English 12: The Crucible and Kohlberg’s Theory of Moral Reasoning

This essay aims to explore the complexities of character behavior within the play, ‘The Crucible’. It will analyze the puzzling behaviors that the characters exhibit based on Kohlberg’s theory of moral development. Kohlberg’s theory suggests that moral development occurs in three stages:pre-conventional, conventional, and post-conventional. All three categories are great factors to consider when analyzing the characters and the way they act. If we understand the reason behind the action, we will have a deeper comprehension of Arthur Miller’s characters. 

Throughout Arthur Miller’s play ‘The Crucible’, he presents an array of characters who exhibit a pre-conventional mentality. In the first stage of Kohlberg’s stages of moral development theory, a person who behaves in a way to avoid punishment and obtain a reward is categorized as pre-conventional. The group of girls is the first pre-conventional character shown in ‘The Crucible’. With Abigail’s ominous warning: “And mark this. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night. I will bring a pointy reckoning that will shudder you,” encapsulates the group of girls’ troublesome situation and how their pre-conventional mentality came to be. Honesty is a virtue in the Puritan religion, and the girls’ willingness to lie and accuse the innocent for the sake of saving their lives underlines their heresy. Their behavior is rooted in fear and self-interest rather than a higher sense of justice or empathy for others. Thus within ‘The Crucible’, these girls demonstrate the base nature of a pre-conventional character. Even in the Puritanical society of Salem, privileged figures like Thomas Putman behave selfishly to obtain a reward. Amidst the heated confrontation within the court, Giles Corey brings up ‘an honest man[‘s]’ testimony, he claims that ‘‘Putman’ used ‘his daughter to cry out on Jacobs” during the witch trials to attain “a fair gift of land”. Rather than keeping a respectable name in the Salem community, Thomas Putman chooses to rely on deceitful means simply to take Jacob’s fortune, going so far as to use his daughter, Ruth. Thomas Putman is driven solely for his gain, exhibiting a variant of a pre-conventional mindset. The final pre-conventional character is Reverend Parris. As the town’s fury reaches a zenith, the Minister of Salem finds himself facing the threat of death, prompting him to call off the hanging: “Tonight, when I open my door to leave my house—a dagger clattered to the ground. [Danforth] cannot hang this sort. There is danger for me. I dare not step out at night!”. Throughout the play Parris consistently prioritizes his safety and reputation over the lives of the innocent Salem villagers, holding his tongue rather than defending those who are wrongfully accused. When the consequences of his actions come to haunt him, he pleads for the release of the accused witches in exchange for the mercy of the Salem people. Reverend Parris is a quintessential example of a Pre-conventional character. As presented, there are many characters in Arthur Miller’s play ‘The Crucible’ who behave in a way to avoid punishment and obtain a reward.

Furthermore, Kohlberg’s second stage of moral development, conventional reasoning, is present in Auther Miller’s play. Conventional reasoning is when a character behaves in a way to fit a certain group, conforming to their values and principles in exchange for group acceptance. Salem’s local Judge, Hathorne, is a conventional character. Hathorne is quick to assert his authority and label those who challenge the court’s judgment as crazy, however, Giles reminds Hathorne of his minor authority: “You’re not a Boston judge yet, Hathorne, You’ll not call me daft!”. Through Giles’s retor Hathorne’s desire for power and prestige is brought to light. Despite knowing individuals like Giles Corey, John Proctor, and Mr. Nurse to be esteemed members of Salem society, Hathorne effortlessly dismisses their credibility and berates their behavior in order to align himself with the Authority of the court. This betrayal of his community and conformity with Danforth’s wrongful judgment highlights Hathorne’s willingness to sacrifice his neutrality for the sake of social acceptance and advancement within the judicial ranks, therefore making him a conventional character. Another character who has conventional characteristics is Ann Putman. When she claimed that she “knew” that “Goody Osbourn” was a witch, for “[Ann Putman’s] babies always shriveled in her hands”. In a 1692 Puritan society, a woman’s worth was often measured by her ability to bear and raise children. Mrs. Putman, facing the tragedy of losing seven of her children, is likely viewed by the community to be an incompetent woman. By scapegoating Goody Osborn, Ann is deflecting this stigma. Through this she can gain the sympathy of her neighbors, reinforcing and preserving the reputation and social status within Salem, demonstrating a conventional mentality. Appointed by the court to assist in arresting individuals, Ezekial Cheever is the final conventional character of ‘The Crucible’. “I think it is my duty, sir— [To Proctor] You’ll not deny it, John. [To Danforth] When we come to take his wife, he damned the court and ripped [the] warrant” he declares in court, disclosing John Proctor’s ireful impulses at the end of Act two. Similar to Hathorne and Parris, Cheever distances himself from any prior rapport with the accused, swiftly confessing rather than defending. In the name of duty, he sacrifices his relationships and easily gives into the court’s authority over the people. Ezekial Cheever’s betrayal and commitment to his duty show that he is a conventional character. Minor characters like Reverend Hathorn, Ann Putnam, and Ezekiel Cheever are archetypal of Kohlberg’s conventional moral reasoning.

