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theories of human reasoning by Jean p
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and Lawrence Colberg with age brackets
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introduction good day everyone today we
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will explore the development of human
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reasoning through the theories of two
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influential
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psychologists Jean p and Lawrence
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Colberg P focused on how humans learn to
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think and understand the world while
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Colberg examined how we develop moral
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reasoning we'll also bring this
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discussion to life with real life
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examples and include age brackets to
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help us understand when these stages
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typically occur part one gene P's
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cognitive development theory Jean P
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Theory revolutionized our understanding
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of how children learn and grow placing
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significant emphasis on how they
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construct knowledge through their
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experiences one of the foundational
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elements of P's theory is the concept of
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schemas what are schemas schemas are
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essentially mental Frameworks or
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structures that help us organize and
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interpret information think of them as
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blueprints we use for understanding the
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world for example a child may have a
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schema for a dog this includes
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characteristics such as four legs fur
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and barking when they encounter new
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information such as seeing a cat they
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may try to fit this new animal into
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their existing schema what is the
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process of assimilation this is the
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process through which we integrate new
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information into our existing schemas
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without changing the schema itself for
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instance when our young friend friend
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sees a cat for the first time they may
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think this is a fluffy animal it must be
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a dog in this case they are assimilating
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the cat into their dog schema using what
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they already know to make sense of new
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experiences this process is crucial for
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learning as it helps maintain a
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consistent understanding of the world
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what is the process of accommodation
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accommodation occurs when new
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information cannot fit into our existing
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schema and we must change our
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understanding to incorporate the new
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data so when the child learns that a cat
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is not a dog they must adjust their
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schema to Define cats and dogs as
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distinct categories this restructuring
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of knowledge allows for a more accurate
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understanding of their environment how
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assimilation and accommodation interact
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assimilation and accommodation are
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complimentary processes working together
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to enhance cognitive development when
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children are exposed to new experiences
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they first attempt to assimilate if that
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doesn't work they accommodate this
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Dynamic allows children to construct
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more complex and nuanced understanding
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as they progress through different
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cognitive stages as we see this
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interaction is vital for a child to
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adapt their thinking and learn
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effectively in summary Gan P's theories
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on schemas assimilation and
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accommodation are instrumental in
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comprehending how children learn and
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develop cognitively in addition P's
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theory of cognitive development also
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explains the differences in mental
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abilities among individuals based on key
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factors such as developmental stages
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active learning social interaction and
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environmental influences this Theory
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helps us understand why individuals
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exhibit differences in mental abilities
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it highlights key factors such as
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developmental stages active learning
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social interaction and environmental
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influences let's begin with the stages
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of development P's four distinct stages
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sensor motor pre-operational concrete
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operational and formal operational each
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of these stages represents a specific
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level of understanding that children
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acquire as they grow it's important to
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note that individuals progress through
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these stages at their own pace for
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example while one child might grasp the
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concept of conservation in the concrete
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operational stage at age seven another
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may take a bit longer this variation
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contributes to the differences we
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observe in mental abilities among
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children next we will explore the
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concept of active learning according to
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P learning is most effective when
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individuals actively engage with their
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environment this means that when
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students participate fully in their
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learning experiences such as Hands-On
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experiments in a science class they are
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more likely to develop robust cognitive
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skills conversely passive learning where
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students merely listen to lectures or
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read without engagement can hinder
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cognitive development those who actively
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involve themselves in their education
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tend to understand and retain
