The document discusses the role of culture in shaping moral behavior, highlighting how cultural values influence moral codes that vary across societies. It examines key ideas such as cultural relativism, universal values, and the interplay of moral character and virtues, all while referencing concepts from notable philosophers and psychologists. Additionally, it outlines Lawrence Kohlberg's stages of moral development, illustrating the progression of moral reasoning from self-centeredness to adherence to universal ethical principles.

1. Group 2
APEDRA
MARRERO
ROBREGADO

2. TOPIC 1: ROLE OF CULTURE IN MORAL
BEHAVIOR
•Culture is a manner of looking at reality by a
certain group of people, in a certain place, and
in a certain time in history. It consists of the way
people relate to the world through basic
assumptions and images which would more or
less give them a coherent view of reality they
experience (Claver, 1978). It involves the
following:

3. a) material living (dress, housing and architecture);
b) way of behaving (customary manners and conduct);
c) way of speaking (language use);
d) way of thinking (thought processes);
e) way of feeling (shared psychology);
f) way of meaning (arts and symbols);
g) way of believing, valuing and meaning (views of life and attitudes).

4. Matsumoto (2007) defines human culture as a
unique meaning and information system, shared by
a group and transmitted across generations, that
allows the group to meet basic needs of survival,
coordinate socially to achieve a viable existence,
transmit social behavior, pursue happiness and
well-being, and derive meaning from life. Since
every culture is a carrier of a community’s social
practices and beliefs, the moral behavior and values
are also passed on from generation to the next.

5. Culture’s Role in Moral
Behavior
So, how does culture shape moral
behavior? Within culture are moral
codes that are practiced through
social behavior. Moral codes are a set
of rules or guidelines that a person or
group follows in order to live a just

6. Moral codes are heavily dependent upon
culture. This is because each culture has its
own ideas of what is considered right or
wrong, and what is regarded as good or bad.
Moral codes dictate many aspects of our
lives, from how we act with different age
groups, to how we dress, and even how we
treat other people.

7. Cultural Relativism
Culture may vary from one location to
another, from one society to another, and
from a nation to another nation. And this
becomes problematic when the ideas and
practices of right or wrong and good or bad
of one ethnic group clashes or overlaps with
another even in a wider context of societies,
nations and religions. This brings us to the
idea of cultural diversity and relativism.

8. Cultural relativism claims that ethical
truths are relative-that the rightness of
an action and the goodness of an object
depend on or consist in the attitude
taken towards it by some individual or
group, and hence may vary from
individual to individual or from group to
group.

9. Ethical judgements have their origins
in individual or cultural standards. It is
the principle of regarding the beliefs,
values, and practices of a culture from
the viewpoint of that culture itself. An
individual's beliefs and activities
should be understood by others from
the perspective of that individual's

10. The idea of cultural relativism is that the
terms right and wrong are completely
dictated by the culture that they are
being used in. A person’s actions should
be looked at with all things taken into
account, especially the religion and
culture that they grew up in. Supporters
strongly believe that one’s moral codes
and beliefs of right and wrong are

11. A better way to look at this would be
that what is considered morally correct
in one culture, may be deemed wrong
in another. It doubts if there truly is a
universal idea of right and wrong. In
other words, the cultural lenses carry
with them their own biases of ethical
behavior.

12. Universal Values
Universal human values are those ideals that
we believe should be privileged and promoted
in the lives of all human beings in spite of the
differing cultures and societies where we grew
up. A value is one of our most important and
enduring beliefs, whether that be about a
thing or a behavior. Even though some values
may be universal, they often arise from
particular religious, socio-cultural and political

13. The Filipino Way
The Filipino culture is so rich and diverse that it
has greatly transformed in time. Although it is
composed of diverse ethnolinguistic groups
spread across the islands, these cultural
communities have somehow retained their
indigenous moral values and belief systems
while consciously or unconsciously embracing
Western lifestyles brought about by colonial
subjugation for five centuries and the adverse

