Chapter 3 - 1

Chapter 3

Function Questions

01 Psychology

Listen to a lecture in a psychology class. Fill in the diagram with the information that you hear.

W: Today I want to talk about the development of moral reasoning, and, uh, a theory by Lawrence Kohlberg.

Kohlberg theorized that there is a specific pattern of development−that is, stages that people go through−when they are forming their moral reasoning.

We’ll split them into three stages−uh, levels, really, of development. So, um, the first level is called a pre-conventional level. Kohlberg defined this level as, uh, as a stage when people are concerned only about the impact of an event on themselves.

There is really not much concern for how one’s decisions or events affect anyone else. Kohlberg noticed that a lot of kids’ moral development was at this level.

For example, if throwing a rock at someone is fun for the child, well then, that’s enough to cause the action.

To put it another way, if it feels good, do it! The pain caused to the person being hit by the rock is not considered. Now, the child may also be aware that doing certain things will bring about some sort of punishment.

And the child might avoid any action that will get him or her in trouble. But make no mistake−there are no moral decisions being made here. Instead, the child just wants to avoid punishment.

He or she doesn’t avoid the bad behavior because he or she realizes it is morally… uh, morally wrong.

OK, moving on… as you may have already guessed, the next stage is the conventional stage−conventional level. Most teenagers find themselves at this level, but it can also be seen in adults as well−I mean adults who don’t attain a higher level.

People at this stage start to take into account how their actions affect other people. Typically, their moral thought processes are greatly affected by society. In other words… hmm, how can I put this?

In other words, they’ll conform to the societal norms of what is thought to be right and wrong. Because society views certain things as moral or immoral, individuals begin to view them that way, also.

So, what differentiates them from those in the first level is they actually have an idea of right and wrong, independent of any qualms about punishment. But they haven’t quite made their own decisions about right and wrong yet.

So, next is the post-conventional phase. In this level, people will begin to develop their own sense of right and wrong.

So, basically, they no longer really consider what society thinks is right and wrong, and they definitely aren’t thinking about just punishment.

They just want to do something because they believe it’s the right thing to do.

They’ve internalized society’s ideals and made them their own, often changing societal rules in the process.

Does that make sense? Now, with this phase, people begin to see how right and wrong can change in different situations. Or maybe they see different reasons for doing the right thing.

Basically, right and wrong becomes subjective. Maybe an action is right in one situation, but not in another. I think we can all think of a situation where that would apply.

1) Listen again to part of the lecture. Then answer the question.

We’ll split them into three stages−uh, levels, really, of development.

Why does the professor say this: uh, levels, really.

2) Listen again to part of the lecture. Then answer the question.

And the child might avoid any action that will get him or her in trouble. But make no mistake−there are no moral decisions being made here.

Why does the professor say this: but make no mistake.

3) listen again to part of the lecture then answer the question.

Basically, right and wrong becomes subjective. Maybe an action is right in one situation, but not in another. I think we can all think of a situation where that would apply.

What does the professor mean when she says this:

I think we can all think of a situation where that would apply.