Moral Development

Kohlberg’s Theory of Moral Development Assessed moral reasoning by posing hypothetical moral dilemmas and examining the reasoning behind people’s answers Proposed six stages, each taking into account a broader portion of the social world

Levels of Moral Reasoning Preconventional—moral reasoning is based on external rewards and punishments Conventional—laws and rules are upheld simply because they are laws and rules Postconventional—reasoning based on personal moral standards

Level One - Preconventional Moral Reasoning Characterized by the desire to avoid punishment or gain reward Typically children under the age of 9

Level One – Preconventional morality Stage 1 – fear punishment for disobedience The physical consequences of a behavior (punishment or lack of it) determine the behavior’s goodness or badness

Level One – continued –Stage 2 – in their best interest to obey –Good behavior is that which satisfies one’s own needs and occasionally the needs of others. A degree of fairness exists, but it always has a practical application –If you give me this, I’ll give you something in return

Level 2. Conventional Moral Reasoning Primary concern is to fit in and play the role of a good citizen People have a strong desire to follow the rules and laws. Typical of most adults

Level 2 – continued Stage 3 – based on conformity and loyalty –Good behavior is that which pleases others. There is a great deal of conformity, and behaviors are usually judged by intention

Level 2 – Continued Stage 4 – a “law-and-order” orientation –Good behavior are those that show respect for authority, fixed rules, and maintained of the status quo for its own sake

Level 3. Post conventional Moral Reasoning Characterized by references to universal ethical principles that represent the rights or obligations of all people Most adults do not reach this level.

Level 3 – Continued Stage 5 – values and laws are relative and change; recognition that people hold differing standards –Good behavior are those that uphold individual rights while meeting the standards have been consensually validated by the society

Level 3 – continued Stage 6 – standard based on universal human rights –Good behaviors are those that transcend standards set by any social or legal group. Decisions are based on individual conscience and involve abstract principles of universal equality and justice

Limitations to theory 1.Stage theory tends to over look cultural and educational influences on reasoning 2.People’s moral reasoning is often inconsistent across situations 3.Moral reasoning and behavior are often unrelated

What factors or teaching stop you from doing inappropriate or immoral behaviors?

Cheating on schoolwork has become more common in both high school and college. Do you blame it more on lack of morals on the part of the students or a system that makes it too easy to cheat? Explain

A small but growing number of students have chosen to shoot classmates that were belittling them. In most instances, the students doing the shootings were humiliates over a long period of time. Both sides engaged in immoral behavior. Why do you suppose the morals of the murderers did not stop them from killing?

Rap music has been criticized by many adults because it encourages degrading and immoral behavior. Do you agree that it encourages immoral behavior? Explain

There has been an increase in “gray areas” of right and wrong. What are some absolute rights, absolute wrongs, and some in between?

Dilemmas!!!

Erik Erikson Seriously… what were his parents thinking? Psychosocial stages of development

Trust v Mistrust Infancy – Birth to 18 months Positive Resolution: Reliance on consistent and warm care-givers produces a sense of predictability and trust in the environment Negative Resolution: Neglect, leading to fear, anxiety, and mistrust of the environment

Autonomy v Doubt Toddlerhood- 18 months to 3 years + Resolution: Caregivers encourage independence and self-sufficiency, promoting self esteem - Resolution: Overly restrictive care-giving leads to self-doubt in abilities and low self esteem

Initiative v Guilt Early childhood- 3 to 6 years +: Child learns to initiative activities and develop a sense of social responsibility, promotes self-confidence -: Parental control stifles spontaneity, sense of purpose, and social learning. Promotes guilt and fear of punishment

Industry v Inferiority Middle childhood years +: “keeping up” with peers, the child develops a sense of pride and competence in school and at home -: Failure to keep up with peers, feelings of inadequacy

Identity v Role Confusion Adolescence +: Through experimentation, development of stable self-definition, forms commitment to future roles -: An apathetic adolescent, experiences pressures and demands, may be confused with about identity and role in society

Intimacy v Isolation Young adulthood +: Establishes lasting and meaningful relationships, young adults develop a sense of connectedness and intimacy with others -: Fear of rejection, unable to form close relationships, becomes psychologically isolated

Generativity v Stagnation Middle Adulthood +: Child rearing, caring for others, productive work, and community involvement, unselfishness for others -: self-indulgence, self-absorptions, preoccupation with one’s own needs, leads to stagnation and boredom, lack of meaningful accomplishments

Ego integrity v Despair Late Adulthood +: In reviewing life, a strong sense of self- acceptance and meaningfulness in accomplishments -: In reviewing life, sense of regret, dissatisfaction, and disappointment with life.

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