Research on the Cognitive & Moral Development Theories of Jean Piaget & Lawrence Kohlberg

Topics: Jean Piaget, Theory of cognitive development / Pages: 10 (2704 words) / Published: Dec 2nd, 2014
Running head: PIAGET & KOHLBERG

RESEARCH ON THE COGNITIVE & MORAL DEVELOPMENT THEORIES OF JEAN PIAGET & LAWRENCE KOHLBERG

DONNA O. O 'CONNOR

INTERNATIONAL UNIVERSITY OF THE CARIBBEAN

ABSTRACT

The intention of this paper is to provide an overview of the psychological theories of Jean Piaget and Lawrence Kohlberg. While Piaget 's perspective was psychological, Kholberg 's viewpoint was psychological with emphasis placed on moral development and both theories will be compared and contrasted in this paper. Furthermore, the implications of these theories for counselling will be examined.

RESEARCH ON THE COGNITIVE & MORAL DEVELOPMENT THEORIES OF JEAN PIAGET & LAWRENCE KOHLBERG

JEAN PIAGET

Jean Piaget, Swiss biologist, philosopher, and behavioral scientist, was born on August 9, 1896 (Piaget, 2001). One of his most significant achievements was his research in developmental psychology and the resultant theory in cognitive development. Although many of the principles developed by Piaget have been criticized, the impact he has made in the field of cognitive development cannot be exaggerated. According to Morris and Maisto (2008), Piaget is the most influential cognitive development theorist.

Piaget 's segue into cognitive development started while developing French versions of questions on English intelligence tests at the Binet Institute, Paris, in the 1920s. He became fascinated with the reasons children gave for answering incorrectly on questions requiring logical thinking. He believed that the incorrect answers showed significant qualitative variances between the way older children and younger children think. Hence, he made a systematic study of children, including his own, by observing and studying them playing, solving problems, and participating in everyday activities. He asked them questions and tested them in order to learn how they thought. His observations and studies led him to believe that children were not only receiving knowledge from their parents

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