1. Week 7
EDS 220
Moral Development
Dr. Evrim Baran
2. Assignmentforthisweek
• Interview people of different ages to learn about
Erikson's stages, their conflicts, and how they
could resolve or could not resolve their conflicts.
• Some questions:
– What advice would you give to someone our age?
(Stage 7)
– Which stages of your life have been most enjoyable?
The most important? (Stage 8)
– What have been some of the most significant events
of your life? Why? What age were you at each event?
– What aspect of your life has influenced you the most?
3. Erikson: Stages of Psychosocial
Development
• Trust vs. mistrust (birth to 1 year)
• Autonomy vs. shame & doubt (2 to 3 years)
• Initiative vs. guilt (4 to 5 years)
• Industry vs. inferiority (6 to 11 years)
• Identity vs. role confusion (12 to 18 years)
• Intimacy vs. isolation (young adulthood)
• Generativity vs. stagnation (middle adulthood)
• Integrity vs. despair (older adulthood)
4. Overview
• Piaget: Cognitive development
• Vygotsky: Cognitive development
• Freud: Psychosexualdevelopment
• Erikson: Psychosocial development
• Piaget, Kohlberg, & Gilligan: Moral
development
5. Why did you come to class today?
Why do you do your assignment?
Why do you listen the presentation quietly?
Would you cheat in the midterm next week?
Would you share your notes with your friends?
Are you doing things to avoid trouble?
6. • If you do your assignments, I will give you
chocolate each week.
• If you don’t do your assignments, I will give
you 0 grade.
I am doing these assignments, because they are
helping me understand the course concepts.
8. What is morality?
What do
studentsthinkaboutclassroo
mrules?
How do
theythinkaboutthelawsandco
nventionsthatgovernoursocie
ty?
Whatinfluencestheirinterpret
ations?
How do
9. We shouldn't steal things.
Old ladies should be helped across the street.
Killing or injuring people is wrong.
We should give time and money to charities.
We shouldn't tell lies.
12. Piagetand Moral Development?
• Moral lives of children
• How childrenplaygames?
– Alldevelopmentemergesfr
omaction
– Morality is a
developmentalprocess
13. Moral Stories Are these children
equally guilty?
• A little girl called Marie wanted to
give her mum a nice surprise Which of these is
and so she cut out a piece of
sewing for her. But she didn’t naughtiest,
know how to use the scissors andwhy?
properly and she cut a big hole in
her dress.
• A little girl called Margaret went
and took her mother’s scissors one
day when her mother was Youngerchildren
out. She played with them for
a bit and then, as she didn’t know Vs.
how to use them properly, she Olderchildren
made a hole in her dress.
14. Marbles
• Watch children between the
ages of 3 and 12 playing
marbles, and get them to
explain the rules, and the
reasons for the rules, to him
• Ruleswere the key to moral
understanding and marbles
was ideal since children
played the game without
adult interference.
15. Morality of Morality of
Constraintor Moral Cooperationor Moral
Realism Relativism
Egocentrisism Perspectivetaking.
• Projectingwishesandthoughtsontooth • Children 11 or over
ers.
• Outcomes of • Ability to consider rules critically,
actionsratherthantheintentions of and selectively
thepersonsdoingtheact. • Apply rules because of mutual
• Moral realism: respect and cooperation and mutual
Objectiveresponsibility
and mutual concern for rights and
• Belief in immanentjustice:
Whobreakstherulewill be wrongs.
punishedimmediatelybysomeone,
somewhereandsomehow.
16. Heteronomousstage of moral Autonomousstage of moral
reasoningormorality of constraint reasonngorMorality of Cooperation
(Typical of 6 yearolds) (Typical of 12 yearolds)
Holds single and absolute moral perspective Aware of different viewpoints regarding rules.
(right or wrong) Different people have different rules.
Rules are fixed and cannot be changed or Believes people can make the rules and
broken. change them.
When rules are broken just the amount of When rules are broken both the damage
damage done is taken into account. done and the intention of the offender are
taken into account.
Moral wrongness is defined in terms of what Moral wrongness is defined in terms of
is forbidden and punished. violation of spirit and cooperation.
Believes punishment should stress Believes punishment should involve either
redemption and does not need to ‘fit the restitution or suffering the same fate as one’s
crime’ victim.
Believes an external authority should punish Believes to punish aggressive peer victim
aggressive peers. should take his/her revenge.
Believes that rules come from authority Consider rules critically, and selectively
(parents, god) and are to be obeyed without applies these rules based on a goal of mutual
question. respect and cooperation.
17.
18. Schools? Teachers?
• Children do not
simplylearnandinternaliz
ethenormsfor a group
• Whiletheyarestrugglingt
oarrive a afairsolution,
they define morality.
Commonrules
(cooperativedecisionmakingan
d problem solving)
Opportunieisforpersonaldisco
verythrough problem solving
19. Kohlberg’sTheory of Moral
Development
• Children form ways of thinking through
experiences.
• Justice, rights, equality, human welfare
• The process of moral maturity
• Makingdecisions on ambiguous moral
dilemmas
20. Heinz Dilemma - Kohlberg's stages of
Moral Development
1. Should Heinz have stolen the
drug?
2. Would it change anything if
Heinz did not love his wife?
3. What if the person dying was
a stranger, would it make any
difference?
4. Should the police arrest the
chemist for murder if the
woman died?
http://www.youtube.com/watch?v=YxJ07klMhr0
23. Level 1: Preconvenional moral
reasoning
• Generally found at elementary school level.
• Children do not understand the rules set by
others.
