American - Educator | October 25, 1927 - January 19, 1987
I have always tried to be clear that my states are stages of justice reasoning, not of emotions, aspirations, or action.
Lawrence Kohlberg
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Right action tends to be defined in terms of general individual rights and standards that have been critically examined and agreed upon by the whole society.
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The individual makes a clear effort to define moral values and principles that have validity and application apart from the authority of the groups of persons holding them and apart from the individual's own identification with the group.
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At this level, the individual perceives the maintenance of the expectations of his family, group, or nation as valuable in its own right, regardless of immediate and obvious consequences.
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The arguments about parents being too permissive and kids growing up without superegos are not based on fact. Our research tells us that the family is not the only purveyor of morality.
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Insofar as each of us has been through the moral stages and has held the viewpoint of each stage, we should be able to put ourselves in the internal framework of a given stage.
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Intelligence may be taken as a necessary, but not sufficient, cause of moral advance. All morally advanced children are bright, but not all bright children are morally advanced.
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The human's being right to do as he pleases without interfering with someone else's rights is a formula defining rights prior to social legislation.
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These youngsters hold that all morality is relative but that middle class morality is just plain bad.
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Essentially, social education is moral education, and moral education is preparation for citizenship... When Jefferson and others advocated public education, it was to prepare for citizenship in a new, constitutional, democratic society.
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If I can see my own recollections, like many adolescents, I was a Platonic realist. I believed in the reality of ideas, of the big nouns, and believed that one's life was determined by the ideas of the true, the good, and the beautiful which one held.
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The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
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