DEVELOPME

NT THEORY
 COGNITIVE
DEVELOPMENT
THEORY
A desire of student to seek, patience
to doubt, fondness to meditate,
slowness to assert, readiness to
consider, carefulness to dispose and
set in order; and hatred for every kind
of imposture.
Help the students the intellectually
disciplined process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to belief and
action
self-guided, self-disciplined thinking
which attempts to reason at the
highest level of quality in a fair-
minded way
the mental processes, strategies, and
representations people use to solve
problems, make decisions, and learn
new concepts
the propensity and skill to engage in
an activity with reflective skepticism
skillful, responsible thinking that
facilitates good judgment
seeing both sides of an issue, being open to
new evidence that disconfirms your ideas,
reasoning dispassionately, demanding that
claims be backed by evidence, deducing and
inferring conclusions from available facts,
solving problems
 MORAL
DEVELOPMENT
THEORY
Students at stage one behave
appropriately to avoid punishment.
Stage two students behave to earn
rewards.
Stage three students start thinking
about other people and caring about
their expectations.