Do you wonder why OCSB children stop using Catholic morality? Do you wonder why they support abortion, contraception, euthanasia?
Well, one way comes from teaching Kohlbergian philosophy. This should NOT be taught to catholic high school students, much less 9 year olds!
Cardinal Pell did his Masters thesis on Kohlberg and came out against the use of Kohlbergian ethics in Catholic education
Eastern Ontario CCC is the group that writes curriculum for the 4 eastern Ontario School boards including the OCSB
The following new religion curriculum is for Grades 4-5-6 (ie. ages 9-11)
Imagine teaching the Heinz dilemma to a 10 year old?
Kohlberg should DEFINITELY not be taught to 9 year olds!
Here is Cardinal Pell on Kohlberg:
Here is more Cardinal Pell on Kohlberg:
“Of course, one might agree with much of this and still reject the strong conclusion; one might say, “Yes, I accept the idea of moral truth. I just reject the particular set of moral truths the Church proposes.” This approach has been tried many times. The endorsement of law as “form” which allows us to reject any determinate “content” and to construct our own content is common to various subjectivists, intuitionists, and Kantians. It is found, for instance, in the still-influential writings of Lawrence Kohlberg.
For the earlier Kohlberg at least, morality is simply certain rational constraints upon freedom; morality is the content-free requirement of form upon our reason. Kohlberg himself equivocated over whether morality is truly empty of content or gives us a little guidance. It is certainly hard to take seriously the notion of morality as contentless logic”a kind of color-in-the-picture-for-yourself ethics. Anyone in a real-life situation that requires moral strength, honesty, and accuracy would surely be repelled by the advice that “morality has nothing to say about the details of your choice; it’s all up to you.” To say this is to abandon people when they most need and expect guidance. “
Read about Kohlberg here: How Not Teach Morality
Also see the disaster that Kohlberg created in founding the “Cluster School” that failed after 5 years:
“Yet one of the main thrusts of recent moral education has been to set reason up on its own: to create, in effect, a culture-free morality. Kohlberg, for example, thought that children should become autonomous ethical agents, independent of family, church, and state.”
Since the early 1970s every passing secular educational fad seems to have found an immediate welcome in Catholic education. Dewey, Piaget, Kohlberg, Transactional Analysis, Values Clarification, “non-directive” sex education, misinformative anti-AIDS education, “Protective Behaviours” programs, have strutted and fretted their hour (or their year, or their decade) upon the stages of the Catholic schools. Yet one looks in vain through Catholic educational periodicals, or to CEO courses, for critical analyses of any of these fads or their gurus.
Related to this cultural crisis, and exacerbating it in many ways, were the internal crises of the Church itself, as Catholic education began to implement theories ultimately traceable to dissenting theologians and, beyond them, to influential secular thinkers (the Harvard educationist Lawrence Kohlberg, for example).
PS: Kohlberg also seems to be taught in Grade 9 and Grade 12 in Ontario catholic schools
PPS: Kohlberg was a secularist who taught at Harvard. He killed himself by walking into semi-frozen Boston Harbour. He had been suffering from long-term abdominal pain.
ADDENDUM: Kohlburg is also mentioned in this book from Queen’s University Press:
Beyond Obedience and Abandonment: Toward a Theory of Dissent in Catholic Education