American - Educator | October 25, 1927 - January 19, 1987
The problem of moral change would appear to be one of presenting stimuli which are both sufficiently incongruous as to stimulate conflict in the child's existing stage schemata and sufficiently congruous as to be assimilable with some accomodative effort.
Lawrence Kohlberg
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All individuals in all cultures use the same thirty basic moral categories, concepts, or principles, and all individuals in all cultures go through the same order or sequence of gross stage development, though they vary in rate and terminal point of development.
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If our psychology seems crude and weak in what it can say about the great human experiences, it is better to make that clear and to mark where we must go than to ignore it.
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The first meaning of 'cognitive' for us is that observations of others are made phenomenologically: i.e., by attempting to take the role of the other, to see things from his or her conscious viewpoint.
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The normative theoretical claim that a higher stage is philosophically a better stage is one necessary part of a psychological explanation of sequential stage movement.
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The crowds, the praise, and the power are neither just nor unjust in themselves. As they are typically used in the schools, they represent the values of social order and of individual competitive achievement.
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In our society, authority derives from justice, and in our society, learning to live with authority should derive from and aid learning to understand and to feel justice.
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Although it may be true that the notion of teaching virtues such as honesty or integrity arouses little controversy, it is also true that vague consensus on the goodness of these virtues conceals a great deal of actual disagreement over their definitions.
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For the first time in human history, there seems to be a radical increase in the proportion reaching principled morality.
HistoryTimeMoralityFirst Time
Piaget is correct in assuming a culturally universal age development of a sense of justice, involving progressive concern for the needs and feelings of others and elaborated conceptions of reciprocity and equality.
AgeJusticeEqualityFeelingsOthers
It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.
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It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
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