a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-old
