THEORIES OF PEDAGOGY
I come to give you the reader a sense of the educational theories seeing them as utopias that will be analyzed by economic , philosophical , and potential causal dimensions and because Brazil has one of the worst school in the world that have historically been made by many writers who were not educators and mode as schools were established in the colonies of exploitation and European metropolises and colonies of settlement .
The definitions of learning utopian se gostares pode contribuir comigo neste trabalho que te ajudou e só mandar um email, obrigado
According to some scholars , learning is an integrated process that causes a qualitative transformation in mind that learning structure. This transformation occurs through changes in behavior of an individual, either by operant conditioning experience or both , of a fairly permanent basis . Information can be absorbed through teaching techniques or even by simply purchasing habits . The act or willingness to learn is an essential feature of the human psyche , because this has only intentional character, or the intent to learn , dynamic , by always changing and searching for information for learning ; creator, to seek out new methods for the improves learning itself , for example, by trial and error.
Another concept learning is a relatively durable change in behavior, a more or less systematic way , or not , acquired by experience , motivated by observation and practice.
The human being is born potentially inclined to learn , requiring external and internal (motivation , need ) for learning stimuli . There are lessons that can be considered natural-born , as the act of learning to talk , to walk , requiring that he pass the physical , psychological and social maturation . In most cases the learning takes place in the social environment and time in which the individual lives , their behavior changes , usually by these factors , and genetic predispositions .
According to the behaviorist learning is an acquisition of behaviors through relationships between environment and behavior occurring in a history of contingencies , establishing a functional relationship between environment and behavior . Environment : Behavior → Reinforcement .
Its main characteristics are :
• The individual is seen as active in the whole process .
• Learning is synonymous with learned behavior .
• Reinforcement is a major driver of learning .
• Learning is seen as a model of behavior.
In some cognitive approaches , it is assumed that man can not be considered to be a liability . Emphasizes the importance of mental processes in the learning process , in how one perceives , selects , organizes and assigns meanings to objects and events .
It is a dynamic process , centered on cognitive processes, we have :
INDIVIDUAL INFORMATION → → → CODING recoding → → LEARNING PROCESS .
From a humanistic perspective there is an appreciation of human potential assuming it as a starting point for understanding the learning process. Believes that people can control their own destiny , have freedom to act and that their behavior is a consequence of human choice . The principles underlying this approach are self-observation and the value of experience in the learning process . They took care to make meaningful learning , emphasizing understanding over memorization taking into account the characteristics of the subject , their previous experiences and their motivations .
The individual is seen as responsible for deciding what they want to learn . Learning is seen as something spontaneous and mysterious .
A social approach , people learn by observing others within the social context. In this approach learning is due to the complementary nature of the person with others , being irrelevant biological conditions . The human being is born as a ' tabula rasa ' , being shaped by contact with society .
THEORY . KOHLBERG
Lawrence Kohlberg ( New York , October 25 Boston - de1927 , de1987 January 19 ) , was a psicólogoestadunidense born in Bronxville , New York was a professor at the University of Chicago and Harvard University . Specialized in research on moral education and reasoning , being best known for his theory of levels of moral development . Much influenced by the theory of cognitive development : Jean Piaget , Kohlberg 's work reflected and developed the ideas of its predecessor while creating a new field in psychology : " moral development " .
Still in 1971 , he contracted a tropical parasite in Belize while doing a cross-cultural work. As a result , he battled depression and physical pain for the rest of his life . On January 19, 1987 he asked for a day 's high of Massachusetts where he was receiving treatment hospital, drove to Boston Harbor , parked his car in a no through road and plunged into the sea. Having apparently committed suicide , died at the age of 59 .
In an empirical study by Haggbloom using six criteria such as citations and recognition , Kohlberg was considered the most famous psychologist thirtieth of the twentieth century .
Among its main successors are Elliot Turiel and James Rest , which gave the prosecutions Kohlberg research with relevant contributions
Theory of Moral Development
The theory of moral development is the best known of Kohlberg . His theory , like Piaget , is universalist . Not affirms the universality of the rules , but the structures that allow the implementation of standards in specific contexts and provide criteria for moral judgment. Believes that through a maturational and interactive way, all human beings have the ability to reach full moral competence , as measured by the paradigm of autonomous morality, or , as he prefers to Kohlberg , the post- conventional morality .
The six stages of Kohlberg can be generally grouped into three levels of two stages each : pre - conventional , conventional and post-conventional .
Following the requirements of a constructionist Piaget's stage model , as set out in his theory of cognitive development , it is extremely rare to regress in stages - we lose the capacity to higher stages . You can not skip stages, each one provides a more comprehensive and differentiated new and necessary perspective of their predecessors but integrated with them . The stages do not advance in "bloc " , the person may be at a certain stage in one area, and another stage in another area . His theory is dynamic , not just static . Potentially , every individual is capable of transcending cultural values that has been socialized , it incorporates not only passively . With this, the culture itself can be modified .
