Moral development (quizlet)

Level 1 in Kohlberg's theory

preconventional morality

Stage 1 Kohlberg's theory

Obedience and punishment orientation

Stage 2 Kohlberg's theory

Individualism and exchange

Level 2 Kohlberg's theory

Conventional morality

stage 3 Kohlberg's theory

good interpersonal relationships

stage 4 Kohlberg's theory

maintaining social order

level 3 in Kohlberg's theory

Postconventional morality

stage 5 in Kohlberg's theory

social contract and individual rights

stage 6 in Kohlberg's theory

universal principles

why Kohlberg stopped scoring on stage 6?

- hard to find people who reason consistently at this stage

- his dilemmas are not useful to distinguish between stage 5 and 6

how moral development occurs in Kohlberg's theory?

new stages emerge from thinking about higher moral concepts

Qualitative differences in Kohlberg stages

Stages are qualitatively different e.g. stage 1 preoccupation with rules that in stage 2 changes into seeing person as a free entity

structures wholes

stages are not just isolated responses but are general patterns of thought that will consistently show up across many different kinds of issues

invariant sequence

Kohlberg believed that his stages unfold in a variant sequence. Not everyone will achieve higher stages, but in order to do it you need to go through all previous ones

hierarchic integrations

people don't use insights gained at earlier stages but integrate them into their frametwork

universal sequence

Kohlberg believed that his theory is universal for all cultures

Kohlberg-Blatt method

child takes one view, becomes confused by discrepant information and resolves the confusion by forming a more advanced position

Just community approach

approach to education that focuses on building democratic community in schools

Criticism of Kohlberg's theory

- it's dangerous for people to place their own principles above society and law

- Kohlberg developed theory on Western culture and applied it to non-western cultures not knowing much about them

- his stages are sex biased

- too much emphasis on moral words and not enough on moral actions

moral development

changes in thoughts, feelings and behaviours regarding right and wrong

Piaget's moral development theory

By observing children, Piaget concluded that they go through two moral stages with a transition period

Heteronomous morality

Age 4 to 7, kids this of justice and rules as unchangeable properties of the world

Transition

Age 7 to 10, some aspects from both stages

Autonomous morality

above age 10, kids become aware that rules and laws are created by people and in judging an action they consider intentions and consequences

Immanent justice

if a rule is broken, punishment will be met immediately

How moral development happens in Piaget's theory?

As children develop they become more sophisticated in thinking about social matters, this social understanding comes from mutual peer relations

How relationship with parents in less important for moral development?

It's not effective because it often shows rules in an authoritarian way

what processes explain how individuals learn certain responses and why their responses differ from other people?

reinforcement, punishment and imitation

when is it the most effective to reward a behavior?

soon after it occurs

social cogntive theory of moral development

distinction between an individual's moral competence and moral performing

moral competence

ability to perform moral behaviours

moral performing

actually performing moral behavior

Psychoanalitic theory on moral development

guilt and desire to avoid feeling guilty are the foundation of moral behavior

Study in which kids were lead to believe that they destroyed valuable object

- girls expressed more guilt than boys

- children of fearful temperament expressed more guilt

- children of mothers who used power-oriented discipline displayed less guilt

empathy's role in moral development

in order to know how to act in a certain situation, kid needs to develop empathy in order to recognise other people's states and react to them

empathy in early infancy

global empathy, empathetic response doesn't distinguish between feelings and needs of self and others

empathy in 1-2 yo

feelings of concern for other's distress, but they can't transform it into an action

empathy in early childhood

children are aware that people have different perspectives, this allows them to respond appropriately

empathy in 10-12 yo

kids develop empathy for people who have unfortunate circumstances, empathetic dysfunction can contribute to antisocial behavior

moral identity

individuals have moral identity when moral notions and commitments are central to their life

mature moral individual

cares about morality and being a moral person, moral responsibility in central to their identity

moral character

having strong beliefs, persisting and overcoming distractions

if individual doesn't have moral character

they may wilt under pressure or become discouraged from behaving morally

moral exemplars

people with moral personality, identity, character and set of virtues that reflect moral excellence.

brave moral exemplar

characterized as dominant and extraverted

caring moral exemplar

characterized as nurturant and agreeable

just moral exemplar

characterized as conscientious and open to experience

social-cognitive domain theory

kids' moral, social conventional and personal knowledge emerge from their attempts to understand and deal with different forms of social experience

social conventional reasoning

focuses on conventional rules that have been established by social consensus in order to control behavior and maintain social system

Parents in moral development

Both Piaget and Kohlberg held that parents don't provide unique or essential inputs into kid's moral development. They are responsible for providing role-taking opportunities, but peers play primary role in moral development

what aspects of parent-kid relationship contribute to children's moral development?

relational quality, parental discipline and proactive strategies

Parents' obligations

positive caregiving and guiding children to become competent adults

Children's obligations

responding appropriately to parents' initiatives and maintaining a positive relationship with them

love withdrawal

discipline technique in which parent withholds attention or love from the child

power assertion

discipline techniques in which parent attempts to gain control over the child

induction

discipline technique in which parent uses reasoning and explains how the child's actions are likely to affect other people

why is induction the best method?

it causes moderate arousal int the kid, that permits to attend the cognitive rationale.

hidden curriculum

- pervasive moral atmosphere that characterized each school

- created by rules, moral orientation of teachers and text material

character education

a direct morał education approach that involves teaching students a basic "moral literacy" to prevent them from engaging in immoral behavior

values clarification

helping student to clarify what their lives are for and what is worth working for

critics of values clarification

its content offends community standards and that the values clarification exercises fail to stress right behavior

cognitive moral education

based on belief that students should learn to values things such as democracy and justice as their moral reasoning develops

service learning

a form of education that promotes social responsibility through service to community.

goal of service learning

adolescents becoming less self-centred and more motivated to help others

improvements in adolescent development attributed to service learning

higher grades, increased goal setting, higher self-esteem, improved sense of empowerment and increase likelihood of volunteering in the future

why students cheat?

pressure for good grades, compressed schedules, poor teaching and lack of interests in subject

when are students more likely to cheat?

not being monitored, when they know peers are cheating, when scores are made public

integrative approach to moral education

encompasseiss both the reflective moral thinking and commitment to justice advocated by Kohlberg and the process of developing a particular moral character emphasised in the character education approach

child development project

students are given multiple opportunities to discuss other students' experiences which encourages empathy and perspective taking and they participate in exercises that encourage them to reflect on their own behaviours in terms of fairness and social responsibility