Moral Development and Moral Development and Brain FunctionBrain Function

Sharon Kay Stoll, Ph.D.Sharon Kay Stoll, Ph.D.

Hard WiredHard Wired 1.  The period of time from 16 - 22 is the 1.  The period of time from 16 - 22 is the

largest period of growth of the moral largest period of growth of the moral brain.brain.

2.  We are hardwired for morality, thus 2.  We are hardwired for morality, thus the better the role models, the better the better the role models, the better the environment - the better the the environment - the better the development.development.

3.  Because we are hardwired - meaning 3.  Because we are hardwired - meaning the brain grows in proportion to the the brain grows in proportion to the amount of discussion, thought, and amount of discussion, thought, and reflection - young people need good role reflection - young people need good role models to discuss, argue, and cause models to discuss, argue, and cause them to think about the important issues them to think about the important issues of life. of life. Gazzaniga, M. (2005). The Ethical Brain. Dana Press.Gazzaniga, M. (2005). The Ethical Brain. Dana Press.

Hard Wired for MoralityHard Wired for Morality

4.  All behavioral traits are heritable 4.  All behavioral traits are heritable (capable of being passed down (capable of being passed down from one generation to the next).  from one generation to the next).  This includes intellect, personality, This includes intellect, personality, character, and even criminality. character, and even criminality.

EnvironmentEnvironment

5.  The environmental effect of being 5.  The environmental effect of being raised in the same family is smaller raised in the same family is smaller than the effect of genetics.  You are than the effect of genetics.  You are attached to a family yes, and the older attached to a family yes, and the older you get the more your IQ resembles you get the more your IQ resembles your biological parents - Scary, isn't it?  your biological parents - Scary, isn't it?  This law stands in stark opposition to This law stands in stark opposition to the common notion that environmental the common notion that environmental influence increases throughout life.  influence increases throughout life. 

EnvironmentEnvironment

6. Neither genes nor family environment 6. Neither genes nor family environment accounts for a VERY large portion of accounts for a VERY large portion of variation in human behavior. Some folks variation in human behavior. Some folks may be born good and some folks may may be born good and some folks may be born bad, but there is something be born bad, but there is something mystical about human behavior that we mystical about human behavior that we can't predict - And even if little Johnny can't predict - And even if little Johnny has all the good genes and a great has all the good genes and a great family, if he falls into the wrong crowd – family, if he falls into the wrong crowd – look out -   look out -  

ResponsibilityResponsibility

7. The idea of responsibility, a social 7. The idea of responsibility, a social construct that exists in the rules of construct that exists in the rules of society, does not exist in the society, does not exist in the neuronal structures of the brain.neuronal structures of the brain.

A series of studies suggest that there is a A series of studies suggest that there is a brain-based account of moral reasoning.brain-based account of moral reasoning.Regions of the brain are activated with one Regions of the brain are activated with one

kind of moral judgment but not another.kind of moral judgment but not another.Research suggests that when someone is willing Research suggests that when someone is willing

to act on a moral belief, it is because the to act on a moral belief, it is because the emotional part of the brain has become active emotional part of the brain has become active when considering the moral question at hand.when considering the moral question at hand.

If we don’t know it is a moral issue – then how does one If we don’t know it is a moral issue – then how does one act?act?

Hard-wired for MoralityHard-wired for Morality

Recent neuroscience discoveries are adding Recent neuroscience discoveries are adding twists to this equation. We are getting a handle twists to this equation. We are getting a handle on brain biology as it relates to specific moral on brain biology as it relates to specific moral precepts, and in time all of them will be seen as precepts, and in time all of them will be seen as originating, to some degree, in biology. This originating, to some degree, in biology. This understanding might suggest that under certain understanding might suggest that under certain conditions “immoral” behavior is not necessarily conditions “immoral” behavior is not necessarily the product of willful acts. By controlling the product of willful acts. By controlling behavior, brain biology might be responsible for behavior, brain biology might be responsible for some of the extreme manifestations of these bad some of the extreme manifestations of these bad behaviors. In that case, some individual “sins” behaviors. In that case, some individual “sins” may not be “sins” at all. may not be “sins” at all. Tancredi, L. R., (2003). Hardwired Tancredi, L. R., (2003). Hardwired Behavior: What Neuroscience Reveals about Morality. Cambridge Behavior: What Neuroscience Reveals about Morality. Cambridge University PressUniversity Press

It’s clear.. that character and It’s clear.. that character and behavior are indeed a function of behavior are indeed a function of both environment and genetics, so both environment and genetics, so that in seeking to remedy our moral that in seeking to remedy our moral failings, we need to address both. failings, we need to address both. Thomas W. Clark, Thomas W. Clark, Neuroscience and the Human Spirit“ Neuroscience and the Human Spirit“ Meeting the Challenges of Contemporary Brain ResearchMeeting the Challenges of Contemporary Brain Research. . Conference on Neuroscience and Morality, Conference on Neuroscience and Morality, http://www.naturalism.org/http://www.naturalism.org/

We are social creatures and if we are We are social creatures and if we are to flourish in our social to flourish in our social environments, we must learn how to environments, we must learn how to reason well about what we should reason well about what we should do. do. William D. Casebeer, philosopher at USAFA.William D. Casebeer, philosopher at USAFA.

