Genso

This is the first stage where Children are good in order to avoid being punished.

-And if a child is punished, then they must have done something wrong.

-It creates morality among children but it is just only to become obedient and to avoid punishments.

Stage 1: Obedience Orientation and Avoiding Punishment

At this stage, the Child recognizes that there is not just one right view that is handed down by authorities.

Here each child develops a sense of individual morality and Different individuals have different viewpoints.

Stage 2: Individualism and Exchange (Aiming at Reward)

The child/individual tries to be good in order to be seen as being a good person by others.

The sense of morality is to maintain a good person attitude So they can get noticed as a good approval of others.

Stage 3: Good Boy/Good Person Attitude

The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and avoid guilt.

Stage 4: Maintaining the Social & Law Order.

At this stage, a person becomes aware that while rules, regulations, and laws might exist for the good of the greatest number.

But sometimes they will work against the interest of particular individuals. This Issue is known as an ethical dilemma.

For example, in the story of Heinz's dilemma, The protection of his wife's life is more Important than breaking the law against stealing..

Stage 5: Social Contract, Justice, and Individual Rights.

At this stage, people have their own set of moral guidelines which may or may follow the law. The principles apply to everyone.

For example, Human rights, justice, and equality. But according to Kohlberg, a few people reached this stage.

Because the person will be prepared to act to defend these principles even if it means going against the rest of society. And in the process sometimes they have to pay the consequences of disapproval and or imprisonment.

Stage 6: Universal Principles of Ethics.

an individual’s growing sense of what is right and wrong

– a code of conduct that is derived from one’s culture, religion, or personal philosophy

– guides one’s actions, behaviors, or thoughts

Morality

The conscious distinction between right and wrong / good and evil; respect for and obedience to rules and right conduct

Morality recognition

focuses on the emergence, change, and understanding of morality from infancy to adulthood

Moral development

refers to the set of standards that enable people to live cooperatively in groups. It’s what societies determine to be “right” and “acceptable.”

Morality

There is an existing tension between the needs of the society and the needs of the individual. As the person matures, the individual’s selfish desires are repressed and replaced by the values of important socializing agents (such as parents) in one’s life.

Morality and the Super Ego (Sigmund Freud)

Socialization is the primary force behind moral development. Moral behavior can be acquired by observing and imitating others.

Morality and Social Learning (Albert Bandura)

The individual’s construction, construal, and interpretation of morality from a social- cognitive and social-emotional perspective is a necessary agent to morality recognition

Morality and Cognitive Development (Jean Piaget)

Each level presents a unique source of ____ of right or wrong, acceptable or unacceptable.

Evaluation

influences a person’s willingness or unwillingness to engage in certain behaviors and can be classified into levels.

Moral Reasoning (Lawrence Kohlberg)

Individuals often initially evaluate the ____based on the resulting pain or pleasure, but may eventually learn to apply reasoning based on social conditions or personal convictions.

acceptability of a

behavior

focus on reward and punishment brought about by certain behaviors.

Pre-conventional Level

focus on social contract or a sense of responsibility to contribute to the society one is part of and behave in a manner that is acceptable.

Conventional Level

generally defined ways that individuals interact with their environment, and can be observable or unobservable.

Behavior

focus on conscious principles and personal convictions governing one’s actions

Post conventional level

is defined as an aggregate of people living together in a more or less ordered community. It is among the regulating agents of behavior, providing information, guidance, and in most cases, rewards and sanctions to encourage or discourage behaviors it considers acceptable or unacceptable. Evaluation of the acceptability of certain behaviors are often based on existing norms.

Society

is the study of the mind and behavior.

Psychology

It is an unexpected behavior that occurs without thinking. One example is suddenly closing eyes when something is about to this the eyes.

Molecular Behavior

Unlike molecular behavior, this type of behavior occurs after thinking. For example, a person changes the way when one sees a harmful thing.

Moler Behavior:

It is a visible type of behavior that can occur outside of human beings.

Overt behavior

Unlike overt behavior, this type of behavior is not visible.

Covert behavior

It is a type of behavior that depends on human wants. We can characterize walking, speaking, and writing as voluntary behaviors

Voluntary Behavior

Unlike voluntary behavior, this type occurs naturally and without thinking. Breathing air is a perfect example of

Involuntary Behavior

is responsible for organizing and giving meaning to all sensory stimuli. The function of this is obvious: knowing the environment around us allows us to move and interact with it. These are basic and necessary skills to achieve an efficient adaptation.

Perception

This is how we modify and acquire knowledge, abilities, skills, behaviors, etc. It works through what happened in the past. Learning also helps us relate our behaviors with their consequences. It is closely related to memory

Learning

It gives us the ability to communicate with others. This communication, in the case of humans, is carried out through a complex symbolic code, or language. The complexity of our language allows us to accurately describe almost anything, be it past, present, or future. Language allows us a mode of communication broad enough to maintain human societies

Language

This is a complex process that psychology defines as the process in charge of transforming information to organize it and give it meaning

Thought

the cognitive component of human behavior

Thoughts

focuses our resources on a series of stimuli while ignoring the rest. We receive a large number of stimuli all at once and we cannot attend to all at the same time

Attention

allows us to encode information for future storage and retrieval. This is an essential process and closely related to all other processes

Memory

is responsible for providing the body with resources to perform a behavior. It is the process in charge of activating the body and putting it in the ideal state.

