1. Moral Development: Kohlberg
Card Q1: Describe a time during your P-12 school years you learned an important moral lesson.
Moral Development: Kohlberg
Concepts:
Kohlberg’s stages
Preconventional morality
Conventional morality
Postconventional morality
The 3 F’s
Induction
The Fantastic Four

2. Special Job for Last Class
Teach for Tolerance website activity—very important—MUST DO FOR OUR LAST CLASS!!
10-minute warning to do course evals

4. The Heinz Dilemma
A woman was near death from a very special kind of cancer. There was one drug that might save her, and it was something the local druggist had available. The drug was very expensive, and the druggist was charging 10 times what the drug cost him to make. The woman’s husband, Heinz, went to everyone he knew to borrow money, but could only come up with half the money. He could not convince the druggist to sell it to him cheaper, even when he told the druggist his wife would die without the drug. Heinz got desperate and broke into the man’s store to steal the drug. Should Heinz have done that? Why?

5. Kohlberg’s model
Preconventional (Most preschoolers and elementary school children)
Punishment/avoidance and obedience: behaviors are wrong if they will get punished.
Heinz dilemma example: Heinz should not do it because he will probably get caught and punished.
Possibility of personal gain: Behaviors are right if I will get something out of it.
Heinz dilemma example: Heinz should do it because he will be happy that his wife is can cook his dinner again.

6. Kohlberg’s model
Conventional morality: Some older elementary and middle school children, many in high school
Good boy/good girl: Look to others, especially authority figures for what is right and wrong and behave so to please them
Heinz reasoning:
Law and order: Look to society to set laws and guidelines to tell us how to behave. Strict adherence to a moral code.

7. Kohlberg’s model
Postconventional morality—often not until people reach college (and maybe not then)
Social contract: Society or groups of people construct rules based on moral codes, but recognize flexibility is needed.
Universal ethical principle—A code of personal morality that transcends existing rules or codes—respect for human dignity & basic human rights is universal and should guide our behavior
HEINZ ANSWERS?
Examples of Heinz dilemma answers:
Level 5: Heinz should take the drug because laws should be flexible, and there is an unspoken law that under some circumstances it is OK to steal—if someone’s life depended on it.
Level 6: Human life is of top priority over materialistic concerns. Heinz should take the medicine because his wife’s basic right to live outweighs the druggist’s right to make a profit. The drugist has enough money anyway, and if Heinz pays him half the cost, he still makes a proffit.

8. Check your understanding of Kohlberg
A person who thinks it is wrong to speed only because a state trooper’s car is behind them and they fear getting a ticket, is operating in what Kohlberg stage?
Give an example of someone in the “Law and Order” Kohlberg stage.
Think of a person in the public eye who operates (most of the time) in Kohlberg’s Postconventional stage.
Do you see any problems with Kohlberg’s theory? Describe.
Problems with Kohlberg:
His stages include both moral aspects and social-conventional aspects. Some things are things that are true moral delimmas—they are things that are about hurting someone else in some way; others are about things that are necessary to make the world work better—the rules of society.
Most children are more advanced than Kohlberg thought and may show elements at different stages at one time.
It focuses on thinking and not behavior.
It may not be as stagelike as Kohlberg thought.—better to think of it as trends

9. How to Support Student Morality:
Lecturing doesn’t work—use induction
The 3 F’s: Firm, Fair, Flexible (authoritative)
Praise for moral actions and kindness
Use the Fantastic 4 when teaching. . .

10. 4 things you can do to help kids be the best people they can be. . .
The Fantastic
Four

11. Fantastic 4, #1 (and this is always the first thing you do. . .)
This video clip should give you a clue to idea #1
Fantastic 4, #1 (and this is always the first thing you do. . .)

12. Fantastic #1: Examine your own beliefs, thoughts, and prejudices!
Continual self-reflection

13. Fantastic 2: Respectful language
Diversity Flashpoint: A “teachable moment” in classrooms when students say something that might hurt another person because of the person’s race, gender, body size, language, beliefs, etc.

14. How to handle flashpoints
Start the year by describing your policy
Practice what will happen
Don’t overlook
Buy some time
Don’t “dis” the speaker, but remind them of the policy
Provide the speaker with alternative language

15. Fantastic 3: Teach the language of tolerance
Prejudice
Discrimination
Racism
Example of teaching about these ideas. . .

16. Fantastic 4: work with the curriculum
Use curriculum that encourages perspective-taking and understanding difference—Paperclips
Tolerance activities:
Brown eyes/Blue eyes

17. Very Cool Website
Linked to today’s schedule--Teaching for Tolerance—Southern Poverty Law Center:

18. Grading your Field Work
You have to provide evidence to make clear what you did!!!
Examples:
Exceeding the 15 hours (1-4 hours over, 1 pt extra, more than that, the full 2 pts)
Developing and using an activity
Completing additional research and using it to support student
Doing something out-of-the expected to help—for example, bringing materials for student to use, providing something for the classroom, performing a special service in school or classroom
Not examples because they are expected:
Being on time
Being well-prepared
Helping when asked