Unit 5: Moral Character and Development Flashcards
Engaging in morally relevant conduct or words, or refraining from certain conduct or words
a. ethics
b. culture
c. cultural relativism
d. moral character and development
moral character and development
Defining what is good and bad, and staying away from the bad
a. ethics
b. culture
c. cultural relativism
d. moral character and development
moral character and development
T/F:
The essence of morality is respect for rules and that acting on rules imposed by others (heteronomy) represents a higher level of morality than performance based on internalized principles (autonomy).
false
The essence of morality is respect for rules and that acting on internalized principles (autonomy) represents a higher level of morality than performance based on rules imposed by others (heteronomy)
T/F:
Moral character is a personality construct: “a complex set of relatively persistent qualities of the individual person, and the term has a definite positive connotation when it is used in the discussion of moral education”
true
An individual’s set of psychological characteristics that affect that person’s ability and inclination to function morally
a. ethics
b. culture
c. cultural relativism
d. moral character and development
moral character and development
the force behind moral actions attached to consistency
a. cultural relativism
b. moral character
c. moral relativism
d. ethics and culture
moral character
T/F:
We cannot say that a person is good simply because his acts are consistent with goodness across a period of time.
false
(We can say that a person is good because his acts are consistent with goodness across a period of time.)
Ethical component that refers to the perception of moral and social situations, including the ability to consider possible actions and their repercussions in terms of the people involved
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical sensitivity
Ethical component that refers to the consideration of possible alternative actions and the rationale for selecting one or more as best
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical judgement
Ethical component that refers to the selection of moral values most relevant in the situation and the commitment to act on the selection
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical motivation
Ethical component that refers to the ego strength combined with the psychological and social skills necessary to carry out the elected alternative
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical action
Identify which ethical component:
Observing and assessing the situation around you (What could the other person be feeling right now? What are the actions that you can do to improve the situation?)
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical sensitivity
Identify which ethical component:
Lay down the options we have in a scenario; look at all the possibilities. (What can we do about the situation?)
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical judgement
Identify which ethical component:
What do we value? friendship? honesty?
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical motivation
Identify which ethical component:
It will act as a guide for the action that we will be the decision we are going to make
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical motivation
Identify which ethical component:
Prioritizing or choosing a value that matters more to you or is heavier for you.
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical motivation
Identify which ethical component:
After laying down all the possible scenarios and actions, choose the value that matters most to us and choose what to do (and have to do it)
a. ethical sensitivity
b. ethical judgement
c. ethical motivation
d. ethical action
ethical action
Morality as a product of external imposition in the form of consequences and the intentional transmission of social roles and norms respectively
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
external/ social theory
Human Nature is Neutral
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
external/ social theory
Conditioning Perspective (Skinner, 1971)
↪ positive reinforcement= Rewards (if good)
↪ negative reinforcement= Punishment(if bad)
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
external/ social theory
Family as the primary interpreter of Culture
↪ family teaches what should and not be done based on the norms of society
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
external/ social theory
Religion as Central Cultural Forces
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
external/ social theory
Focused on genetic and maturational influences
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
internal theory
Rousseau: Human nature is essentially good
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
internal theory
Clark and Grunstein (2000) found that up to 50% of variance in behavior may be genetically determined
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
internal theory
Wilson (1998): Our sense of right and wrong is the result of biological evolution interacting with culture and social convention
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
internal theory
Constant struggle between biological predispositions to act selfishly and aggressively and social pressures to act in a prosocial manner
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
interactional theory
instinctual and maturational conflict
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
interactional theory
Erickson: Developing conscience and morals is primarily one of middle childhood.
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
interactional theory
Hogan & Emler: There are 3 psychological transformations in the individual/ social relationship:
Early Childhood, Middle Childhood and Early Adolescence, Later Adolescence
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
interactional theory
Virtue is rooted in personality and personal identity
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
personality/ identity
Virtue as combination of natural predispositions and interactions with the environment that involve both reflection and commitment to moral values and behavior
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
personality/ identity
Virtues as habitual ways of thinking, feeling, committing, and acting that reflect moral character.
a. external/ social theory
b. internal theory
c. interactional theory
d. personality/ identity
personality/ identity
The sense of good or bad are directly linked to whether they get punished or not
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 1: Obedience and Punishment
“How can I avoid punishment?”
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 1: Obedience and Punishment
Deciding based on how it will affect you in the future
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 2: Self-interest
“What’s in it for me?”
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 2: Self-interest
guide our moral judgment
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 3: Interpersonal Accord and Conformity
Others must see you as someone who confirms with the ethics of the community.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 3: Interpersonal Accord and Conformity
“What do others think of me?”
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 3: Interpersonal Accord and Conformity
We value authority and want to maintain social order.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 4: Authority and Maintaining
There is a feeling that we must always abide by the rules, otherwise chaos breaks out.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 4: Authority and Maintaining
There is also a feeling of duty to uphold the rules that sustain a functioning society.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 4: Authority and Maintaining
“How can I maintain law and order?”
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 4: Authority and Maintaining
We understand rules as a social contract as opposed to a strict order.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 5: Social Contract
Rules make sense only if they serve the right purpose.
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 5: Social Contract
“Does a rule truly serve all members of the community?”
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 5: Social Contract
All those involved now have to face the headmasters
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 6: We are guided by Universal Ethical principles
He first explains the school rules and why they exist, he then clarifies that rules are valid only if they are grounded in justice
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 6: We are guided by Universal Ethical principles
The commitment to justice carries with it an obligation to disobey unjust rules
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 6: We are guided by Universal Ethical principles
The headmaster’s highest moral principle is compassion
a. Stage 1: Obedience and Punishment
b. Stage 2: Self-interest
c. Stage 3: Interpersonal Accord and Conformity
d. Stage 4: Authority and Maintaining
e. Stage 5: Social Contract
f. Stage 6: We are guided by Universal Ethical principles
Stage 6: We are guided by Universal Ethical principles
