Title: Distinguish among the stages of moral development.
Course: Virginia Teachers for Tomorrow I (19151-I) > Section: Building a Foundation for Teaching

Distinction should be made by describing the following stages, as described in the work of Lawrence Kohlberg:

- Preconventional stage—This is common in children who are focused on themselves and who have not yet adopted society’s conventions regarding what is right or wrong; the morality of an action is judged by its perceived direct consequences.
- Conventional stage—This is common in adolescents and adults who have accepted society’s conventions concerning right and wrong and who seldom question moral appropriateness or fairness; the morality of actions is judged by a perception of society’s views and strict expectations.
- Postconventional stage—Many never achieve this stage of abstract moral reasoning; individuals who realize they are separate entities from society and insist that their own sense of right and wrong takes precedence over society’s; morality itself is based on rules that are useful but flexible.

Distinction should also include a discussion of Carol Gilligan’s work and how it contrasts with that of Kohlberg in terms of gender.

Process/Skill Questions:

Thinking

- What is the difference between Kohlberg and Piaget’s thoughts on moral development?

Communication

- How do you find common ground with learners at different stages of moral development?
- What questions can be asked to determine what stage of moral development a student is in?

Leadership

- How can teachers incorporate moral development in teaching and learning?
- Who has the greatest influence on a student’s moral development?

Management

- How can teachers apply Kohlberg’s moral development theory in the classroom?