moral development Flashcards
PIAGET’S THEORY in morality
* Premoral reasoning stage (<4 years old)
-
Heteronomous Morality stage(4-7 years) :*
* based in what the rules says
* Rules from authority (parents)
* Focus on consequences not in if u ment to or not
* Moral realism, imminent justice
*** Autonomous Morality (morality of cooperation) **- 11/12 or older:
* Rules as social agreement
* Sensitive to fairness and equality
* Focus on motives and intentions
* Moral relativism
this change comes from Cognitive development and time with peers
- Support:
- Moral reasoning correlated with performance on tests of cognitive
development
* Children do increasingly consider intentions and motives
- Moral reasoning correlated with performance on tests of cognitive
- But, underestimated children
* <4 years do think about morality!
* Young children do consider intentions!
KOHLBERG’S THEORY
- Posed moral dilemmas à focus on
children’s reasoning, not on specific
answers - he posed moral development
- wanted to understand the reasoning for why something was morally wrong or right
- ex:sick women,man rob
LEVEL 1:
PRECONVENTIONAL MORAL REASONING
punishment and reward
* Stage 1: Punishment and Obedience Orientation
* Right = obeying authority, avoiding
punishment
* external consequences
* ex:should not steal the drug because he will be punished
* Stage 2: Instrumental and Exchange Orientation
* Right = what will result in rewards
* “Tit for tat”/”quid pro quo”
* ex: he should steal because she will be alive - the reward of having her alive
external punishment and reward
LEVEL 2:
CONVENTIONAL MORAL REASONING
social comparesion and social norms
-
Stage 3: Mutual Interpersonal
Expectations, Relationships, and
Interpersonal Conformity Orientation- Right = what is expected by people/society
- Importance of being “good”, social acceptance
*ex: he should steal the drug to save his life because a good husband would do that - Stage 4: Social System and Conscience Orientation
- Right = doing one’s duty, adhering to authority, upholding social order
- “Law and order”
- ex: he shoul not staeal the drug because the law said no - (laws are important for the social order)
LEVEL 3:
POSTCONVENTIONAL MORAL REASONING
rare,deeper moral principles
* Stage 5: Social Contract of Individual Rights Orientation
* Right = uphold rules in the best interest of the group or those agreed upon by the group
* Right = universal values of life, liberty
* Emphasis on law, but willingness to change with rational considerations
* ex: should steal the drug because althoug is wrong for social order, the right for life is more imporatnat then rules we have
* Stage 6: Universal Ethical Principles
* Right = self-chosen ethical principles that reflect
universal principles of justice
* Civil disobedience
* some principles are above the law
these two stages are now seen as one stage
KOHLBERG’S THEORY#
- Not maturation, not directly taught
- Based on advances in cognition
- Own thinking
- Discussions with others
- Individual differences: influences of family, school, peers
KOHLBERG’S THEORY:
CHALLENGES
- gender
* he studied only boys and men
* morallity of care more prominant in women?
* but actually reserch havent found much difference in morality between genders
*
ANTISOCIAL BEHAVIOUR:
AGGRESSION
*** Instrumental aggression: **
motivated by a desire to obtain goal
ex: i want their homework > i punch him
- **Reactive aggression: **in response to other’s behaviour
ex:he called me a bitch so i slept him - Physical aggression: intent to physically harm
- Verbal aggression: threats, name-calling, yelling
-
Social/relational aggression: directed towards damaging
reputation and/or relationships
Physical aggression
high in toddlerhood/
early childhood, then
decreases
Social/relational
aggression
increases in middle
childhood/
adolescence
* More for girls
ANTISOCIAL BEHAVIOUR:
CHEATING
- Can take many forms
- Is common in youth: 80-
90% report cheating during
high school - Appears lower in childhood,
rapid increases in
adolescence
wh do kids and adolecents cheats
- Pressure for performance, high
grades - Social comparison
- Not enough time to prepare/study
- Lack of interest
- Perceive teacher to be unfair
or uncaring
CHEATING:
INFLUENCES
- **Situation: **more common
when not being monitored - **Peers: **more common when
observe/perceive others to
be cheating
* Mindset: more common for
fixed mindset about
intelligence.
*** Praise: **more common when
told you are “smart” (ability
praise)= cheating > to uphold that idea
