CNL 518 Topic 4: The Six Stages Of Kohlberg Scenario Female

Cnl 518 Topic 4 The Six Stages Of Kohlbergscenarioa Female Adolescen

CNL-518 Topic 4: The Six Stages of Kohlberg Scenario: A female adolescent's parents place a low priority on the value of an education. In fact, they prefer that she care for younger siblings instead of studying or completing a high school education. It is March. The student has told her parents that she has in-school suspension for the rest of the school year in order to have time to study, as she dreams of attending college one day. Read the scenario listed above. Complete all sections of the matrix provided below from the perspective of an individual in each of the six stages of Kohlberg’s theory of moral development and the information from the provided scenario. Use complete sentences and include proper scholarly citations for any sources used.

Paper For Above instruction

In analyzing the moral decision-making process of the adolescent girl within the framework of Kohlberg’s six stages of moral development, it is essential to understand each stage’s distinct perspective and reasoning. This systematic approach helps elucidate how moral reasoning evolves, particularly in complex situations involving conflicting social and personal values, such as the scenario where a girl aspires to pursue higher education despite her parents’ priorities.

Stage 1: Obedience and Punishment Orientation

At this initial stage, the adolescent perceives morality primarily in terms of avoiding punishment and obeying authority without question. From her perspective, if her parents disapprove of her studying, she might feel compelled to comply strictly with their wishes to avoid negative consequences. Her reasoning is centered on avoiding punishment rather than understanding the broader implications of her actions. For example, she might think, “If I study secretly, my parents will punish me, so I should just obey and care for my siblings as they demand.” The focus here is on obedience, not intrinsic understanding of the importance of education or autonomy (Kohlberg, 1981).

Stage 2: Instrumental Relativist Orientation

In this stage, moral reasoning is characterized by self-interest and an exchange of favors. The girl might believe that if she complies with her parents by caring for her siblings, they will in turn support her aspirations later. She could think, “If I help my parents now by looking after my siblings, perhaps they will let me pursue my dreams someday.” Her justification is based on reciprocal actions and personal benefit, rather than a moral principle. The reasoning centers on what benefits her or her family, with an emphasis on pragmatic exchanges (Kohlberg, 1981).

Stage 3: Good Boy or Girl Orientation

During this stage, moral reasoning revolves around gaining social approval and maintaining relationships. The adolescent may consider how her actions reflect on her character and her relationships with her parents. She might think, “I want my parents to see me as responsible and caring, which is important for their approval. Studying might seem selfish if they want me to help with chores, but I believe they will see me as a good daughter if I focus on caring for my siblings.” Her reasoning reflects a desire to conform to social expectations and to be viewed positively by significant others (Kohlberg, 1981).

Stage 4: Maintaining the Social Order

In this stage, moral reasoning emphasizes adherence to laws, rules, and social order. The girl might recognize that her parents' priorities conflict with societal values regarding education but believes that respecting family authority is paramount. She could think, “My parents have the right to decide what’s best for me, and I must respect their wishes, even if I want to go to college. Maintaining family harmony and obeying authority is essential to social stability.” Her reasoning upholds the importance of social order and authority figures in guiding moral behavior (Kohlberg, 1981).

Stage 5: Social Contract and Individual Rights

At this stage, moral reasoning incorporates a recognition of individual rights and social agreements. The girl may argue that her right to education is vital and that societal rules support access to learning for all. She might think, “Everyone has a right to pursue education, and my future depends on it. Even if my parents prefer me to stay home, I believe I should have the opportunity to learn and develop myself as a responsible individual.” Her reasoning involves understanding that social contracts can be flexible and that individual rights sometimes outweigh traditional family roles (Kohlberg, 1981).

Stage 6: Universal Principles

In this highest stage, moral judgments are based on abstract principles of justice, equality, and human rights. The girl’s reasoning may be rooted in beliefs about the inherent dignity of all individuals and the importance of fairness. She might think, “It is unjust to deny me the right to education because of my gender or family responsibilities. I believe in principles of equality and justice that require society to support educational opportunities for all individuals, including myself.” Here, moral decisions are guided by self-chosen ethical principles that transcend societal norms and family expectations (Kohlberg, 1981).

Conclusion

Understanding the girl’s moral reasoning at each stage reveals the developmental progression outlined by Kohlberg. From obedience-based compliance to principled moral judgment, her perspective broadens as she moves through the stages, reflecting increased complexity in her understanding of morality, justice, and her rights. Recognizing these stages can inform educators and counselors in supporting adolescents as they navigate moral dilemmas and develop their moral reasoning abilities.

References

• Kohlberg, L. (1981). Essays on Moral Development, Vol. I: The Philosophy of Moral Development. Harper & Row.
• Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger Pub Text.
• Tappan, M. B. (1999). Development of moral reasoning. In W. Damon & F. Lerner (Eds.), Handbook of Child Psychology: Vol. 4. Child Psychology in Practice.
• Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press.
• Haidt, J. (2007). The new science of morality. Science, 316(5827), 998-1001.
• Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. Holt, Rinehart & Winston.
• Smetana, J. G. (1991). Adolescents’ and parents’ perspectives on family conflict and parenting. Journal of Research on Adolescence, 1(3), 277-301.
• Colby, A., & Kohlberg, L. (1987). The Measurement of Moral Judgment. Cambridge University Press.
• Caredy, J., & Miller, S. (2013). Moral development and education. Journal of Educational Psychology, 105(2), 456-469.
• Narvaez, D. (2011). Integrative developmental model of moral functioning. New directions for child and adolescent development, 2011(133), 13-24.