Running head: Observation Applying Concepts from Student Development Theories

Lawrence Kohlbergs Stages of Moral Development Theory and Jean Piagets Stages of
Cognitive Development Theory
Denise Stewart
Georgia Southern
Dr. D. Dionne Bates-Brown, Ph.D.
Contemporary Student 7132
October 14, 2013

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The newly renovated Student Center Building on Atlanta Metropolitan State College
(AMSC) campus is kind of the central location for students to meet. It houses the Student
Outreach and Access department, the campus cafeteria, a pool hall and game room, a television
lounge, computer stations, the campus book store, meeting and conference rooms, a theatre and
the Student Activities department. I had the opportunity to watch and observe students going to
class, meeting friends, eating, lounging, waiting for their next class, studying, and working on
the computers. I was afforded the opportunity to sit and evaluate the Talk with the Dean of
Students Luncheon. The Dean of Students invited students to lunch to share their ideas,
concerns and comments about Atlanta Metropolitan State College. During the luncheon I
observed and was able to identify and apply concepts from the Lawrence Kohlbergs Stages of
Moral Development Theory and Jean Piagets Stages of Cognitive Development Theory.
There were traditional, non-traditional, freshman and upper classman at the luncheon.
They all seemed to be familiar with the campus culture and the mission of the college. There
were numerous comments made about the student activity budget and how the money should be
spent. One student thought it would be right to take the money from student activity fees fund a
rap concert that would benefit the student and not necessarily the entire campus. This students
egocentric behavior is an example of heteronomous morality which is the first stage in the preconventional level. Piaget postulates that heteronomous morality is the first stage of moral
development which occurs at 4 to 7 years old. (Piaget, 1932) Although pre-conventional level of
moral reasoning is common in children, adults can also exhibit this level of reasoning. (Colby &
Kohlberg) The students recommendation demonstrated a lack of ability to recognize that others
may have a different point of view.

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Another student agreed it would be great to have a concert funded by the student activity
fee. The student suggested conducting a survey asking the student body their opinion on any
future artist to perform. This student is in stage two of the pre-conventional level which is the
individualistic instrumental morality. The student recognizes considering the needs and concerns
of the entire student body and not just one person. According to Kohlberg (1986), the right action
is that which instrumentally satisfies one's own needs and occasionally the needs of others." The
mere suggestion of a survey which includes the entire student body increases the likelihood of
the college hosting a concert using funds from the student activity fees. "Human relations are
viewed in terms like those of the marketplace; elements of fairness, reciprocity and equal sharing
are present, but they are always interpreted in a physical or pragmatic way. Reciprocity is a
matter of 'you scratch my back and I'll scratch yours,' not of loyalty, gratitude or justice." (Duska,
R. and Whelan, M., 1975). Basically the student decided to give a little by not specifying the
genre of the concert, in trade the student would get a little which is broadening the chances of a
music concert.
Two of the students raised the issue of that their club is always looked upon in an
unscrupulous manner by other clubs and organizations because of a misfortunate incident that
occurred in the past that involved one of their club members. The students bragged that their club
members maintain high GPAs, have increased their community service, participated in campuswide programs, and hold leadership positions on campus. The two students concern centers on
maintaining a good person image and is constantly seeking the approval of others. The two
students appear to be in level two, the conventional level at stage three. Kohlberg felt that about
four percent of the populations remain stuck in the pre-conventional/moral stages for one
reason or another, often because of lack of examples through which to grow. (1986)

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Another student stated that its great that the Dean of Students took the time to have a
casual luncheon to hear students ideas, concerns and comments about AMSC. Unfortunately the
Dean of Students cant make any decision on how student activities funds can be spent. It would
be a direct violation of the colleges current policy. To date the policy states clubs and
organizations seeking funds have to draft proposals, submit them to the Student Activities
director, who in turn shares the proposals with the Vice President. Ultimately the Director of
Student Activities and the Vice President makes the final decision. The student is expressing they
should follow the rules and it is important to obey the current policy. This is an example of stage
four law and order under the conventional level. The student expressed while the luncheon
activity is a great way to open communication between the students and administrators, any
additional meetings should be with administrators with authority to take action on the issues
discussed.
Kohlberg theorized that only twenty percent of the population would rise above the Law
& Order stage. (1986) I didnt observe any students rising to the post-conventional level which
includes stage five social contract and stage six ethical principles. The luncheon concluded
with the students writing their concerns on paper so that the proper administrators would be able
to address them.

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Reference
Colby, A. & Kohlberg, L. (1987). The Measurement of Moral Judgment Vol. 2: Standard Issue
Scoring Manual. Cambridge University Press
Duska, R. & Whelan, M. (1975). Moral Development: A Guide to Piaget and Kohlberg. NY:
Paulist Press. Palac C. (1995)
Kohlberg, L. (1986). The Philosophy of Moral Development, Harper and Row, San Francisco
Piaget, J. (1932). The Moral Judgment of the Child. New York: Harcourt Brace Jovanovich.