4.1: Describe Kohlberg’s and Gilligan’s theoretical frameworks for moral development and their applications in adolescent education.
4.2: Explain the development of the ability to appreciate diverse perspectives during adolescence and its impact on learning and instruction.
4.3: Explain the role of religion and religious beliefs in the lives of adolescents.
4.4: Discuss how educators can involve adolescents in volunteering and service-learning activities.
4.5: Describe the prevalence of academic cheating during adolescence and strategies educators can use to deter cheating.
Focus on nonacademic aspects of adolescents’ lives, integrating moral and social development into education.
Example: Joel, an 11th grader, volunteers weekly at a nursing home without neglecting academics, demonstrating how personal beliefs about morality and empathy influence decisions.
Various factors influencing volunteering decisions: moral beliefs, ability to empathize, religious background, parental attitudes.
Importance of understanding the complexity and varying perspectives among students regarding moral issues.
Discussion of how morality develops in adolescence and its implications for educators.
Exploration of adolescent ability to appreciate diverse perspectives and how it interacts with moral reasoning.
Examining current issues within educational settings: volunteering, service-learning, and academic cheating.
Students exhibit diverse interpretations of moral topics; there is no binary right or wrong.
Case Example: Debate on military draft opinions shows various viewpoints:
Student 1 advocates for duty to serve; views aligned with Stage 4 of Kohlberg’s theory (Law-and-order orientation).
Student 2 opposes participation due to ethical concerns, indicative of Stage 6 (Universal ethical principles).
Student 3 focuses on personal safety, indicating a preconventional reasoning level.
Stages of Moral Development:
Level I: Preconventional
Stage 1: Punishment/obedience orientation (self-focused); e.g., not stealing candy to avoid punishment.
Stage 2: Instrument/relativist orientation (personal benefit); e.g., following rules if it brings rewards.
Level II: Conventional
Stage 3: Good-boy/nice-girl orientation (approval-seeking); e.g., helping others for social approval.
Stage 4: Law-and-order orientation (respect for authority); e.g., obeying laws to maintain societal order.
Level III: Postconventional
Stage 5: Social contract/legalistic orientation (laws hold personal significance); e.g., disagreeing with laws that don’t serve justice.
Stage 6: Universal ethical principles (dictated by individual conscience); e.g., making decisions based on justice for all.
Critiques of Kohlberg's theory: applicability across genders, especially to females, has been questioned.
Carol Gilligan critiques Kohlberg’s emphasis on justice over care, suggesting females may prioritize relational ethics.
Example: Amanda’s theft illustrates how decisions are impacted by personal relationships, a care perspective prevalent among females.
Adolescents evolve from egocentric viewpoints to recognizing diverse perspectives, influenced by social interactions.
Factors affecting perspective-taking:
Religious background
Personal relationships with individuals from different backgrounds
Exposure to societal narratives (e.g., news/media coverage)
Benefits of Perspective Taking:
Improved decision-making involving risky behaviors.
Enhanced social interactions and relationships with peers.
Religion significantly impacts many adolescents; involvement may range from participation in youth groups to casual spirituality.
Survey data highlights diversity in U.S. adolescent religious affiliations, with church attendance and belief levels often declining with age.
Religious belief tie to decreased risky behavior, social responsibility, and peer victimization.
Service learning promotes civic responsibility through community engagement while integrating academic learning.
Differences exist in motivation for volunteerism—some may volunteer for credits while others for intrinsic values.
Activities fostering social responsibility positively impact academic achievement and peer relations.
Cheating rates are notably high among adolescents, often linked to a focus on grades and high-stakes assessments.
Various forms of cheating range from homework copying to plagiarism; high-stakes tests exacerbate these behaviors.
Strategies to combat cheating include fostering a mastery-oriented environment and allowing second chances on assessments.
Acknowledgment: Recognize varying levels of moral and social development among students.
Use Differences as Learning Tools: Leverage varied viewpoints to encourage discussion and deeper understanding of issues.
Understand the Role of Religion: Be sensitive to the cultural significance of religion among students; it impacts their development.
Facilitate Authentic Volunteering Experiences: Support self-initiated volunteering and reflections on those experiences.
Address Cheating with Sensitivity: Establish clear expectations and communicate the importance of learning over grades to deter dishonesty.