COMPARISON
OF THOUGHT BETWEEN KOHLBERG AND AL-ATTAS
DRAFT ARTICLE
Presented to fulfill Teaching Learning Theories’ Midterm Test
Lecturer: Mrs. Eva Nikmatul Rabbianty, M.Pd.
Written by :
NELYA BANI AMIEN
20160701030127
E Class
ENGLISH TEACHING LEARNING PROGRAM
TARBIYAH DEPARTMENT
THE STATE ISLAMIC COLLEGE (STAIN) OF PAMEKASAN
2018
COMPARISON OF THOUGHT BETWEEN KOHLBERG AND AL-ATTAS
INTRODUCTION
Lawrence Kohlberg was born in
Bronxville, New York on October 25, 1927. He was a 20th century psychologist
known primarily for his reaserch into moral psychology and development.
Lawrence Kohlberg received his Ph. D. in psychology from the University of Chicago
in 1958. His dessertation was based on his reaserch into the moral choices of
adolescent boys and led to a life devoted to exploration of moral and ethical
development in young people. In 1962, he returned to the University of Chicago
as an assistant professor. Over several years he worked as an associate
professor and director of Child Psychology at Harvard University between 1968
and 1987.
Kohlberg married Lucy Stigberg in
1955, and the couple had two sons. Kohlberg died of an apparent suicide in 1987,
after a long battle with depression coupled with painful symptoms from a
tropical parasite he had contracted in Belize in 1971.
Kohlberg’s stages of moral
development were influenced by the Swiss psychologist Jean Piaget’s stages
based theory of development. He expanded on Piaget’s two stages, identifying
ssix stages of moral development. He argued that correct moral reasoning was
the most sagnificant factor in morl decision making, and that correct moral
reasoning would lead to ethical behavior. Kohlberg bealived that individuals
progressthrough stages of moral development just as they progress through
stages of cognitive development. Kohlberg’s theory of moral development
included three levels and six stages. To determine which stage of moral development
his subjects were in, Kohlberg presented them with invented moral dillemas,
such as the case of a man who stole madicine for his sick wife. He thought
that, few people reach stages five and six, most tend to stay at stage four.
Al-Attas who had the full name Prof.
Syed Muhammad Naquib Al-Attas is the one of ahlul bait groups of Prophet
(the descent of Prophet Muhammad SAW.), but not syiah. His family’s tree can be
known untill thousand years to previous family through family’s tree of sayyid
in Ba’alawi’s family in Hadramaut to Imam Husein ra., the beloved grandson of
Prophet Muhammad SAW.
Naquib al-Attas was born in Bogor,
West Java on September 5, 1931. His mother’s name is Syarifah Raquan
al-‘Aidrus, she was from Bogor, West Java who was ningrat of Sunda in
Singapore. See the family’s tree of her , it’s called as al-Attas was
“excllent-seed” in intelectual development of Indonesia and Malaysia. That was
the factor of the family intern that made the base character of himself.
He had studied at University of
Malaya in middle of 1960s and he also had sent by Malaysian goverment to
continue his study at Institute of Islmaic Studies, McGill Canada. Then he got
chance to continue his study at School of Oriental and African Studies, London
University which was known as the center of oriental community. From some works
that he created, the authority of his knowledge, especially in Melayu culture
subject, al-Attas was avowed as the best thinker in Islam by thinker community
not only in Asian regency, but also in international community.
DISCUSSION
Kohlberg
Perspective
As we know as before that Kohlberg’s
theory was based on moral development principles of Piaget finding. He had done
interviews to number children with some questions uniquely. One of the
interviews was Kohlberg presented them with invented moral dillemas, such as
the case of a man who stole madicine for his sick wife. There was a husband,
namely Heinz that had a sick wife and she was dying. His wife just could be
cured by new medicine that was created by apothecary. The medicine was sold
expensively because it was only the one. In other side, Heinz had no enough
money to buy it. So, should Heinz steal the medicine? Was stealing medicine
right or wrong? Was the kind wife stealing? The purpose of the interview was to
invetigate the real thinking of moral in order that the children became
respondent to answer sthe questions about moral dillemas. Expanding on Piaget
work, Kohberg determined that the process of moral development was principally
concerned with justice, and that it continued throughout the individual’s
lifetime, a notion that spawned dialogue on the philosophical implications of
such research.
Moral development theory in general
psychology, Kohlberg has three levels and each level has two stages, namely:
Level 1 : Pra
Conventional
This is the lowest level in Kohlber’s
theory of moral development. In this level, child does not show up the moral
value intern, moral just be handled by giving (gift) and external punishment.
We can say in other word that the rules are controlled by other people
(external) and the kind behavior will be given a gift opposite the bad behvior
will get punishment.
