From Halves to Wholes in Moral Developmental Theory: How a New Stage Taxonomy Integrates Kohlberg’s So-called Transitional Stages

Year 2003, Volume: 1 Issue: 1, 139 - 169, 01.01.2003

Gerhard Mınnameıer İbrahim Kapaklıkaya

Abstract

Moral reasoning that does not fit into the framework of Kohlberg stages
is often scored at transitional stages. Those subjects are supposed to be not in
a state of equilibrium, but rather one of internal conflict. The present article challenges
this view, arguing that ‘Stage 4 1/2’-reasoning is no more inconsistent
than any other type of moral reasoning and that ‘Stage 4 1/2’ should be regarded
as a stage in its own right. This is possible within the framework of a new stage
taxonomy which accommodates ‘Stage 4 1/2’ as a distinct cornerstone in the architecture
of moral cognition.

Keywords

Moral Cognition, Structural Development, Transitional Stages.

Ahlakî Gelişim Teorisinde Yarımlardan Bütünlere -Yeni Bir Basamak Sınışandırması Kohlberg'in Geçiş Basamaklar Olarak Adlandırdığı Basamaklarla Nasıl Bütünleştirilebilir?-

Abstract

Kohlberg basamakları çerçevesine uymayan ahlâkî yargı (moral reasoning) sıklıkla geçiş basamaklarında değerlendirilmektedir. Bu konuların bir denge basamağında olmayıp, daha çok iç çatışma düzeyinde oldukları farz edilmektedir. Bu makalede, sözü edilen görüşe karşı çıkılmakta, 4 1/2 yargısının diğer herhangi bir ahlakî yargı tipinden daha tutarsız olmadığı ve Basamak 4 1/2'un ayrı bir basamak olarak kabulü gerektiği savunulmaktadır. Bu kabul ancak; ahlakî biliş mimarisinde ayrı bir köşe taşı olarak Basamak 4 1/2' u içine alan yeni bir basamak sınışandırması çerçevesi içinde mümkün olacaktır.

Keywords

Ahlakî Biliş, Yapısal Gelişim, Geçiş Basamakları

References

• Allen, R. E. (1996). Plato: Ion; Hippias Minor; Laches; Protagoras (Translated with comments by R. E. Allen (The dialogues of Plato, Vol. 3). New Haven: Yale University Press.
• Beck, K., Dransfeld, A., Minnameier, G., & Wuttke, E. (2002). Autonomy in heterogeneity? Development of moral judgement behaviour during business education. In K. Beck (Ed.), Teaching-learning processes in vocational education - foundations of modern training programmes (pp. 87-119). Frankfurt a.M.: L a n g .
• Beck, K., Heinrichs, K., Minnameier, G., & Parche-Kawik, K. (1999). Homogeneity of moral judgment? – Apprentices solving business conflicts. Journal of Moral Education, 28, 429-443.
• Colby, A., & Kohlberg, L. (1987a). The measurement of moral judgment: Theoretical foundations and research validation (Vol. I). Cambridge: Cambridge University Press.
• Colby, A., & Kohlberg, L. (1987b). The measurement of moral judgment: Standard issue scoring manual. (Vol. II). Cambridge: Cambridge University Press.
• Cooper, J. M. (1992). Classical Greek Ethics. In L.C. Becker & C.B. Becker (Eds.), A history of western ethics (pp. 11-20). New York: Garland.
• Dittrich, O. (1964). Geschichte der Ethik – Die Systeme der Moral vom Altertum bis zur Gegenwart. Vol. 1. Altertum bis zum Hellenismus. Aalen: Scientia.
• Döbert, R. (1987). Horizonte der an Kohlberg orientierten Moralforschung. Zeitschrift für Pädagogik. 33, 491-511.
• Eckensberger, L. H. (1998). Die entwicklung des moralischen urteils. In H. Keller (Ed.), Lehrbuch entwicklungspsychologie (pp. 475-516). Bern: Huber.
• Ehrenberg, V. (1968). From Solon to Socrates: Greek history and civilization during the sixth and fifth centuries B.C.. London: Methuen.
• Kahn, C.H. (1992). Presocratic Greek ethics. In L.C. Becker & C.B. Becker (Eds.), A history of western ethics (pp. 3-10). New York: Garland.
• Keller, M. (1990). Zur Entwicklung moralischer Reflexion: Eine Kritik und Rekonzeptualisierung der Stufen des präkonventionellen moralischen Urteils in der Theorie von L. Kohlberg. In M. Knopf & W. Schneider (Eds.), Entwicklung: Allgemeine Verläufe – Individuelle Unterschiede – Pädagogische Kon-sequenzen (pp. 19-44). Göttingen: Hogrefe.
• Kohlberg, L. (1973). Continuities in childhood and adult moral development revisited. In P. B. Baltes & K.W. Schaie (Eds.), Life-span developmental psychology (pp. 179-204). New York: Academic Press.
• Kohlberg, L., & Kramer, R. (1969). Continuities and discontinuities in childhood and adult moral development. Human Development, 12, 93-120.
• Kohlberg, L., Levine, C., & Hewer, A. (1984). The current formulation of the theory. In L. Kohlberg: Essays on moral development. Vol. II. The psychology of moral development. The nature and validity of moral stages (pp. 207-319).San Francisco: Harper & Row.
• Minnameier, G. (2000a). Strukturgenese moralischen nenkens: Eine rekonstruktion der Piagetschen entwicklungslogik und ihre moraltheoretischen Folgen. Münster: Waxmann.
• Minnameier, G. (2000b). Entwicklung und lernen: Grundlagen einer theorie der genese komplexer kognitiver Strukturen. Münster: Waxmann.
• Minnameier, G. (2001). A new ‘stairway to moral heaven’? A systematic reconstruction of stages of moral thinking based on a Piagetian ‘logic’ of cognitive development. Journal of Moral Education, 30, 317-337.
• Pfürtner, S.H. (1988). Ethik in der griechischen Antike. In S.H. Pfürtner, D. Lührmann & A. M. Ritter (Eds.), Ethik in der europaischen geschichte I – Antike und Mittelalter (pp.16-96). Stuttgart: Kohlhammer.
• Piaget, J., & Garcia, R. (1989). Psychogenesis and the history of science. New York: Columbia University Press.
• Salmon, J. (1997). Lopping off the heads? Tyrants, politics and the polis. In L.G. Mitchell & P.J. Rhodes (Eds.), The development of the polis in archaic Greece (pp. 60-73). London: Routledge.
• Taylor, C.C.W. (1991). Plato: Protagoras -translated with notes by C.C.W. Taylor (Rev. ed.). Oxford: Clarendon Press.
• Tomlinson, P. (1986). Kohlberg’s moral psychology: Any advance on the present stage? In S. Modgil & C. Modgil (Eds.), Lawrence Kohlberg – Consensus
• and controversy: Essays in honour of Lawrence Kohlberg (pp. 107-121). Philadelphia: The Falmer Press.
• Turiel, E. (1974). Conflict and transition in adolescent moral development. Child Development, 45, 14-29.
• Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge: University of Cambridge Press.
• Walker, L.J., Gustafson, P., & Hennig, K.H. (2001): The consolidation/transition model in moral reasoning development. Developmental Psychology, 37, 187-197.