How Do We Become Adults?

How Do We Become Adults?

Introduction

The school plays an undoubtedly important role in helping child to develop a sense of hard work and achievement, thus confirming the sense of 'I' and a sense of personal power. As an adult, individuals gain a broader understanding of the world, recognizing that in the world there are many different cultures, customs and ideologies.

Kohlberg Piaget shares the moral belief that each individual develops through a series of phases or stages. These steps are the same for all human beings and are given in the same order. However, not all developmental stages raise moral biological maturation. He believes that biological and intellectual development is a necessary condition for moral development. In addition, he confirms that not all individuals ever reach the higher stages of this development. This understanding of the moral process is known as cognitive-evolutionary theory, and that simply seeks to understand the morality of the inside out, as understanding of the subject which is then expressed in their attitudes (Bjorklund, 2011).

The chapter 3 of the book 'Life Launch: A passionate Guide to the Rest of Your Life' reveals that cognitive development is connected with the progressions in an individual's thinking. Cognitive developments are additionally reflected by a change in dialect. Cognitive sort of developments also refer to concepts, and memory. A sample of this is the way a child replies to an easy question might be very easy and the replies of a mature person are more complex, and utilize stronger vocabulary. Erikson formulated a psychoanalytic model to describe the personality development of the child and adulthood, his perspective takes into account the psychological and social aspects, and binds the individual's behavior by age (Hudson & Hudson, 2011).

Implications of Kohlberg's Theory of Adolescent Development

Kohlberg extracted concrete definitions of the stages of moral development research conducted with children and teenagers from the suburbs of Chicago, who presented ten scenarios in which problems gave moral choice between two behaviors. The stages of adult development by Kohlberg are divided into three groups, such as: Pre-conventional, Conventional and Post-conventional. Each stage reflects a method of reasoning against the approach of moral dilemmas. Kohlberg claimed that despite the close link between moral and cognitive development, the growth of the latter is enough to guarantee the moral, and that most adults never come to pass stage 5 moral development (Bjorklund, 2011).

The pre-conventional stage begins at the pre-adolescent stage of human development and consists of two components which are closely related: punishment orientation and direction of their own interest. The orientation of punishment teaches children that any reason are punished refer to something bad. The severity of punishment is also instructive to determine what acts are worse. So, what is right can be defined as what is in the best interest of the person, for example, to what that individual will be rewarded personally. This limited moral universe can be described as entirely relative. It is between 4 to 10 years ...