Kohlberg and Gilligan: Theories of Moral Development. Jordan and Micah Gempel. Kohlberg. Born October 25, 1927 in Bronxville, New York, died January 19, 1987 Attended Phillips Academy After graduation, joined Merchant Marines Joined Haganah
Kohlberg and Gilligan: Theories of Moral Development
An Image/Link below is provided (as is) to
Download Policy: Content on the Website is provided to you AS IS for your information and personal use only and may not be sold or licensed nor shared on other sites. SlideServe reserves the right to change this policy at anytime. While downloading, If for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Kohlberg and Gilligan: Theories of Moral Development
Jordan and Micah Gempel
Born October 25, 1927 in Bronxville, New York, died January 19, 1987
Attended Phillips Academy
After graduation, joined Merchant Marines
"The Holocaust is the event in human history that most bespeaks the need for moral education and for a philosophy that can guide it. My own interest in morality and moral education arose in part as a response to the Holocaust, an event so enormous that it often fails to provoke a sense of injustice in many individuals and societies." -Kohlberg
Enrolled in University of Chicago in 1948
Received Doctorate degree from University of Chicago in 1958
Professor at Yale University from 1959-1961
Taught at University of Chicago in 1962
In 1968 taught at Harvard University
Developed a stage theory of moral development, based upon Piaget
Sample of 72 boys, ages 10, 13, and 16
Gave them dilemmas—ex: Heinz Dilemma
Not interested in “yes” or “no” answers, but the reason behind the answer.
Level I: Preconventional Morality
Stage 1: Obedience and Punishment Orientation
Stage 2: Individualism and Exchange
Level II: Conventional Morality
Stage 3: Good Interpersonal Relationships
Stage 4: Maintaining the Social Order
Level III: Postconventional Morality
Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles
On Nature/Nurture Debate:
Kohlberg claims that progression through his stages is not genetic, but it is not a product of socialization either, so…
Kohlberg argues that his stages emerge from one’s own thinking about moral problems…
So, we believe Kohlberg falls in the middle of the nature/nurture line.
Definitions of Morality
Kohlberg defines morality as a natural product of a universal tendency towards empathy or role taking—putting self in shoes of another. It is a universal concern for justice.
Gilligan defines morality as the realm of how one decides/resolves conflicts (conflicts between personal desires and social things/desires of self versus of another person/people). Morality is concerned with responsibilities, obligations, and values.
Born November 28, 1936
Received Bachelors Degree from Swarthmore College
Received master's degree in clinical psychology from Radcliffe College,
Received Ph.D. in social psychology from Harvard University
Best known for book, In a Different Voice
Gilligan was a associate of Kohlberg at Harvard.
Criticized Kohlberg’s work as biased against girls and women.
Males’ moral thought leans towards justice
Females’ moral thought leans towards care
So, woman will score lower on Kohlberg’s scale
Woman tend to score within stage 3, and men score in stages 4 and 5
Gilligan’s Stage Theory
Preconventional: Individual Survival
Then, a transition is made from selfishness to responsibility
Conventional: Self sacrifice is goodness
Then, transition from goodness to truth, that she is a person too.
Postconventional: Principle of nonviolence, do not hurt self or others
Our Research Project
Problem: Overall, does gender play a role in how a child develops ideas of morality?
Do men and women score differently on Kohlberg’s scale—Girls scoring lower, men higher?
Does Gilligan’s theory of moral orientations prove plausible—do men gravitate toward the justice approach and women toward the care approach?
Based on our research, we believe that girls will score lower than boys on Kohlberg’s scale. Also, we predict that men will gravitate towards a justice-based approach when confronted with a moral dilemma, while woman take a more caring and compassionate based approach.
Gave surveys to teacher’s at North Hills to give to students.
Our participants ages ranged from 13-18
We were able to survey 57 students, 26 girls, 31 boys
G.Dilemma Circle: male female Age: _____
A man’s wife was near death from a special kind of cancer. There was one drug that the doctors thought might save her. The drug was expensive to make, and the druggist was charging ten times what the drug cost him to make. He paid $400 for the drug and charged $4,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000, which is half of what it cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So, having tried every legal means, Heinz gets desperate and considers breaking into the man's store to steal the drug for his wife.
Should Heinz steal the drug? Why or Why not?
Is it right or wrong for him to steal the drug? Why or Why not?
What if the person dying is not his wife but a stranger. Should Heinz steal the drug for the stranger? Why or why not?
Should people try to do everything they can to obey the law? Why or why not?
What would you do if you were Heinz, and why?
G. Rating System
Points are given based on the child’s response to why or why not Heinz should steal the drug.
1 point is given if the child’s reasoning in their response is based upon:
A. Consequences/ Punishment
Ex: Heinz should not steal the drug because he will be arrested.
B. Authority does/ does not permit it
Ex: Heinz should not steal the drug because it is against the law.
2 points given if the child’s reasoning is based upon:
Pursuing one’s individual interests (what is beneficial to you alone)
Ex: Heinz should not steal it because he would rather not be in prison for a long time.
The druggist was unfair so Heinz can be act unfair in return and steal the drug.
3 points given if the child’s reasoning involves:
Motives or character traits
Ex: The druggist is greedy so it is okay for Heinz to steal the drug.
-Heinz loves his wife and can’t see her die so it is okay for him to steal the drug.
4 points given if the child’s reasoning concerns:
Society as a whole
Ex: Heinz’s intentions are good but he cannot break the law because he feels it is the right thing to do.
5 points given if the response emphasizes both:
A. The Social Contract
Ex: Emphasis that unfair laws should be changed to benefit society.
B. Individual Rights
Ex: Life is more valuable then property.
Our hypothesis was incorrect
Slightly more males in stages 4 and 5, but overall barely any difference.
Same amounts of boys and girls in Stage 3
Overall, females did not score lower than males.
Also, since equal numbers of male and females fell into stage 3, we were unable to conclude if men gravitate towards the justice approach; woman towards the care approach.
We wanted to replicate the ages Kohlberg used in his study, but we could not survey any 10 year olds.
Then, had to modify hypothesis.
Some students did not take survey seriously.
Ex: Q: What would you do if you were Heinz?
A: “If I were Heinz I would create Heinz Ketchup and make millions and buy the store.”
We were not present to administer survey
Problems identifying which stage the person was in
SlideServe is the easiest way to Upload and Share Your PowerPoint presentations Publicly or Privately with the world. Embed / Email the presentations to social networking sites, blogs and friends. SlideServe is a revolutionary free service which gives users the power to easily Share, Discover, View PowerPoint presentations Online.