We lay Kohlberg 's theory as follows:
Level 1 ( Pre - Conventional)
1. Guidance " punishment obedience "
( How can I avoid punishment ? )
2 . Self-interest orientation ( or "instrumental hedonism " )
( What's in it for me ? )
Level 2 ( Conventional)
3 . Interpersonal accord and conformity
( Social norms )
( Guidance " good guy " / " good girl " )
4 . Guidance " maintaining social order and authority "
( Morality " Law and Order " )
Level 3 ( Post- Conventional)
5 . Guidance " Social Contract "
6 . Universal ethical principles
( Principiada Consciousness )
Pre - Conventional Level
The Pre - Conventional level of moral reasoning is especially common in children , although adults can also exhibit this level of reasoning . At this level , the judgment of the morality of action is based on its direct consequences . The pre - conventional level consists only of the first and second stages of moral development , and is only concerned with being a egocentric own way . Someone with a pre - conventional morality has not yet adopted or internalized the conventions of society about what is right or wrong , but instead focuses largely on external consequences that certain actions may have.
Stage 1 is the punishment and obedience . At this stage , morality for the child is to literally observe the rules , obeying authority and avoiding punishment. For example , an action is seen as wrong just because the one who committed it was punished . "The last time I did such a thing , I got , so do not do it again ." How much worse punishment , is seen worst act . The view is egocentric , the actor does not distinguish between their interests and those of others , that the point of view of others may be different than yours. There is a deference to those seen as higher power or prestige.
Stage 2 is where the person is driven only by self-interest . Moral behavior is to follow the rule at the immediate interest of the actor , and recognize that others also have their own interests , which may justify an exchange between actors , integrating mutual interests , but only to the extent that it serves to interests of the actor himself . The view thus includes other individuals , an instrumental base occurring some decentering , although minimal . Respect for others is not based on loyalty and mutual respect , but in the sense of "one hand washes the other ." The lack of perspective of stage 2 can not be confused with stage 5 , because here all actions have the purpose of serving their own interests or needs of the individual .
conventional level
The conventional level of moral reasoning is typical of adolescents and adults . Those who argue in a conventional way judge the morality of actions by comparing them with the world views and expectations of society . Conventional morality is characterized by an acceptance of social conventions about right and wrong . At this level an individual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid mode , however, the appropriateness of the application of a rule or justice it is sometimes (few ) questioned.
Stage 3 is the mutual interpersonal expectations , and conformism , in which being enters society by filling social roles ( identity papers ) . The correct is to meet the expectations of reference persons , to be the "good guy " in the role of son, brother or friend , having been taught that there is an inherent value to such behavior . The view includes the perspectives of others and shared feelings , which take precedence over individual interests . The argument of stage 3 can judge the morality of an action valuing its consequences in terms of relationships of a person , which is now starting to include things like respect, gratitude , and the "golden rule " . Desire to maintain rules and authority exists only to maintain these social roles . The intentions of actions play a more significant role in the argument at this stage , " they have good intentions ... " .
Stage 4 is where the person moves based on obedience to authority and social order . It is wise to do your duty in society to preserve social order and maintain the welfare of society or group . The point of view is the system or the social group as a whole and considers the individual interests among this box wider reference. Moral reasoning in stage four is beyond the need for individual approval appears in stage three ; society must learn to transcend individual needs . An ideal (or ideal ) center often prescribe what is right or wrong , as in the case of foundationalism . If a person violates a law , perhaps everyone can - so there is an obligation and a duty to maintain law and rules . The most active members of society remain at stage four , where morality is predominantly dictated by an external force .
Post-conventional level
The post- conventional level , also known as " principled level," consists of five six stages of moral development . There is a growing realization that individuals are separate entities from society , and the individual's own perspective may take precedence over the view of society , they can disobey rules inconsistent with universal principles that can be justified . These people live according to their own abstract principles about right and wrong - principles that typically include basic human rights . Because of this level put the " nature of being ahead of others ," the behavior of post- conventional individuals , especially those at stage six , can be confused with those in the pre - conventional level . People who exhibit postconventional morality see the rules as necessary and as changeable mechanisms - ideally rules can help keep the general social order and protect human rights . The unspoken rules are absolutes that must be obeyed without question , and may be disobeyed or modified based on universal justifications .
Stage 5 is the pre-existing rights and the social contract or utility . The world view of who is at this stage is that in the world there are people of different opinions , rights , and values . The correct is to support the rights , values and legal contracts of a society , even when they are in conflict with the concrete rules of the group . Laws are regarded as social contracts rather than rigid commandment. Those that do not promote the general welfare should be modified as necessary to suit the " highest good for the greatest number of people." This is achieved through majority decision , and inevitable compromise . Many of the acts of a democratic government are based on stage five .
Stage 6 is the universal ethical principles. Laws and social agreements are valid only to the extent arising from such principles. Thus , when the law violates these principles , we must act in accordance with them . The principles in question are those of equality of human beings and respect for their dignity as individuals , considered as ends and not as means , as in the philosophy of Immanuel Kant . There is an ability to imagine themselves in the place of outro.O view is universal , transcending groups and private companies , and is based on a valid for all of which derive concrete arrangements and institutions ethics. The rights are not formally written necessary because social contracts are not essential for deontic moral action . The individual acts because it is the right thing to do , not because such action is instrumental, expected , cool , or has been previously agreed . For Kohlberg , few people reach this stage .
