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THINKING THROUGH THEFT: A STUDY OF ADOLESCENT MORAL REASONING ON THE HEINZ DILEMMA
By Elizabeth Hinchley
The Questions
Are middle school students more likely, less likely, or as likely to be influenced by peer discussion as they are to be influenced by the teaching of the Catholic Church?
Through this, will middle school students increase their level of moral reasoning on Kohlberg’s stage theory of moral reasoning?
Lawrence Kohlberg (1927-1987)• Doctorate at the University of Chicago• Built off of Piaget’s work• 6 stages of moral development• Believed to have committed suicide
(Crain 157-158)
Theoretical Foundations
Terminology
Phenominalism Structure v. Content Constructivism
Inability to internalize higher stages “socially desirable effect”
Invariant & Universal Moral Judgments Justice Sociomoral Perspective(Colby 1-22)
Six Stages of Moral Development
Level 1: Preconventional Stage 1: Herteronomous
morality
Level 2: Conventional Stage 3: Relationships and
interpersonal expectations & conformity
Level 3: Postconventional Stage 5: Social contract or
utility and individual rights
Stage 2: Individualism, instrumental purpose, and exchange
Stage 4: Social system and conscience
Stage 6: Universal ethical principles
(Colby 18-19)
A Seventh Stage?
Stages 1-5: Justified by human social order
Stage 6 “requires” religious orientation “Stage 7”: Metaphor
Life’s meaning Ex: Marcus Aurelius
Agape- “ethic that presupposes justice principles”
(Kohlberg344-352)
Connection to my study
My Hypothesis
Are middle school students more likely, less likely, or as likely to be influenced by peer discussion as they are to be influenced by the teaching of the Catholic Church?
Students are less likely to be affected by peer discussion than by hearing the teaching of the Catholic Church.
Through this, will middle school students increase their level of moral reasoning on Kohlberg’s stage theory of moral reasoning?
Both factors will increase participants’ level of moral reasoning.
Setting & Participants
Convenient sample Sister & friends Eight participants
In-depth study Hinchley residence Two over-the-phone
Oral Interviews
Procedure
Heinz Dilemma 1st individual interviews Group discussion (2 groups of 3; 1 group of
2/3*) (Read Catholic Church response) 2nd individual interviews Over-the-phone participants
Two phones *Prior participant included
Software recording device
Heinz Dilemma
In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging the times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: 'No, I discovered the drug and I'm going to make money from it.' So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should the husband have done that? (Kohlberg, 1963, p. 19)" (Crain 159)
DataParticip
antGrou
p
Catholic (C)
Response (*)
1st WASPeer &
Catholic WAS
Peer WAS
Catholic
(isolated) WAS
Self-Identified Peer
& C*
M1 1 C* 1.33 2.10 (+0.77)
G1.94(+0.61)
G1.49(+0.16)
2 v. 1/2(+0.67 v. +0.17)
F2 1 (3) C* 2.76 2.92 (+0.16)
G2.84(+0.08)
G2.84(+0.08)
3 v. 3(+0.24)
F3 1 C 2.09 -- 3.03 (+0.94)
-- 4(+1.91*)
M4 2 C* 1.86 2.73 (+0.87)
G1.96(+0.10)
G2.63(+0.77)
2 v. 3(+0.14 v. +1.14)
F5 2 - 2.61 -- 2.83 (+0.22)
-- n/a
F6 2 C 2.44 -- 2.85 (+0.41)
-- 3(+0.56)
M7 3 C 1.63 -- 2.15(+0.52)
-- n/a
F8 3 - 2.63 -- 2.74 (+0.11)
-- 3(+0.37)
WAS Comparison
M1 F2 F3 M4 F5 F6 M7 F8Average0
0.5
1
1.5
2
2.5
3
3.5
1st WAS2nd WAS
Isolated Increases
M1* F2* F3* M4* F5 F6 M7 F80
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
PeerSelf-Identified PeerCatholic GuessSelf-Identified Catholic
Evidence of Stages-Life
Level 1: Preconventional Stage 1: n/a
Level 2: Conventional Stage 3: “Because it’s his wife,
and he really loves her, and he’s very close to her, and so he’s probably do anything he can to protect her” (1_F3)
Level 3: Postconventional Stage 5: not substantial evidence
– only a split guess score
Stage 2: “She was going to die” (1_F5)
Stage 4: “A life is more important than money, which in this case it was about money versus a life, and it should not be about money; it should be about somebody saving somebody else’s life” (1_F2)
Stage 6: n/a
(Colby 18-19)
Evidence of Stages-Law
Level 1: Preconventional Stage 1: “Because, well, I mean,
it’s the law” (1_F3)
Level 2: Conventional Stage 3: “Because laws are there
to keep people safe, and like to help keep order, and they should always try to obey the law” (1_F2)
Level 3: Postconventional Stage 5: n/a (Though may have
been evident in the group discussion)
Stage 2: “It’s still not right to steal it from the man who discovered it because…he should have the right to sell it for however much he wants” (1_F8)
Stage 4: “One of the foundations of our society is to help one another to progress and by stealing from somebody, you just hurt the bridge of like friendship or just human interaction” (2_M4)
Stage 6: n/a
(Colby 18-19)
Data
1st Interview-Low
Stage 1Stage 2
1st Interview-High Stage 1
Stage 2Stage 3Stage 4
2nd Interview-Low
Stage 1Stage 2
2nd Interview-High
Stage 1 Stage 2Stage 3 Stage 4Stage 5
Analysis
WAS Increases: C* Participants (+0.60) > Non-C*
Participants (+0.44) For C* Participants:
isolated C* (+0.34) > isolated peer (+0.26)
Self-IdentifiedChurch
Response Peer
C* (3) +0.52 > +0.35
Non-C* (3) weighted -- = +0.52
w/o F3 -- > +0.47
un-weighted
-- < +0.95
All (6) weighted -- > +0.45
w/0 F3 -- > +0.40
un-weighted -- < +0.65
Which means…
…students are less likely to be influenced by peer discussion than by hearing the Catholic Church response.
…peer discussion and hearing the Catholic Church response both increase the participant’s stage score.
Limitations
Sample size Group 3
F3 Phone/static
Likelihood of dilemma Did not consider student responses from
group discussion as part of scoring Potential higher reasoning Not guided like interview process
Percent error of self-identified v. actual
New Questions
What would be the increase in WAS if the Catholic Church response was actually isolated?
What would increases in WAS be for a larger sample population? Or for a more varied sample population?
What would be the long-term affect of peer discussions or Catholic Church teaching?
Bibliography
Colby, Anne, and Lawrence Kohlberg. The Measurement of Moral Judgment: Vol. 1. Cambridge: Cambridge UP, 2010. Print.
Colby, Anne, and Lawrence Kohlberg. The Measurement of Moral Judgment: Vol. 2, Standard Issue Scoring Manual. Cambridge: Cambridge UP, 2010. 4-100. Print.
Crain, William C. "Kohlberg's Stages of Moral Development." Theories of Development: Concepts and Applications. Boston, MA: Prentice Hall, 2011. Print.
Kohlberg, Lawrence. Essays on Moral Development: Vol. 1. The Philosophy of Moral Development. New York: Harper & Row, 1981. Print.