Moral Development Flashcards
Moral development
Growing ability to distinguish right from wrong and act in accordance with those distinctions
Lawrence Kohlberg
Stage theory of moral development. Cognitive development accomplishments lead to moral development accomplishments
Defining Issue Test
Presents participants with moral dilemmas and multiple-choice responses
Levels and stages of Kohlberg’s moral development theory
Level 1: Preconventional [Stage 1–Obedience and punishment, Stage 2–Instrumental Hedonism]. Level 2: Conventional Level [stage 3–Good boy, good girl, stage 4–Law and Order. Rules are rules]. Level 3: Postconventional Level [Stage 5–Social and Moral Contract and System of laws, Stage 6–Universal Ethical Principles].
Level 1: Preconventional Level
Little awareness of socially acceptable moral behavior. Follow rules to avoid punishment or reap rewards.
Stage 1–Obedience and punishment
Mentality that the weak must please (or avoid displeasing) the strong. Good acts have positive consequences, bad acts have negative consequences.
Stage 2–Instrumental Hedonism
Focuses on pleasure as motivator, serving one’s own self is paramount. Do not interfere with affairs of others. Do what you do to get what you want from others. Less focused on punishment more focused on satisfying personal needs.
Level 2: Conventional Level
Familial or societal authority is recognized and people conform to rules in order to avoid social disapproval or avoid criticism by those in authority.
Stage 3: Good boy, Good Girl
Try to please everyone. Correct action is one that will likely receive greatest approval by others. Focus is on maintaining good relationship and approval of those immediately involved in judging their behavior. One desires to be seen as “good”
Stage 4: Law and Order. Rules are rules.
Follow rules for their own sake. Societal order. Conform to rules to avoid censure by those in authority.
Level 3: Postconventional level
Highest level. Codes are not always shared by others. Respects dignity of all people.
Stage 5–Social and Moral Contract and System of Laws
General individual rights and standards that have been agreed upon by society. Rules and values are relative and may change to benefit society.
Stage 6–Univeral Ethical Principles
Behavior is determined by conscience based on universal ethical principles. Respect is given to others as an end, not a means. May form their own principles and use them to guide behavior and mitigate negative feelings or avoid guilt.
Carol Gilligan
American feminist, ethicist, and psychologist who opposes Kohlberg’s theory of moral development (said they were biased against women who are naturally more concerned with others)
Gilligan’s three-stage theory
1–Orientation to individual survival, 2–Goodness as self-sacrifice, 3–Morality of nonviolence
Gilligan’s Stage 1–Orientation to individual survival
Focus is on self and the goal is for individual survival. Transition to next stage is when selfishness is transformed into a sense of responsibility for others.
Gilligan’s stage 2–Goodness as Self-Sacrifice
Self-sacrifice = goodness. Good is equated with doing for others and, the more one sacrifices the greater their perceived moral goodness. Transition to final stage is when they integrate personal needs and being altruistic
Gilligan’s Stage 3–Morality of Nonviolence
Resolves conflict between selfishness and responsibility. Balance between individual needs and social caring ideal. Make choices that do not harm self or others.
Jean Piaget’s moral development stage theory
1–premoral stage, 2–Moral realism stage, 3–Moral relativism stage
Piaget’s stage 1–premoral stage
Limited awareness of rules
Piaget’s stage 2–Moral realism stage
Four or five years, children develop awareness of rules and that they should be obeyed. Learn rules from others. Do not understand reason for rules. Believe people who create more damage are more guilty.
Piaget’s stage 3–Moral relativism stage
Seven years of age, children are aware of rules and the reason behind them. Rules can be changed cooperatively. Judged by intention, not just consequences.
Freud’s approach to morality
Result of unconscious, irrational motives from id being reconciled by superego to keep antisocial urges from becoming conscious (ego)
Behavioral approach
Focuses on rewards or punishments. If rewarded for antisocial behaviors, people think that is acceptable. Confusion can happen if school punishes but parents reward (e.g. fighting a bully)
Social learning theory of moral development
Importance of imitation and vicarious learning. Learning by watching others in similar situations.
Frankie and Margo are in their twenties and thirties. They are probably in the _______ level of Kohlberg’s theory of moral development
Conventional
Individuals who adhere to moral standards to satisfy their own personal desires are in Kohlberg’s _____ stage of moral development
Instrumental Hedonism
People who are in conventional stage of Kohlberg’s theory of moral development may do all of the following EXCEPT follow the rules…
agreed on through a democratic process
A woman who balances her personal needs with those of others is in the _______ stage of Gilligan’s theory of moral development
Morality of nonviolence
Millie takes her younger brother’s cookie and begins to eat it. When her mother explains that stealing cookies is not allowed in the house, she crushes the cookie. Millie doesn’t understand the reason and is in Piaget’s ______ stage of moral development
Moral realism
