Week 6-MORAL CHARACTER AND MORAL DEVELOPMENT Flashcards
CHARACTER”
- derived from the Greek
kharakter “, a stamping tool used to make coins.
Later, the word came to imply a distinctive mark that differentiates one
thing from another.
- It came to refer to the collection of qualities that distinguish one individual from another.
- The concept of a moral virtue or the excellence of
character emphasizes not one’s mere uniqueness or individuality, but the combination of qualities that make an individual ethically good.
- moral character can be understood as an evaluation of one’s consistent moral characteristics or attributes.
- can imply a wide range of attributes including the existence or lack of virtues such as courage, fortitude, honesty, loyalty, and other good behaviors or habits
Character
He believed that “that excellence of character or good moral character is a state concerned with choice that is determined by reason.”
Aristotle
He asserts that the concept of moral character is associated with one’s sense of dignity or identity.
- This sense of identity can be specified by other values or characteristics such as :
a) individuality, b)autonomy, and c) meaning.
Fr. Dionisio Miranda 1998
-To be a moral person is to think morally and act accordingly
Myers 1995
are the feelings and values that shape or develop the moral standards of an individual
emotion
refers to the process of learning the moral code of one’s community and
making judgements about whether something is good or bad,right or wrong
knowledge
how one decides on the appropriate actions to take in controlling negative impulses, responding in accordance to rules and, requests, obeying parents and other authorities, or behaving in a caring, helpful manner, depending on the situation
action
Children develop moral behaviors through observation and imitation of other people’s behavior through the process of modeling.
Social learning theory
describes the ways in which children arrive at judgments about what is right or wrong(Newman & Newman, 2009)
Jean Piaget
Children follow strict rules and are completely obedient to authority figures.
For young children, rules are seen as fixed and unchangeable.
Heteronomous Morality
Children learn how to critically evaluate rules and apply them based on mutual respect and cooperation.
The focus of this theory is on how people acquire and organize knowledge such as moral codes.
However, building a moral code is difficult for children because of the inconsistencies in standards of right and wrong that they face in daily life.
Studies on moral development have emphasized that the only effective way people of any age can do what is good and avoid evil is through the development of conscience.
Autonomous Morality
views a child’s conscience as the superego (Rathus,2014). He suggests that the superego develops during the phallic stage, approximately between the ages of 3 to 6, as a result of conflict among the id (pleasure principle), ego (reality principle), and superego (moral principle).
Sigmund freud
conscience or moral judge of conduct.
superego
the process through which children internalize the values and moral standards of their parents.
parental identification
Focuses on the neurobiological bases of moral development that all humans share.
- The theory suggests that certain areas of the brain such as the ventromedial prefrontal cortex plays a role in the inhibition of emotional responses, and in the process of decision-making and self-control.
evolutionary theory
gradual development of an individual’s concept of right or wrong-conscience, values, social attitudes, and other moral behaviors
moral development
American psychologist best known for his theory of stages of moral development.
lawrence kholberg
American psychologist best known for his theory of stages of moral development.
lawrence kholberg
children see rules as fixed and absolute.
They obey rules in order to avoid punishment.
They determine a sense of right and wrong by what is punished and what is not punished.
They are motivated by fear of punishment.
They obey superior authority and allow that authority to make the rules, especially if they perceive that this figure has the power to inflict
pain.
They are responsive to rules that will affect their physical well-being.
PRECONVENTIONAL MORALITY
By early adolescence (10-15 years old)
One becomes conscious that he or she is living in a society with many people who have interests that may be similar or different from one’s own.
There is an emphasis on
conformity, the consideration of how choices influence relationships. They find peer approval very important.
Adolescents feel that intentions are as important as deeds and expect others to accept intentions or promises in place of deeds.
One begins to consider society as a whole when making judgments.
The focus is on maintaining law and order by following
the rules, doing one’s duty, and respecting authority.
Does not only obey the laws out of fear but also out of respect.
Conventional Morality
People begin to account for the differing values, opinions, and beliefs of other people.
They see that rules of law are important in maintaining a society, but members of the society
should agree upon these standards.
They are motivated by believing in the value of the greatest good for the greatest number of people.
They believe in consensus over majority decisions.
One is conscious of the welfare of others, individually and collectively.
one recognizes that laws are made to serve humans, not to enslave them.
The level of moral reasoning in postconventional
morality is based on universal ethical principles and abstract reasoning.
They adhere as well to internalized principles and abstract reasoning.
In this stage, people follow the universal ethical principles of justice, even if these principles conflict with laws and rules.
Postconventional Morality
