 Hello, I welcome you all once again to my channel, Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education at Siskhanna Girls Junior College, University of Allahabad. And it is my email ID and we are going, we are in the process of discussing theories of, for moral development, in which I have already covered theory of PRG, Jya PRG is theory about moral development. And today I am going to discuss Colberg's theory of moral development. Colberg is very much known for his theory of moral development. So let's start this discussion and the lecture will be in bilingual mode and very useful for various teaching examinations because many questions have been asked from this topic. So let's start. First of all, Lawrence Colberg. Who is known as Lawrence Colberg? Lawrence Colberg was an American Psychologist. First of all, he was an American Psychologist, and best known for his theory of stages of moral development. And he served as a professor in the psychology department at the University of Chicago and at the Graduate School of Education at Harvard University. He served as a professor in the psychology department at the University of Chicago and at the Graduate School of Education at Harvard University. Colberg's work reflected and extended not only PRG's findings, but also the theories of philosophers George Herbert Mead and James Mark Beldwig. In Colberg's work, we saw the reflection of the findings of PRG and he reflected. Not only does he reflect the work of PRG, but George Herbert Mead and James Mark Beldwig who are philosophers, we also get the reflection of his theory of moral development. He was creating a new field within psychology moral development. We can give him the credit for talking about moral development in psychology. He is the most important scientist and Colberg was found to be the 30th most eminent psychologist of the 20th century. We can say that he is the 30th most eminent scientist of the 20th century. He is the 30th most eminent scientist of the 20th century. We can say that he is the 30th most eminent scientist of the 20th century. Let us now talk about his theory. Colberg's moral development theory. Colberg's theory of moral development is a theory that focuses on how children develop moral reasoning and morality. We saw that PRG was also talking about moral reasoning. He was also emphasizing that what the child is doing and what the child is thinking. How the child is thinking and making decisions. Colberg's theory also focuses on how children develop nativism and nativism. He has modified and extended. He has expanded on PRG but was more centred on explaining how children develop moral reasoning. Most of his work focuses on how children develop nativism and nativism. We know that PRG had two stages. One was heteronomous morality and the other was heteronomous morality. Heteronomous morality was called moral realism and the other was called moral relativism. He extended the theory of PRG. He said that moral development is a continual process. That occurs throughout the lifetime. Life is the development of nativism and we can't reach the right level. His theory outlines six stages of moral development within three different levels. He has explained three levels. He has explained two levels of each level. He has explained six stages of moral development. Colberg based his theory on a series of moral dilemmas presented to its study subjects. Participants were also interviewed to determine the reasoning behind their judgments in each scenario. How did he make this theory? Every participant had two types of nativism. He gave a dilemma whether this is right or this is wrong. If you look at both sides from one angle, the most famous story is the story of Hinz. He has a wife with a critical cancerous disease. He has to take a medicine and he gets it from a store. The store owner has spent a lot of time and effort in his life to make that product. If he sells it in less money, he will face a huge loss. Something like that. He has less money than that. But he needs life-saving medicine at any cost. He asks the shopkeeper but he doesn't give it to him. He will give it only if he has enough money because he has spent his whole life to make it. He has to steal the medicine from the store. He asks the participant who is right. The person who didn't give the medicine or wanted to give it to a particular amount or the person who needs the medicine to save his wife's life. If you look at both sides from one angle, the person who has spent his whole life to save his wife's life is also right. So if the moral dilemma is given to the participants, they are told what is right and what is wrong. How are they doing moral reasoning? And how did they get to that judgment? They asked the person who needs the medicine to save his wife's life. Why are they saying that? If they are saying that the shopkeeper is right, the person who is selling the medicine is right, then why is he right? So what is the moral reasoning? How did they get to that point? How did they get to that point? They have put a moral development theory on this. So these are their theories. We have to remember the stages of moral development. Pre-conventional. Here the pre-moral is written but in general you will get a pre-conventional. Pre-conventional, conventional and post-conventional. Is it easy? Is it conventional? Is it pre-conventional or post-conventional? But we have to remember the two sub-sets in that. Pre-conventional is obedience and punishment, and individualism and exchange. Conventional is good interpersonal relationship and maintaining social order. And post-conventional is social contract and individual rights and universal principle. So the sixth method is universal principle. This is the basic principle of nativity. That is, if we reach the stage of universal ethical principles, then the minimum level that is generally in children is obedience and punishment. We understand that why