Ch. 13 Definitions Flashcards
Moral development
Changes in thoughts, feelings, and behaviors regarding standards of right and wrong
Heteronomous morality
Piaget’s first stage of moral development, occurring at 4-7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people
Autonomous morality
Piaget’s second stage of moral development, where children 10+ years become aware that rules and law are created by people; judging an action should also consider intentions and consequences
Immanent justice
Belief that if a rule is broken the justice is inherent and immediate
Preconventional reasoning
Kohlberg’s lowest level of moral development. Moral reasoning is controlled primarily by external rewards and punishments.
Heteronomous morality
Kohlberg’s first stage of preconventional reasoning in which moral thinking is tied to punishment
Individualism, instrumental purpose, and exchange
Kohlberg’s second stage of preconventional reasoning in which individuals pursue their own interests but let others do the same
Conventional reasoning
Kohlberg’s second/intermediate level of moral development; individuals abide by standards of others (parents, laws or society)
Mutual interpersonal expectations, relationships, and interpersonal conformity
Kohlberg’s third stage (within conventional level) in which individuals value trust, caring, and loyalty to others as a basis of moral judgments
Social systems morality
Kohlberg’s fourth stage (second conventional) in which moral judgments are based on understanding the social order, law, justice, and duty
Postconventional reasoning
Kohlberg’s highest level of moral development; individuals recognize alternative moral courses, explore the options, and decide on a personal moral code
Social contract or utility and individual rights
Kohlberg’s fifth stage (first postconventional) in which individuals reason that values, rights, and principles undergird or transcend the law
Universal ethical principles
Kohlberg’s sixth and highest stage (second postconventional) in which individuals have established a moral standard based on universal human rights
Justice perspective
A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions
Care perspective
Views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others (Carol Gilligan)
Social cognitive theory of morality
Theory that distinguishes between moral competence (moral behaviors) and moral performance (expressing those behaviors in specific situations)
Ego ideal
Component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts according to the ideal standards approved by the parents
Conscience
Component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless
Empathy
Reacting to another’s feelings with an emotional response that is similar to the other’s feelings
Sympathy
Emotional response to another person in which the observer feels sad or concerned about the person’s well-being
Moral identity
Aspect of personality that is present when individuals have moral notions and commitments that are central to their lives
Moral exemplars
People who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment
Social domain theory
Identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These arise from children’s and adolescent’s attempts to understand and deal with different forms of social experience
Social conventional reasoning
Focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning, which stresses ethical issues
Hidden curriculum
Pervasive moral atmosphere that characterizes every school
Character education
Direct moral education program in which students are taught moral literacy to prevent them from engaging in immoral behavior
Values clarification
Moral education program in which students are helped to clarify their purpose in life and decide what is worth working for. Students are encouraged to define their own values and understand others’ values.
Cognitive moral education
Moral education program based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops (generally have Kohlberg’s theory as basis)
Service learning
Form of education that promotes social responsibility and service to the community
Altruism
Unselfish interest and voluntary effort in helping another person
Forgiveness
Aspect of prosocial behavior that occurs when the injured person releases the injured from possible behavioral retaliation
Gratitude
Feeling of thankfulness and appreciation, especially in response to someone’s doing something kind or helpful
Conduct disorder
Age-inappropriate actions and attitudes that violate family expectations, society’s norms, and the personal or property rights of others
Juvenile delinquency
Actions taken by an adolescent in breaking the law or engaging in illegal behavior
Values
Beliefs and attitudes about the way things should be
Religion
An organized set of beliefs, practices, rituals, and symbols that increases an individual’s connection to a sacred or transcendent other (God, higher power, higher truth)
Religiousness
Degree of affiliation with an organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers
Spirituality
Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society
Meaning-making coping
Drawing on beliefs, values, and goals to change the meaning of a stressful situation, especially in times of high levels of stress such as when a loved one dies
