From where I stand, it seems like Laura is in the "Identity vs Role" stage in Erickson's theory of psychological development. She seems to be very self conscious about her appearance not wanting to be considered a "geek." She spends the time in front of the mirror making sure every last hair is in place, etc. She is still trying to find out who she is and where she fits in.
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?
Well, one thing the faculty could do is encourage the students to serve on the student council. Here, the students have a voice where they can be heard. Another thing that could be done is they could encourage the students do participate in athletics. Here, the students are at the center of everyone, all eyes are on them. Plus, as they participate in athletics, they need to keep their academics up, so this could also be used as a motivator.
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 feel that Laura could very well be in stage 4 of Kohlberg's theory. The Law & Order stage. You see, Laura knows that there are rules that govern society. There is a right & a wrong. She know's that essentially, pollution is bad for our society. So by making everyone walk everyone, there is no pollution from automobiles. So her solution? Take away everyone's car. Then nobody can drive & problem solved. Though she neglects to look at the needs of our society. One way Mr. Marcalescu could help is that he could help her realize the needs of our society and how we could still have laws that could help the pollution problem, but also fill the needs of our society.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debating class definitely stretches the cognitive abilities of the students. It makes them think at a fast pace. In the linguistic sense, it also gets there mind going at a quick pace to thing of the right words to say to be able to get their point across. As far as their social and moral development go, debating with other students promotes social development. Talking and debating different topics with their opens up their minds to other points of views that they might not have thought of before. By doing this, their moral views on different subjects could be shaped and become more mature.
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