the child believes anything? Because he thinks that if he doesn't believe, he will be punished. That's it. There is no other aspect of morality in it. So this obedience and punishment is something like that or heteronormous morality of Jaap Yajee. So we have to remember that pre-conventional, conventional, post-conventional, pre-conventional, obedience and punishment, individualism and exchange are good interpersonal relationships. Now I will explain it further. When we go to an individual exchange, we say that we do good because you do good. Exchange works. In good interpersonal relationships, we do good because we think that we are good children, we are good people, we are good girls. Then what is the main thing in social order? We want a social order of society to be made. Then what is the social contract and individual rights? We understand rights, responsibility, we understand that there are rules, laws and regulations of the state. It is necessary to govern them. It is necessary to obey them. Only then can a social order be made. And universal was the principle yesterday. We have high standards. We do it because we know that it is right. Okay, so let's take it one by one. Pre-conventional morality is that last until the age of nine. It will last for nine years. At this age, what happens in this age is that children's decisions are primarily shaped by the expectations of adults. That is, the child takes a decision in this way. He knows what his parents want from him, what his teachers want from him. And the consequences for breaking the rules. And he also knows that if he breaks the rules, what will he get? That is why he agrees with you. At this stage, children don't have a personal code of morality. There is no personal code of the child in accordance with the code of the child. There are two stages. One is obedience and punishment, and the other is individualism and exchange. The name of obedience and punishment is based on the nature of nature. According to pole words, people, at this stage, see rules as fixed and not absolute. But till now, we are going along with Piaget. What does Piaget say in heteronymous morality? That the child knows that the rules are divine, absolute, unchangeable. And this is the same thing here. Obeying the rules is important. It says that it is important to obey the rules. Why? Because it is a way to avoid punishment. Because this is the only way to avoid punishment. If a person is Spanish, they must have done wrong. He thinks that if someone is punished, it means that he must have done something wrong. Okay? Then what is stage two? Individualism and exchange. Here we have a little bit of obedience and punishment. What is it? It expresses the boards in it for me. That is, if you tell the child something, he will say, what is the benefit of it? Position in which right behavior is defined by whatever the individual believes to be in their best interest. He says that the right behavior is the one in which we have made some best interests out of it. As a result, concern for others is not based on loyalty or intrinsic respect. But rather in exchange mentality. He says that for others, the child thinks that he is very loyal to him, he has a lot of respect for him. In fact, he thinks that if he helps him today, then he will help us. At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. Here, the child's reasoning has increased a little and it is understood that many people can have a part of it. Then comes the conventional morality. They say that the next period of moral development is marked by the acceptance of social rules regarding what is good and moral. That is, here the child has accepted that the social rules are good and moral. And we should not believe it. At this time, we are adolescents. Now, we are at the age of adolescence and adulthood. So what happened? During this time, adolescents and adults internalized their moral standards. They had learned from their role models and from society. We accept it from the inside. We have to do this inside. We have to respect others. You don't have to believe it. You don't have to steal from anyone. You don't have to do anything bad. We have to internalize it from our role models and from society. We have to follow the new rules and rules. Then, authority is internalized but not questioned. And reasoning is based on the norms of the group to which the person belongs. They say that we have to internalize the authority and we don't question it at this stage. At this stage, there is the conventional morality. So, what are the two substranges for this? Good interpersonal relationship which you will get from a good boy or a nice girl orientation. And maintaining social order or law and order orientation. So, what about a good boy-nice-girl orientation? Here, a child is a good thing because he is an adolescent. He does good work for others. He follows the rules of nature. He thinks that he is a good child. Because here, the role of self-worth in the body plays a big role. This is the stage of interpersonal relationship of moral development. It is focused on layering up to social expectations. So, here, we have to show the role of self-worth and the role of self-worth in the body. And rules. There is an emphasis on conformity. I mean, we want to follow the rules. We don't want to be deviated from the rules. Why? Because being nice and consideration of how choices influence relationships. Because we want to get the cover of nice. We are told that this is a good boy and this is a good girl. Then, what is in maintaining social order? What happens here? This stage is focused on maintaining that social order is maintained. Here, we believe that this is a rule that should be made. The focus is on maintaining law and order. Our focus is on making law and order. By following the rules, we do the duty of the law and respect the authority. And respect the authority. Moral reasoning in this stage is beyond