piaget and kohlberg maeve hogan. jean piaget born in switzerland on august 9, 1896 by the time he...
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PIAGET AND KOHLBERG
Maeve Hogan
JEAN PIAGET
Born in Switzerland on August 9, 1896
By the time he reached his teenage years his writing was being widely
published
Received his Ph. D. in natural sciences in 1918
Studied under other famous psychologists such as Carl Jung and Paul Bleuler
Married in 1923 and eventually had 3 children
Worked under Alfred Binet in Paris, analyzing the intelligence levels of
children
Received the Erasmus prize in 1972 and the Balzan prize in 1978
Died at the age of 84 on September 16, 1980
STAGE THEORY
Periods of development• 1. Sensorimotor Intelligence (birth-2 years)• 2.Preoperational Thought (2-7 years)• 3. Concrete Operations (7-11 years)• 4. Formal Operations (11-adulthood)
Invariant
Qualitatively different periods
General characteristics, or patterns of thought
Hierarchic integrations
Stages unfold in the same sequence in all cultures—culturally universal
CONSERVATION
Conservation of Continuous Quantities (Liquids)• Pre-operational level: two possible results• Concrete Operations: able to conserve; three arguments
• Identity• Compensation• Inversion
Logical operations
Spontaneous mastery and internal contradiction
Also conducted experiments with conservation of number;
arguments for conservation remain the same
LAWRENCE KOHLBERG
Born on October 25, 1927 in Bronxville, New York
Joined the merchant marines at the end of WWII
Graduated from the University of Chicago in 1948
Influenced heavily by the work of Jean Piaget
1958-1961 he served as an assistant professor of psychology at Yale
University
In 1968 he was names Professor of Education and Social Psychology at
Harvard University
Died in 1987 from what was rumored to be a suicide after suffering from
depression for many years
STAGES OF MORAL DEVELOPMENT
Level 1: Pre-conventional Morality • Stage 1: Obedience and Punishment Orientation• Stage 2: Individualism and Exchange
Conventional Morality • Stage 3: Good Interpersonal Relationships • Stage 4: Maintaining the Social Order
Post-Conventional Morality • Stage 5: Social Contract and Individual Rights • Stage 6: Universal Principles
MY RESEARCH STUDY
Purpose: to investigate whether the level of moral reasoning as determined by one
of Kohlberg’s dilemmas is indicative of the level of conservation achievement as
determined by performances on specified Piagetian conservation tasks. In
particular, this research study seeks to answer the following questions:
(1) Do conserving children achieve a higher stage of moral reasoning than non-
conserving children as indicated on Kohlberg’s stage theory of moral development?
(2) Do children who can conserve volume achieve a higher stage of moral
reasoning than children who can only conserve number as indicated on Kohlberg’s
stage theory of moral reasoning?
(3) Are there patterns of difference among conserving boys and conserving girls
with respect to their stages of moral reasoning?
HYPOTHESES
Hypothesis 1: Conserving children will achieve a higher stage of
moral reasoning than non-conserving children as indicated on
Kohlberg’s stage theory of moral development
Hypothesis 2: Children who can conserve volume will achieve a
higher stage of moral reasoning than children who can only conserve
number as indicated on Kohlberg’s stage theory of moral reasoning
Hypothesis 3: There will be patterns of difference among
conserving boys and conserving girls with respect to their stages of
moral reasoning
METHODOLOGY
Participants: convenience sample of 8 children from Holy Family
Elementary school• 4 children from 2nd grade (2 girls, 2 boys)• 4 children from 8th grade (2 girls, 2 boys)
Setting: Holy Family classroom
Procedure: • Look at groups of pennies lined up on a desk and then answer questions
about which group has more pennies.• Look at water poured into different cups and then answer questions
about which of the cups has more water.• Listen to a story and then answer questions explaining whether you think
a character in the story made the right or wrong choice – and why.
DILEMMA
As presented in Kohlberg’s dissertation (p 361)
Joe is a fourteen-year-old boy who wanted to go to camp very much. His
father promised him he could go if he saved up the money for it himself. So
Joe worked hard at his paper route and saved up the forty dollars it cost to
go to camp, and a little more besides that. But just before camp was going
to start, his father changed his mind. Some of his father’s friends decided to
go on a special fishing trip, and Joe's father was short of the money it would
cost. So he told Joe to give him the money he had saved from the paper
route. Joe didn't want to give up going to camp, so he thinks of refusing to
give his father the money. Should Joe give his father the money?
