Carol Gilligan's levels of moral development show an interesting progression from egocentrism to a balance of recognition of both self and others when making moral decisions. Gilligan has this split up into three different levels of the progression, which I think mimic the progression for many people, including myself. This first level is individual survival, where people make decisions purely to benefit themselves, these decisions may be for survival, or simply made with a disregard for others. The second level is that of care and responsibility for others, where people can be seen as putting others needs before their own, almost exclusively. Finally the third stage, which Gilligan believes to be of the highest moral development is a balance of care for self and others; at this level people take both their needs and the needs of others into consideration when making decisions. I agree with Gilligan's levels in many regards. I agree with her assessment of what high morals looks like, however I do not believe people are just at one level. In my opinion the level of moral development people are at can fluctuate based on the day, or even the decision or situation. I also think it is possible for people to regress backwards in these stages of development, so making it to the final level does not mean you are always at that level, or will always remain there.
One of the roles that educators have it to help students develop morally. Kindergarten classes focus highly on teaching children to think of others, rather than just themselves, such as with sharing. This shows working to progress from the first to second level of Gilligan's moral development. Later on in schooling educators must continue to help students with their moral development, making sure they continue to think of others, as in discouraging bullying, but educators must also make sure students are aware of their own needs, and are addressing them as well. Adolescence is a crucial time where many students can lose their sense of self trying to fit in with a crowd. In classrooms and schools educators need to make sure that moral development is going towards recognition of both self and others, making sure everyone is considerate of each other, but also kind to themselves.
One of the roles that educators have it to help students develop morally. Kindergarten classes focus highly on teaching children to think of others, rather than just themselves, such as with sharing. This shows working to progress from the first to second level of Gilligan's moral development. Later on in schooling educators must continue to help students with their moral development, making sure they continue to think of others, as in discouraging bullying, but educators must also make sure students are aware of their own needs, and are addressing them as well. Adolescence is a crucial time where many students can lose their sense of self trying to fit in with a crowd. In classrooms and schools educators need to make sure that moral development is going towards recognition of both self and others, making sure everyone is considerate of each other, but also kind to themselves.
I like that you chose to discuss Gilligan in your post, I too agree that her stages represent a natural progression for most peoples moral development, but that we can fluctuate on the scale from decision to decision. Your inclusion of our role as future educators in shaping our students moral development is important. If we help students consider both themselves and others when they make decisions, hopefully we can ease difficult decisions and increase their decision making skills at the same time!
ReplyDeleteI really like when you mention the role of future educators in relation to Gilligan's theory. It is so important for students to develop moral standards, but it is even more important for them to maintain these standards in order to abide by them eternally. Educators should definitely pay attention to the way students treat themselves as well as the ones around them. Students engage in a world that is full of chain reactions and you never know exactly where that chain might start-- it could be with you!
ReplyDeleteYou summarize Gilligan well, but you also ask some great questions. What would you say to someone who says that school is not the place to teach morals development?
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