1. Author: Molly R. Simonton, M.S. South Charleston, West Virginia
Date submitted to deafed.net – April 4, 2006
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2. Moral Reasoning and Values Clarification
Orientation to Deafness.
Nancy Sheetz
Chapter 8
A Review by Angela Williams
Spring 2005

3. Moral Reasoning
A philosophical tenet consisting of the intentions and reasons that sustains our actions (Windmiller, Lambert, and Truel, 1980).
Sheetz, 2001, p. 180
Sheetz p. 180

4. Developing A Moral Code
Moral codes focus on what is good and bad for people
Moral principles, codes, judgments and admonitions have some bearing on behavior (moral discourse)
Individuals may choose to behave in accordance with their beliefs and avoid those that would make them feel “guilt”
Sheetz, 2001, p. 181

5. Three Major Theories
Intuitionism – individuals know intuitively what is moral and good, having a “sense” of what is right and wrong
Emotivism – a moral judgment conveys only an attitude and this is used to influence oneself to behave in a certain way
Prescriptivism – moral statements are meant to guide rather than influence behavior
Sheetz, 2001, p

6. A Structural-Developmental Theory of Moral Development
The process and reasoning abilities that evolve as individuals process through stages of moral development
Learning takes place as individuals interact with their environment
The way individuals interact and respond to their environment will determine their self-concept and perceptions of the world
Sheetz, 2001, p.182

7. Based on the uniqueness of the individuals knowledge, individuals will develop their own sense of morality through structuring and restructuring their social experiences
Restructuring enables individuals to advance from one stage to the next
All children experience these developmental reorganizations in the same order (stages of development)
Sheets, 2001, p.182

8. Piaget’s Theory of Moral Development
After observing children playing marbles, Piaget hypothesized that:
children’s rule-following behavior was indicative of a respect for social rules
Interpretations of the rules changed as the children grew older
There were four distinct stages of moral development that could be observed
Sheetz, 2001, p. 183

9. Piaget’s Stages of Moral Development
Stage 1 (begins at age two) – “play” rather that moral rules. They invent their own rules – and there is no obligation to follow the rules
Symbolic play
Learning through the 5 senses
Object performance
Goal directed Actions
Sheets, 2001, p.183

10. Rules for Toddlers If I like it, it’s mine
If it’s in my hand, it’s mine
If I can take it from you, it’s mine
If I had it a little while ago, it’s mine
If it’s mine, it must never appear to be yours in any way.

11. Rules for Toddlers, continued
If I’m doing or building something, all the pieces are mine.
If it looks like mine, it’s mine
If I saw it first, it’s mine
If you are playing with something, and you put it down, it’s mine
If it’s broken – it’s YOUR’S!
Allyn and Bacon 2004

12. Piaget’s Moral Development
Stage two – (ages 5 or 6 through age 8)
Children begin to acknowledge the existence of rules, but do not use them consistently
Moral realism
Behaviors that comply with adult commands are good, those that do not, are bad
The consequences of the act are valued more than the intention behind the act
Children evaluate their behavior in conforming exactly to established rules
Sheetz, 2001, p.184

13. Stage three (around 8 years old)
Feelings of mutual respect for their peers (morality of cooperation)
“Peer Cooperation” becomes the reason for following rules, rather than adult restraint
Rules are man-made changeable agreements (“autonomous morality”) – a change in rules is acceptable as long as everyone agrees it is fair
Sheetz, 2001, p. 184

14. Stage four (by age eleven)
Capable of grasping why “new” rules are necessary
Able to construct “new” rules to cope with all possible situations
Develop their own ideas of what is right and wrong
Understand political and social issues (laws)
Sheetz, 2001, p. 185

15. Kohlberg’s Stages of Moral Reasoning
An extension of Piaget’s Stages: Kohlberg theorized that individuals progress through 3 levels to develop the ability to reason morally.
Level 1: Preconventional Level – rules are set down by others
Level 2: Conventional Level – Individuals adopts rules, sometimes subordinate own needs to those of the group
Level 3: Postconventional Level – People define own values in terms of ethical principles they have chosen to follow
Sheets, 2001, p. 185

16. Level 1: Preconventional Level
Stage 1: Punishment and Obedience Orientation. Physical consequences of action determine its goodness and badness.
Stage 2: Instrumental Relativist Orientation. What’s right is whatever satisfies one’s own needs and occasionally the needs of others.
Sheets, 2001, p. 186

