Case Study Analysis - Chapter 3

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.

According to Erikson, Laura would be in the "Identity vs. Role Confusion" stage. Adolescents are often concerned with their appearance and how they are perceived by others. They are often worried they are always being judged or watched. They believe they are being critiqued by an "imaginary audience." Because adolescents are in between childhood and adulthood, they often question what their role should be and how they fit into the adult world. Laura is unsure of her identity and is constantly worried about the approval of others. She is experiencing "role confusion."

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?

If students are more interested in the social aspect of school rather than academic pursuits, teachers should try to incorporate social activity into academic exercises. For students who need social interaction, teachers should involve them in group work during class. They will be able to interact with other students while getting their class work finished. Teachers can also encourage students who need extra social interaction to get involved with differerent school clubs and extra curricular activities. Schools have sports teams, service clubs, academic clubs, etc. By getting involved in these acitivties students will be able to be involved in social interaction and may also be encouraged to focus on their school work.

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?

In Kohlberg's perspective, Laura is the "Good boy/Good girl" stage, or stage 3. Laura seems to be extremely worried about how other perceive her. She wants to please those around her, especially popular peers. She does not want to be thought of as a "geek" and when she is called in front of the class unsure of what she is supposed to do, she tries to seem as confident as possible. Mr. Marcalescu could help Laura advance her moral reasoning by relating to Laura of his own experiences in High School and college. He could explain to her how he once felt the pressure to please those around him, especially his peers, and how he later realized how conforming to others standards doesn't matter. This may help Laura to think on her own rather than worry so much about what is going on around her. Mr. Marcalescu could also explain the benefits of obeying laws and how laws maintain order in society. This may help Laura realize that it is important to keep school rules, obey national laws etc, as it keeps everything running smoothly.

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

A debate class is a great arena for students to jumpstart cognitive, linguistic, social and moral development. Cognitively, students are being pushed to think independetly by those they are debating against. They have to draw on prior knowledge, push their brain to think critically about the topic they are debating about, etc. It allows them to develop skills which will enable them to think critcally about other topics in the future. Linguistically, students are able to develop because they are practicing the art of persuasion. In debate students have to learn how to use syntax, vocabularly, and the methods of pathos, ethos, etc, to make the audience belive their argument over their oppenents. It allows students to practice how to effectively communicate with those around them in a clear and pleasing manner. Socially, a debate class almost forces students to communicate effectively about controversial topics. It teaches students how to aruge in hopefully an uncontentious manner. It also allows students to be in a semi-atmosphere of "play" while discussing an academic topic. They are mimicking a real-life situation which will help them be sucessful in the future. Morally, it allows students to see different viewpoints on different controversial matters. It could help students to move into different levels of moral reasoning as they think about the arguments and reasoning of others.