Chapter 13 - Moral Development

Question 1

Moral Development

Answer 1

Changes in thoughts, feelings, and behaviors regarding standards of right and wrong

Question 2

Heteronomous Morality

Answer 2

The first stage of moral development in Piaget’s theory, occurring from 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people.

Question 3

Autonomous Morality

Answer 3

The second stage of moral development in Piaget’s theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences

Question 4

Immanent Justice

Answer 4

Piaget’s concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately.

Question 5

Preconventional Reasoning

Answer 5

The lowest level in Kohlberg’s theory. At this level, morality is often focused on reward and punishment. The two stages in preconventional reasoning are punishment and obedience orientation (stage 1) and individualism, instrumental purpose, and exchange (stage 2).

Question 6

Conventional Reasoning

Answer 6

The second, or intermediate, level in Kohlberg’s theory of moral development. At this level, individuals abide by certain standards (internal), but they are the standards of others such as parents or the laws of society (external). The conventional level consists of two stages: mutual interpersonal expectations, relationships, and interpersonal conformity (stage 3) and social systems morality (stage 4).

Question 7

Postconventional Reasoning

Answer 7

The third and highest level in Kohlberg’s theory of moral development. At this level, morality is more internal. The postconventional level consists of two stages: social contract or utility and individual rights (stage 5) and universal ethical principles (stage 6).

Question 8

Justice Perspective

Answer 8

A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.

Question 9

Care Perspective

Answer 9

The moral perspective of Carol Gilligan, in which people are assessed in terms of their connectedness with others and the quality of their interpersonal communication, relationships with others, and concern for others.

Question 10

Social Cognitive Theory of Morality

Answer 10

The theory that distinguishes between moral competence—the ability to produce moral behaviors—and moral performance—use of those behaviors in specific situations.

Question 11

Empathy

Answer 11

Reacting to another’s feelings with an emotional response that is similar to the other’s feelings.

Question 12

Moral Identity

Answer 12

The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives.

Question 13

Moral Exemplars

Answer 13

People who have lived extraordinary lives, having developed their personality, identity, character, and virtue to a level that reflects moral excellence and commitment

Question 14

Social-Cognitive Domain Theory

Answer 14

Theory stating that there are diff erent domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with diff erent forms of social experience.

Question 15

4 key dimensions of moral development

Answer 15

Thoughts, behaviour, feelings, personality

Question 16

3 aspects of moral personality

Answer 16

• Moral identity
• Moral character
• Moral exemplars

Question 17

Moral Character

Answer 17

Involves having strong convictions, persisting, and overcoming distractions and obstacles.

Question 18

Social Conventional Reasoning

Answer 18

Focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues.

Raising your hand in class before speaking, not cutting in front of someone standing in line to buy movie tickets, and stopping at a stop sign when driving.

Question 19

Love Withdrawal

Answer 19

A discipline technique in which a parent withholds attention or love from the child, as when the parent refuses to talk to the child or states a dislike for the child. For example, the parent might say, “I’m going to leave you if you do that again” or “I don’t like you when you do that.”

Question 20

Power Assertion

Answer 20

A discipline technique in which a parent attempts to gain control over the child or the child’s resources. Examples include spanking, threatening, or removing privileges.

Question 21

Induction

Answer 21

A discipline technique in which a parent uses reasoning and explains how the child’s actions are likely to affect other people.

Examples of induction include, “Don’t hit him. He was only trying to help” and “Why are you yelling at her? She didn’t mean to trip you.”

Question 22

Hidden Curriculum

Answer 22

The pervasive moral atmosphere that characterizes each school.

Question 23

Character Education

Answer 23

A direct moral education approach that involves teaching students a basic “moral literacy” to prevent them from engaging in immoral behavior or doing harm to themselves or others.

Question 24

Values Clarification

Answer 24

Helping people clarify their sense of their purpose in life and what is worth working for. Students are encouraged to define their own values and understand others’ values.

Question 25

Cognitive Moral Education

Answer 25

Education based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops; Kohlberg’s theory has been the basis for many of the cognitive moral education approaches.

Question 26

Service Learning

Answer 26

A form of education that promotes social responsibility and service to the community.

Question 27

Altruism

Answer 27

An unselfish interest in helping another person.

Question 28

Forgiveness

Answer 28

An aspect of prosocial behavior that occurs when an injured person releases the injurer from possible behavioral retaliation.

Question 29

Gratitude

Answer 29

A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful

Question 30

Conduct Disorder

Answer 30

Age-inappropriate actions and attitudes that violate family expectations, society’s norms, and the personal or property rights of others.

Question 31

Juvenile Delinquency

Answer 31

Refers to a great variety of behaviors by an adolescent, ranging from unacceptable behavior to breaking the law.

Question 32

Index Offenses

Answer 32

Criminal acts, such as robbery, rape, and homicide, whether they are committed by juveniles or adults.

Question 33

Status Offenses

Answer 33

Juvenile offences, performed by youth under a specified age, that are not as serious as index offences. These offences may include acts such as underage drinking, truancy, and sexual promiscuity.

Question 34

religion

Answer 34

An organized set of beliefs, practices, rituals, and symbols that increases an individual’s connection to a sacred or transcendent other (God, higher power, or higher truth).

Question 35

religiousness

Answer 35

The degree of affiliation with an organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers.

Question 36

spirituality

Answer 36

Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society

Question 37

According to Freud, what is the foundation of children’s moral behavior.

Answer 37

Guilt

Question 38

In the contemporary perspective, both _______ and _______ feelings contribute to moral development.

Answer 38

Positive and negative

Question 39

Aspects of prosocial behavior

Answer 39

Altruism forgiveness and gratitude