It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
Lawrence KohlbergRead
It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.
Interpretation
Moral development in children is influenced more by social interactions than by biology alone.
This quote by Lawrence Kohlberg emphasizes the importance of social interactions in the development of a child's moral reasoning. It suggests that children learn moral values and ethical principles through their experiences and relationships with others, rather than solely from innate biological factors or their neurological development.
In practice
In a lecture about child psychology, a professor used this quote to highlight the significance of peer interactions in shaping moral values.
It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
All individuals in all cultures use the same thirty basic moral categories, concepts, or principles, and all individuals in all cultures go through the same order or sequence of gross stage development, though they vary in rate and terminal point of development.
If our psychology seems crude and weak in what it can say about the great human experiences, it is better to make that clear and to mark where we must go than to ignore it.
Although it may be true that the notion of teaching virtues such as honesty or integrity arouses little controversy, it is also true that vague consensus on the goodness of these virtues conceals a great deal of actual disagreement over their definitions.
The arguments about parents being too permissive and kids growing up without superegos are not based on fact. Our research tells us that the family is not the only purveyor of morality.
If you want a free society, teach your children what oppression tastes like. Tell them how many miracles it takes to get from here to there. Above all, encourage them to ask questions. Teach them to think for themselves.
A college education is not a quantitative body of memorized knowledge salted away in a card file. It is a taste for knowledge, a taste for philosophy, if you will; a capacity to explore, to question to perceive relationships, between fields of knowledge and experience.
A teacher is never a giver of truth; he is a guide, a pointer to the truth that each student must find for himself.
[I]f the writer does his job right, what he basically does is remind the reader of how smart the reader is.
In everything, there are two kinds of development-analytical and synthetical. In the former the Hindus excel other nations. In the latter they are nil.
You cannot blame the mismanagement of the economy or the fact that we have not invested adequately in education in order to give our people the knowledge, the skills and the technology that they need in order to be able to use the resources that Africa has to gain wealth
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