Module week 5

Don Carlos Polytechnic College

Poblacion Norte, Don Carlos, Bukidnon

University
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College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021

Introduction

This module will explore Eric Erickson’s psychosocial stages of development

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Intended Learning Outcomes

A. Compare and contrast maladaptation/malignancy with psychosocial crisis.

B. Discuss Eric Erickson’s stages of development.
Activity

Show a picture of the different stages you’ve had (Infancy, Early Childhood, Preschool,
School Age, Adolescence, and Young Adulthood) and explain the development that you’ve
experienced. Example, you’ve shown a picture during your infancy. Explain the development that
you’ve experience during that stage. Ask your parents/ guardians for guidance.

Discussion

ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT

Erik Erikson was an ego psychologist who developed one of the most popular and influential theories
of development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's
theory centered on psychosocial development rather than psychosexual development.
The stages that make up his theory are as follows:

 Stage 1: Trust vs. Mistrust

 Stage 2: Autonomy vs. Shame and Doubt
 Stage 3: Initiative vs. Guilt
 Stage 4: Industry vs. Inferiority
 Stage 5: Identity vs. Confusion
 Stage 6: Intimacy vs. Isolation
 Stage 7: Generativity vs. Stagnation
 Stage 8: Integrity vs. Despair

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Overview

So what exactly did Erikson's theory of psychosocial development entail? Much like Sigmund Freud,
Erikson believed that personality developed in a series of stages.

Unlike Freud's theory of psychosexual stages, however, Erikson's theory described the impact of social
experience across the whole lifespan. Erikson was interested in how social interaction and relationships
played a role in the development and growth of human beings.

Conflict During Each Stage

Each stage in Erikson's theory builds on the preceding stages and paves the way for following periods
of development. In each stage, Erikson believed people experience a conflict that serves as a turning
point in development.2

In Erikson's view, these conflicts are centered on either developing a psychological quality or failing
to develop that quality. During these times, the potential for personal growth is high but so is the
potential for failure.
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If people successfully deal with the conflict, they emerge from the stage with psychological strengths
that will serve them well for the rest of their lives. 3 If they fail to deal effectively with these conflicts,
they may not develop the essential skills needed for a strong sense of self.

Mastery Leads to Ego Strength

Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in
Erikson's theory is concerned with becoming competent in an area of life.

If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as
ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of
inadequacy in that aspect of development.

Psychosocial Stages: A Summary Chart

Age Conflict Important Events Outcome

Infancy (birth to 18 months) Trust vs. Mistrust Feeding Hope

Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Will

Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose

School Age (6 to 11 years) Industry vs. Inferiority School Confidence

Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity

Young Adulthood Intimacy vs. Isolation Relationships Love

(19 to 40 years)

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Middle Adulthood Generativity vs. Stagnation Work and Parenthood Care
(40 to 65 years)
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom

A brief summary of the eight stages

Stage 1: Trust vs. Mistrust

The first stage of Erikson's theory of psychosocial development occurs between birth and 1 year of age
and is the most fundamental stage in life. Because an infant is utterly dependent, developing trust is
based on the dependability and quality of the child's caregivers.

At this point in development, the child is utterly dependent upon adult caregivers for everything they
need to survive including food, love, warmth, safety, and nurturing. If a caregiver fails to provide
adequate care and love, the child will come to feel that they cannot trust or depend upon the adults in
their life.
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Outcomes

If a child successfully develops trust, the child will feel safe and secure in the world. 2 Caregivers who
are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children
under their care. Failure to develop trust will result in fear and a belief that the world is inconsistent
and unpredictable.

During the first stage of psychosocial development, children develop a sense of trust when caregivers
provide reliability, care, and affection. A lack of this will lead to mistrust.

No child is going to develop a sense of 100% trust or 100% doubt. Erikson believed that successful
development was all about striking a balance between the two opposing sides. When this happens,
children acquire hope, which Erikson described as an openness to experience tempered by some
wariness that danger may be present.

Subsequent work by researchers including John Bowlby and Mary Ainsworth demonstrated the
importance of trust in forming healthy attachments during childhood and adulthood.

