Lawrence Kohlberg
Educator
1927-10-25
Books by Lawrence Kohlberg
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Lawrence Kohlberg's Approach to Moral Education
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Quotes by Lawrence Kohlberg
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The crowds, the praise, and the power are neither just nor unjust in themselves. As they are typically used in the schools, they represent the values of social order and of individual competitive achievement.
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The problem of moral change would appear to be one of presenting stimuli which are both sufficiently incongruous as to stimulate conflict in the child's existing stage schemata and sufficiently congruous as to be assimilable with some accomodative effort.
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Intelligence may be taken as a necessary, but not sufficient, cause of moral advance. All morally advanced children are bright, but not all bright children are morally advanced.
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It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.
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The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
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Although it may be true that the notion of teaching virtues such as honesty or integrity arouses little controversy, it is also true that vague consensus on the goodness of these virtues conceals a great deal of actual disagreement over their definitions.
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The individual makes a clear effort to define moral values and principles that have validity and application apart from the authority of the groups of persons holding them and apart from the individual's own identification with the group.
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The main experiential determinants of moral development seem to be amount and variety of social experience, the opportunity to take a number of roles and to encounter other perspectives.
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All individuals in all cultures use the same thirty basic moral categories, concepts, or principles, and all individuals in all cultures go through the same order or sequence of gross stage development, though they vary in rate and terminal point of development.
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The first meaning of 'cognitive' for us is that observations of others are made phenomenologically: i.e., by attempting to take the role of the other, to see things from his or her conscious viewpoint.
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Insofar as each of us has been through the moral stages and has held the viewpoint of each stage, we should be able to put ourselves in the internal framework of a given stage.
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These youngsters hold that all morality is relative but that middle class morality is just plain bad.
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