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Human Development > Moral development > Flashcards

Moral development Flashcards

1
Q

Freudian theory

A

according to Freud, boys have unconscious wishes to compete with the father for mother’s love which leads to castration anxiety . The anxiety leads to repression of such desire and leads to identification with one’s father from whom the superego morality is incorporated
-thus moral development is achieved via the development of the superego

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2
Q

Piaget

A
  • moral development is 2 years behind cognitive development
  • older children have social perspective, younger children do not
  • roughly split into 5-9 years and older than 10 years
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3
Q

Piaget moral development- 5-9 years

A
  • unilateral respect for external law
  • external responsibility holds for crime- severity of outcome or loss decides the degree of punishment warranted
  • moral realism- strong penalty should be paid for any crime
  • imminent justice: World is just- misfortune will punish the deserved for a misdeed
  • heteronomous morality- subject to rules written by others
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4
Q

Unilateral respect for the external law

A
  • 5-9 years old
  • seniors make rules; they are sacred and should not be broken but get violated periodically for pleasure
  • Piaget
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5
Q

External responsibility holds for crime

A
  • 5-9 years old
  • severity of outcome or loss decides the degree of punishment warranted
  • Piaget
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6
Q

Moral realism

A
  • 5-9 years old
  • strong penalty should be paid for any crime
  • can accept collective punishment to deliver justice (punishing the wrongdoer is more important than not hurting the innocent)
  • Piaget
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7
Q

Imminent justice

A
  • 5-9 years old
  • the world is just
  • misfortune will punish the deserved for a misdeed#-Piaget
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8
Q

Heteronomous morality

A
  • 5-9 years old
  • subject to rules written by others
  • Piaget
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9
Q

Piaget’s moral development -older than 10 years

A
  • mutual respect for self-invented law
  • internal responsibility holds for crime; the intent or motivation decides the degree of punishment warranted
  • moral relativism: punishment should match the crime, does not accept collective punishment
  • no imminent justice
  • autonomous morality; rules can be self made
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10
Q

Mutual respect for self-invented law

A
  • 10 years +
  • self invented laws can be changed by consensus and for fairness
  • Piaget
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11
Q

Internal responsibility holds for crime

A
  • 10 years +
  • intent or motivation decides the degree of punishment warranted
  • Piaget
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12
Q

Moral relativism

A
  • 10 years +
  • punishment should match the crime
  • does not accept collective punishment
  • Piaget
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13
Q

Autonomous morality

A
  • 10 years +
  • rules can be self-made
  • Piaget
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14
Q

Kohlberg’s theory of moral development

A

-stagewise process wheere reasons for making a jusgement in a hypothetical experiment (Heinz Dilemma( are studied in children; reasons are more important than the actual judgement made
-on this basis Kohlberg identified 3 levels and 6 stages
Level 1: Pre-conventional morality
Level 2 Conventional morality
Level 3 Post conventional morality

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15
Q

Level 1 Pre-conventional morality

A
  • Kohlberg
  • 7-12 years to middle childhood
  • in this stage the child must decide on what is right or wrong according to consequences
  • if action leads to punishment then it must be bad and if it leads to reward it must be good
    1. Punishment and obedience orientation: obedience to rules to avoid punishment
    2. Reward orientation/instrumental relativism: what brings rewards is right- ‘tit for tat’ approach seen
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16
Q

Level 2 Conventional morality

A
  • Kohlberg
  • approximately 13-16 years
  • here children believe that social rules and the expectation of the others determine what is acceptable or unacceptable
    3. concordance orientation: what pleases others is right
    4. social order or authority orientation: upholds laws and social rules to avoid the censure of the authorities and feelings of guilt about not doing one’s duty. Maintaining social order is the goal
17
Q

Level 3 Postconventional morality

A
  • Kohlberg
  • 16-20 years ( but only 15% reach this)
  • what is right is based on an individual’s understanding or universal ethical principles
  • these are often abstract and ill-defined but might include the preservation of life at all costs and the importance of human dignity
    5. social contract or legalistic orientation: actions are guided by principles agreed by one’s group as essential to public welfare
    6. Universal ethical orientation: actions guided by self-chosen ethical principles. Laws and social principles usually valid as they are based on these principles. Social rules can be broken if universal morality is not upheld
18
Q

Punishment and obedience orientation

A
  • Kohlberg
  • Pre-conventional morality
  • obedience to rules to avoid punishment
19
Q

Reward orientation/instrumental relativism

A
  • Kohlberg
  • pre-conventional morality
  • what brings rewards is right
  • ‘tit for tat’
20
Q

Concordance orientation

A
  • Kohberg
  • Conventional morality
  • what pleases others is right
  • what the majority thinks is right
  • good boy/good girl orientation
  • conforms to avoid disapproval and meet expectation of others
  • being good is important and having good motives and showing concern
21
Q

Social order or Authority orientation

A
  • Kohlberg
  • Conventional morality
  • upholds laws and social rules to avoid the censure of the authorities and feelings of guilt about not doing one’s duty
  • maintaining social order is the goal
22
Q

Social contract or legalistic orientation

A
  • Kohlberg
  • post-conventional morality
  • actions guided by principles commonly agreed by one’s group on as essential to public welfare (relative values) and democracy is upheld while individual’s life is given more respect than written codes of law
23
Q

Universal ethical orientation

A
  • Kohlberg
  • post-conventional morality
  • actions guided by self-chosen ethical principles
  • laws and social principles usually valid because they are based on these principles
  • social rules can be broken if the universal morality is not upheld
24
Q

Eisenberg’s stages

A

-based on prosocial reasoning where helping or altruistic behaviour was studied rather than avoiding ‘wrong’ as in PIaget and Kohlberg

25
Q

Social learning theory

A
  • argues that while actual reinforcement is not needed for ‘learning’ about morality, the performance of a moral deed can be reinforced (either directly or vicariously)
  • Vicarious punishment is more effective than vicarious positive reinforcement

Human Development (14 decks)

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