Carol Gilligan's Theory of Moral Development (Feminist View)

           This is the first post in this blog featuring a woman psychologist, and she is no other than Carol Gilligan.

Carol Gilligan...

          Carol Gilligan provides an alternative theory of moral development. She was the first to consider gender differences in her research in the mental processes of males and females in their moral development. She noted that girls are more concerned with care, relationships and connections with other people than boys. Thus, she hypothesized that girls are more inclined toward caring and boys toward justice. She presented three levels of moral development:

I. Pre Conventional: Individual Survival
One learns to care for oneself.

II. Conventional: Self Sacrifice is Goodness
One internalizes norms about care for others and tends to neglect oneself.

III. Post Conventional: Principle of Non-violence
One becomes critical of the conventions adopted in the conventional stage and learns to balance caring for self and caring for others.

image source: http://www.drury.edu/nltimage/CarolGilligan2.jpg

Kohlberg's Theory of Moral Development

          Lawrence Kohlberg identified that there are three levels, with 2 stages each, of moral development. If Piaget used "Piagetian tasks", Kohlberg used "moral dilemmas" in order to interpret the moral reasoning of individuals. The most famous is the "Heinz Steals the Drug". To know the story of Heinz, just refer to wikipedia.hehehe...

This is Lawrence Kohlberg...He reminds me of a hollywood star or a director...i dont know...

   

Level I: PreConventional. Individuals judge the morality of an action based on its direct consequence.

Stage 1: Punishment/Obedience Orientation
          In this stage, individuals tend to focus on the direct consequence of an action. The consequence of an action tells what right or wrong is. When an action is punished, then that action is wrong, and if it is rewarded, that action is right.
Stage 2: Mutual Benefit
          Individuals have "what's in it for me?" thinking. Individuals act based on the self advantage or benefit that one may acquire doing the action.

Level II: Conventional. Individuals judge the morality of an action by the "conventions" or norms, views and expectations of the society.

Stage 3: Social Approval Orientation
          This stage is commonly called Good boy/Good girl orientation. Individuals act based on the approval or disapproval from other people, and because of their concern of how other people might see, think or say about them.
Stage 4: Law and Order
          Individuals act in order to maintain the law like following the rules, doing one's duty and respecting the authority. This is done for the prevalence of order and functioning of the society.

Level III: Post Conventional. Moral reasoning precedes the law or the convention of the society rather on the principles behind the law. Individuals may disobey rules if inconsistent with their own principle.

Stage 5: Social Contract
          Each person holds different opinions, rights and values and should be mutually respected. Laws that are wrong can be changed to meet the greatest good for the greatest number of people.
Stage 6: Universal Ethical Principle
         Moral reasoning is deeply internalized and is based on abstract reasoning using universal ethical principles. They act because it is right, and not because it is instrumental, expected or legal. This drives them to possess moral responsibility for societal changes.

image source: http://relong.myweb.uga.edu/index_files/image002.jpg

LET Tips: Constructivism

Note: Please answer first before scrolling down. The correct answers are found at the bottom of the post. I will not discuss further the correct answers so if there are any reactions or questions, feel free to comment.

1. It is the revisiting of topics in the curriculum in line with the learners' cognitive level.
A. Direct Teaching
B. Programmed Instruction
C. Spiral Curriculum
D. Hidden Curriculum

2. Which material will best present the concept of numbers in a 6-year old child?
A. Flashcards
B. Pictures
C. Beans
D. Numerals

3. Teacher Lea is a constructivist. She sees learners as:
A. a blank slate
B. full of experiences
C. respond to stimulus
D. empty vessel

4. Which is the aid given by the teacher for the student to accomplish a task that the latter can't accomplish independently?
A. Spiral Curriculum
B. Fade Away Technique
C. Zone of Proximal Development
D. Scaffolding

5. "Learning is an interactive and interpersonal activity." Which psychologist could have said this?
A. Lev Vygotsky
B. Jean Piaget
C. Jerome Bruner
D. Ivan Pavlov

Answer Key: 1. C; 2. C; 3. B; 4. D; 5. A

Applications: Lev Vygotsky's Social Cultural

Since Vygotsky promotes that social interaction is essential for learning, we, as teachers must think of various approaches that will follow the idea of learning as a social process. Here are some of the ways in which we can apply Vygotsky's theory. Again, you can add you own ideas, and feel free to add them in the comment box.(As if there are really people reading this blog, LOL)

1. Do more of cooperative learning. Activities that can make students share ideas and learn from one another. Perhaps one of these is group work in which students can help each other accomplish a task. Or peer tutoring that will give more knowleadgable peer/classmate the chance to help his/her less competent classmate.

2. Maintain an open dialogue among the students. Let them share what they think as well as realize the importance of listening to other people. Make them develop open mindedness and the idea that we learn from one another.

3. In order to understand more our students, take into account their sociocultural background: community and family environment, culture, socioeconomic status, etc. This way, we may be aware of factors that affect the behavior and the learning of our students. This will also help us think and initiate activities that will further enhance learning.

4. Talk to the parents about their roles in the development of their children. Collaborate with them and maintain open communication lines.

5. Use scaffolding in teaching new things especially new skills. Don't take all the chances away from the students or spoonfeed them. Give them the opportunity to do things on their own, but be ready with your assistance if needed.

6. As the students become masters of the task being taught to them, gradually minimize the aid that you give so that eventually, they can do or accomplish things independently and successfully.

Lev Vygotsky's Sociocultural Theory

         This is really it. My post about Lev Vygotsky. Hehehe... Lev Vygotsky is one of the social constructivists, who believe the importance of social interaction in learning. Learning is seen as an interactive and interpersonal activity. Development will not be fully understood if the social and cultural contexts are not considered, hence the name Sociocultural Theory.

Our handsome man of the moment...Lev Vygotsky...applause!!! Woohooo!!!

The Role of Social Interaction
          According to Vygotsky, learners learn through social interaction. Socially interacting especially with knowledgeable adults like parents, teachers, older peers, etc, gives them the opportunity to acquire learning. The people that surround the learner contribute to learning because they are the ones who explain, model, assist, give directions and promote feedback to enrich learning. They also are the media in which learners learn the ways of thinking and behavior that make up culture.

Language
          Language plays an important function especially in social interaction. However, it also has an important role in developing the thinking activities inside the mind of the learners. Language, as Vygotsky puts it, serves as a mediator between the learners' mind and their environment. As learners communicate or perform interpersonal dialogues, these dialogues will develop into intrapersonal dialogues in which will later become inner speech. Inner Speech is a form of self talk that guides the learner's thinking.

Zone of Proximal Development
          Vygotsky advocates learning by doing. However, he added that learning by doing, together with social interaction will result to a more effective learning. In relation to this, the Zone of Proximal Development was introduced. This is the level at which a child finds a task too difficult to accomplish alone, but which he/she can complete with the assistance of an adult or older peer. To achieve this, scaffolding can be used. Scaffolding is the aid or assistance than enables learners to complete certain tasks that they cannot do on their own. However, scaffolding is not doing the task for the learners, rather the adult/instructor only serves as a tool for that adjusts the amount of guidance to fit the learners current level of performance. Example, if a child doesn't know how to tie his/her shoes, an adult can do scaffolding by tying the shoes half-done, then letting the child finish it.

Photo credits courtesy of google image search..hehehe...sorry I wasn't able to copy-paste the exact web-site...I hope I don't violate netiquette(not sure about the spelling) hehhehe...