Teachers and Moral Development of Learners: A Case for a Kohlbergian and Neuroscience Approach

Abstract

This article focuses on the issue of development of morality in formal schooling and how best teachers can be equipped to become morally accountable professionals who can create a climate where learners are encouraged to exhibit ethical behaviour. Grounded in two complementary moral development theories, namely Kohlberg’s theory and neuroscience, I indicate why it is essential for teachers to have a clear understanding of these theories in order to be informed how children acquire moral reasoning skills and how best to guide them. While Kohlberg’s theory emphasises the importance of the development of critical rational abilities to address moral dilemmas in life, the contribution of neuroscience lies in that it emphasises the evolutionary development of the brain and mind. I argue that if known to teachers, these theories can serve as indices to understanding how learners acquire moral values.

DOI: 10.5901/mjss.2014.v5n4p340