Trust vs. Mistrust: Learning to Trust the World Around Us

Stage 2: Autonomy vs. Shame and Doubt

The second stage of Erikson's theory of psychosocial development takes place during early childhood
and is focused on children developing a greater sense of personal control.

The Role of Independence

At this point in development, children are just starting to gain a little independence. They are starting
to perform basic actions on their own and making simple decisions about what they prefer. By allowing

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kids to make choices and gain control, parents and caregivers can help children develop a sense of
autonomy.2

Potty Training

The essential theme of this stage is that children need to develop a sense of personal control over
physical skills and a sense of independence. Potty training plays an important role in helping children
develop this sense of autonomy.

Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's
reasoning was quite different than that of Freud's. Erikson believed that learning to control one's bodily
functions leads to a feeling of control and a sense of independence. Other important events include
gaining more control over food choices, toy preferences, and clothing selection.

Outcomes

Children who struggle and who are shamed for their accidents may be left without a sense of personal
control. Success during this stage of psychosocial development leads to feelings of autonomy; failure
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results in feelings of shame and doubt.

Finding Balance

Children who successfully complete this stage feel secure and confident, while those who do not are
left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between
autonomy and shame and doubt would lead to will, which is the belief that children can act with
intention, within reason and limits.

How Autonomy vs. Shame and Doubt Influences Development

Stage 3: Initiative vs. Guilt

The third stage of psychosocial development takes place during the preschool years. At this point in
psychosocial development, children begin to assert their power and control over the world through
directing play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire
these skills are left with a sense of guilt, self-doubt, and lack of initiative.

Outcomes

The major theme of the third stage of psychosocial development is that children need to begin asserting
control and power over the environment. Success in this stage leads to a sense of purpose. Children
who try to exert too much power experience disapproval, resulting in a sense of guilt.

When an ideal balance of individual initiative and a willingness to work with others is achieved, the
ego quality known as purpose emerges.

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This Is How Children Develop a Sense of Initiative

Stage 4: Industry vs. Inferiority

The fourth psychosocial stage takes place during the early school years from approximately ages 5 to
11. Through social interactions, children begin to develop a sense of pride in their accomplishments
and abilities.

Children need to cope with new social and academic demands. Success leads to a sense of competence,
while failure results in feelings of inferiority.

Outcomes

Children who are encouraged and commended by parents and teachers develop a feeling of competence
and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers
will doubt their abilities to be successful.

Successfully finding a balance at this stage of psychosocial development leads to the strength known
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as competence, in which children develop a belief in their abilities to handle the tasks set before them.

How Children Develop a Sense of Industry vs Inferiority

Stage 5: Identity vs. Confusion

The fifth psychosocial stage takes place during the often turbulent teenage years. This stage plays an
essential role in developing a sense of personal identity which will continue to influence behavior and
development for the rest of a person's life. Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak
sense of self.

During adolescence, children explore their independence and develop a sense of self. 2 Those who
receive proper encouragement and reinforcement through personal exploration will emerge from this
stage with a strong sense of self and feelings of independence and control. Those who remain unsure
of their beliefs and desires will feel insecure and confused about themselves and the future.

What Is Identity?

When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that
help shape and guide a person's behavior. Completing this stage successfully leads to fidelity, which
Erikson described as an ability to live by society's standards and expectations.

While Erikson believed that each stage of psychosocial development was important, he placed a
particular emphasis on the development of ego identity. Ego identity is the conscious sense of self that
we develop through social interaction and becomes a central focus during the identity versus confusion
stage of psychosocial development.

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According to Erikson, our ego identity constantly changes due to new experiences and information we
acquire in our daily interactions with others. As we have new experiences, we also take on challenges
that can help or hinder the development of identity.

Why Identity Is Important

Our personal identity gives each of us an integrated and cohesive sense of self that endures through
our lives. Our sense of personal identity is shaped by our experiences and interactions with others, and
it is this identity that helps guide our actions, beliefs, and behaviors as we age.

How People Develop a Sense of Identity

Stage 6: Intimacy vs. Isolation

Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation. This stage covers the period of early
adulthood when people are exploring personal relationships.2
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Erikson believed it was vital that people develop close, committed relationships with other people.
Those who are successful at this step will form relationships that are enduring and secure.

