chapter 11: moral development
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Chapter 11: Moral Development. What is moral development?. Changes in thoughts, feelings and behaviors regarding standards of right and wrong Intrapersonal Interpersonal – regulates social interaction & arbitrates conflict. What is moral development?. - PowerPoint PPT PresentationTRANSCRIPT
Chapter 11: Moral Development
What is moral development?• Changes in thoughts, feelings and
behaviors regarding standards of right and wrong
• Intrapersonal
• Interpersonal – regulates social interaction & arbitrates conflict
What is moral development?
1. How do individuals think about moral decisions?
2. How do they behave in moral circumstances?
3. How do they feel about moral matters?
Can Morality be Examined Apart from Religion?
Religion provides the assumptions which underpin moral reasoning and decisions.
Religion takes morality from individual to collective and universal.
Religion provides the authority for moral prescriptions.
Morality - Children & RulesTuriel – 1978, 19835-year-old children conceptualize the social
world in three separate domainsMoralSocial-conventionalPsychological (personal)
They realize that the rules for each of these have different levels of changeability.
Kohlberg’s TheoryHeinz dilemma –
Wife near deathOne drug might save herCost $200 to make; charged $2000Heinz raised $1000, offered to pay laterDruggist said noHeinz stole the drug
Kohlberg’s TheoryLevel 1: Preconventional
External rewards & punishments
Level 2: ConventionalAbide by internal standards of others (law or
parents)
Level 3: PostconventionalRecognizes alternative codes, explores
options, chooses one
Kohlberg - PreconventionalStage 1 – heteronomous
Moral thinking is tied to punishment
Stage 2 – individualism, instrumental purpose & exchange“live & let live”Equity of exchange: “I do you a favor; you do
me one.”
Kohlberg - ConventionalStage 3: Mutual interpersonal expectations,
relationships & interpersonal conformityValue trust, caring & loyalty to others; children
like “good girl; good boy”
Stage 4: Social systems moralityUnderstanding the social order, law, justice and
duty
Kohlberg – Postconventional
Stage 5: Social contract or utility and individual rightsValues, rights & principles undergird the law; laws
are evaluated by how well they protect human rights & values
Stage 6: Universal ethical principlesMoral standard based on universal human rights;
will follow conscience rather than law
Kohlberg Stage 7?
Cosmic perspectiveSee one’s self as one with the universeAlready a religious position -
Hindu, New Age
Kohlberg’s CriticsLink between moral thought & moral
behavior?
Albert Bandura – people do not usually engage in harmful conduct until they have justified the morality of their actions to themselvesSocially worthy causeGod’s will
Kohlberg’s CriticsRest –
Assessment techniquesWhat are the moral issues?
Stages 5 & 6 do not stand up across culturesExample – Buddhist monks & emphasis on
compassionIndia – social rules are inevitable
Kohlberg’s CriticsHaidt (2008)
Traditionalist [collectivist] societies expect individuals to limit their desires and play their roles within the group
“Western conservatives also seem to be morally challenged.”
Conclusion: Kolhberg has an individualist, liberal, progress bias.
Kohlberg’s Critics
Carol Gilligan – gender bias
Justice perspective – male norm that puts principles above people
Care perspective – moral perspective that views people in terms of connectedness and emphasizes relationships & caring for others
Social Conventional Reasoning
Social rules & conventions are arbitrary & created by people
Moral rules are obligatory, widely-accepted, and somewhat impersonalEthics exist apart from social convention
Moral Behavior among ChildrenFactors (Behaviorist view)
Reinforcement & punishment Depends upon consistency & timing
Models Depends upon characteristics such as warmth &
attractivenessSituations
Children behave inconsistently depending upon peer pressure, likelihood of being caught, personal characteristics
Self-control Convinced by reasoning, punishment
Social-cognitive Theory of MoralityAlbert Bandura
Moral competence – knowledge, capabilities, skills, awareness of rules
Moral performance – motivation, rewards, incentives
Self-regulation – avoiding self-condemnation and fostering self-satisfaction & self-worth
Moral Emotion - Guilt
Sigmund FreudThe desire to avoid feeling guilty is the foundation
of moral behavior.
Superego consists of: Ego ideal – rewards by conveying a sense of pride and
personal value Conscience – punishes disapproved behaviors by making
the child feel guilty & worthless
Moral Emotion - EmpathyResponding to another’s feelings with a similar
emotional response
Some infants show global empathy1-2 years, may feel discomfort but cannot translate
into actionEarly childhood – add perspective-taking10-12 may feel social or humanitarian empathy
Raising Moral Children: Parental Discipline – Hoffman (1970)Recommends Induction
Reasoning, consequences Works best with older children, middle SES
Love withdrawal (anxiety) Don’t like you; going to leave you
Power assertion (hostility) Spanking, threatening, removing privileges Makes parents appear to have poor self-control
Parenting & Morality - ThompsonWarm-responsive parent-child relationships
Secure attachment linked to conscience developmentProactive strategiesConversational dialogueOther strategies –
Be a good role modelFoster an internal sense of moralityTell them about expected behaviorsUse reason with punishment