• Personal needs are considered in terms of
rewards and punishments or others’ rules.
24. Level 1: Preconvenional moral
reasoning
1. Punishment/Obedience 2. Instumental-Relativist
What must I do to avoid
punishment? Do something for me and I will do
something for you.
What can I do to force my Consequences of action for
will uponothers? themselves
Recognize self-interest in others
Determinerightorwrongbytheconseq
ence of an action. Personal needs determine right and
wrong.
Obeying rules bring rewards.
25. Heinz Dilemma ?
1. Punishment/Obedience 2. Instumental-Relativist
Heinz should not Heinz should not
steal because of steal if he doesn’t
he does he will be love his wife
caught, locked up, because then it
or put in jail. would not worth
all the trouble.
26. Level 2: Conventional Moral Reasoning
• 9-20 year olds
• Conform the conventions of society because
they are excepted as rules to be followed.
• Approach problems as members of society.
28. Level 2: Conventional Moral Reasoning
3. Good boy-nice girl 4. Law and order
orientation orientation
Strong adherence to rules and laws
Aware of shared feelings, for their own sake rather than
agreements, and expectations pleasing other people.
Define what is right in terms of what Member society perspective: one is
is expected by people who are close moral only if she fulfills the actual
to them duties defining one’s social
responsibilities.
Stereotypical roles that define “good
person” (good brother, mother, Obeying the law is necessary in
teacher) order to maintatin the system of
laws which protects everyone.
Approaval of friends, pleasing
others.
Rules are seldom questioned.
29. Heinz Dilemma ?
3. Good boy-nice girl 4. Law and order
orientation orientation
Heinz should not Breaking the law
steal. If he steals, cannot be
he will leave a bad considered
impression in the acceptable
community. behavior in any
circumstance.
30. Level 3: Postconventional Reasoning
• After the age of 20 and by only a small portion
of adults.
• Moral principles that underlie the conventions
are understood.
32. Level 3: Postconventional Reasoning
5. Social Contract 6. Universal Ethical
Orientation Principle Orientation
Decisions based on humanistic and
democratic principles.
İdeal stage a few people reach
Rationally agreed upon laws to
function society. Universal ethical principles, abstract
concepts of justice, human dignitiy,
Laws are based on the principle of and equality.
utility, and are not accepted blindly.
Laws are evaluated with the basic
Aside from what is constitutionally principles of fairness.
and democratically agreed upon,
right action is a matter of personal Regard for human life and welfare.
values and opinions.
Strong inner conscience over and
Possibility of changing the law in abve obeying authority figures and
terms of rational considerations of concrete laws.
the social utility.
33. Heinz Dilemma ?
5. Social Contract 6. Universal Ethical
Orientation Principle Orientation
Human life and its
preservation must take All parties should
precedence over other understand others’ needs.
values, like Heinz’s desire The druggist should put
to be honest and law himself in the husband’s
abiding, or the druggist’s shoes so that he would
love of money and his agree that life must be
rights. All values stem from saved.
the ultimate valueof life.
Stage 6 is a theoretical stage that is rarely encountered in life.
35. Piaget Kohlberg
• Moral reasoning The rules are determined • First four stages
by authority.
(morality of constraint)
• Older children observed Each moral decision • Postconventional thinkers
takes special
circumstances account.
• Moral thinking is not
sequential and related to • Order of stages are universal
specific ages. Changes as and sequential.
children mature. • With proper type of
• Moral development instruction moral thinking
cannot be accelerated. To can accelerate.
understand logic behind
logical relativism, formal
operational schemes are
prerequisite. • Post conventional moral
• Formal operational stage Abstract principles reasoning
36. Research on Kohlberg’s Work
• Moral development is gradual and continuous
• Pass through stages at different rates but
every person’s moral reasoning develops
through the same stages in the same order.
• Intervention usually results in moving only to
the next higher stage of moral reasoning.
37. Criticisms of Kohlberg’s Theory
• Lack of cross-cultural validations vs. Moral dilemmas
are more or less the same across cultures
• Stages exist, children pass stages in the same sequence
in the western cultures
– Rate and end point varies with the extent to which
different societies encourage moral problem solving and
dialogue, and debate about moral issues.
– Western male individualism vs. group-oriented cultures
• Questioning stage 6-Universal ethical principle
orientation.
• Thinking about moral dilemmas are influenced by
domain specific knowledge.
• Biased in favor of males.
39. Carol Gilligan’s Critique on Kohlberg’s
Theory
• Adolescent males not adolescent females
• Women and men respond to the dilemmas
differently
– Man base their judgment on abstract concepts
(justice, rules, individual rights, obligations)
– Women on personal relationships, interpersonal
connections, attending to human needs
40. Carol Gilligan’s Critique on Kohlberg’s
Theory
Morality of Care Morality of Justice
•Attachment Relations with the
•Interconnectedness mother.
•Early connection in identity •Identity formation requires boys
formation with their mothers. to be separate from their mothers
•Continued attachment to their •Increases the awareness of
mothers are not as aware of such differences in power relations
inequalities as boys. between themselves and adult,
•Less concerned with fairness issues. causes intense concern over
inequalities.
42. Latest research?
•Moral reasoning does not follow the distinct gender
lines.
•Females were more advances in moral judgment than
males in early adolescence, but this difference
disappears in late adolescence and adult years.
•In hypothetical moral dilemmas, males and females
use justice and fairness.
•BUT, in real life moral dilemmas (e.g., abortion, civil
rights, and environmental polition), they are more likely
to favor a caring/helping/cooperation orientation than
a justice/fairness/individual rights.