Building On Earlier Stages

Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense
of personal identity was important for developing intimate relationships. Studies have demonstrated
that those with a poor sense of self tend to have less committed relationships and are more likely to
struggler with emotional isolation, loneliness, and depression.

Successful resolution of this stage results in the virtue known as love. It is marked by the ability to
form lasting, meaningful relationships with other people.

Intimacy vs. Isolation: Forming Intimate Relationships With Others

Stage 7: Generativity vs. Stagnation

Adults need to create or nurture things that will outlast them, often by having children or creating a
positive change that benefits other people. Success leads to feelings of usefulness and accomplishment,
while failure results in shallow involvement in the world.

During adulthood, we continue to build our lives, focusing on our career and family. Those who are
successful during this phase will feel that they are contributing to the world by being active in their
home and community.2 Those who fail to attain this skill will feel unproductive and uninvolved in the
world.

Care is the virtue achieved when this stage is handled successfully. Being proud of your
accomplishments, watching your children grow into adults, and developing a sense of unity with your
life partner are important accomplishments of this stage.

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The Differences and Characteristics of Generativity and Stagnation

Stage 8: Integrity vs. Despair

The final psychosocial stage occurs during old age and is focused on reflecting back on life. 2 At this
point in development, people look back on the events of their lives and determine if they are happy
with the life that they lived or if they regret the things they did or didn't do.

Erikson's theory differed from many others because it addressed development throughout the entire
lifespan, including old age. Older adults need to look back on life and feel a sense of fulfillment.
Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

At this stage, people reflect back on the events of their lives and take stock. Those who look back on
a life they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of
peace. Those who look back and only feel regret will instead feel fearful that their lives will end without
accomplishing the things they feel they should have.
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Outcomes

Those who are unsuccessful during this stage will feel that their life has been wasted and may
experience many regrets. The person will be left with feelings of bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing
this phase means looking back with few regrets and a general feeling of satisfaction. These individuals
will attain wisdom, even when confronting death.

ADDITIONAL INFORMATION
Erik Erikson and the Eight Stages of Development

IN THE CONTEXT OF PARENTING, THE THEORIES OF ERIK ERIKSON PROVIDE INSIGHT ON HOW TO
RAISE A CHILD, AND HOW THAT CHILD MAY DEVELOP INTO A SECURE ADULT.

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Introduction
Erik Erikson is an ego-psychologist who developed a theory of development based upon
Freudian concepts and the influence of society and culture. This theory is centered on the epigenetic
principal and is comprised of eight stages of development (outlined below). Using Freud’s vernacular,
Erikson has identified specific crises that an individual must learn in order to be categorized in each
respective stage. The key to these crises is a balance between two concepts. For instance, there must
be a balance between an infant’s capacity for trust and mistrust, as one provides security and the other
provides certain astuteness. When this balance is maintained, children attain virtues and advance in the
sequence of stages. When there is an imbalance, a child is prone to malignancy, too much of the
“negative” concept, and maladaptation, which is too much of the “positive” concept. For the example
of “trust-mistrust”, a child having too much of the positive, namely trust, creates a maladaptation,
gullibility. A malignancy would be if a child had too much of the negative, mistrust, and consequently
had a callous attitude towards their fellow man. It should also be noted that Erikson asserts that there
is an optimal time for each of these tasks, and trying to influence the pace of a child’s advancement is
useless. These concepts apply to all eight of Erikson’s stages.
The greatest difference between Erikson's theory and past Freudian theories is the addition of
three stages. Erikson's theory of development is more comprehensive, as it chronicles development up
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until death, through adulthood, and not just adolescence. As his theory revolves around the influence
of society and culture, Erikson also proposed the concept of mutuality, meaning that people of different
generations have an impact on one another's development. This is an expansion on Freud's thinking,
which simply identified parents as influential to their children. These external factors impact the
success of rising through the eight stages of development.

Eight Stages

1) Infant
This stage extends to the first year to
year and a half of a child’s life. During this time
period, the task for a child is to establish a balance
between trust and mistrust, eventually attaining the
virtue of hope. Children need to know that the world
is generally a safe and consistent place, and that
people are mostly “good”. There does, however,
need to be touches of mistrust, as to avoid gullibility
later in life. An indicator that a child has learned to
trust others, their environment and themselves is
their behavior when waiting for something. If a
child is hungry and a parent goes into the kitchen to
get lunch, the child will not immediately become
hysterical, but trusts that with time, their needs will
be met.

