...) kind of "clear-principled" Stage 6 thinking (...)"
"Kohlberg describes the child as a "moral philosopher" who develops moral standards of his own; these standards do not necessarily come from parents or peers but emerge from the cognitive interaction of the child with his social environment. Movement from one stage to the next involves an internal cognitive reorganization rather than a simple acquisition of the moral concepts prevalent in his culture."
"Kohlberg claims that moral thought and moral action are closely related. For proof he cites a study in which college students were given an opportunity to cheat on a test. Only 11 percent of those who reached Level III on the moral dilemmas test cheated. In contrast, 42 percent of the students at the lower levels of moral judgement ceated (...)".