Stage
I: orientation
of punishment and obedience.
Moral reasoning is based on punishment and obedient because adulties gudge them
to obey (how can I avoid punishment?)
Stage
II: individualism
and purpose. Moral reasoning
is based on giving (gift) and importence of themselves (what’s in it for me?,
paying for a benefit)
Level 2: Conventional
It
is the level intermediate individual internal where someone obeys the standarts
(internal), but they do not obey the other standarts (external), like parent or
other people rules. This level is characterized by an acceptance of society’s
convention concerning right or wrong.
Stage
III: interpersonal
accord and comformity. Interpersonal norms where someone appreciates on
truth, caring, and loyalty one onather as the moral consideration base (social
norms, the good boy/girl attitude).
Stage
IV: authority and socialorder
obidience driven. In this stage, the moral reasoning is thus beyond what
individual need for approval exhibited in stage three, in other hands society
have to know what the individual need. It is important to obey laws, desicions
and convention of society in order to their importance in maintaining a
functioning society (law and order morality).
Level 3: Post
Conventional
This
level is the highest that known as principled level. People who exhibit
post-convertional morality view rules as useful but changeable mechanisms
idealty rules can maintain the general social order and protect human rights.
The rules must be obeyed without any questions.
Stage
V: there are many differences of opinions between individuals, everyone
has the different opinion each other. So that, there are different rights and
values in each person. Laws will be regarded as social contracts rather than
discipline edicts. Goverment is ostensibly based on stage five reasoning.
Stage
VI: universal
ethical principles driven. Moral reasoning is based on abstract reasoning
using universal ethical principles. Laws are valid only insofar as they are
grounded in justice and a commitment to justice carries with it an obligation
to disobey unjust laws (principles conscience).
Al-Attas
Perspective
Al-Attas viewd education as a
process of value learning for educators (human) that refer to method and
learning system step by step, and for human that accep the process also the
elements of education with in. So that in his views, Islamic education must give
the knowledge about humanity first before they accept other knowledge. Thus the
learner will know his own self exactly, “he know where he comes from, where he
is to be, and where will he go then”. If he knows his own self, so he will
remember, realize and be able to put himself wherever he is, either to other
people or to Khaliq the Creator of life.
Amrullah Ahmad thought that the
education concept of Al-Attas consists
process of teaching someone in cosmis and society that will take him to find
the benefit as khalifah. Learners must be thought about Allah as their
God, next it will create ‘abid humans full of awareness, having ability
in intelect or spirit. Thus, it will be created the life views of tauhid,
either rububiyah or uluhiyah, that bealive in unity of creation,
unity of mankind and unity of life purpose. Those are derivation from unity of
Godhead.
According to al-Attas, the last
purpose of Islamic education refers to creating good human and not to be
society like Western cevilization. In other word, the good society in this
perspective is individuals that have good attitude, wise, recognize and regard
all the real regulations of something, include to God position in the real. As
the result, they will always do good as the rules by themselves. Further more,
Islamic education system in knowledge science must be reflected to Prophet
attitude that brought moslem to followed his teaching. One of the ways to
create god society, education rules have to form the characteristic each
personal kindly, because society is completed by individuals.
Al-Attas viewed that moslems have
faced the biggest inhibition this time, that is the development of wrong
knowledge in understanding science and out of the purpose and the goal its self. Eventhough the Western
civilization gives benefits for human, but the knowledge also destroye in this
earth. So that he recognized and propose de-westernisasi process and
islamic as the step to build thought paradigm of contemporer Islam. It is the
process to recognize, separate and isolate the seculer elements (substantion, spiritual,
character and culture personality also Western civilization). This is the
strugle to purify Islamic lesson from Western influences.
SIMILARITIES
The similaruty between Kohlberg’s
theory and Al-Attas’ theory is they give priority in moral or attitude of human
in teaching learning process, either to themselves or to society.
DIFFERENCES
Kohlberg’s theory have some steps or
stages in development of moral. While al-Attas just has one step in developing
or repair morals that called as de-Westernisasi in order to avoid the
bad influences that comes with Western civilization or culture. Beside that,
Kohlberg make priority in laws of society which are the object to see the
development of morality. However Al-Attas, making the Prophet Muhammad SAW as
model to follow him what he did in daily activity.
CONCLUSION
Kohlberg has several stages in moral
development process that include to pre-conventional, conventional and
post-conventional. There are two stages in each step that has different moral
reasoning development. Al-Attas also propose about the important of moral
education in his perspective and he thought to make Islamic in knowledge
through de-Westernisasi. This point is clear that the reason of Kohlberg
and Al-Attas are almost the same but different in the process.