Finally, ‘The Crucible’ provides characters that fit into Kohlberg’s Post-conventional moral reasoning. A Post-conventional individual behaves in a way that they believe is correct regardless of punishment, reward, or group acceptance. Giles Corey, an elderly Salem villager, is our first conventional character. Rather than surrendering the court the name of the witness, Giles refuses to do so to protect the man, taunting the court to put ‘more weight’ (Giles, Act iv) as he is crushed under the heavy stones. Overcome with guilt and grief due to falsely accusing his wife of witchcraft, Giles swore to not involve any more innocent lives in the witch trials. Honoring his oath to the mystery witness and courageously enduring the pain of death, emphasizes his post-conventional character. A character who remains true to their values and beliefs regardless of group acceptance, reward, or punishment is Elizabeth Proctor. The villagers of Salem would quarrel among each other, taking notice of how Elizabeth ‘rarely’ comes to ‘church’, reasoning that ‘she will not sit so close to something soiled’ like Abigail. Elizabeth’s assertion of autonomy; the refusal to church because of Abigail; is a demonstration of commitment to personal integrity. Choosing to maintain her principles, even at the risk of her societal alienation and hereafter her safety, she highlights the nature of a post-conventional character’s detachment from group acceptance. Reverend Hale is the remaining post-conventional character of this expository essay. Witnessing a respectable man like John Proctor imprisoned for his truthful confession, Hale becomes enraged at the outcome, leading him to ‘denounce’ the ‘proceedings’ and ‘quit[s]’ Salem’s ‘court. Essentially an act of abandoning his carefully crafted career and prestige an act of rejecting Danforth’s ideal of justice. Hale abandons his prestige and carefully crafted career for the sake of adhering to his sense of justice and moral integrity. He truly believes that Danforth’s perception of justice is corrupt and tyrannical. In hopes of making up for the misconduct of his actions prior, Reverend Hale returns to Salem in an attempt to save those who are falsely accused by the unethical court of Justice.

In conclusion, Kohlberg’s moral development theory offers valuable insights into the psychological motivations behind the characters’ actions within Arthur Miller’s ‘The Crucible’. Kohlberg proposed three stages of moral development: pre-conventional, conventional, and post-conventional. In the pre-conventional stage, individuals act based on self-interest, seeking rewards or avoiding punishment. In the conventional stage, they prioritize conformity to societal norms and expectations. Finally, in the post-conventional stage, individuals develop their moral principles, detached from external influences. By applying these stages to the characters in ‘The Crucible’, expands the reader’s comprehension of the complexities of the characters’ behaviors and overall the theme of the play.

Law- Debates or Separation Agreement

Separation Agreement Artifact

About the activity
In the seperation agreement project, as the name suggest, is a simluation of how a seperation/divorce negotiation and agreement would go. We were put into partners and were given and a scenario with the couple’s current state. Each individual is given a sheet with specific goals and wants that. The goal of the project was to negotiate an agreement about the custody of the child(ren), each spouse would be financially stable, and the division of property.

Core Competency Reflection
I show others that I truly value their contributions by asking their opinions and ideas. A big part of the separation agreement is that both parties are happy with the outcome. I double check with my partner, if they were happy with the options i present. When i receive feedback from my partner, i adjust it or i follow through with their ideas instead.
I can find it easy to be part of a group. With the help of a partner or a group, it aids me into working more and keeping up with the work. As well as bouncing off the ideas, opinions of each other.
I can develop a body of creative work over time. Overtime during the project, the more legal options we found. We also found creative ways to work around our wants. An example of this was our car scheduling. Typically in a separation, cars were either sold or it was a payout. Since me and my partner wanted a vehicle, we decided to keep the car and place a schedule on it. We also ensured that we had the best interest of the child as well, basing our car schedule to who has the child during the week.
I can describe how the types of child custodies are relates to this project. When we were deciding on has custody over the child. i made sure that it all aligned to have the best interest of the child in mind. Making sure that the child would be able to grow up with both parents present.


Goal
I can explain when something is unfair and advocate for others. Reflecting back to the project, I see and know i was biased during the negotiation, that was all in pure fun. In regards to real life decision making, i aim to rationalize decision and further understand the perspective of others.

Textiles Core Competency Self-Assessment

During class discussions, i actively participate by asking and responding to the questions to the best of my ability. When my interest either piqued and/or i don’t know what something is, I would ask Ms. Munroe questions regarding it. This is also the same, when I on the creation process of the skirt, i would asking Ms. Munroe for help/clarifications. I demonstrate good listening skill and able to apply the shared information on my projects. Such as the sewing seams, interfacing appliance, and hem appliance. When receiving any tips, advice, constructive criticism, I apply it to my current and future creation (Amend my projects and/or techniques).