Contributions from other authors
In addition to the outstanding contributions of Elliot Turiel and James Rest , research Kohlberg also won an important continuity in Jürgen Habermas .
Habermas has formulated a seventh stage of development in the article " Development of Moral Identity and the Self ," published in the book " To the Reconstruction of Historical Materialism " ( original German title : " Zur Rekonstruktion des Historischen Materialismus " ) . For Habermas , it is only at the level of a universal ethics of language that become objects of practical discourse also the interpretation of privations , ie , what each individual believes that should be understood and affirmed as their "real " interesses.1
However , the development of mental levels 3 - intelligence , affection and morality, is not automatic because it requires the intermediation of cultural agents - parents , teachers , adults in general and in the competitive world is influenced by all , it is up to the teacher part , he is not the savior nor the individual.
Are the set of cultural agents ie morally , education begins in heteronomy , that moral rules are introjetas without criticism until the person can reach the typical range of maturity ie it is able to decide for yourself and even better it just depends teacher may even have a lot of techniques and equipment to student morale
do not want autonomy and reaction against the resolution of problems and there is no way he compete in this competitive and unequal world .
As said above cultural operators in case the school today with his theories have always been attached to a guideline established by the State , the great standoff between heteronomy and autonomy occurs in adolescence , a period in which the contradictions , abandoning infant characteristics , the individual not yet assumed the obligations and responsibilities of adulthood . And in this the teacher has a small part in its formation.
Brazil it is devalued by cultural operators , adult fathers in general , you can apply any theory of Piaget , Kohlberg , ie today , the teacher remains only decrease egocentrism because parents and the state mostly are not morally mature than education is truth and instead assist children in the process with their dogmas do not accept the theories of the teacher, because most of them according Kohlberg teachers to assist in the task of teaching and applying their projects are still parents in conventional level , " school is only good if the son is doing well and taking great notes, and, if it is not the fault of the teacher, " typically childish school in the state is there and takes the teachers here and the fear of not making mistakes are among the cross and sword.
" I only do what to whom good and evil makes me who makes me ill , so it remains in the stage two swap agreements and Kohlberg , is a life of freedom she's a good teacher or a good girl
whereby we must be good because like the other ones that act the same way if you were in our place is the recognition of others with rules , roles and laws that guarantee their operation in view the welfare of society or groups and a state that centralizes all
the student passes effortlessly in said Continuing Progression or false constructivism Minimum Effort .
The teacher can do everything you compete with computers and all the technology with the greatest resources of good intentions .
The role to develop the personality under Kohlberg 's post- convecional level the teacher should try and understand the conflict between the rules and the system social contract that calls for obedience to the rules and laws . but there is a huge variety of values and opinions and that there is often irreconcilable conflicts mm between legal and moral ( has a saying today that the teacher pretends to teach and student pretends to learn ) .
Example : if a teacher is an atheist and he is speaking , a good majority of " believers " nor felt more empathy in their classes because it goes contrary to the rules of the collective thought of the same
But in the sixth stage of Kohlberg 's moral behaviors are regulated by PRINCIPLES .
The values of independent groups or persons who hold because universsais and rational principles of justice : the equality of human rights , respect for the dignity of persons , knowledge that they are ends in themselves and need to be treated as such . This is not to reject laws or contracts , but to recognize that they are valid BECAUSE rely on principles .
And the Brazilian people are , in their majority, are still at the stage of the child or the conventional level or the pre - conditional level , the child obeys to avoid punishment given by the authority or to deserve reward, is an egocentric point of view and the State with its elites try to facilitate their utopian guidelines today is not the punishment of reprobates
They ensure the operation of the principles of inequality inefficient capitalism , I am not talking about socialist education , this is more a utopia where the teacher tries to say as savior, I'm talking about the inefficient capitalism that is based that at least one is within their projects different the best to drive and how we exploited the system of unequal
the teacher , but not all , is still what has the human rights principles
He who wants to change and are not the majority , rise from their utopian Truths and try to give a direction to a more just society and it is in this field that the teacher should act rise above their utopias of their prejudices breaking rules level pre - convecional and conventional .
PRE - CONVECIONAL the child slowly enters the world of standards . in the second he recognizes the Valr identification with the other people, it is reflected in another if his house is a mess and their parents and society and possibly a mess they will then enter the teacher's role , but he is not the savior homeland , he tries to elevate the post- convecional level in " civil disobedience " towards a society more joust can only at present only a few
because most people are on pre - convecionale manipulated by utopias that talk and talk
today that few want to be teachers and many give up to be . It is hard today to be a teacher in Brazil .
The question we try to answer in this theory I'm going through is really wants the student advocate , engineer , scientist, or if he wants to be a baker , player , refrigeration technician ,
and other dealer that has nothing to do with serial and prison training ( panótica ) and many teachers are throwing the towel is the class that suffers most from stress , imagine the teacher to take care of all different 400 students and parents who are still in the pre -convention .
I think therefore I am of Renee Descartes , is that women do not want to be just a housewife and the guy just wants to be simply a mecênico and is being or may be a dupe of affections and passions sad
and the person would become its owner , as social agents want ?
