Nivel en el cual el niño responde a las normas culturales y/o sociales y las interpreta en términos de las consecuencias que puedan tener (castigo, premio) o en términos del poder físico de la autoridad de quien emanan las normas.
Nivel en el que el individuo se somete a reglas y expectativas de la sociedad y la autoridad y las defiende.
Subnivel de la etapa convencional en la que se actúa conforme a lo que es correcto como miembro de la sociedad.
Nivel en el que el individuo entiende y acepta normas que apoyan unos principios morales.
Etapa en que se subdivide el nivel preconvencional y que se basa en que las decisiones morales se toman con el fin de evitar castigos.
Proceso cognitivo que nos permite reflexionar sobre nuestros valores y ordenarlos en una jerarquía lógica.
Subetapa del nivel preconvencional en el que se actúa para satisfacer los intereses propios, y solo si esto ocurre se obedecen las reglas.
Qué tipo de razonamiento establece Kohlberg que va a estar íntimamente relacionado con el razonamiento moral.
Quién o qué, fue el principal objeto de estudio de Kohlberg.
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Subetapa del nivel postconvencional en el que el sujeto es capaz de sostener sus valores que le rigen aún si existe algún conflicto respecto a estos en su entorno.
Mediante qué instrumento Kohlberg evaluaba el desarrollo moral de los niños.
Subetapa del nivel postconvencional en el que el sujeto es capaz de guiarse mediante los principios éticos universales (justicia, valor, igualdad y respeto a la dignidad humana).
A partir de qué epistemólogo suizo y de su investigación, resultados y conclusiones, Kohlberg desarrolló su propio estudio de las etapas de desarrollo moral en niños
Razonamiento que Kohlberg definió como los juicios sobre aceptación o desviación a la norma.
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