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information better moving on let's
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discuss the role of social interaction
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in cognitive development P believed that
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engaging with peers and knowledgeable
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adults is crucial for challenging one's
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thinking and promoting cognitive
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growth for instance group discussions
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collaborative projects or even simple
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conversations can help students form new
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ideas and viewpoints exposure to diverse
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social contexts allows individuals to
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develop varying mental abilities that
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contribute to their overall cognitive
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development now let's consider
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environmental influences the environment
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has a significant impact on cognitive
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development factors such as home life
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educational settings and social
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expectations can profoundly affect a
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child's mental abilities children who
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grow up in stimulating environments
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filled with educational resources
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supportive relationships
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and opportunities for exploration are
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likely to develop Advanced cognitive
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skills in contrast those in less
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supportive settings May face challenges
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that hinder their cognitive advancement
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finally while P's Theory offers valuable
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insights it also has notable limitations
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critics have pointed out that he may
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have underestimated the cognitive
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abilities of young children additionally
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his framework does not fully account for
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external influences such as cultural
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factors that can significantly affect
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cognitive growth now let's focus on how
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PJ's Theory explains the development of
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cognitive reasoning in four stages from
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infancy to adulthood each stage
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represents a different way of thinking
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let's explore these stages with real
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world examples One sensor motor stage 0
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to 2 years at this stage infants learn
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about the world through senses and
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actions their understanding is purely
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physical touching seeing and
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manipulating objects real life example a
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baby playing with a rattle doesn't
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initially know that the rattle still
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exists once it rolls under the couch
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later in the stage they develop object
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permanence understanding that the rattle
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exists even when out of sight two
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pre-operational stage 2 to 7 years
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children start to use symbols such as
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language but their thinking is still
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egocentric they find it hard to see
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things from others perspectives real
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life example a child playing hide and
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seek might cover their eyes and assume
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you can't see them either this is
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classic egocentric reasoning another
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example they might draw a house with the
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sun inside it believing that what they
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understand is shared by everyone three
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concrete operational stage 7 to 11 years
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children begin to think logically about
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concrete objects and situations they
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understand Concepts like conservation
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that quantity Remains the Same even when
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it changes form real life example if you
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pour water from a tall glass into a wide
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glass a younger child might think the
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tall glass has more water by this stage
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children understand the amount is the
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same in both glasses demonstrating
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conservation four formal operational
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stage 12 plus years in this stage
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individuals develop the ability to think
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abstractly engaging in hypothetical and
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deductive reasoning real life example
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teenagers might think about hypothetical
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situations like solving climate change
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they can now reason Beyond concrete
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experiences considering long-term
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effects and imagining abstract Solutions
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like inventing a new technology part two
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Lawrence Colberg moral development
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theory with age brackets Colberg model
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examines how we develop moral reasoning
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through six stages grouped into three
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levels preconventional conventional and
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postconventional Colberg stages are
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flexible and individuals may progress at
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different rates but will provide age
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brackets to illustrate typical
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development one preconventional level
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typically up to age n stage one
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obedience and Punishment orientation
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moral reasoning is based on avoiding
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punishment right and wrong are defined
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by consequences not personal principles
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real life example a child might refrain
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from from hitting a sibling not because
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they believe it's wrong but because they
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want to avoid being punished for them
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morality is about obedience to Authority
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stage two individualism and exchange
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children begin to see that others have
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different perspectives but their
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reasoning is still self-interested they
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ask what's in it for me real life
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example if two children agree to share
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toys one might only agree if they get
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something in return at this stage moral
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decisions are based on self-interest