According to Spinoza " good passions allow human development facilitate the meeting of people and provide joy , what we see today and saw in Brazil not bring joy , where there are several negative and positive instincts and passions to Freud " the malaise of civilization is the aggressive and selfish to the point of being self-destructive forces and jeopardize the happiness "
15 year old is approved and will study medicine in Ceará
An unusual fact in Ceará . A 15 year old , who made the National High School Exam 2012 was approved for the busiest travel , Federal University of Ceará ( UFC ) , that of medicine. This week , James Scott received the approval of the Board of Education of Ceará and will be able to do the course , skipping the second and third years of high school .
Registration for the Enem was just to gain experience , as he himself says. But hitting 153 of 180 questions and 900 of the thousand points in writing the put in advantage. And then the next step was to risk the Unified Selection System ( Sisu ) . The desired course : Medicine in the UFC , in the city of Sobral campus , 250 km from Fortaleza .
To enter , he competed with over 4000 competitors the 70 vacancies course . In the result , came in 54th . To get the position , James has always had the studies in the first place , since it is decided by medicine. For him, time helped create the habit and enjoyment for the studies .
PERMISSION - For James could study medicine while still in the first year of high school , it was necessary that the Board of Education of Ceará this endorsement . For this, James underwent further evidence : in two days , he did two exams that brought the materials issues that united the three years of high school.
The test was developed by the college where James studied . The responses were analyzed by a team of teachers and professors , who submitted the result to the Council , which approved it . Now is waiting for confirmation of registration by the University of James when he begins to learn the lessons of the new course .
The ERRORS OF SOCIAL AGENTS
Brazilian education has been copied and adapted the classic utopian made with the student throughout his life has ideas , especially in public schools , because they are not prepared to be a student percepts .
Student Percepts is defined by psychology as those who manage the processes of learning and acquiring knowledge through perception . Which is the set of mental processes used in thinking and perception , also in the classification, recognition and understanding for trial by reasoning for learning systems and solutions for certain problems . In a simpler way , we can say that cognition is the way the brain perceives , learns , remembers and thinks about all information captured through the five senses .
But the knowledge would make him a better adaptation to the environment - is also a conversion engine that is exposed to our way of being built , and thus improving the collective consciousness . It is a process by which humans interact with their peers and with the environment they live in without losing their existential identity.
It begins with the capture of the senses and then immediately occurs to perception. It is therefore a process of knowledge , which is material information from the environment we live in and what is already registered in our memory .
Mental processes that underlie behavior . It is one of the disciplines of cognitive science and one of them is neurolinguistic verses domains , examining questions about memory, attention, perception , knowledge representation , reasoning, creativity and problem solving .
In the twentieth century , cognitive psychology received a major boost through studies on artificial intelligence, allowing relate and compare to some extent , human or animal information processing with electronic processes , such as the computer .
Today , percepts need freedom of behavior and a click for it tames a new world and that is how I will propose the Cognitive Theory that gave Deterministic take - the mimetic .
Cognitive thoughts goes neurolinguisticamente the formation of personality eg hatred, bitterness fits the thirteen personality traits that suggest steps below and do not need to develop cognition , it is innate in the collective consciousness of society it is born , it is no use for teaching stages as Piaget , Wallon , or grading that both UNESCO promotes , finding that the statistical and the school to the university we have developed countries , knavery , stop being hypocrites , kill this myth .
The example above is characteristic of percepts students , but nevertheless the social environment in which it is deterministic is therefore to have more percepts students are required to understand the conscious and unconscious of a society and collective thinking when one takes into account the transition age limits as Piaget and Wallon , decreases the chances of being.
But it may be that a young twelve year old does not want to be a doctor , but simply a truck driver , a fisherman and he got to study things that do not FARAM sense to them and make them happy.
No need to be polite to a future in which not sure if it will be a doctor or literate , therefore , to be happy you must have university? Follow guidelines centralized , his fitness should be today , what he wants , if they have 12 years and want to be a mechanic , but has no economic condition , and there are abundant resources in Brazil , about £ 749 ( actual ) and only reaches 220 for students in schools because it does not pass directly to this percept student who wants to be a mechanic would rather an education without manipulation so that we saw over the century .
Vygotsky
The starting point for this analysis is the Vygotskian view that verbal thought is not a form of natural and innate behavior, but is determined by a historical- cultural process and has specific properties and laws that can not be found in natural forms of thought and speech. Once admitted to the historic character of verbal thought , we should consider it subject to all assumptions of historical materialism , which are valid for any historical phenomenon in human society ( Vygotsky , 1993 p . 44 ) .
The thought being subject to historical interference to which the individual is subjected , it is understood that the acquisition of spelling , literacy and autonomous use of written language are the result not only of the educational process of teaching and learning itself , but the underlying this relationship . It is the dialectic that many of the utopian socialist thinkers applied in public school .
Vygotsky also said that the thought itself is generated by motivation , ie , by our desires and needs , our interests and emotions . Behind every thought there is an affective volitional tendency . A full and true understanding of the thinking of others is possible only when we understand its affective volitional basis ( Vygotsky , 1991 p . 101 ) .
