Uploaded byEvrim Baran
Week 7 Moral development
This document discusses moral development theories and research. It provides an overview of Erikson's stages of psychosocial development. It then discusses Piaget, Kohlberg, and Gilligan's theories on moral development, including: 1. Kohlberg's stages of moral reasoning and the Heinz dilemma example. 2. Gilligan's critique that Kohlberg's theory is biased towards males and focuses on justice rather than care. 3. Recent research finding that males and females use both justice and care in moral reasoning. The document examines debates and criticisms around different moral development theories and stages. It also briefly mentions values and any changes observed in Turkey.
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Week 7 Moral development
- 1. Week 7 EDS 220 Moral Development Dr. Evrim Baran
- 2. Assignmentforthisweek • Interview peopleof 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 ofPsychosocial 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 youcome 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 youdo 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.
- 7. What is morality? Distinguishing what is right and wrong.
- 8. What is morality? What do studentsthinkaboutclassroo mrules? How do theythinkaboutthelawsandco nventionsthatgovernoursocie ty? Whatinfluencestheirinterpret ations? How do
- 9. We shouldn't stealthings. 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.
- 10. right fairness wrong justice
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- 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 childrenbetween 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.
- 18. Schools? Teachers? • Childrendo 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
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- 23. Level 1: Preconvenionalmoral 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: Preconvenionalmoral 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: ConventionalMoral 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.
- 27. Give me anexample to Stage 1 and Stage 2
- 28. Level 2: ConventionalMoral 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: PostconventionalReasoning • After the age of 20 and by only a small portion of adults. • Moral principles that underlie the conventions are understood.
- 31. Give me anexample to Stage 3 and Stage 4
- 32. Level 3: PostconventionalReasoning 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.
- 34. Give me anexample to Stage 5 and Stage 6
- 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’sWork • 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’sTheory • 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.
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- 39. Carol Gilligan’s Critiqueon 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 Critiqueon 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.
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- 42. Latest research? •Moral reasoningdoes 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.
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- 44. Values in Turkey? Any change?