17. Level 2 Conventional Level
Stage 3: “Good-Bye Nice Girl” Orientation. Good behaviors is whatever pleases or helps others and is approved of by them. One earns approval by being “nice”
Stage 4: “Law and Order” Orientation. Right is doing one’s duty, showing respect for authority, and maintaining the given social order for its own sake.
Sheets, 2001, p. 187

18. Level 3: Postconventional Level
Stage 5: Social Contract Orientation. What’s right is defined in terms of general individual rights and in terms of standards that have been agreed upon by the whole society. Laws are not “frozen” – they can be changed for the good of society
Stage 6: Universal Ethical Principle Orientation. What’s right is defined by decision of conscience according to self-chosen ethical principles. (“the golden rule”)
Sheetz, 2001, p.187

19. The Impact of Deafness on Moral Development
What affects the developmental process of children who are deaf:
Social Factors
Linguistics
Physical
Psychological
Audiological
Sheetz, 189

20. Assessing Levels of Moral Reasoning in DHH individuals
The language structure in Kohlberg’s test was modified for DHH students. Results showed these individuals:
were at stage 1 or stage 2, only a few at stage 3 reasoning.
were unable to fully handle equality in reciprocity relationships.
Rigid and egocentric in their thinking
No inclination to compromise
Self-preservation was of primary importance
Appeared to know necessary social rules - love for family and friends – but relationships beyond this was not carried over
Those who were better readers scored higher
Sheetz, 192

21. Liberation From Adult Contraaints: Impact of Parental Discipline Techniques
Discipline can be viewed in 3 categories
Power Assertion – physical power over the child
Love Withdrawal of Affection – expressing anger, withholding affection
Induction – pointing out the consequences of the child’s behavior
Sheetz, 194

22. Holstein (1968) – parents who engage in dialogues with their children pertaining to the issues in a dilemma produced the most advanced children on Kohlberg’s scale of moral reasoning
Baumrid (1980) – parents who discipline with power assertive techniques are found to base their morality on the fear of external punishments.
Sheetz, P.195

23. The Use of Discipline and Methods of Communication
Studies conducted with deaf children of hearing parents, investigators found:
Parents used power assertive discipline with their deaf child, not as apparent with the hearing child
Mothers of deaf children were more controlling and intrusive
Parents were less likely to delegate decision-making responsibilities the deaf child
Parents viewed physical punishments as more effective
Delay found in the development of moral reasoning in deaf children
Sheetz, 2001, p.195

24. Additional Insights into Deafness and Moral Development
Many studies emphasize the lag of development in deaf individuals, however the following should be observed:
Most of the research does not take into consideration the delay in cognitive development in deaf individuals
When adults were studied, they were frequently taken from clinical settings. This may indicate an amount of psychological problems
Few studies have been designed specifically for use within the Deaf subculture – environmental differences were not considered
Sheetz, 2001, p. 197

25. Social Learning and Values Clarification
Moral behavior = the framework within which judgments are made
Values - used as an assessment of behavior along the dimensions of what is considered “good” or “bad”
Attitudes – a response to an opinion
Interests – an opinion that may change easily
Beliefs – “true or false”, “correct or incorrect
Sheetz, 2001, p. 198

26. The Acquisition of Values:
Values are acquired gradually through the learning process:
Achievement
Independence
Cleanliness
Values may be a matter of perception…
Sheetz, 2001, p.199

27. Assumptions About the Nature of Human Values
The total number of values that a person possesses is relatively small
All men everywhere possess the same values to different degrees
Values are organized into value systems
The antecedents of human values can be traced to culture, society, and its institutions and personality
The consequences of human values will be manifested in virtually all phenomena that social scientists might consider worth investigating and understanding
Sheetz, 2001, p. 200

28. Clarifying Values: Ones values may be traced to personality, culture and society
“Students must be provided with strategies that will enable them to recognize their values and incorporate them to their fullest, while simultaneously developing a tolerance for those who embrace a different value system”
Sheetz, 2001, p. 201

29. Deafness, Social Learning and Values Clarification
Deaf children tend to avoid spontaneous social interaction for fear of frustration -misunderstandings - conflicts
Contact with peers who share their communication mode within the Deaf culture remains active
Sheetz, 2001, p. 202