Kohlberg Meets Curtain Call: How Theatre Unlocks Moral Development

 As theatre teachers, we see firsthand the strong influence of peers on students, especially during middle childhood and adolescence. This influence can be used for good, fostering collaboration and a sense of ensemble, or it can lead to risky behaviors or negativity. Understanding why this happens is crucial for creating a positive and productive learning environment.



According to Kohlberg's theory (Zhou & Brown, 2015), moral development is a journey. Let's imagine a student at Stage 3, the "Good Boy/Girl Orientation." They seek social approval and want to be seen as a "good" actor. Peer pressure to waste time during rehearsals or try to outshine others could easily lead them astray. Here, activities that promote critical thinking can be helpful. We can guide them to consider the entire cast's perspective (Seifert & Sutton, 2009) and how their actions impact the performance. By encouraging peer collaboration during scene work, we can foster a sense of shared responsibility and build trust within the group.


Teenagers, with their developing brains and heightened social awareness, are often at Stage 4, the "Law and Order Orientation" (Zhou & Brown, 2015). Peer pressure from the "cool kids" can be immense, leading them to engage in behaviors they might not normally accept. It's important to create a safe space for open discussions around ethical dilemmas in plays or real-life situations. Let's explore the moral conflicts faced by characters and discuss the consequences of their choices. By placing a strong emphasis on empathy and understanding different viewpoints (Seifert & Sutton, 2009), we can help students develop their own moral compass and resist negative peer pressure.


Theatre can be a powerful tool for moral development. By understanding the cognitive and social changes students experience and employing strategies that encourage critical thinking, collaboration, and empathy, we can guide them on the path to moral solid reasoning and responsible decision-making, both on and off the stage.


Conclusion

Educators, including theatre teachers, can help students navigate peer pressure and develop moral reasoning skills by understanding Kohlberg's theory of moral development and the cognitive and brain changes that occur during middle childhood and adolescence. By fostering critical thinking, collaboration, empathy, and a supportive learning environment, we can guide students toward making positive choices and becoming responsible citizens.





References:

Zhou, M. & Brown, D. (2015). Educational learning theories. Educational Psychology Commons. https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-textbooks


Seifert, K. & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf

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