Development, Representation & Intelligence

Other Theorists — Kohlberg, Bruner, Gardner (MI)

Moral reasoning, modes of representation, discovery learning and the plural nature of human intelligence.

Three Core Concepts

Concept 01 · Stages of Moral Development

Lawrence Kohlberg

Core principle/rule: Kohlberg expanded Piaget's work: moral reasoning—the basis for ethical behaviour—develops in a strict chronological sequence of 3 levels, each containing 2 stages, making six stages. He assessed it through dilemmas, especially the “Heinz Dilemma.”

Level 1 · Pre-Conventional · Self-Focused

  1. Obedience & Punishment: Rules are fixed and absolute; obey to avoid punishment.
  2. Individualism & Exchange: “What's in it for me?” Self-interest and equal exchange.

Level 2 · Conventional · Society-Focused

  1. Good Interpersonal Relationships: Good Boy/Good Girl orientation; desire for peer and family approval.
  2. Maintaining Social Order: Obey law and respect authority to maintain a functioning society.

Level 3 · Post-Conventional · Principle-Focused

  1. Social Contract: Laws are social contracts; those violating human rights should be changed democratically.
  2. Universal Ethical Principles: Abstract universal principles—justice, equality, dignity—even when this means breaking unjust laws.
Concept 02 · Modes of Representation & Discovery Learning

Jerome Bruner

Core principle/rule: Cognitive development concerns how knowledge is represented and organised through different modes. Bruner's Spiral Curriculum holds that any subject can be taught effectively in an intellectually honest form to any child at any developmental stage.

1 · Enactive · Action-Based · 0–1 YearsKnowledge through muscle memory and physical action—for example, learning to ride a bicycle cannot come only from reading.
2 · Iconic · Image-Based · 1–6 YearsInformation stored visually as images or diagrams—for example, understanding mathematics through drawings of apples.
3 · Symbolic · Language-Based · 7+ YearsInformation stored as abstract symbols such as language and mathematical equations.

Discovery Learning

Students should not be given final information through expository teaching; they should be guided to discover facts and relationships themselves, fostering true problem-solving.

Concept 03 · Theory of Multiple Intelligences

Howard Gardner

Core principle/rule: Gardner rejected intelligence as one overarching general ability—the g-factor or a single IQ score. Humans possess several distinct, relatively independent and equally valid modalities of intelligence.

1 · LinguisticSensitivity to spoken and written language—writers, orators.
2 · Logical–MathematicalLogical analysis and mathematical operations—scientists, engineers.
3 · SpatialRecognising and manipulating wide-space and confined-area patterns—architects, pilots, sculptors.
4 · Bodily–KinestheticUsing the body to solve problems or create products—athletes, surgeons, dancers.
5 · MusicalPerformance, composition and appreciation of musical patterns.
6 · InterpersonalUnderstanding others' intentions, motivations and desires—teachers, politicians, counsellors.
7 · IntrapersonalUnderstanding oneself, including fears, motivations and goals—philosophers, theorists.
8 · NaturalisticRecognising and classifying flora and fauna—botanists, ecologists.

Quick Reference

Cognitive Theorists Comparison Matrix

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TheoristCore TheoryPrimary Pedagogical ConceptClassic UPSC Testing Point
Lawrence KohlbergMoral Development3 Levels, 6 Stages of ethical reasoning.Distinguish Stage 3—Peer Approval—from Stage 4—Law & Order.
Jerome BrunerCognitive DevelopmentSpiral Curriculum & Modes of Representation.Strict sequence: Enactive, Iconic, Symbolic.
Howard GardnerMultiple Intelligences (MI)Intelligence is completely plural, not a single IQ score.Differentiate Interpersonal—others—from Intrapersonal—self—intelligence.

Kohlberg · Bruner · Gardner · Moral Development · Multiple Intelligences