More filters. Sort order. Dec 08, Roslyn rated it it was ok. The huge claim of this book is that morality is synonymous with justice and that justice is synonymous with equality. The purpose of this book is to argue that moral education which for him is justice education should be part of public education. Kohlberg insists that justice education is not value re-education of other people's children because what he is interested in is the growth of the concept of justice in the child the complexity or level of abstraction of the child's thinking about ju The huge claim of this book is that morality is synonymous with justice and that justice is synonymous with equality.
Kohlberg insists that justice education is not value re-education of other people's children because what he is interested in is the growth of the concept of justice in the child the complexity or level of abstraction of the child's thinking about justice rather than any particular idea of justice. Fascinating idea!
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But then-- This has to happen in school because Kohlberg does not think anyone will think deeply or clearly unless they are "stimulated into it. Moreover, I find it annoying that Kohlberg thinks school even can accomplish this since my experience in school was that it was unable to stimulate force those who were not interested in thinking deeply to do so and it was a cumbersome waste of time for those of us who were going to think deeply anyway.
But this is neither here or there because Kohlberg's arguments, for anyone paying attention, are all subterfuge. Kohlberg absolutely wants value re-education of other people's children. He wants America to buy into his idea of equality Harrison Bergeron style socialism.
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He wants to accomplish this through the education system. This repetitive, contradictory, and boring mess of a book should have been a concise report on a very small and disorganized study that Kohlberg did on 50 similar boys and how their concept of justice developed over a decade or two and how that compares to 1 philosopher Kohlberg likes. Of course, it would have been dismissed instantly, since Kohlberg completely failed to control any variables, but at least it would have been clear.
Instead this book tries to be Piaget's theory of development as applied to the concept of justice. And since Kohlberg draws on many fascinating ideas and even appears intelligent at times, the reader who is not paying attention may mistake Kohlberg's mess for actually proving something. Kohlberg does not have the research to back up the conclusions-for-all-of-mankind that he makes and I seriously hope, for his sake, that this book was a giant attempt at manipulation via distraction because otherwise he is a just a terd who should not be taken seriously who wrote a book called, "No one should be allowed to be prettier than anyone else!
And note that by "all" the level 6 philosophers I do not mean the claims Kohlberg makes about Martin Luther King or Jesus, but rather the one or two who participated in his study which I have a sneaking suspicion were both Kohlberg. Kohlberg's theory of justice is equality. He says, "The rationale for government is the preservation of the rights of individuals, that is, of justice.
You have a right to be as pretty as your neighbor! Your government is here to make sure equality prevails! To make sure no one has the freedom to be better at anything than anyone else! Your government will preserve your rights to have no freedoms whatsoever! It entertained me when Kohlberg tackled Objectivists on page I believe this is what he was doing, he never stated it explicitly : "The metaethical questioning that appears typically as a transitional phase in the movement from Stage 4 to Stage 5 does not always lead directly to stage 5 thinking.
Instead, it may generate a number of ideologies whose common feature is the exaltation of the self Although our work suggests that such college student ideologies are usually short-lived At their best, they celebrate a moral conscience little distinguishable in its principles from the stage 3 or 4 moral sense but held as the sacred possession of an inner self whose moral integrity comes before both community welfare and rational discussion.
All rational people know that community welfare is best served by making everyone wear a mask so no one is prettier than anyone else! According to Kohlberg, you cannot "move past stages 3 and 4" unless you: 1. Over and over in this book we are told that property is subordinate to human life.
Never is it mentioned that to create property requires the time of a human life and to take his property is take his time--which means, to enslave him. You cannot get to stages 5 and 6 unless you agree that enslaving in order to save a life is moral. The other thing that drove me insane was the failure to question in any form the veil of ignorance theory.
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Kohlberg's sorry excuse for a study revolves around the Heinz dilemma: Your wife is dying. You cannot get enough money for the drug that will save her. Time is running out. Should you steal the drug to save her? Kohlberg says: absolutely, and every highly evolved moral person agrees, that stealing the drug to save her is the right thing to do.
Because the preservation of life comes before property and you must chose to live in a society without knowing what role you will play i.
So first, I hate this moral dilemma because in real life, there are always other solutions like making a deal with the guy who has the drug to work off the cost. Second, let's clarify this question.
This is what makes books like this fun for me! The moral dilemma is: -Would you enslave an enemy so that your wife may live? Of course! Though I would not argue that it was just. Ummmm, for how long? Is he okay with that? Nope, I'd rather die. Hmmmm -Would you enslave your of your closest friends and family for fifty tears so that you may live?
The Philosophy Of Moral Development by Lawrence Kohlberg
Definitely not. I'd rather die. My point is this: The veil of ignorance combined with the preservation of life as the highest moral value is incorrect. Yes, we all want to live. But there is a limit. There are prices we are unwilling to pay. It's easy to enslave a stranger. It's hard to enslave those you love. But I would rather live in a world where the moral idea is that we do not, in fact, enslave each other. We can understand that desperate people make desperate choices without claiming that it is moral or without condoning it legally.
My favorite chapter was "The Question of the Seventh Stage. They contemplate the questions: Why be moral?
The universe isn't. They renounce their demand for justice. They have to find a new reason to live and new way to face death.
Which, I mean, if that's the 7th stage, doesn't it kinda kill Kohlberg's whole argument? He says it doesn't, lol, I can't take anything he says seriously, especially since he takes those fascinating level 7 folks and claims that their answer is selfless servitude to people suffering. In closing: What I take away from this book is that human beings are a obsessed with justice.
Research Papers words The six stages of moral development are grouped into three levels. Each stage asks a different question that will guide the development of the individual. This can be a difficult and very confusing stage for boys and girls due to the many developmental changes they go through, both physically and emotionally. One of the changes that occurs during the period of adolescence, according to developmentalist Lawrence Kohlberg, was that boys and girls develop a moral code that guides the decisions they make and therefore guides their lives.
Kohlberg placed these levels of moral code into three categories known as; preconventional level, conventional level, and postconventional level Is it because of guilt, the feeling of having regret. For a child, maybe they are thinking about getting in trouble with their parents or being or punishment. To better understand, Kohlberg established three levels which helps explains individuals that are at six different levels of moral development.
Kohlberg Moral Development steps consists of three levels each consisting of two stages It will gratify half of mankind and astound the other. Our morals decide what we believe is just. Here, the teacher did not try to determine the cause of the problem with guidance approach for changing her behaviour. A lie is any deliberate deviation from the truth, and falsehood communication with intention to mislead or deceive According to these theorist, adolescents are starting to form their own ideas of what is right and wrong and using their ideals to see what they would do in certain situations After Pap abducts the young and civilized Huck, Huck descends into his old habits of lies and half-truths.
However, upon helping a runaway slave escape, Huck regains morality and a sense of purpose. Strong Essays words 2. Moral reasoning is our way of determining what is right, and what is wrong.
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