I come to give you the reader a sense of the educational theories seeing them as utopias that will be analyzed by economic , philosophical , and potential causal dimensions and because Brazil has one of the worst school in the world that have historically been made by many writers who were not educators and mode as schools were established in the colonies of exploitation and European metropolises and colonies of settlement .
The definitions of learning utopian se gostares pode contribuir comigo neste trabalho que te ajudou e só mandar um email, obrigado
According to some scholars , learning is an integrated process that causes a qualitative transformation in mind that learning structure. This transformation occurs through changes in behavior of an individual, either by operant conditioning experience or both , of a fairly permanent basis . Information can be absorbed through teaching techniques or even by simply purchasing habits . The act or willingness to learn is an essential feature of the human psyche , because this has only intentional character, or the intent to learn , dynamic , by always changing and searching for information for learning ; creator, to seek out new methods for the improves learning itself , for example, by trial and error.
Another concept learning is a relatively durable change in behavior, a more or less systematic way , or not , acquired by experience , motivated by observation and practice.
The human being is born potentially inclined to learn , requiring external and internal (motivation , need ) for learning stimuli . There are lessons that can be considered natural-born , as the act of learning to talk , to walk , requiring that he pass the physical , psychological and social maturation . In most cases the learning takes place in the social environment and time in which the individual lives , their behavior changes , usually by these factors , and genetic predispositions .
According to the behaviorist learning is an acquisition of behaviors through relationships between environment and behavior occurring in a history of contingencies , establishing a functional relationship between environment and behavior . Environment : Behavior → Reinforcement .
Its main characteristics are :
• The individual is seen as active in the whole process .
• Learning is synonymous with learned behavior .
• Reinforcement is a major driver of learning .
• Learning is seen as a model of behavior.
In some cognitive approaches , it is assumed that man can not be considered to be a liability . Emphasizes the importance of mental processes in the learning process , in how one perceives , selects , organizes and assigns meanings to objects and events .
It is a dynamic process , centered on cognitive processes, we have :
INDIVIDUAL INFORMATION → → → CODING recoding → → LEARNING PROCESS .
From a humanistic perspective there is an appreciation of human potential assuming it as a starting point for understanding the learning process. Believes that people can control their own destiny , have freedom to act and that their behavior is a consequence of human choice . The principles underlying this approach are self-observation and the value of experience in the learning process . They took care to make meaningful learning , emphasizing understanding over memorization taking into account the characteristics of the subject , their previous experiences and their motivations .
The individual is seen as responsible for deciding what they want to learn . Learning is seen as something spontaneous and mysterious .
A social approach , people learn by observing others within the social context. In this approach learning is due to the complementary nature of the person with others , being irrelevant biological conditions . The human being is born as a ' tabula rasa ' , being shaped by contact with society .
THEORY . KOHLBERG
Lawrence Kohlberg ( New York , October 25 Boston - de1927 , de1987 January 19 ) , was a psicólogoestadunidense born in Bronxville , New York was a professor at the University of Chicago and Harvard University . Specialized in research on moral education and reasoning , being best known for his theory of levels of moral development . Much influenced by the theory of cognitive development : Jean Piaget , Kohlberg 's work reflected and developed the ideas of its predecessor while creating a new field in psychology : " moral development " .
Still in 1971 , he contracted a tropical parasite in Belize while doing a cross-cultural work. As a result , he battled depression and physical pain for the rest of his life . On January 19, 1987 he asked for a day 's high of Massachusetts where he was receiving treatment hospital, drove to Boston Harbor , parked his car in a no through road and plunged into the sea. Having apparently committed suicide , died at the age of 59 .
In an empirical study by Haggbloom using six criteria such as citations and recognition , Kohlberg was considered the most famous psychologist thirtieth of the twentieth century .
Among its main successors are Elliot Turiel and James Rest , which gave the prosecutions Kohlberg research with relevant contributions
Theory of Moral Development
The theory of moral development is the best known of Kohlberg . His theory , like Piaget , is universalist . Not affirms the universality of the rules , but the structures that allow the implementation of standards in specific contexts and provide criteria for moral judgment. Believes that through a maturational and interactive way, all human beings have the ability to reach full moral competence , as measured by the paradigm of autonomous morality, or , as he prefers to Kohlberg , the post- conventional morality .
The six stages of Kohlberg can be generally grouped into three levels of two stages each : pre - conventional , conventional and post-conventional .
Following the requirements of a constructionist Piaget's stage model , as set out in his theory of cognitive development , it is extremely rare to regress in stages - we lose the capacity to higher stages . You can not skip stages, each one provides a more comprehensive and differentiated new and necessary perspective of their predecessors but integrated with them . The stages do not advance in "bloc " , the person may be at a certain stage in one area, and another stage in another area . His theory is dynamic , not just static . Potentially , every individual is capable of transcending cultural values that has been socialized , it incorporates not only passively . With this, the culture itself can be modified .
