moral development

Question 1

3 moral components

Answer 1

moral affect = emotional - consists of the feelings that surround right/wrong actions & motivate moral thoughts & actions

moral reasoning = cognitive - the way we conceptualize right/wrong & make decisions about how to behave

moral behavior = behavioral - how we actually behave when we experience the temptation to violate moral rules

Question 2

piaget’s theory of moral development

Answer 2

4 stages
1. premoral period: first 5 years
2. heteronomous morality: 5-10
4. transition phase: 7-10
3. autonomous morality: 10/11 +

Question 3

heteronomous morality

Answer 3

5 - 10 years
children view the rules of authority figures as sacred & unalterable
- strong respect for rules - rules are moral absolutes
- there is always a right & wrong side: right = following rules
- consequences more important than intention
- favor expiratory punishment
- believe in immanent justice

Question 4

expiratory punishment

Answer 4

punishment for its own sake with no concern for its relation to the nature of the forbidden act

Question 5

immanent justice

Answer 5

the idea that violations of social rules will invariably be punished in one way or another

Question 6

autonomous morality

Answer 6

10/11 years +
children realize that rules are arbitrary agreements that can be challenged & changed with the consent of the people they govern
- rules can be violated in the service of human needs
- intentions are more important than consequences
- favor reciprocal punishment
- no longer believe in immanent justice

Question 7

reciprocal punishment

Answer 7

treatments that tailor punitive consequences to the ‘crime’

Question 8

piaget’s moral theory evaluation

Answer 8

• underestimates the age of moral development – starts earlier than he said & is not fully developed by age 10
• doesn’t consider culture - influences moral development = not universal
• based theory on his own children = social factors not considered

Question 9

kohlberg’s theory of moral development

Answer 9

3 levels of morality - each with 2 stages

pre-conventional morality
1. punishment & obedience orientation
2. naive hedonism

conventional morality
3. good boy/girl orientation
4. social order maintaining morality

post-conventional morality
5. social-contract orientation
6. morality of individual principles of conscience

Question 10

punishment & obedience orientation

Answer 10

the goodness/badness of an act depends on its consequences – child obeys authorities to avoid punishment but may not consider an act wrong if it’s not detected & punished

the greater the harm done or the more severe the punishment = the more ‘bad’ the act

Question 11

naive hedonism

Answer 11

individual conforms to rules to gain rewards or satisfy personal objectives

there is some concern for the perspective of others – other oriented behaviors are ultimately motivated by the hope of benefiting in return
- “you scratch my back ill scratch yours”

some internalization starts to happen – but is still mostly based on social factors

Question 12

good boy/girl orientation

Answer 12

moral behavior is that which pleases, helps or is approved of by others

people are often judged by their intentions

‘meaning well’ is valued & being ‘nice’ is important

Question 13

social order maintaining morality

Answer 13

individual considers the perspectives of the generalized other = the will of society as reflected in law

what is right conforms to the rules of legal authority

reason for conforming is a belief that rules/laws maintain a social order that is worth preserving – laws always transcend special interests

Question 14

social-contract orientation

Answer 14

individual views laws as instruments for expressing the will of the majority & furthering human welfare

laws that accomplish this & are impartially applied = viewed as social contracts we are obligated to follow
imposed laws that compromise human rights/dignity = considered unjust & worthy of challenge

distinctions between what is legal & what is moral begin to appear

Question 15

morality of individual principles of conscience

Answer 15

individual defines right/wrong on the basis of self-chosen ethical principles of their own conscience

these are not concrete rules like laws – more like abstract moral guidelines or principles of universal justice that transcend any law that may conflict with them

Question 16

kohlberg’s theory evaluation

Answer 16

• puts too much emphasis on moral reasoning & not enough on moral behavior
• is culturally biased – everyone goes through first 4 phases but phases 5 & 6 not found in all cultures
• parents influence moral development more than K thought
• has a gender bias – based on a male norm that puts abstract principles above relationships & caring for others

Question 17

parents role in moral development

Answer 17

young children want to understand what is & is not moral– adults can help this by teaching morality

quality of parent-child relationship: parents who use warmth & mutual responsibilities instead of their power to discipline the child = increase the their internalization & self-regulation

love withdrawal, power assertion & induction

Question 18

love withdrawal

Answer 18

withholding attention, affection, or approval to modify or control a child’s behavior – creates anxiety over a loss of love

Question 19

power assertion

Answer 19

use of superior power to control the child’s behavior (e.g. spanking)

Question 20

induction

Answer 20

explaining why a behavior is wrong & should be changed by emphasizing how it affects others & suggesting how they can repair the harm done
– only one that has a pos effect
- draws child’s attention to the consequences of the behavior for other

Question 21

education’s role in moral development

Answer 21

there are different ways of including morality in education – the hidden curriculum = the moral atmosphere in a school – morality is transferred in this way

moral atmosphere consists of the rules of the school & classroom, the moral orientation of teachers, & text materials

character education, values clarification & cog moral education

Question 22

character education

Answer 22

a direct approach to moral education – teaches basic morality to prevent them from engaging in immoral behavior – e.g., stealing, lying & cheating is wrong

moral behavior should be rewarded & encouraged & there should be rules against immoral behavior

Question 23

values clarification

Answer 23

teaches people what their purpose in life is & what is worth working for

doesn’t tell students what their values should be – instead encourages them to set their own values & understand the values of others

Question 24

cognitive moral education

Answer 24

education based on the idea that students should learn & appreciate things like democracy & justice

students are given lessons in which they discuss moral issues – teacher should not play too big a role