What we do at the Center…What we do at the Center…

1. We teach, serve, and research 1. We teach, serve, and research about character education and about character education and sportsmanship.sportsmanship.

2. We act as consultants for any 2. We act as consultants for any organization who wishes to educate organization who wishes to educate about ethics and ethical conduct.about ethics and ethical conduct.

3. We develop methodologies, 3. We develop methodologies, materials, guidelines, curriculum, materials, guidelines, curriculum, resources.resources.

4. We act as a “think tank” to help 4. We act as a “think tank” to help others…others…

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A Schematic of the process of character education from learning to doing..

EnvironmentEnvironment ModelingModeling Cognitive DissonanceCognitive Dissonance

*See, T. Lickona, Educating for Character

Copyright 1994, Sharon Kay Stoll, Ph.D.Center for ETHICS*

Informal LearningInformal Learning Formal InstructionFormal Instruction

The Triad of Character Development*The Triad of Character Development*

Valuing Knowing

DoingDoing

Past & Present Experiences....Past & Present Experiences.... Moral Instruction, moral reasoning...Moral Instruction, moral reasoning...Family, Friends, Teachers...Family, Friends, Teachers...

Learning Personal CharacterLearning Personal Character

Character EducationCharacter EducationCharacter EducationCharacter Education

Thomas Lickona, Thomas Lickona, Educating for Educating for CharacterCharacter

Moral Feeling1. Conscience2. Self-esteem3. Empathy4. Loving the good5. Self-control6. Humility

Moral Action1. Competence2. Will3. Habit

Moral Knowing1. Moral Awareness2. Knowing Moral Values3. Perspective-taking

4. Moral reasoning5. Decision-making6. Self-knowledge

Moral Reasoning in the Moral Moral Reasoning in the Moral Development ProcessDevelopment Process

What is the right thing to do?What is the right thing to do?Why is it right?Why is it right?What socio-moral perspectives What socio-moral perspectives

support this point of view?support this point of view?

The Teaching of Moral The Teaching of Moral ReasoningReasoning

Can ethics be taught?Can ethics be taught?And if taught, can ethics be And if taught, can ethics be

measured?measured?

Teaching Paradigm o f SBH* Maieutic Standard

Kohlberg, Levels of Moral DevelopmentLickona, Educating for Character

Gilligan, Hann

SportBusinessEducationMilitary

Philosophy of Learning Philosophy of Learning Philosophy of Learning Philosophy of Learning

Moral Reasoning Values, Principles, and Rules

EmbodiedInteractiveCognitive

Philosophic Cognitive Structure Philosophic Cognitive Structure Philosophic Cognitive Structure Philosophic Cognitive Structure

Teaching MethodologyTeaching Methodology

Knowledge Base of Moral Knowledge Base of Moral

EducationEducation

Knowledge Base of Content Knowledge Base of Content

AreaArea

Copyright 1994, Sharon Kay Stoll, Ph.D.Center for ETHICS*

BehaviorBehavior

ArgumentationQuestioningListening

ArrangementTrustRespect

HumanisticCommunicatorRisk Taker

Skills Skills EnvironmentEnvironment

Why do some programs want Why do some programs want what we dowhat we do

The coaches have to believe in the The coaches have to believe in the concept of moral development…concept of moral development…Their effect and responsibility on Their effect and responsibility on

development of moralitydevelopment of moralityTake time from their programs to do so.Take time from their programs to do so.Head coach must be a part of the Head coach must be a part of the

educational plan.educational plan.Reflection, writing, discussionReflection, writing, discussion

CurriculumCurriculum 1. A four year program.1. A four year program. 2. Each year’s curriculum, that is taught in 2-15 2. Each year’s curriculum, that is taught in 2-15

minute modules each week covers a wide range or minute modules each week covers a wide range or social and moral problems and issues including.social and moral problems and issues including. Recreational SexRecreational Sex DrugsDrugs AlcoholAlcohol Violence toward WomenViolence toward Women GunsGuns GangsGangs Honor – Honor – And so forth…And so forth…