WGU Foundations of Teaching
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| Kohlberg's Theory of Moral Development | (Cognitive) a developmental view of how moral reasoning evolves from a low to a high level. Argues that people with low moral level are unable to conceive acts of aggression as being immoral.
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| Moral Dilemmas | hypothetical situations that require a person to consider values of right and wrong.
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| Preconventional level of moral development | Rules are set down by others.
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| Stage 1: Punishment and Obedience Orientation | Physical consequences of an action is determine whether the action is "good" or "bad".
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| Stage 2: Instrumental Relativist Orientation | What is right is whatever satisfies one's own needs (occasionally the needs of others). Fairness/Reciprocity seen in terms of "you scratch my back, I'll scratch yours".
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| Conventional Level | Person adopts rules and will sometimes subordinate her own needs to those of the group. Expectations of family, group, or nation are seen as valuable in their own right, regardless of immediate/obvious consequences.
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| Stage 3: Good-Boy/Good-Girl Orientation | Good behavior is what pleases/helps others and is approved of by them = can earn approval by being nice.
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| Stage 4: Law and Order Orientation | Right = doing your duty, showing respect for authority, and maintaining social order for its own sake.
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| Post-Conventional Level | Person defines her own values in terms of the ethical principles she has elected to follow.
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| Stage 5: Social Contract Orientation | Right is defined in terms of individual rights/standards that have been agreed upon by society. Laws are not "frozen" but can be changed for society's good.
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| Stage 6: Universal Ethical Principle Orientation | Right is defined by decisions of conscience according to ethical principles chosen by the person. The principles are abstract and not moral prescriptions.
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