Chapters 13-15 Flashcards
moral development
changes in thoughts feelings and behaviours regarding standards of right and wrong
Piaget’s Theory of Moral Thought
4-7 heteronomous morality
7-10 transition phase
10+ autonomous morality
heteronomous morality
the first stage of moral development in piaget’s theory Age 4-7
Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people
autonomous morality
second stage of moral development for Piaget.
10+ years
Child becomes aware that rules and laws are created by people and that in judging action, one should consider the actor’s intentions as well as the consequences
immanent justice
Piaget’s concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately
Kohlberg’s Theory
Level 1 - Preconventional Reasoning
Stage 1 of level 1 - Punishment and obedience
Stage 2 of Level 1 - Individualism, instrumental purpose and exchange
Level 2 - Conventional reasoning
Stage 3 of level 2 mutual interpersonal expectations
Stage 4 - social systems morality
Level 3 Postconventional reasoning
Stage 5 social contract or utility and individual rights
Stage 6 universal ethical principles
preconventional reasoning
lowest level in Kohlberg’s theory - morality is focused on reward and punishment.
conventional reasoning
second level - individuals abide by certain standards (internal) but they are the standards of others such as parents or society (external)
postconventional reasoning
third and highest level for Kohlberg’s theory. Morality is more internal.
Critics of kohlberg say:
- too much emphasis on moral thought and not enough on moral behaviour
- Didn’t place enough emphasis on cultural influences - he said they are universal principles, but this has not been shown to be true
*Kohlberg said family process is not important for moral development - peers more important - critics say family has more sway than Kohlberg allows - most public critique says kohlberg has a gender bias - Gilligan says that this is a male norm that puts principles above relationships
Kohlberg’s justice perspective
focuses on the rights of the individual
Gilligan’s care perspective
focuses on the moral perspective that views people in terms of their connectedness with others and quality of the interpersonal communication, relationships with others and concern for others
social cognitive theory
the theory that distinguishes between moral competence - the ability to produce moral behaviours - and moral performance use of those behaviours in specific situations
empathy
reacting to another’s feelings with an emotional response that is similar to the other’s feelings
moral identity
the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives
moral exemplars
people who have lived extraordinary lives, having developed their personality, identity, character and virtue to a level that reflects moral excellence and commitment
social-cognitive domain theory
theory stating there are different 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 different forms of social experience.
social conventional reasoning
focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues
Discipline techniques
Love withdrawal
power assertion
induction
love withdrawal
a technique in which a parent withholds attention or love from the child, as when a parent refuses to talk to the child or states a dislike for the child. “i’m going to leave you if you do that again” or “I don’t like you when you do that”
power assertion
a technique where a parent attempts to gain control over the child or the child’s resources. e.g. spanking, threatening or removing priviliges
Induction
technique where the parent uses reasoning and explains how the child’s actions are likely to affect other people. “Don’t hit him, he is trying to help” “Why are you yelling at her, she didn’t mean to trip you”
hidden curriculum
pervasive moral atmosphere that characterizes each school
character education
a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behaviour or doing harm to themselves or others
values clarification
helping people clarify their sense of purpose in life and what is worth working for.
cognitive moral education
education based on the belief that students should learn to value things like democracy and justice as their moral reasoning. Kohlberg’s theory has been the basis for many cognitive moral approaches
service learning
a form of education that promotes social responsibility and service to the community
altruism
an unselfish interest in helping another person
forgiveness
an aspect of prosocial behaviour that occurs when an injured person releases the injurer from possible behavioural retaliation