作者概述了皮亚杰理论中的两种道德类型和两种教育关系。Korthals指出，两种道德是成人的约束和合作，每个人对其他完全相反的一端与许多不同的组合之间。成人的限制，他提到的是一个单方面的尊重，其中一个孩子的动机服从成人。他举了一个例子，一个年长的人说应该做什么，表明他们关心孩子，因此孩子服从成人。合作是完全相反的，并涉及相互尊重，这两个参与者的动机同样。科塔尔例子实例的两演员关系和彼此欣赏。接着他讲述了两种类型的教育关系。第一个是不对称的互动发生在第一年。Korthals解释说，自发的和无意识的一个孩子的自私所带来的道德现实主义。在这一阶段，孩子掌握了规则的概念，有义务遵守规则。第二阶段是当自治达到。据皮亚杰，这是当一个地方自己在平等的孩子，并试图讨论规则，找出为什么他们是合法的。作者清楚地讨论每一点，并把它们与父母、老师和孩子的交往联系起来。
澳洲弗林德斯论文代写:皮亚杰理论
The author gives an overview of the two types of morality and two types of educational relation in Piaget's theory. Korthals states that the two types of morality are adult constraint and cooperation, each one being on the complete opposite end of the other with many different combinations in between. Adult constraint he mentions as being that of a unilateral respect in which a child is motivated to obey an adult. He gives an example of an older person saying what should be done and showing that they care about that child, therefore the child is obeying the adult. Cooperation is then the complete opposite and involves mutual respect in which both participants are motivated equally. Korthals example for this instance is the way two actors relate to and appreciate one another. He then goes on to tell of the two types of educational relation. The first being asymmetrical interaction which occurs in the first years. Korthals explains that the spontaneous and unconscious selfishness of a child brings forth moral realism. During this stage the child grasps the concept of rules and an obligation to follow them. The second stage is when autonomy is reached. According to Piaget, this is when one places themselves at equality with the child and tries to discuss rules and figure out why they are legitimate. The author is clear in discussing each of these points and correlating them to their dealings with parents, teachers and children.