CONSERVATION OF NUMBER
The coin test
CONSERVATION OF LIQUID
ASSESSMENT
Stage Characteristics
1 Obedience and Punishment Orientation
Not much explanation; concerned with authority
2 Individualism and Exchange Mention of different perspective or how to coordinate beneficial deals
3 Good Interpersonal Relationships
Talk about living up to expectations or underlying motives
4 Maintaining the Social Order
Focuses on respecting authority, must have a reason behind it
5 Social Contract and Individual Rights
Emphasis on basic rights and ways to benefit everyone
6 Universal Principles Define principles by which agreements will be most just
RESULTS
Participant 1: Male, 2nd Grade
Dilemma: Yes Joe should give his dad the money
Reason: because it is what you are supposed to do, you
are supposed to say no to bad things and yes to good
Stage: 1. Obedience and Punishment
Conservation of number: unable to conserve
Conservation of liquid: unable to conserve
RESULTS
Participant 2: Female, 2nd Grade
Dilemma: Yes Joe should give his dad the money
Reason: because he is just a kid and he shouldn’t
have all the things he wants to do
Stage: 1. Obedience and Punishment
Conservation of number: unable to conserve
Conservation of liquid: unable to conserve
RESULTS
Participant 3: Female, 2nd Grade
Dilemma: Yes Joe should give his dad the money
Reason: it is a good decision because it is the right
thing to do
Stage: 1. Obedience and Punishment
Conservation of number: unable to conserve
Conservation of liquid: unable to conserve
RESULTS
Participant 4: Male, 2nd Grade
Dilemma: Yes Joe should give his dad the money
Reason: because his father is the boss of him and she shouldn’t tell
his father no
Stage: 1. Obedience and Punishment
Conservation of number: unable to conserve
Conservation of liquid: unable to conserve at first but then shows
confusion; “the glass has more, wait actually no, because that one and
that one were the same at one time, its just a different container”
RESULTS
Participant 5: Male, 8th grade
Dilemma: Yes Joe should give his dad the money
Reason: His father has given Joe much more than
the amount of money his dad wants
Stage: 4. Maintaining Social Order
Conservation of number: able to conserve
Conservation of liquid: able to conserve
RESULTS
Participant 6: Female, 8th grade
Dilemma: No, Joe should not give his dad the money
Reason: Because Joe worked hard for the money, he
earned it, so therefore it is his.
Stage: 5. Social Contract and Individual Rights
Conservation of number: able to conserve
Conservation of liquid: able to conserve
RESULTS
Participant 7: Female, 8th grade
Dilemma: Yes, Joe should give his dad the money
Reason: He should give him the money because his
dad works hard to pay bills and provide for the family
Stage: 4. Maintaining the Social Order
Conservation of number: able to conserve
Conservation of liquid: able to conserve
RESULTS
Participant 8: Male, 8th grade
Dilemma: No, Joe should not give his dad the money
Reason: Joe saved that money to go to camp
Stage: 5. Social Contract and Individual Rights
Conservation of number: able to conserve
Conservation of liquid: unable to conserve*
CONCLUSIONS
Hypothesis 1: Accepted!• In general, conserving children did achieve a higher stage of
moral reasoning than non-conserving children as indicated on Kohlberg’s stage theory of moral development
Hypothesis 2: Accepted!• Children who could conserve volume generally achieved a
higher stage of moral reasoning. However, those could not conserve volume generally could not conserve number either.
Hypothesis 3: Rejected!• There was no significant patterns of difference among
conserving boys and conserving girls with respect to their stages of moral reasoning
LIMITATIONS
Convenience Sample
Limited amount of children able to participate
Children were distracted
Previous exposure
Not much explanation
NATURE VS. NURTURE
NATURE NURTURE
Piagetand
Kohlberg
WORKS CITED
Crain, William. “Piaget’s Cognitive-Developmental theory” Theories of Development:
Concepts and Applications. 4th ed. Upper Saddle River, New Jersey: Prentice-Hall, Inc. 2000
Crain, William. “Kohlberg’s Stages of Moral Development” Theories of Development:
Concepts and Applications. 4th ed. Upper Saddle River, New Jersey: Prentice-Hall, Inc. 2000
Kavathatzopoulos, Iordanis. "Kohlberg And Piaget: Differences And Similarities." Journal Of
Moral Education 20.1 (1991): 47-54. ERIC. Web. 24 Oct. 2014
Kohlberg, Lawrence (1958). "The Development of Modes of Thinking and Choices in Years 10
to 16". Ph. D. Dissertation, University of Chicago.
http://www.biography.com/people/jean-piaget-9439915#early-life
http://totallyhistory.com/lawrence-kohlberg/
http://www.edpsycinteractive.org/topics/affect/values.html