We lay Kohlberg 's theory as follows:
Level 1 ( Pre - Conventional)
1. Guidance " punishment obedience "
( How can I avoid punishment ? )
2 . Self-interest orientation ( or "instrumental hedonism " )
( What's in it for me ? )
Level 2 ( Conventional)
3 . Interpersonal accord and conformity
( Social norms )
( Guidance " good guy " / " good girl " )
4 . Guidance " maintaining social order and authority "
( Morality " Law and Order " )
Level 3 ( Post- Conventional)
5 . Guidance " Social Contract "
6 . Universal ethical principles
( Principiada Consciousness )
Pre - Conventional Level
The Pre - Conventional level of moral reasoning is especially common in children , although adults can also exhibit this level of reasoning . At this level , the judgment of the morality of action is based on its direct consequences . The pre - conventional level consists only of the first and second stages of moral development , and is only concerned with being a egocentric own way . Someone with a pre - conventional morality has not yet adopted or internalized the conventions of society about what is right or wrong , but instead focuses largely on external consequences that certain actions may have.
Stage 1 is the punishment and obedience . At this stage , morality for the child is to literally observe the rules , obeying authority and avoiding punishment. For example , an action is seen as wrong just because the one who committed it was punished . "The last time I did such a thing , I got , so do not do it again ." How much worse punishment , is seen worst act . The view is egocentric , the actor does not distinguish between their interests and those of others , that the point of view of others may be different than yours. There is a deference to those seen as higher power or prestige.
Stage 2 is where the person is driven only by self-interest . Moral behavior is to follow the rule at the immediate interest of the actor , and recognize that others also have their own interests , which may justify an exchange between actors , integrating mutual interests , but only to the extent that it serves to interests of the actor himself . The view thus includes other individuals , an instrumental base occurring some decentering , although minimal . Respect for others is not based on loyalty and mutual respect , but in the sense of "one hand washes the other ." The lack of perspective of stage 2 can not be confused with stage 5 , because here all actions have the purpose of serving their own interests or needs of the individual .
conventional level
The conventional level of moral reasoning is typical of adolescents and adults . Those who argue in a conventional way judge the morality of actions by comparing them with the world views and expectations of society . Conventional morality is characterized by an acceptance of social conventions about right and wrong . At this level an individual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid mode , however, the appropriateness of the application of a rule or justice it is sometimes (few ) questioned.
Stage 3 is the mutual interpersonal expectations , and conformism , in which being enters society by filling social roles ( identity papers ) . The correct is to meet the expectations of reference persons , to be the "good guy " in the role of son, brother or friend , having been taught that there is an inherent value to such behavior . The view includes the perspectives of others and shared feelings , which take precedence over individual interests . The argument of stage 3 can judge the morality of an action valuing its consequences in terms of relationships of a person , which is now starting to include things like respect, gratitude , and the "golden rule " . Desire to maintain rules and authority exists only to maintain these social roles . The intentions of actions play a more significant role in the argument at this stage , " they have good intentions ... " .
Stage 4 is where the person moves based on obedience to authority and social order . It is wise to do your duty in society to preserve social order and maintain the welfare of society or group . The point of view is the system or the social group as a whole and considers the individual interests among this box wider reference. Moral reasoning in stage four is beyond the need for individual approval appears in stage three ; society must learn to transcend individual needs . An ideal (or ideal ) center often prescribe what is right or wrong , as in the case of foundationalism . If a person violates a law , perhaps everyone can - so there is an obligation and a duty to maintain law and rules . The most active members of society remain at stage four , where morality is predominantly dictated by an external force .
Post-conventional level
The post- conventional level , also known as " principled level," consists of five six stages of moral development . There is a growing realization that individuals are separate entities from society , and the individual's own perspective may take precedence over the view of society , they can disobey rules inconsistent with universal principles that can be justified . These people live according to their own abstract principles about right and wrong - principles that typically include basic human rights . Because of this level put the " nature of being ahead of others ," the behavior of post- conventional individuals , especially those at stage six , can be confused with those in the pre - conventional level . People who exhibit postconventional morality see the rules as necessary and as changeable mechanisms - ideally rules can help keep the general social order and protect human rights . The unspoken rules are absolutes that must be obeyed without question , and may be disobeyed or modified based on universal justifications .
Stage 5 is the pre-existing rights and the social contract or utility . The world view of who is at this stage is that in the world there are people of different opinions , rights , and values . The correct is to support the rights , values and legal contracts of a society , even when they are in conflict with the concrete rules of the group . Laws are regarded as social contracts rather than rigid commandment. Those that do not promote the general welfare should be modified as necessary to suit the " highest good for the greatest number of people." This is achieved through majority decision , and inevitable compromise . Many of the acts of a democratic government are based on stage five .
Stage 6 is the universal ethical principles. Laws and social agreements are valid only to the extent arising from such principles. Thus , when the law violates these principles , we must act in accordance with them . The principles in question are those of equality of human beings and respect for their dignity as individuals , considered as ends and not as means , as in the philosophy of Immanuel Kant . There is an ability to imagine themselves in the place of outro.O view is universal , transcending groups and private companies , and is based on a valid for all of which derive concrete arrangements and institutions ethics. The rights are not formally written necessary because social contracts are not essential for deontic moral action . The individual acts because it is the right thing to do , not because such action is instrumental, expected , cool , or has been previously agreed . For Kohlberg , few people reach this stage .