Ceramics Core Competency Reflection

this piece is heavily video game inspired. Just a few days before creating this piece I recently bought both games that this piece was inspired by “The Cuphead game” and “bendy and the ink machine”. For context, Cuphead is a classic run and gun game that is heavily focused on boss battles and the game is considered to be a rage game because of how the boss battles are super difficult. I wanted to do something unique with the Cuphead character, so i deiced to make it look like it died because of a battle. This is in commemoration to the game’s design and the fact that i have died several times to the same boss battle. When i was making this piece, I noticed that i really like doing the subtracting portion of it and at the end it looked really nice. the black small one, It was made in commemoration for the recent release of the game’s sequel. I just found this one really adorable.

Residential school survivor presentation

While listening to Shane John and Wesley Scott’s residential school presentation was an interesting experience. Their presentation gave me and my fellow classmates and insight of what would it be like in residential schools. I salute them for being able to share personal stories and sacred items to a huge audience. They made their presentation like you where also experiencing it with them, they used the microphone to display the noises you would hear and used the stage to demonstrate a size of things. Shane also brought a sacred eagle wing fan that we got to pass around and a small snare drum that he played. Shane also talked about his dad and how The physical and mental effects of residential school followed him throughout his life. Resulting in alcoholism and behavior to his family. The residential caused his dad to loose his positive personal and cultural identity. This experience was very informative and I felt it deepened my understanding of the everlasting effects of residential schools 

The Simpsons

My Analysis

Creating and Communication

This unit showed me irony, satire and allusion in action. I already knew a little bit of irony before but this unit helped me gain a much more deeper understanding of what all three were. Through the help of Mr. Cook’s pausing the video and pointing it out, it helped me with identifiyng allusions and satire more. When we were starting the episode “The TaleTail head” I never knew the entire episode was an allusion to Edgar Allan Poe’s poem, “The TaleTail Heart”

The night before our The Simpsons essay, I re-watched the episode that we watch during class, trying to spot irony, allusions and satire on my own. I tried to add the key iconic things to what made the Simpsons so successful, like memorable characters, witty jokes and writing and quotable lines all the while trying to incorporate the a more deeper understanding of the writing in the Simpsons like irony, allusions, satire.

While writing my essay tried avoiding run-down words the best that i can. I also tried to re-read my essay to try and spot any grammatical errors or misspelled words. I’m working on having a smoother transitions from point to point.

Core Competency

I can describe how satire, irony and/or allusion relates to The Simpsons. I can identify allusion and irony in The Simpsons, an example of irony or dramatic irony is in “Homer The Herathic”, when Ned was saving Homer from the house fire instead of homer landing on the mattress he instead bounced back into the buring house. An Example of allusion is in the episode of “Krusty gets Busted” in the scene where Bart is in his room talking to him self and he referenced a line in Hamlet by William Shakespeare “to be or not to be”.

An example of where I built upon someone else’s ideas is when, Mr. Cook told me what my Greek Mythology essay class essay was going to be i did a little bit of researching before hand, watching the Movie “Troy” researching more about each character in The Illiad and creating a draft essay the night before.

Linear System Group Assignment

Purpose

our group made our own linear system question and we had to present it with a graph and an algebraic equation.

Curricular Response

When we were doing our linear we used a fair amount of mathematical vocabulary. It was easier to understand and use mathematical words that everybody understood. We used words like “plotting points”, “addition method” “substitution method” “substitute” and “coefficient”. it made things a lot easier when using the vocabulary words because it made things much more straightforward and professional when explaining how the methods were used. We used the word “Addition method” when we were attempting our first equation. We decided that we should give the substitution a try since we finished early, so we erased our first question and did that. We chose to tackle the problem algebraically since it was the most understanable method. We made a couple of tries when attempting this, but in the end, we used this equation because it was a complex yet straightforward question, it gave me and my groupmates a new way method.

Core Competency Self-Assessment

I work with others to achieve a goal. I gave a few suggestions on how to start the equation and asked if we needed one of the lines to be in standard form to be able to solve this. I demonstrate respectful, inclusive behavior, through listening to others’ responses, equation suggestions, and asking how it became like that. I included others by asking them for suggestions and help. I find it easy to be part of a group, when everybody helps out, not going off to other groups and ignoring whatever is happening in their own group and ultimately just having fun chatting which each other while we wait for the next question (on normal school days) or when we’re done our work. I recognize different points of view and can disagree respectfully, I ask them how they got to that solution respectfully, sharing questions regarding their methods, like why chose this method over the other? or how did you get XX?.

what’s the word around town?

https://maphub.net/ROMualdez/hotel

reflection

Was I able to identify how the geography impact the town / city with ease? How was I able to find how the physical geography impacted these areas?

I found it somewhat easy to understand the geography and the physical impact on the city but I did struggle a lot.

How did the technology personally affect my learning? What were the pros and cons of using maphub.com? Be detailed in your response here.

using the maphub website was the easiest part in this project.

Were you satisfied with the result of your design and solutions?

I’m sort of satisfied. my only problem in this is the information, I know I could’ve done better on that part, but everything else I’m ok with it.

How would you refine your assignment in the future?

if given the chance i would do more research about it and defiantly not do the project the last minute.