I took my first psychology course in 1968, two years after the premier of the Star Trek TV series and one year before the series ended. (I know. I’m a fossil.) The TV series was fascinating. The course was a wonderful survey of psychological theories that outlined issues we have yet to fully resolve. Among the many fascinating concepts we studied was Lawrence Kohlberg’s Stages of Moral Development. Star Trek wrestled with the same concepts. If you are not familiar with the philosophical issues in Star Trek I am sorry. There are a host of books on the subject. If you are not familiar with Kohlberg’s work I strongly encourage you to at least take a brief look at the following links for a quick overview:
The short and sweet version which in no way does justice to the depth of Kohlberg’s work is that the ways in which we make moral decisions, the ways in which we solve problems and handle issues, progresses in stages from the very young to the mature. The six stages are sequential. One cannot skip a stage. One cannot fathom the reasoning of someone at a stage well above them, while those operating at higher stages understand the moral reasoning of those at a lower stage, but reject the reasoning as non-compelling. What is fascinating to me is the nature of the debate around the educational issues today in the context of moral reasoning. We need Kohlberg.
If you did not look at the links above then this is a brief outline of the stages and I ask that you forgive me for being tedious. If you checked out the links above you can skip the following outline:
A. Premoral or Preconventional Stages: (Focus on self, punishment and reward)
1. Punishment and Obedience. (Might makes right. “I do not say bad words because mommy will get mad at me”.)
2. Instrumental Exchange: (You scratch my back and I’ll scratch yours. “For a cookie I will pick up my toys.”)
B. Conventional Morality Stages: (Focus on significant others, adhere to “they”.)
3. Interpersonal Conformity: (Right is conformity to peer expectations. “I do not eat in class because my teacher does not like it.”)
4. Law and Order: (Societal conformity, good citizen, emphasis on obeying rules. “I do not talk during fire drills because that is one of the rules.”)
C. Post Conventional or Principled Morality Stages:
5. Prior Rights and Social Contract: (Moral action not based on set of rules but on principles. “I will obey the law because that is good for everyone, but I will challenge the law if it infringes on the rights of others.”)
6. Universal Ethical Principles: (Every person is of equal importance, the Golden Rule. “Each person has dignity and to the extent we protect that determines how moral we are.”)
Young kids and convicts are operating at the Preconventional stages. If it’s good for me it is good. Most folks arrive at the Conventional Stages, but will not progress unless they discover their schema for decision making does not answer important questions, and they are willing to look at the questions. We saw this in World War II and Viet Nam when soldiers were tried for atrocities and their response was “I was following orders.” Not many folks make it to the Post Conventional Stage, and those that do stand out. Jesus, Martin Luther King, Jr., Gandhi. They also tend to be martyred.
OK, that introduction was long enough, don’t you think?
For me the issue is what is the basis of our decision making regarding public schools? What is our stage of moral development when we discuss public schools?
I believe educating the children of this country is a high moral calling. All our children, each child. I believe that anything we do to promote the learning, thinking and problem solving of the next generation is of utmost importance. I believe that the current reform movement is operating on stages 2 to 4. I believe we should be operating on at least stage 5.
The argument that schools will improve if they experience competition and/or private sector-like operation is an instrumental stage argument, “For a cookie, I will clean up my room.” It assumes that educators operate on a competitive reward system. Not true. It assumes that competition will inspire greater productivity that should lead to better scores and more pay, etc., etc. Not true. It assumes that educators will not perform unless they are monitored, threatened, and motivated by the fear of punishment and the pursuit of reward. Not true. It is a lower level argument. Worse, once these thoughts are put into law then it appears that we must do it to conform to the law. Stage 3 and 4. Yes, we should conform to the law, unless the law is harmful to what we hold most dear: our children. All our children. Each child. Then we should stand up and say, “Enough”. A standardized test does not measure the quality of learning of the child, much less serve as a measure for the quality of instruction by the teacher and the school and the district. It is a compliance measure. It makes Pearson rich. It is a lower level argument. Sadly, we get that, but those operating at this level do not understand.
Worse, are the strategies connected to the argument that competition will inspire public school people and parents should have choices: to promote a reduction in funds for public education via charters and vouchers. Charter schools are in the business to make money. Vouchers allow public school parents to use state money for private schools. Every charter school that opens is providing a duplicate service, hardly an efficient approach to education. There are not nearly enough private schools to begin to serve the children in Texas, or anywhere for that matter, so vouchers are clearly a strategy to provide the wealthy a savings via public funds. I find that immoral.
Our moral reasoning is influenced by our peers, by our social relationships, and by our empathy, honesty, love and respect. As one progresses through the Kohlberg stages that influence moves from self, to a select group of others, to an assumption that all humans have value and importance. Tough road, but educators get it, I think. Self-sacrifice for the greater good, for others, or for the one is a higher level of morality than self-service at the expense of others.
I am reminded of Sydney from a Tale of Two Cities, "It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known." Stage 6.
In Star Trek II: The Wrath of Kahn, the Enterprise was on the verge of destruction due to failure of the dylithium crystals to fire the warp drive. Spock entered the matter/antimatter chamber to fix the crystals knowing that the radiation would kill him. As he died, he told Kirk that the needs of the many outweigh the needs of the one. In Star Trek III: The Search for Spock, Kirk and the Enterprise risked all to save and recover a Spock clone. Once saved, Kirk said the needs of the one outweigh the needs of the many. Both stage 6.
The way to improve public education is competition, accountability, standardized testing, charter schools, vouchers. Stage 2, Stage 3.
The way to improve the quality of life of all people is via an educational system that is highly valued and ensures a quality education for all and for each. Stage 6.
Operate on that level and we can all live long and prosper.
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