14. Strengths and Weaknesses of Filipinos
STRENGTHS
1. PAKIKIPAG KAPWA TAO
2. FAMILY ORIENTATION
3. JOY AND HUMOR
4. HARD WORK AND INDUSTRY
5. FAITH AND RELIGIOSITY
6. FLEXIBILITY, ADAPTIBILITY, AND CREATIVITY
7. ABILITY TO SURVIVE

15. Weaknesses
1. KANYA-KANYA SYNDROME
2. EXTREME PERSONALISM
3. PASSIVITY AND LACK OF INITIATIVE
4. LACK OF DISCIPLINE
5. COLONIAL MENTALITY
6. LACK OF SELF ANALYSIS
7. EXTREME FAMILY CENTEREDNESS

16. Topic 2: Moral Character and
Virtues
Striving for moral virtue rests upon an individual's
moral character. His character is important in
moral choices because he cannot simply separate
his character from his choice of actions. Every
action carries with it an imprint or a stamp of his
character. For this reason, character affects
seriously his maturity in such a way that it
determines the kind of moral choices he makes
and the kind of person he ought to be. Precisely, it

17. Good character must be cultivated and
brought to maturity so that somehow
when he will be confronted with moral
decisions, he can determine seriously the
right choices. Character then, is not
something bestowed by a higher being,
neither a privilege to be enjoyed, but it is
a task to be fulfilled by constant struggle
to do good. It demands a habitual inner
renewal of the person because it is from

18. Moral characters are dispositions of both the heart and
mind to do virtuous acts.Max Scheler (2012) would suggest
that one lives in his acts, permeating every act withhis
peculiar character. This means that an individual needs to
evaluate each act hedoes if it helps him become a better
person or not. This is a challenge because the greatest
problem a person encounters is the fact that he becomes an
alien to himself:pretending to be someone whom he is really
is not. It is always a choice to prefer andaffirm higher values
through being careful with his actions and always pattern
them forthe realization and actualization of his own
character as a person.

19. What an individual needs to strive for is to
prove that principles should not be easily
swayed by street people's opinions, fake
news, media tricks, propaganda and
selfish interests. Character is tested by a
lot of moral struggles. One cannot simply
change decisions of personal sacrifice and
toil for anything that will weaken his
character.

20. This is where the role of family and community
comes into play. An African adage would put it
this way: "it takes a village to raise a child."
Parents are directly
responsible for the moral upbringing of their
children surrounded by different institutions
that take care of the welfare of everyone. This
wider community of persons is where virtue is
introduced and formed. It is a task and a
challenge for an individual to grow, develop and

21. The Interplay of Moral Character and Virtue
The Greek word ‘virtue’ means excellence. Socrates
once said that man should aim to learn to live
virtuously, and modern man is no exception: "The
unexamined life is not worth living". All are
encouraged to engage in a never ending
task of doing what is good. His pupil Plato highlights
four virtues in particular, which were later called
cardinal virtues: wisdom, courage, temperance and
justice. Other important virtues are fortitude,
generosity, self-respect, good temper, and sincerity.
In addition to advocating good habits of character,

22. Both Aristotle and Aquinas also believed that
people have a desirable end goalor purpose and
that developing excellences of character (virtues)
leads to humanhappiness and good moral
reasoning. Good is that which is done with good
intention and with the knowledge that the results
would be good.

23. Going back to Aristotle, he used the term 'virtue' to
express our moral obligations. Virtue may be defined
as any disposition of character or personality that an
individual desires in him or others. Virtues are means
between deficiency and excess, or vices. He warns
that we should avoid these vices and focus on the
mean, or virtue. which "is such as right reason
declares it to be". In others, virtues are those
depositions of character which an individual
considers to be good. Character development guides
actions. In order to be of good character, then, once
one knows

24. Our conscience guides us to judging
right or wrong action but that needs
training and
informing also. Conscience needs to
know the good and to be listened to in
order for
us to act according to it. To listen and
to act both require dispositions,
desires, and

25. TOPIC 3: STAGES OF MORAL
DEVELOPMENT
Lawrence Kohlberg: Who Is He?
Lawrence Kohlberg was, for many years, a professor
at Harvard University. He became famous for his work
there beginning in the early 1970s. He started as a
developmental psychologist and then moved to the
field of moral education. He was particularly
wellknown for his theory of moral development
which he popularized through research studies
conducted at Harvard's Center for Moral Education.