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2) Toddler
A child is considered a toddler from about
eighteen months to three or four years. In this stage, the
goal is to create a balance between autonomy, or
independence, and shame/doubt. The ideal outcome is
the child developing the virtue of willpower. If they are
allowed to explore their environment and figure things
out for themselves, children will attain this
independence. Although it does not necessarily make
for easy parenting, a sign that a child has developed
autonomy is beginning to challenge their parents. (It
should be noted however, that parents still need to
discipline their children at this point, simply without
micro-managing or stifling their curiosity.) Concerning
shame and doubt, parents must not quell their child’s
efforts to do things for themselves, yet they should set
clear limits, or the child will develop feeling of
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inadequacy, shame and doubt that will have long-term effects.

3) Preschooler
Between ages three or four and five or six, children are in the third stage of
development. During this stage, it is crucial that children maintain a balance between initiative and
guilt. The virtue that arises from this balance is the
capacity for moral judgment, and more
importantly, a sense of purpose. Initiative, or a
positive response to the world’s challenges,
manifests into several types of behavior. Foremost is
the readiness to engage in imaginative play. But
along with this more fantastical type of thinking
comes a level of responsibility, a capacity
for guilt. A child must be taught that imagination is
mentally healthy, but there is a reality they have to
acknowledge, one in which there are consequences for
irresponsible actions. By all means, pretend to fly, but
if they do it on the stairs, be prepared to face the
consequences. The goal here, purpose, may also be
defined as a child recognizing their limitations, but not letting them dictate life, especially when it
comes to play.

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4) School-age child
In later childhood, from ages roughly six
to twelve, a child is in the fourth stage of
development, during which a balance
between industry and inferiority is the
task at hand. At this stage, teachers, peers
and extended family join the parents in
their impact on the child, fostering
industry, otherwise known as a dedication
to education and the requirement of their
society. When a majority of industry and
a touch of inferiority are established, a child possesses the virtue known as competency, which
gives way to self-reliance. This “touch” of inferiority is slight, and functions merely inhibit
arrogance, to make one humble. Too much inferiority from peers or external factors like
sexism and racism, on the other hand, has the potential to create a malignancy in the child’s
development. An indicator that the balance has been achieved, that the child is competent, may be
seen in how the child approaches a game. A child in the fourth stage of development is more likely
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to revere the rules of a game, and have the ability to play cooperatively with others.

5) Adolescence
Twelve to nineteen-year-olds (approximately) struggle with the
equilibrium between ego identity and role confusion. A sense of
identity involves understanding who you are and how you fit into
your respective society. Role confusion, or an uncertainty about
one’s position in society, may be avoided by a rite of passage, a feat
that clearly distinguishes a child from an adult in a society or culture.
A sense of self and a comprehension of one’s society results in the
virtue of fidelity, the ability to live by society’s expectations despite
the knowledge that it is not a perfect system. A young person who
exhibits fidelity has the willingness to contribute to his or her
community, which involves all kinds of behavior, ranging from
volunteer work to simply acting respectful in public.
By this stage, the kind of person an adolescent is has been shaped by his or her parents, but as they
enter adulthood, whether or not they have developed successfully up until now will become
evident. Hopefully, if a parent has strived to instill the virtues mentioned up until now, their son or
daughter will continue to develop in a healthy manner.

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6) Young Adult
A young adult is in the age group between about eighteen and thirty
years. This is stage during which individuals begin to differ the most,
as they work towards a balance between intimacy and isolation. The
ability to be emotionally “close” to others and an active member in
society is considered intimacy, while isolation is an aversion to both.
The capacity for intimacy creates a security that produces the virtue
of love, a simplistic definition being a “mutuality of devotion”
between people in a variety of settings. This virtue gives way to stage
seven, a level of development with more abstract boundaries.