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rather than a sense of fairness or
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Justice two conventional level
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adolescence to adulthood 9 to 18 years
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stage three good interpersonal
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relationships moral reasoning focuses on
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social approval people want to be seen
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as good by those around them real life
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example a teenager volunteers for
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Community work not necessarily because
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they believe in the cause but because
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they want to be admired by their peers
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or recognized by teachers here morality
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is about fitting in and gaining approval
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stage four maintaining social order at
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this stage individuals understand the
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importance of laws and Authority for
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maintaining societal order morality is
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based on duty and upholding laws real
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life example think of a teenager who
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obeys traffic laws not out of fear of
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punishment but because they believe
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rules are necessary for the good of
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society
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they believe in the importance of laws
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to ensure order and safety three
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postconventional level some adults
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typically after age 18 stage five social
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contract and individual rights
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individuals start recognizing that laws
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exist for the greater good but are
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flexible and should serve human rights
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they value fairness and democracy real
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life example consider someone advocating
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for changes to unjust laws such as a
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civil right activist they understand
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that laws can and should be challenged
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when they don't promote fairness or
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Justice this stage requires abstract
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moral reasoning Beyond simply following
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rules stage six universal ethical
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principles at this stage morality is
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Guided by Universal principles such as
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Justice equality and human dignity
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individuals may break laws or face
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societal disapproval to uphold these
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principles real life example think about
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historical figures like Mahatma Gandhi
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or Nelson Mandela who fought against
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unjust laws and systems for human rights
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even at Great personal cost they
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believed in Universal principles like
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justice even when it meant breaking the
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law part three connecting p and Colberg
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so how do P's and Colberg theories
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connect in terms of human reasoning
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cognitive foundations for moral
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development P's stages of cognitive
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development provide the foundation for
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Colberg moral reasoning for example
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children must reach the formal
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operational stage in P's model before
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they can engage in the abstract thinking
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needed for the higher stages of Colberg
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moral development from concrete to
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abstract thinking in both models we see
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a progression from concrete thinking to
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abstract reasoning P explains how
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children go from using their senses to
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understanding abstract ideas similarly
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Colberg shows how moral reasoning starts
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with concrete consequences like
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punishment and develops into a concern
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for universal ethical principles social
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interaction and moral growth both
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theories emphasize the role of social
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interaction in reasoning development P
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believed that interacting with the world
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helps children build cognitive
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structures while Colberg believed that
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engaging with moral dilemas and societal
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issues pushes individuals toward higher
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levels of moral reasoning in summary p
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and Colberg provide valuable Frameworks
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for understanding human reasoning P
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explains how we develop the ability to
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think and understand the world while
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Colberg shows us how our sense of right
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and wrong evolves by considering real
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life situations and age brackets we can
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see how these theories apply to our own
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experiences from childhood to adulthood
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now to make our topic more interesting
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let's dive into a moral puzzle that
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challenges our ideas of right and wrong
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the Hines dilemma will apply the
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theories of p and Colberg to this class
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classic ethical scenario to understand
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how different stages of moral
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development affect decision- Mak but
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before we apply these theories let's
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first get familiar with the Dilemma
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itself what is the Hines dilemma all
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about imagine the scenario hines's wife
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is Gravely ill and there's only one drug
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that can save her the problem the drug
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is incredibly expensive and Hines can't
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afford it despite his best efforts Hines
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can't gather enough money and the
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pharmacist who developed the drug
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refuses to lower the price or accept
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late payment now Hines is faced with a
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tough decision should he break into the
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pharmacy and steal the drug to save his
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wife's life or should he follow the law
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and leave his wife to die this is a
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tough question right well this moral
