It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
Lawrence KohlbergRead
It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.
Interpretation
Moral development in children is influenced more by social interactions than by biology alone.
This quote by Lawrence Kohlberg emphasizes the importance of social interactions in the development of a child's moral reasoning. It suggests that children learn moral values and ethical principles through their experiences and relationships with others, rather than solely from innate biological factors or their neurological development.
In practice
In a lecture about child psychology, a professor used this quote to highlight the significance of peer interactions in shaping moral values.
It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
All individuals in all cultures use the same thirty basic moral categories, concepts, or principles, and all individuals in all cultures go through the same order or sequence of gross stage development, though they vary in rate and terminal point of development.
If our psychology seems crude and weak in what it can say about the great human experiences, it is better to make that clear and to mark where we must go than to ignore it.
Although it may be true that the notion of teaching virtues such as honesty or integrity arouses little controversy, it is also true that vague consensus on the goodness of these virtues conceals a great deal of actual disagreement over their definitions.
The arguments about parents being too permissive and kids growing up without superegos are not based on fact. Our research tells us that the family is not the only purveyor of morality.
They lack suggestive power. And when a book lacks suggestive power, however hard it hits the surface of the mind it cannot penetrate within.
Those kids aren't dumb. But the people who run these schools want to make sure they don't get smart: they are really teaching the kids to be slaves.
We don't need lists of rights and wrongs, tables of do's and don'ts: we need books, time, and silence. Thou shalt not is soon forgotten, but Once upon a time lasts forever.
Tis the good reader that makes the good book; a good head cannot read amiss: in every book he finds passages which seem confidences or asides hidden from all else and unmistakeably meant for his ear.
Once you teach people to say what they do not understand, it is easy enough to get them to say anything you like.
Reading fiction not only develops our imagination and creativity, it gives us the skills to be alone. It gives us the ability to feel empathy for people we've never met, living lives we couldn't possibly experience for ourselves, because the book puts us inside the character's skin.
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