7) Middle Adult
Typically, the development at this stage is characterized by the time
when a person is raising their own children. People at this stage may
range from the middle twenties to the late fifties. In this stage, a
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balance between generativity and stagnation must be achieved in order

to gain the virtue of caring. Generativity is an extension of love into
the future, and when a person acknowledges that not all love is
reciprocal. Parents in this stage clearly “put in” more love in the
relationship with their children, but understand that children cannot
exactly return the favor. Other forms of generativity are teaching,
writing, the arts and social activism; anything that contributes to future generations. The problems
arise when people suffering a “midlife crisis” sometimes feel stagnation in their lives, and search
in vain for other, more shallow purposes amidst spontaneity. But if this strain of insecurity is
averted, and generativity is achieved, an individual will attain the virtue of caring.

8) Late Adulthood
The final stage in a person’s development
occurs simultaneously with retirement, around age sixty. The
final virtue a person can attain is wisdom, which Erikson
defines as approaching death without fear. This entails a
balance between ego integrity.

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Kolhberg’s theory of moral development states that we progress through three levels of
moral thinking that build on our cognitive development.

o Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget to
explain the moral development of children, which he believed follows a series of stages.
o Kohlberg defined three levels of moral development: preconventional, conventional, and
postconventional. Each level has two distinct stages.

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o During the preconventional level, a child’s sense of morality is externally controlled.
Children accept and believe the rules of authority figures, such as parents and teachers,
and they judge an action based on its consequences.
o During the conventional level, an individual’s sense of morality is tied to personal and
societal relationships. Children continue to accept the rules of authority figures, but this is
now because they believe that this is necessary to ensure positive relationships and societal
order.
o During the postconventional level, a person’s sense of morality is defined in terms
of more abstract principles and values. People now believe that some laws are unjust and
should be changed or eliminated.
o Kohlberg’s theory has been criticized for its cultural and gendered bias toward white,
upper-class men and boys. It also fails to account for inconsistencies within moral
judgments.

TERM


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morality Recognition of the distinction between good and evil or between right and wrong;
respect for and obedience to the rules of right conduct; the mental disposition or characteristic
of behaving in a manner intended to produce good results.

Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget to explain the moral
development of children. Kohlberg believed that moral development, like cognitive development,
follows a series of stages. He used the idea of moral dilemmas—stories that present conflicting ideas
about two moral values—to teach 10 to 16 year-old boys about morality and values. The best known
moral dilemma created by Kohlberg is the “Heinz” dilemma, which discusses the idea of obeying the
law versus saving a life. Kohlberg emphasized that it is the way an individual reasons about a dilemma
that determines positive moral development.

After presenting people with various moral dilemmas, Kohlberg reviewed people’s responses and
placed them in different stages of moral reasoning. According to Kohlberg, an individual progresses
from the capacity for pre-conventional morality (before age 9) to the capacity for conventional morality
(early adolescence), and toward attaining post-conventional morality (once Piaget’s idea of formal
operational thought is attained), which only a few fully achieve. Each level of morality contains two
stages, which provide the basis for moral development in various contexts.

Kohlberg’s stages of moral development

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-
conventional. Each level is associated with increasingly complex stages of moral development.

Level 1: Preconventional

Throughout the preconventional level, a child’s sense of morality is externally controlled. Children
accept and believe the rules of authority figures, such as parents and teachers. A child with pre-

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conventional morality has not yet adopted or internalized society’s conventions regarding what is right
or wrong, but instead focuses largely on external consequences that certain actions may bring.

Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an action
is perceived as morally wrong because the perpetrator is punished; the worse the punishment for the
act is, the more “bad” the act is perceived to be.

Stage 2: Instrumental Orientation

Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by whatever
the individual believes to be in their best interest. Stage two reasoning shows a limited interest in the
needs of others, only to the point where it might further the individual’s own interests. As a result,
concern for others is not based on loyalty or intrinsic respect, but rather a “you scratch my back, and
I’ll scratch yours” mentality. An example would be when a child is asked by his parents to do a chore.
The child asks “what’s in it for me?” and the parents offer the child an incentive by giving him an
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allowance.

Level 2: Conventional

Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to their
belief that this is necessary to ensure positive relationships and societal order. Adherence to rules and
conventions is somewhat rigid during these stages, and a rule’s appropriateness or fairness is seldom
questioned.

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is
placed on good behavior and people being “nice” to others.

Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a
functioning society. Rules are seen as being the same for everyone, and obeying rules by doing what
one is “supposed” to do is seen as valuable and important. Moral reasoning in stage four is beyond the
need for individual approval exhibited in stage three. If one person violates a law, perhaps everyone
would—thus there is an obligation and a duty to uphold laws and rules. Most active members of society
remain at stage four, where morality is still predominantly dictated by an outside force.

Level 3: Postconventional

Throughout the postconventional level, a person’s sense of morality is defined in terms of more
abstract principles and values. People now believe that some laws are unjust and should be changed or

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eliminated. This level is marked by a growing realization that individuals are separate entities from
society and that individuals may disobey rules inconsistent with their own principles. Post-
conventional moralists live by their own ethical principles—principles that typically include such
basic human rights as life, liberty, and justice—and view rules as useful but changeable mechanisms,
rather than absolute dictates that must be obeyed without question. Because post-conventional
individuals elevate their own moral evaluation of a situation over social conventions, their behavior,
especially at stage six, can sometimes be confused with that of those at the pre-conventional level.
Some theorists have speculated that many people may never reach this level of abstract moral
reasoning.

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives
should be mutually respected as unique to each person or community. Laws are regarded as social
contracts rather than rigid edicts. Those that do not promote the general welfare should be changed
when necessary to meet the greatest good for the greatest number of people. This is achieved through
majority decision and inevitable compromise. Democratic government is theoretically based on stage
five reasoning.
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Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles. Generally,
the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or
respect. Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries
with it an obligation to disobey unjust laws. People choose the ethical principles they want to follow,
and if they violate those principles, they feel guilty. In this way, the individual acts because it is morally
right to do so (and not because he or she wants to avoid punishment), it is in their best interest, it is
expected, it is legal, or it is previously agreed upon. Although Kohlberg insisted that stage six exists,
he found it difficult to identify individuals who consistently operated at that level.

Critiques Of Kohlberg’s Theory

Kohlberg has been criticized for his assertion that women seem to be deficient in their moral reasoning
abilities when compared to men. Carol Gilligan (1982), a research assistant of Kohlberg, criticized her
former mentor’s theory because it was based so narrowly on research using white, upper-class men
and boys. She argued that women are not deficient in their moral reasoning and instead proposed that
males and females reason differently: girls and women focus more on staying connected and
maintaining interpersonal relationships.

Kohlberg’s theory has been criticized for emphasizing justice to the exclusion of other values, with the
result that it may not adequately address the arguments of those who value other moral aspects of
actions. Similarly, critics argue that Kohlberg’s stages are culturally biased—that the highest stages in
particular reflect a westernized ideal of justice based on individualistic thought. This is biased against
those that live in non-Western societies that place less emphasis on individualism.

Another criticism of Kohlberg’s theory is that people frequently demonstrate significant inconsistency
in their moral judgements. This often occurs in moral dilemmas involving drinking and driving or
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business situations where participants have been shown to reason at a lower developmental stage,
typically using more self-interest driven reasoning (i.e., stage two) than authority and social order
obedience driven reasoning (i.e., stage four). Critics argue that Kohlberg’s theory cannot account for
such inconsistencies.

Exercise

Make a graphic organizer explaining the Stages of Moral Development of Kohlberg.

Assessment

Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics

Reflection

What are the significant experiences that you went through in every stage of your life?

Resources and Additional Resources

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https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://sites.google.com/site/howtogrowachild20/family-map

https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-
development/

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 Module week 5
Attachment 1

Rubrics for critical essay

Fair Good Excellent

(N/A) (N/A) (N/A)

Opening Statement Fair Good Excellent

0-19 20-24 25-30

30 points maximum Opening statement lacked in Good opening statement. Strong opening statement.
substance.
Some strong arguments Topical and substantive
Opening statement lacked in presented. arguments.
clarity.
Needed more organization. Well organized and presented
Opening statement needed arguments.
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significant increase in analytical Needed a higher level of

rigor. analysis. High level of analytical rigor.

Needed more substance.