26. His theory of moral development was
dependent on the thinking of the Swiss
psychologist Jean Piaget and the American
philosopher John Dewey. He was also inspired
by James Mark Baldwin. These men had
emphasized that human beings develop
philosophically and psychologically in a
progressive fashion.

27. Kohlberg believed...and was able to
demonstrate through studies...that people
progressed in their moral reasoning (i.e., in
their bases for ethical behavior) through a
series of stages. He believed that there were
six identifiable stages which could be more
generally classified into three levels.

28. The stages include growth from self-centeredness
to other-centeredness.
Self-centeredness Other-centeredness

29. The capacity to reason also grows from reliance on
external authority to fidelity to internalized values
EXTERNAL AUTORITY INTERNALIZED VALUES

30. 6 Key Points to Keep in Mind. . .
1. One must progress through the stages
in order, and one cannot get to a higher
stage w/o passing through the stage
immediately preceding it. – Moral
development is growth, and like all
growth, takes place according to a pre-
determined sequence. – Can’t walk before
you crawl

31. 2. In stage development, subjects cannot
comprehend moral reasoning at a stage more
than one stage beyond their own. – E.g. If
Johnny is orientated to see the good almost
exclusively as that which brings him satisfaction,
how will he understand a concept of good in
which the “good” may bring him no tangible
pleasure at all.

32. -The moral maxim “It is better to give than
to receive” reflects a high level of
development. The child who honestly asks
you why it is better to give than to receive,
does so because he does not and cannot
understand such thinking. To him “better”
means better for him. And how can it be
better for him to give, than to get.

33. 3. In stage development individuals are cognitively
attracted to reasoning one level above their own
present predominant level - The person has
questions and problems the solutions for which are
less satisfying at his present level. Since reasoning at
one stage higher is intelligible, and since it makes
sense and resolves more difficulties, it is more
attractive.

34. 4. In stage development, movement through
the stages is effected when cognitive
disequilibrium is created, that is, when a
person’s cognitive outlook is not adequate to
cope with a given moral dilemma. - The person
who is growing, will look for more adequate
ways of solving problems. If he has no problems
or dilemmas, he is not likely to look for
solutions. He will not grow morally.

35. 5. It is quite possible for a human being to
physically mature but not morally mature. - If
a child is spoiled, never having to
accommodate for others needs, he may
never generate enough questions to propel
him to a higher level of moral reasoning.

36. 6. Kohlberg believed that only about 25% of persons ever
grow to level six, the majority remaining at level four. - The
Scriptures speak of principles of modesty, humility, and wise
stewardship of money. Application of these principles might
preclude the purchase of expensive jewelry, furs, flashy
cars, or other items primarily for show. - If Kohlberg’s
observations are true, then level 6 thinkers would be in the
minority. In fact, they might even be misunderstood and
persecuted by a level 4 majority - Christ being the primary
example.

37. Level One: Comply/Compete – Self-Centered Ages 7 – 11
Description
A person’s moral reasoning results from
consequences of actions, such as
punishment, reward, or exchange of favors,
and from the physical power of authority
figures. The first level of moral thinking is
that generally found at the elementary
school level.

38. Stage 1: Fear of Punishment
*Not law or justice, but cost to me
*Conscience = self-protection

39. Stage 2: Profit
*Minimize the pain; maximize the pleasure
*Right behavior means acting in one's own
best interests.
*Reasoning is largely based on an attitude
of “you scratch my back and I’ll scratch
yours.”
*Conscience = cunning

40. Level Two: The Conventional Level Group Centered
Ages 15 - 25
Description:
A person’s moral reasoning involves maintaining
the expectations of one’s family, peer group, or
nation for one’s own sake regardless of the
immediate consequences, and a desire to respect,
maintain, support, and justify the existing social
order.

