Social and Moral Development Case Study

1. From a social development standpoint, how might we might explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

From Laura's statement and her preoccupation with her appearance it seems that she is in Erikson's stage of Identity v. Role Confusion. Laura isn't sure with herself or who she wants to be. We do know that she doesn't want to be considered a geek. She cares a lot about what others think about her. She seems to be lacking some self-worth. The fact that she is so worried about her appearance and how others view her lets me know this.

2. In suggesting that Laura join the debate class, Ms. Wakins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school use to motivate students who seem to more interested in social matters than in academic pursuits?

Another thing the school could do is get students interested in social matters on committees that plan the social events for the school, like dances and rallies. The school and teachers could also let the students have more of a say in what types of projects and assignments they do. This would also those social kids to choose things they are interested in. It would also be good to let them work on projects with groups.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? How might Mr. Marcalescu help Laura to advance her moral reasoning?

From the perspective of Kohlberg's theory, Laura is in the moral development stage of individualism and exchange. Laura knows that it is a school rule to be in class when the bell rings but she knowingly disobeys that rule. Laura believes that it is in her best interest to be late to class so that she can make sure she looks go and catch up on the gossip with her friends. She feels that this school policy is negotiable.

Mr. Marcalescu could help Laura advance her moral reasoning by giving her debate questions to discuss contain moral dilemmas. If he is able to give her situations to debate that are just one stage higher than where she is currently, then her moral development will increase.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social and moral development?

A debating class could contribute to students' cognitive development because students are required to think about hypothetical situations a lot of times. This would help students reach Piaget's formal operational stage. It would also help cognitive development because as the students were engaging in the debate they would come to create an understanding of the world, like Vygotsky says. A debating class could contribute to linguistic development because students will need to know a lot of words, their meaning and how to use them properly in order to debate effectively. A debating class would help social development because students would develop self-esteem as they spoke in front of their peers and argued their opinion. It would help them pass the identity v. role confusion stage more successfully. A debating class could also contribute to moral development because in debating a lot of moral issues are discussed. This would help students pass through different stages of moral development.