Introduction
This essay explores the intersection of educational psychology and literary studies by examining how ethical discussions in Literature in English can be facilitated to support students’ moral development, specifically through the framework of Lawrence Kohlberg’s stages of moral reasoning. Kohlberg’s theory, which outlines six stages of moral development across three levels—pre-conventional, conventional, and post-conventional—provides a robust structure for understanding how individuals progress in their ethical thinking (Kohlberg, 1981). By integrating ethical dilemmas presented in literary texts into classroom discussions, educators can create opportunities for students to engage with complex moral issues, thereby fostering progression through Kohlberg’s stages. This essay will first outline Kohlberg’s framework, then discuss strategies for facilitating ethical discussions in literature classes, and finally evaluate the challenges and implications of this approach. Through this analysis, I aim to demonstrate how literature serves as a powerful tool in the psychology of education to nurture moral reasoning among students.
Understanding Kohlberg’s Stages of Moral Development
Lawrence Kohlberg’s theory of moral development, developed in the mid-20th century, posits that individuals progress through sequential stages of moral reasoning as they mature. At the pre-conventional level (stages 1 and 2), moral decisions are driven by self-interest and avoidance of punishment or desire for reward. The conventional level (stages 3 and 4) sees individuals conforming to societal norms and laws, prioritising interpersonal relationships and social order. Finally, the post-conventional level (stages 5 and 6) involves decisions based on universal ethical principles and individual conscience, even if they conflict with established rules (Kohlberg, 1981). While not all individuals reach the higher stages, educational interventions can encourage progression by exposing students to moral dilemmas that challenge their current reasoning.
In the context of Literature in English, texts often present characters facing ethical conflicts that mirror real-life moral challenges. For instance, exploring the themes of justice and revenge in Shakespeare’s Hamlet can prompt students to question whether personal retribution aligns with broader societal values. By engaging with such narratives, students are encouraged to move beyond self-interest (pre-conventional) towards understanding social norms (conventional) and, ultimately, universal principles (post-conventional). This theoretical foundation informs the strategies discussed below, illustrating how literature can act as a catalyst for moral growth in educational settings.
Strategies for Facilitating Ethical Discussions in Literature Classes
One effective strategy to encourage moral progression is the use of Socratic questioning during discussions of literary texts. This method involves posing open-ended questions that challenge students to reflect on characters’ decisions and consider alternative perspectives. For example, when studying *To Kill a Mockingbird* by Harper Lee, a teacher might ask, “Was Atticus Finch right to defend Tom Robinson despite societal backlash?” Such a question prompts students to evaluate the conflict between personal ethics and social expectations, encouraging them to move from stage 3 (seeking approval) to stage 5 (valuing universal rights) in Kohlberg’s framework. Research by Rest et al. (1999) supports the idea that structured moral discussions can enhance ethical reasoning by exposing students to higher-stage thinking.
Additionally, creating a safe and inclusive classroom environment is crucial for facilitating ethical discussions. Students must feel comfortable expressing their views without fear of judgement to engage deeply with moral issues. As Gibbs (2003) notes, moral development is most effective in settings that promote mutual respect and dialogue. For instance, group discussions or debates on whether Macbeth’s ambition justifies his actions in Shakespeare’s Macbeth allow students to hear diverse perspectives, broadening their understanding of ethical complexity. This approach helps students transition from egocentric reasoning (stage 1) to considering interpersonal relationships (stage 3) and societal implications (stage 4).
Furthermore, incorporating reflective writing tasks can deepen students’ engagement with moral dilemmas. After discussing a text like Lord of the Flies by William Golding, students might write essays on whether the boys’ descent into savagery reflects inherent human nature or societal failure. This task encourages them to internalise the ethical issues discussed, fostering critical thinking about universal principles (stage 5). While these strategies are generally effective, their success depends on the teacher’s ability to scaffold discussions appropriately, ensuring that questions and tasks match students’ current moral reasoning levels while pushing them towards higher stages.
Challenges in Facilitating Ethical Discussions
Despite the potential of ethical discussions in literature to foster moral development, several challenges arise. One significant obstacle is the diversity of students’ moral reasoning levels within a single classroom. Younger or less morally developed students may struggle to engage with complex ethical dilemmas, remaining at pre-conventional stages where personal consequences dominate their thinking. Conversely, more advanced students might already operate at post-conventional levels, finding basic moral questions unchallenging. Balancing these differences requires careful differentiation, which can be resource-intensive for educators (Walker, 2004).
Another challenge lies in the subjective nature of ethical discussions. Literature often presents ambiguous moral situations, and students may interpret characters’ actions through their cultural or personal lenses, leading to conflicting viewpoints. While this diversity can enrich discussions, it may also cause frustration or disengagement if not managed effectively. Teachers must therefore act as facilitators, guiding students towards reasoned arguments rather than imposing their own views, a skill that demands significant training and experience (Gibbs, 2003).
Moreover, time constraints within the curriculum can limit the depth of ethical discussions. Literature syllabi often prioritise textual analysis and historical context over moral exploration, leaving little room for extended dialogue. However, integrating ethical discussions need not detract from other learning objectives; indeed, it can enhance critical thinking and analytical skills, which are central to literary studies. Addressing these challenges requires institutional support, such as professional development for teachers and curriculum adjustments to prioritise moral education.
Conclusion
In summary, facilitating ethical discussions in Literature in English offers a valuable opportunity to encourage students’ progression through Kohlberg’s stages of moral development. By employing strategies such as Socratic questioning, creating inclusive environments, and incorporating reflective writing, educators can help students move from self-interested reasoning to a deeper understanding of societal norms and universal principles. While challenges like diverse moral reasoning levels, subjective interpretations, and time constraints exist, they can be mitigated through careful planning and institutional support. The implications of this approach extend beyond the literature classroom, equipping students with the ethical reasoning skills necessary for personal and professional life. Ultimately, literature, with its rich exploration of human dilemmas, serves as a powerful tool in the psychology of education, fostering moral growth in ways that are both meaningful and enduring. This essay has highlighted the potential of such an approach, suggesting that with thoughtful implementation, ethical discussions can significantly enhance students’ moral development.
References
- Gibbs, J. C. (2003) Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman. Sage Publications.
- Kohlberg, L. (1981) The Philosophy of Moral Development: Moral Stages and the Idea of Justice. Harper & Row.
- Rest, J. R., Narvaez, D., Bebeau, M. J., & Thoma, S. J. (1999) Postconventional Moral Thinking: A Neo-Kohlbergian Approach. Lawrence Erlbaum Associates.
- Walker, L. J. (2004) ‘Progress and Prospects in the Psychology of Moral Development’, Merrill-Palmer Quarterly, 50(4), pp. 546-557.