the need for individual approval exhibited in previous stage. Good boy, nice girl or individualism in exchange for individual approvals. There is nothing like this here. We have adopted it, internalized it because we want to maintain law and order. Most active member of society remain at this stage. Our society says that maximum people come to this stage. They don't reach the 5th or 6th stage where they only believe that they are making law and order. Reasoning, abstract principle whether it is right or wrong, there is not much questioning here. Then what is post-conventional morality? Here, a person's sense of morality is defined in terms of more abstract principles. That is, the rules here are abstract. They become empty. Post-conventional moralists live by their own ethical principles. If we reach this stage, it means that we are in our own naïtic mood. Their view rules are useful but unchangeable mechanisms rather than absolute dictates. Here, post-conventionalists believe that the rules are useful. They are useful for us and absolute dictates that must be obeyed without pushing. So, they are saying that some theorists have speculated that many people may never reach this level of abstract moral reasoning. Many theorists have told us that there are many people who are not able to reach this level. In the fourth stage, the morality ends when the law and order are maintained. So, what is social contract orientation and universal ethical principle orientation? So, social contract orientation is that laws are regarded as social contract. They say that the rules are rather than rigid rules. That is not so rigid. Those that are the greatest for these that do not promote the general welfare should be changed for the greatest number of people. They say that the rules should be followed by many people. If they do not do so, they can be changed. They believe that there are unchangeable rules. If they want to increase the number of people, they should be changed. So, their reasoning has reached a higher level. This is achieved through majority decision and inevitable compromise. So, if many people take the decision then it will be changed. What is universal ethical principle orientation? It is based on abstract reasoning using universal ethical principle. These are abstract rather than concrete and focus on ideas such as equality, dignity and respect. So, here we are doing our work in the form of amorphous and ethical principles. What are these principles? Consumption, dignity for everyone, respect for everyone. So, the rules are that we decide what decisions we have to take. People choose the ethical principle they want to follow. And if they violate these principles, they feel unity. If they are not able to follow, they are against it. So, in this way, the individual acts because it is morally right to do so. So, here, the person behaves because he is right in terms of ethics. Social, law and order are maintained. Individualism is an exchange. Good boy, nice girl, orientation. It is only because he is right to do so. That is why it is the highest level of moral development of any individual. So, from where did we start? Oblivion and punishment. Individualism and exchange. Good boy, nice girl. Law and order. Social contract. Absolute and universal ethical principle. So, in this way, the development of ethics takes place in a person. So, let's talk about the culverts. So, the culverts are the theory of moral development. So, they study a lot in moral development. This is the question. Which is the middle? Whose is the sub part? Whose is the sub part? So, you will know the importance of all three. You will be able to understand this. Whether it is objective or subjective. And their critical evaluation is not correct. So, their critical evaluation is not correct. They have a lot of criticism. So, their critical evaluation is that women seem to be deficient in their moral reasoning abilities when compared to men. Look, in their research, the major sample was of men or men or women. They did not result in this. They believed that the moral reasoning abilities are less in women. So, from here, we will come to the point that this is wrong. So, Carol Healygan, she criticized her and said that males and females reason differently. She said that women don't think differently. Girls have been focused more on staying connected and maintaining interpersonal relationships. She said that women focus more on being connected and maintaining interpersonal relationships. When she thought that their reasoning abilities were deficient, she did a lot of research on men. Then, Colbert's theory has been criticized for emphasizing justice to the exclusion of other values. She said that she has broken more moral values than justice. But, Colbert has emphasized more on justice. She said that she has broken more moral values than justice. So, with the result that it may not adequately address the arguments of those who value other moral aspects of actions. If someone is more powerful on equality, or if someone is more powerful on respect, then there is no need for justice. Everyone is more powerful on justice. So, the other aspects of moral values are gone. Similarly, Colbert's state is culturally biased. He has taken up the upper middle class of his research. He has not taken the lower middle class. And, because he is an American cyclologist, he has not taken the non-Western and westernized people's individualistic inclination. So, this is some of his theories. This is a comprehensive theory of moral development. So, let's see how does a moral development work. Okay. So, I have covered PRJ on moral development. I have covered Colbert on moral development. So, one theory has been left, which is studio's theory. I will share it very soon so that I can cover the topic of moral development too. So, thank you all and don't forget to like and subscribe my channel, Explore Education. Okay, done from my side.