41. Stage 3: Group Loyalty
*Obligation to ones family, gang, etc.
One earns acceptance by being “nice.”
*Behavior is often judged by intention –
“Well, they mean well.”
*Conscience = loyalty

42. Stage 4: Law and Order (Begins around age
15, increases to age 25)
*Without laws, society would be chaos
*Right behavior consists of doing one’s
duty and respecting authority.
*Flaws in the system are due to the failure
of individuals who do not obey the
system.
*Conscience = good citizenship

43. Level Three: Post Conventional Level-Internalized-
Truth-Centered
Description:
A person reasons according to moral values
and principles which are valid and applicable apart
from the authority of the groups. Moral reasoning
becomes more comprehensive, reflects universal
principles, and is based on internalized norms.

44. Stage 5: The Common Good Ages 21 - 25
*Loyalty to truth
*Conscience = reason

45. Stage 6: Universal Ethical PrinciplesIntegrity
(Can be reached beginning in the late 20s)
*Principles, no matter what the price
*Choices are grounded in genuine moral
interest in the well-being of others,
regardless of who they are.
*Conscience = personal integrity

46. Stages of Moral Development Lawrence Kohlberg
Level Stage Ages Social Orientation
Pre-Conventional 1 2-4 Obedience and Punishment
2 4-7 Individualism, Instrumentalism
Conventional 3 7-10 Good Boy/Girl
4 10-12 Law and Order

47. Some Final Thoughts
A. Kohlberg's scale has to do with moral thinking,
not moral action. As everyone knows, people
who can talk at a high moral level may not
behave accordingly.
B. Consequently, we would not expect perfect
correlations between moral judgment and
moral action. Still, Kohlberg thinks that there
should be some relationship.

48. C. As a general hypothesis, he proposes that moral
behavior is more consistent, predictable, and
responsible at the higher stages (Kohlberg et al.,
1975). Why? 26 Because the stages themselves
increasingly employ more stable and general
standards, i.e. principles. For example, whereas
stage 3 bases decisions on others' feelings, which
can vary, stage 4 refers to set rules and laws. Thus,
we can expect that moral behavior, too, will become

49. QUIZ
Situation 1
Ashley borrowed her father’s car. She and her friend
Kayla were very late coming home that evening. They were
further delayed at a stop light on a quiet street. After what
seemed to be an unnecessary long wait, Kayla reminded
Ashley that they were late. Ashley continued to wait,
insisting that if everyone ignored stop lights when it was
personally convenient to do so, no street would be safe.
• At what stage do you think Ashley’s decision was? Why?

50. Situation 2
Jordan was not prepared for a difficult chem. Exam, so
he wrote some important formulas on a slip of paper which
he put in his pocket before the test. Just before the test
began, the teacher informed the class that any student
caught cheating would automatically fail the test. Even
though Jordan needed the information he wrote, he didn’t
use it because the teacher stood too close to his desk during
the entire exam.
• At what stage? Why?

51. Situation 3
Early in the school year, DeShawn who started at
varsity basketball, asked Caitlin for a date. Caitlin was
not attracted to DeShawn and politely declined. A few
weeks later Caitlin tried out for cheerleading and made
it. Several of the other cheerleaders were dating boys
on the team. When DeShawn asked Caitlin to go with
him to a party that the team was having after an
important game, she accepted.
• At what stage? Why?

52. Situation 4
Kyle asked his older sister, Gabby, if he could borrow her car so that he
and his friend could go to the beach. Gabby reminded her brother that she
never wanted him to drive her car. She suggested, however, that if it was all
right with him, they could all go together. Soon after they got to the beach,
Kyle’s friend got ill. Kyle asked Gabby if she could drive his friend home.
Gabby refused, saying that she had just come all that way and she was not
going to turn around and go right back. Kyle tried unsuccessfully to find a
way to get his friend home. Finally, while Gabby was swimming, he wrote
her a note telling her he would be back soon as possible, took her car keys,
and drove his friend back home.
• What stage? Why?

53. Situation 5
As Jason’s father was leaving for work in the
morning, he asked Jason to clean out the garage
sometime during the day. Jason responded, saying
he already had plans to play tennis that day. Around
noon, Jason and two friends made plans that
required Jason to borrow his father’s car that
evening. Jason decided to skip playing tennis and
clean the garage.
• What stage? Why?