Ch 4 Case Study

1. From a social development standpoint, how might we 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 a social development standpoint I would believe that Laura is in the Identity versus Role Confusion and is experiencing the imaginary audience. She feels that everyone is looking at her all the time and she has to look perfect. If she does not look perfect then someone will notice and claim she is a geek. Laura is still trying to identify herself, and looking perfect all the time is the way she is doing it right now.

2. In suggesting that Laura join the debating class, Ms. Watkins 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 faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?

Two other strategies that the faculty might use to help motivate Laura would be to join drama or an athletic team. Both the drama and sports will allow Laura to receive attention and maybe even be the spotlight/the star.

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

I believe that Laura is in Level 1/Stage 2 of Kohlberg's theory. Laura is in Stage 2, because that banning of gasoline would make the most since to ban pollution. Gasoline causes the most pollution; the stoppage of gasoline would then take care of the pollution problem. Laura believes this statement is in the best interest to stop air pollution. Mr. Marcalescu might be able to advance Laura to the next stage of moral reasoning to show Laura an example of a probably solution debated about pollution by the teacher or another students that has practice. This would allow Laura to see and hear what is expected of her and hopefully move her to Stage 3 of Kohlberg's theory.

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

A debate class might contribute to a student's development by; cognitively by having them learn how to form debates and rebuttals to their opponents, this will need to be done quickly as well. Linguistic skills will be improved by learning how to annunciate your words, speak loudly & with poise, and boarded your vocabulary pertaining to the given topic. Lastly, moral development will be improved because students should learn and study for themselves and decides how they feel about a topic. Learning about controversial topics and deciding what side they are taking allows them to develop their moral development the best. A debate class would be very beneficial for all students to take.