Contributions from other authors
In addition to the outstanding contributions of Elliot Turiel and James Rest , research Kohlberg also won an important continuity in Jürgen Habermas .
Habermas has formulated a seventh stage of development in the article " Development of Moral Identity and the Self ," published in the book " To the Reconstruction of Historical Materialism " ( original German title : " Zur Rekonstruktion des Historischen Materialismus " ) . For Habermas , it is only at the level of a universal ethics of language that become objects of practical discourse also the interpretation of privations , ie , what each individual believes that should be understood and affirmed as their "real " interesses.1
However , the development of mental levels 3 - intelligence , affection and morality, is not automatic because it requires the intermediation of cultural agents - parents , teachers , adults in general and in the competitive world is influenced by all , it is up to the teacher part , he is not the savior nor the individual.
Are the set of cultural agents ie morally , education begins in heteronomy , that moral rules are introjetas without criticism until the person can reach the typical range of maturity ie it is able to decide for yourself and even better it just depends teacher may even have a lot of techniques and equipment to student morale
do not want autonomy and reaction against the resolution of problems and there is no way he compete in this competitive and unequal world .
As said above cultural operators in case the school today with his theories have always been attached to a guideline established by the State , the great standoff between heteronomy and autonomy occurs in adolescence , a period in which the contradictions , abandoning infant characteristics , the individual not yet assumed the obligations and responsibilities of adulthood . And in this the teacher has a small part in its formation.
Brazil it is devalued by cultural operators , adult fathers in general , you can apply any theory of Piaget , Kohlberg , ie today , the teacher remains only decrease egocentrism because parents and the state mostly are not morally mature than education is truth and instead assist children in the process with their dogmas do not accept the theories of the teacher, because most of them according Kohlberg teachers to assist in the task of teaching and applying their projects are still parents in conventional level , " school is only good if the son is doing well and taking great notes, and, if it is not the fault of the teacher, " typically childish school in the state is there and takes the teachers here and the fear of not making mistakes are among the cross and sword.
" I only do what to whom good and evil makes me who makes me ill , so it remains in the stage two swap agreements and Kohlberg , is a life of freedom she's a good teacher or a good girl
whereby we must be good because like the other ones that act the same way if you were in our place is the recognition of others with rules , roles and laws that guarantee their operation in view the welfare of society or groups and a state that centralizes all
the student passes effortlessly in said Continuing Progression or false constructivism Minimum Effort .
The teacher can do everything you compete with computers and all the technology with the greatest resources of good intentions .
The role to develop the personality under Kohlberg 's post- convecional level the teacher should try and understand the conflict between the rules and the system social contract that calls for obedience to the rules and laws . but there is a huge variety of values and opinions and that there is often irreconcilable conflicts mm between legal and moral ( has a saying today that the teacher pretends to teach and student pretends to learn ) .
Example : if a teacher is an atheist and he is speaking , a good majority of " believers " nor felt more empathy in their classes because it goes contrary to the rules of the collective thought of the same
But in the sixth stage of Kohlberg 's moral behaviors are regulated by PRINCIPLES .
The values of independent groups or persons who hold because universsais and rational principles of justice : the equality of human rights , respect for the dignity of persons , knowledge that they are ends in themselves and need to be treated as such . This is not to reject laws or contracts , but to recognize that they are valid BECAUSE rely on principles .
And the Brazilian people are , in their majority, are still at the stage of the child or the conventional level or the pre - conditional level , the child obeys to avoid punishment given by the authority or to deserve reward, is an egocentric point of view and the State with its elites try to facilitate their utopian guidelines today is not the punishment of reprobates
They ensure the operation of the principles of inequality inefficient capitalism , I am not talking about socialist education , this is more a utopia where the teacher tries to say as savior, I'm talking about the inefficient capitalism that is based that at least one is within their projects different the best to drive and how we exploited the system of unequal
the teacher , but not all , is still what has the human rights principles
He who wants to change and are not the majority , rise from their utopian Truths and try to give a direction to a more just society and it is in this field that the teacher should act rise above their utopias of their prejudices breaking rules level pre - convecional and conventional .
PRE - CONVECIONAL the child slowly enters the world of standards . in the second he recognizes the Valr identification with the other people, it is reflected in another if his house is a mess and their parents and society and possibly a mess they will then enter the teacher's role , but he is not the savior homeland , he tries to elevate the post- convecional level in " civil disobedience " towards a society more joust can only at present only a few
because most people are on pre - convecionale manipulated by utopias that talk and talk
today that few want to be teachers and many give up to be . It is hard today to be a teacher in Brazil .
The question we try to answer in this theory I'm going through is really wants the student advocate , engineer , scientist, or if he wants to be a baker , player , refrigeration technician ,
and other dealer that has nothing to do with serial and prison training ( panótica ) and many teachers are throwing the towel is the class that suffers most from stress , imagine the teacher to take care of all different 400 students and parents who are still in the pre -convention .
I think therefore I am of Renee Descartes , is that women do not want to be just a housewife and the guy just wants to be simply a mecênico and is being or may be a dupe of affections and passions sad
and the person would become its owner , as social agents want ?