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dilemma is a great way to explore how
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people think about right and wrong
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especially as they grow and develop now
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let's see how P's and Colberg theories
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of moral development explain how we
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approach problem s like these now that
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we've outlined The Dilemma let's shift
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our Focus to how P's theory of moral
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development helps explain the way people
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approach such ethical problems let's
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dive into P stages of moral thinking to
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better understand the progression of
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moral reasoning in children in the first
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part of this lecture we discussed how
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children's thinking develops over time
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Jean P believed that their understanding
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of morality evolves as they grow older
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now let's begin by applying Jee p 's
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theory of moral development to the Hines
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dilemma P's Theory helps us understand
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how children's views on morality evolve
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as they grow and mature one heteronymous
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morality ages 5 to 10 at this stage
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Children See rules as fixed and
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unchangeable their focus is on following
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rules to avoid punishment in their minds
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rules are absolute how might they
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respond to the Hines dilemma a child in
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this stage might say Hines shouldn't
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steal the drug because stealing is
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always wrong and he could get punished
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for it for them the act of stealing
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itself is bad regardless of the reason
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two autonomous morality ages 10 plus as
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children grow older their understanding
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of rules becomes more flexible they
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begin to consider the context and intent
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behind actions this stage reflects a
00:15:52
more nuanced view of morality where
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decisions depend on the situation how
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might they respond at this stage a child
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might say Hines should steal the drug
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because saving his wife's life is more
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important than the rule against stealing
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they recognize that sometimes breaking a
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rule can be justified if it serves a
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greater good interesting right P helps
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us see how a child's thinking shifts
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from a black and white view of rules to
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a more flexible understanding as they
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grow now let's take it up a notch with
00:16:23
Lawrence Colberg while P focused mainly
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on children Colberg expanded this idea
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and looked at how people of all ages
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including adults develop their moral
00:16:32
reasoning Goldberg's theory of moral
00:16:34
development as previously discussed is
00:16:37
divided into three main levels
00:16:39
preconventional conventional and
00:16:42
postconventional each level represents a
00:16:44
different approach to moral reasoning as
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people grow and develop let's begin with
00:16:49
the preconventional level where moral
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decisions are based on personal
00:16:53
consequences primarily rewards and
00:16:56
punishments stage one obedience and
00:16:59
punishment is all about avoiding trouble
00:17:01
a person at this stage might say Hines
00:17:04
shouldn't steal the drug because he
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might get caught and go to jail the
00:17:08
focus here is on the fear of punishment
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moving to stage two self-interest
00:17:14
decisions are driven by personal benefit
00:17:17
here someone might argue Hines should
00:17:19
steal the drug because it will benefit
00:17:21
him he'll save his wife and that's good
00:17:24
for him in this stage the emphasis is on
00:17:27
what's in it for the individual
00:17:29
now let's shift to the conventional
00:17:31
level where moral reasoning revolves
00:17:33
around social relationships and rules in
00:17:36
stage three good interpersonal
00:17:38
relationships the focus is on being a
00:17:41
good person and meeting societal
00:17:43
expectations someone might say Hines
00:17:46
should steal the drug because a good
00:17:47
husband would do anything to save his
00:17:49
wife the reasoning here is centered on
00:17:52
fulfilling social roles as we move to
00:17:55
stage four maintaining social order the
00:17:57
focus shifts to law and order at this
00:18:00
stage someone might argue Hines should
00:18:02
not steal the drug because laws are
00:18:04
important for keeping society organized
00:18:07
and breaking the law is wrong no matter
00:18:09
the reason the emphasis here is on
00:18:11
upholding rules to maintain order in
00:18:13
society finally we arrive at the
00:18:16
postconventional level where moral
00:18:18
reasoning becomes more abstract and
00:18:20
principle-based in stage five social
00:18:24
contract and individual rights people
00:18:26
begin to see laws as flexible someone
00:18:29
might say Hines should steal the drug
00:18:31
because saving a life is more important
00:18:33
than protecting property and laws should
00:18:35
be adjusted in such situations here the
00:18:38
focus is on the greater good and
00:18:40
individual rights over rigid laws at the
00:18:43
highest stage stage six universal
00:18:47
ethical principles moral reasoning is
00:18:49
Guided by Universal principles like
00:18:50
justice and equality a person at this
00:18:53
stage might argue Hines is morally
00:18:55
justified in stealing the drug because
00:18:58
the right to life is a fundamental human
00:19:00
principle even if it means breaking the
00:19:02
law each stage represents a different
00:19:05
way of thinking about morality showing
00:19:08
how people evolve from focusing on
00:19:10
personal consequences to considering
00:19:11
Universal principles by understanding
00:19:14
these stages we can see how different
00:19:16
individuals might approach the same
00:19:18
moral dilemma from very different
00:19:20
perspectives connecting the dots P
00:19:23
versus Colberg on the Hines dilemma now
00:19:26
let's bring p and Colberg together to
00:19:28
see how their theories compare when
00:19:30
applied to the Hines dilemma P focuses
00:19:33
on how children move from Strictly
00:19:35
following rules to developing more
00:19:36
flexible thinking as they mature younger
00:19:39
children might say rules are rules
00:19:42
reflecting their belief in the
00:19:44
absoluteness of rules as they grow older
00:19:47
however they start to realize that
00:19:49
sometimes breaking a rule might be
00:19:51
justified especially if it serves a
00:19:53
greater purpose like saving a life
00:19:55
Colberg on the other hand provides a
00:19:57
more detailed journey of moral
00:19:59
development that extends into adulthood
00:20:02
his stages show how moral reasoning
00:20:04
evolves from being concerned with
00:20:05
punishment to focusing on personal gain
00:20:08
and finally to considering the broader
00:20:10
implications of Justice laws and ethical
00:20:12
principles he explains how our thinking
00:20:15
about moral dilemas becomes more
00:20:17
sophisticated over time both p and
00:20:20
Colberg offer valuable insights helping
00:20:22
us understand that moral reasoning isn't
00:20:24
just about knowing what's right and
00:20:26
wrong it's about how we think through
00:20:28
moral issues and make decisions
00:20:31
conclusion how would you respond in the
00:20:33
end the Hines dilemma pushes us to
00:20:36
reflect deeply on our beliefs should
00:20:38
Hines break the law to save his wife or
00:20:41
should he follow the rules even if it
00:20:43
means losing her the way we answer this
00:20:46
question depends on how our moral
00:20:48
reasoning has developed over time as we
00:20:50
close today's lecture take a moment to
00:20:53
think about how you would respond to the
00:20:55
Hines dilemma where do you see yourself
00:20:57
in P or Colberg stages of moral
00:21:00
development understanding your own
00:21:02
reasoning can provide insight into how
00:21:04
we all approach ethical challenges
00:21:06
differently thank you for
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[Music]
