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Theory Paper 2-1111
Theory Paper 2-1111
Analysis
Kohlberghs theory of moral development explores how an individual
navigates moral reasoning in light of social norms and values. At the earlier
stages of Kohlbergs theory, individuals follow rules and expectations in order
to avoid punishment. In the later stages, the individual is able to uphold
agreements and moral obligations as mutually agreed upon systems that
protect the interest of all. Kohlbergs theory is important to student
development because it helps us see how students may manage conflict or a
moral dilemma. For example, student affairs educators in conduct can guide
students to adjust their actions.
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manifested when individuals are able to act in ways that integrate social
rules and obligations. Similarly, Parkss theory outlines cognitive
development as a progressive capacity to explore truth for oneself and
understand that ones own truth might not be the same as the truth of
others. By young adulthood, individuals recognize that they dont need to
conform to particular authorities and that knowledge and reality has multiple
dimensions. Individual behavior and actions during this time are shaped by a
rejection of authority and a serious exploration of varying alternatives.
For Bem, cognitive development occurs when a child comes to learn
and know about gender identities through what he or she observes in society
(Evans et al., 2010). Before a child is even aware of these external
influences, society assigns them a particular personality trait as fit with
conceptions of femaleness and maleness. An individuals actions and
behaviors must conform to what aligns with their category. For example,
Evans et. al explain that personality traits for women should be soft and
aggressive for men (2010) : The cognitive process predetermines what
will be perceived and then categorizes perceptions into existing categories of
girl/woman/female/feminine and boy/man/male/masculine (Evans et al.,
2010). These internalized perceptions determine whether an individual
behaves within their feminine or masculine categories.
Cognitive processes continue to shape moral, spiritual, and social
development in college. A second point of intersection for Bem, Kohlberg,
and Parks is cognitive development during a young adults time in college.
Parks argues that institutions of higher education need to provide mentoring
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communities so that young adults can interact and learn from diverse
perspectives (Evans et al.,2010). She further reasons that higher education
communities can inspire faith development by encouraging critical thinking
and reflection (Evans et al., 2010). Thus, mentoring communities facilitate
cognitive growth by providing opportunities for students to know and learn
from peers and mentors. For both Parks and Kohlberg, exposure to dilemma
or conflict is a key element that facilitates cognitive growth. In college,
students face a variety of challenges and dilemmas. Drawing on these
theories, educators would do well to ask how internalized processes of
gender, faith, and morality positively or negatively impact their students
ability to make choices during a time of conflict. One way this can be done
is through one-on-one conversations with students. Student affairs educators
can ask questions to better understand their students background and
assign them small tasks to help students build their capacity to solve
problems or navigate issues.
Critique
Unfortunately, none of the above theories factor in a students race. A
point to consider is whether Bems social/cultural context or Kohlbergs
morally just society plays out differently for minority students. Most notably,
Kohlberg and Parkss theories operate on the assumption that all individuals,
regardless of race, experience development and growth in the same way. In
this connection, a critique of Parks theory is its usefulness to students of
color. Evans et al. note that, As such, her theory may not be useful in
working with African American women, whose faith development process is
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References
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., Renn, K.A. (2010). Student
Development
in College: Theory, Research, and Practice. San Francisco: Jossey- Bass.