Clarity Fair Good Excellent

0-5 6-7 8-10

10 points Maximum Arguments lacked clarity. Could have better clarified Excellent job in this area.
your arguments for the group.
Many points were inconsistent. Clear and intelligible
Some arguments were not arguments.
Did not effectively clarify consistent.
points/arguments during the Excellent clarification of your
discussion. Good clarification of your points within the discussion.
points during the discussion.

Argumentation/Style Fair Good Excellent

0-5 6-7 8-10

10 points maximum Need more engagement with the Good job in this area. Excellent job in this area.
larger discussion.
Argumentation could have Persuasive argumentation.
Need work in this area. been more sophisticated.
Excellent engagement with the
Good engagement with the larger discussion.
larger discussion.

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 Module week 5
Position Paper Fair Good Excellent

0-39 40-49 45-50

50 points maximum The paper lacked in substance. Paper could have been Clear substantive and
improved in terms of organized paper.
The paper lacked in clarity. substance.

The paper lacked in organization. Paper could have been

improved in terms of clarity.

Paper could have been

improved in terms of
organization.
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 Module week 5
Attachment 2
Reflection Evaluation Criteria (the rubric)

Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0

points) points) points) points)
Depth of Response demonstrates an Response demonstrates a Response demonstrates Response demonstrates
Reflection in-depth reflection on, general reflection on, and a minimal reflection a lack of reflection on,
and personalization of, personalization of, the on, and personalization or personalization of,
the theories, concepts, theories, concepts, and/or of, the theories, the theories, concepts,
(25% of
and/or strategies strategies presented in concepts, and/or and/or strategies
TTL Points) presented in the course the course materials to strategies presented in presented in the course
materials to date. date. Viewpoints and the course materials to materials to date.
___/15 Viewpoints and interpretations are date. Viewpoints and Viewpoints and
interpretations are supported. Appropriate interpretations are interpretations are
insightful and well examples are provided, unsupported or missing, inappropriate,
supported. Clear, detailed as applicable. supported with flawed and/or unsupported.
examples are provided, as arguments. Examples, Examples, when
applicable. when applicable, are applicable, are not
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not provided or are provided.

irrelevant to the
assignment.
Required Response includes all Response includes all Response is missing Response excludes
Components components and meets or components and meets some components essential components
exceeds all requirements all requirements and/or does not fully and/or does not address
indicated in the indicated in the meet the requirements the requirements
(25% of
instructions. Each instructions. Each indicated in the indicated in the
TTL Points) question or part of the question or part of the instructions. Some instructions. Many parts
assignment is addressed assignment is addressed. questions or parts of of the assignment are
___/15 thoroughly. All All attachments and/or the assignment are not addressed minimally,
attachments and/or additional documents are addressed. Some inadequately, and/or not
additional documents are included, as required. attachments and at all.
included, as required. additional documents,
if required, are missing
or unsuitable for the
purpose of the
assignment.
Structure Writing is clear, concise, Writing is mostly clear, Writing is unclear Writing is unclear and
and well organized with concise, and well and/or disorganized. disorganized. Thoughts
(25% of excellent organized with good Thoughts are not ramble and make little
sentence/paragraph sentence/paragraph expressed in a logical sense. There are
TTL Points)
construction. Thoughts construction. Thoughts manner. There are numerous spelling,
are expressed in a are expressed in a more than five spelling, grammar, or syntax
___/15 coherent and logical coherent and logical grammar, or syntax errors throughout the
manner. There are no manner. There are no errors per page of response.
more than three spelling, more than five spelling, writing.
grammar, or syntax errors grammar, or syntax
per page of writing. errors per page of
writing.
Evidence Response shows strong Response shows Response shows little Response shows no
and Practice evidence of synthesis of evidence of synthesis of evidence of synthesis evidence of synthesis of
ideas presented and ideas presented and of ideas presented and ideas presented and
insights gained insights gained insights gained insights gained
(25% of
throughout the entire throughout the entire throughout the entire throughout the entire
TTL Points) course. The implications course. The implications course. Few course. No implications

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 Module week 5
of these insights for the of these insights for the implications of these for the respondent's
___/15 respondent's overall respondent's overall insights for the overall teaching practice
teaching practice are teaching practice are respondent's overall are presented, as
thoroughly detailed, as presented, as applicable. teaching practice are applicable.
applicable. presented, as
applicable.
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