According to Spinoza " good passions allow human development facilitate the meeting of people and provide joy , what we see today and saw in Brazil not bring joy , where there are several negative and positive instincts and passions to Freud " the malaise of civilization is the aggressive and selfish to the point of being self-destructive forces and jeopardize the happiness "
15 year old is approved and will study medicine in Ceará
An unusual fact in Ceará . A 15 year old , who made the National High School Exam 2012 was approved for the busiest travel , Federal University of Ceará ( UFC ) , that of medicine. This week , James Scott received the approval of the Board of Education of Ceará and will be able to do the course , skipping the second and third years of high school .
Registration for the Enem was just to gain experience , as he himself says. But hitting 153 of 180 questions and 900 of the thousand points in writing the put in advantage. And then the next step was to risk the Unified Selection System ( Sisu ) . The desired course : Medicine in the UFC , in the city of Sobral campus , 250 km from Fortaleza .
To enter , he competed with over 4000 competitors the 70 vacancies course . In the result , came in 54th . To get the position , James has always had the studies in the first place , since it is decided by medicine. For him, time helped create the habit and enjoyment for the studies .
PERMISSION - For James could study medicine while still in the first year of high school , it was necessary that the Board of Education of Ceará this endorsement . For this, James underwent further evidence : in two days , he did two exams that brought the materials issues that united the three years of high school.
The test was developed by the college where James studied . The responses were analyzed by a team of teachers and professors , who submitted the result to the Council , which approved it . Now is waiting for confirmation of registration by the University of James when he begins to learn the lessons of the new course .
The ERRORS OF SOCIAL AGENTS
Brazilian education has been copied and adapted the classic utopian made with the student throughout his life has ideas , especially in public schools , because they are not prepared to be a student percepts .
Student Percepts is defined by psychology as those who manage the processes of learning and acquiring knowledge through perception . Which is the set of mental processes used in thinking and perception , also in the classification, recognition and understanding for trial by reasoning for learning systems and solutions for certain problems . In a simpler way , we can say that cognition is the way the brain perceives , learns , remembers and thinks about all information captured through the five senses .
But the knowledge would make him a better adaptation to the environment - is also a conversion engine that is exposed to our way of being built , and thus improving the collective consciousness . It is a process by which humans interact with their peers and with the environment they live in without losing their existential identity.
It begins with the capture of the senses and then immediately occurs to perception. It is therefore a process of knowledge , which is material information from the environment we live in and what is already registered in our memory .
Mental processes that underlie behavior . It is one of the disciplines of cognitive science and one of them is neurolinguistic verses domains , examining questions about memory, attention, perception , knowledge representation , reasoning, creativity and problem solving .
In the twentieth century , cognitive psychology received a major boost through studies on artificial intelligence, allowing relate and compare to some extent , human or animal information processing with electronic processes , such as the computer .
Today , percepts need freedom of behavior and a click for it tames a new world and that is how I will propose the Cognitive Theory that gave Deterministic take - the mimetic .
Cognitive thoughts goes neurolinguisticamente the formation of personality eg hatred, bitterness fits the thirteen personality traits that suggest steps below and do not need to develop cognition , it is innate in the collective consciousness of society it is born , it is no use for teaching stages as Piaget , Wallon , or grading that both UNESCO promotes , finding that the statistical and the school to the university we have developed countries , knavery , stop being hypocrites , kill this myth .
The example above is characteristic of percepts students , but nevertheless the social environment in which it is deterministic is therefore to have more percepts students are required to understand the conscious and unconscious of a society and collective thinking when one takes into account the transition age limits as Piaget and Wallon , decreases the chances of being.
But it may be that a young twelve year old does not want to be a doctor , but simply a truck driver , a fisherman and he got to study things that do not FARAM sense to them and make them happy.
No need to be polite to a future in which not sure if it will be a doctor or literate , therefore , to be happy you must have university? Follow guidelines centralized , his fitness should be today , what he wants , if they have 12 years and want to be a mechanic , but has no economic condition , and there are abundant resources in Brazil , about £ 749 ( actual ) and only reaches 220 for students in schools because it does not pass directly to this percept student who wants to be a mechanic would rather an education without manipulation so that we saw over the century .
Vygotsky
The starting point for this analysis is the Vygotskian view that verbal thought is not a form of natural and innate behavior, but is determined by a historical- cultural process and has specific properties and laws that can not be found in natural forms of thought and speech. Once admitted to the historic character of verbal thought , we should consider it subject to all assumptions of historical materialism , which are valid for any historical phenomenon in human society ( Vygotsky , 1993 p . 44 ) .
The thought being subject to historical interference to which the individual is subjected , it is understood that the acquisition of spelling , literacy and autonomous use of written language are the result not only of the educational process of teaching and learning itself , but the underlying this relationship . It is the dialectic that many of the utopian socialist thinkers applied in public school .
Vygotsky also said that the thought itself is generated by motivation , ie , by our desires and needs , our interests and emotions . Behind every thought there is an affective volitional tendency . A full and true understanding of the thinking of others is possible only when we understand its affective volitional basis ( Vygotsky , 1991 p . 101 ) .
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