Introduction It Is widely accepted that educating and training students In moral competence Is not Just useful but obligatory In classroom practice. The fact that numerous moral topics and situations are constantly encountered in life gives rise to an essential need for educators to facilitate opportunities for moral learning and development. (Alluded- Plumper, 2007) This can be accomplished by educating students on the different facets of life including ideals of Justice and social expectation. Henry, 2001) Through the provision of a supportive environment that fosters opportunities to evolve such learning, higher levels of moral competence may be achieved. Teaching and encouraging students to be more morally sensitive; encouraging reflection in individual beliefs and value systems; and giving a platform for students to participate in moral reasoning will assist students in developing this valuable ability to make moral Judgments (Cam, Caviar, Astrologically & Cook, 2012).
Lawrence Kohlrabi’s theory for moral development Includes his ‘Just Community Model and the six stages of moral development, which can be effectively incorporated into classroom activities. This will have a great influence on shaping and guiding moral development as schools are important facilitators for the solicitation of children. (Temple Y, 1990) Lawrence Kohlrabi’s Theory of Moral Development Kohlrabi’s Theory of Moral Development postulates that all human beings, irrespective of culture or gender, progress through hierarchical stages of moral development.
In this way, Goldberg suggested using scenarios and class discussions to trigger moral development and progression through the moral stages. Kohlrabies ‘Just Community Model is a popular approach that is used in many classrooms today. Here, the focus is on groups rather than individuals (Grain, 1985). Students work in small groups or and are guided in working together to find a solution to a moral problem presented in front of them. Activities based on this model provide tremendous opportunities for students to explore their own beliefs.
They also incorporate the strategy of ‘reciprocal role taking’ where students establish an understanding of each person’s perspective by listening to others’ reasons in the Model has a positive effect on students by exposing them to the different stages of moral development. In particular, this will guide students to progress from the low stages as they learn to internalize a less egocentric orientations. Conclusion Goldberg has been one of the major contributors in the field of moral development education.
Various contemporary theories and arguments have evolved from Kohlrabies theory, which continues to serve as a basis of many research in education today. Moral education is now recognizes as an obligation and should thus be at the forefront of education. Fostering moral competence within the school community is essential as it guides young people towards making sound and reasonable moral decisions. This is the goal of moral education whereby students are able to not only internalize a personal value system but to act accordingly to it whilst taking responsibility (Dusks and Whelan, 1975).
Educational institutions should provide efficient avenues for moral thinking and this can be achieved through effective strategies such as Kohlrabies ‘Just Community Model. Kohlrabies message that “Ultimately the way to aid social progress is to aid the individual in developing a higher level of moral awareness and action” (Goldberg, 1975) depicts the crux of all his contributions to moral development and should be accepted as the central basis for future advances in moral education.