Motivation

are reactions to external stimuli. They allow us to guide our behavior and act quickly in response to the demands of our environment

Emotions

the physiological changes provoked by emotion

Somatic

the spectrum of behavior triggered by an emotion

Behavioral

the subjective experience of the individual

Feeling

our manner of thoughts, feelings, and actions

Behavior

the affective component of human behavior

Feelings

the observable component of human behavior; heavily influenced by thoughts, feelings, and physiology.

Actions

behavior either praised or tolerated

Acceptable behavior –

behavior either disliked, discouraged, or punished

Unacceptable behavior

characteristic patterns of behavior

Personality

any relatively change in behavior as a result of experience

Learning

the conscious component of human existence; results from one’s interaction to the internal and external environment

Experience

an enduring social group living in a particular place whose members are mutually interdependent and share political and other institutions, laws and mores, and a common culture

Society

is a micro-level theory that focuses on meanings attached to human interaction, both verbal and non-verbal, and to symbols. Communication—the exchange of meaning through language and symbols—is believed to be the way in which people make sense of their social worlds.

SYMBOLIC INTERACTIONISM THEORY

introduced the looking-glass self (1902) to describe how a person’s sense of self grows out of interactions with others, and he proposed a threefold process for this development

Charles Horton Cooley

is considered a founder of symbolic interactionism, though he never published his work on this subject (LaRossa and Reitzes 1993).

George Herbert Mead (1863–1931)

looks at society as a competition for limited resources. This perspective is a macro-level approach most identified with the writings of German philosopher and sociologist Karl Marx (1818–1883), who saw society as being made up of two classes, the bourgeoisie (capitalist) and the proletariat (workers), who must compete for social, material, and political resources such as food and housing, employment, education, and leisure time.

SOCIAL CONFLICT THEORY

also called functionalism, sees society as a structure with interrelated parts designed to meet the biological and social needs of the individuals in that society.

Structural-functional theory

is a type of conflict theory that examines inequalities in gender-related issues. It uses the conflict approach to examine the maintenance of gender roles and uneven power relations.

Feminist theory

Many of the most immediate and fundamental experiences of social life—from childbirth to who washes the dishes to the experience of sexual violence—had simply been invisible or regarded as unimportant politically or socially.

STANDPOINT THEORY

examines multiple, overlapping identities and social contexts (Black, Latina, Asian, gay, trans, working class, poor, single parent, working, stay-at-home, immigrant, undocumented, etc.) and the unique, various lived experiences within these spaces. Intersectional theory combines critical race theory, gender conflict theory, and critical components of Marx’s class theory.

INTERSECTIONAL THEORY

These are small, simple societies in which people hunt and gather food. Because all people in these societies have few possessions, the societies are fairly egalitarian, and the degree of inequality is very low.

Hunting-and-gathering

are larger than hunting-and-gathering societies. Horticultural societies grow crops with simple tools, while pastoral societies raise livestock. Both types of societies are wealthier than hunting-and-gathering societies, and they also have more inequality and greater conflict than hunting-and-gathering societies.

Horticultural and pastoral

These societies grow great numbers of crops, thanks to the use of plows, oxen, and other devices. Compared to horticultural and pastoral societies, they are wealthier and have a higher degree of conflict and of inequality.

Agricultural

feature factories and machines. They are wealthier than agricultural societies and have a greater sense of individualism and a somewhat lower degree of inequality that still remains substantial.

Industrial

These societies feature information technology and service jobs. Higher education is especially important in these societies for economic success

Postindustrial

describe socially acceptable behavior but do not have great moral significance; common customs of everyday life (social preferences); may also refer to behaviors that are learned and shared by a social group

Folkways

describe socially acceptable behavior with great moral significance; violation of them endangers the society’s stability (social requirements); traditional customs and conventions that are typical of a particular society

Mores

norms that are formally inscribed at the state or federal level and can result to formal punishment for violations, such as fines, incarnation, or even death; they are formal social controls that outline rules, habits, and customs a society uses to enforce conformity to its norms

laws

bans and inhibitions resulting from social customs or religious practice

taboos

collective term to identify the ideas, customs, and social behavior of a particular people or society

Culture

a system of belief and practice accepting a ‘binding’ relation to a divine being (in the case of monotheists), or divine beings (in the case of polytheists)

Religion

ideas and beliefs that are passed down from one generation to the next generation

Traditions

a person or group’s judgement about what’s important in life.

Values

a set of belief, emotion, or action towards a particular object

Attitudes

the act of matching attitudes, beliefs, and behaviors to group norms, politics, or being like-minded; can occur in the presence of others, or when the individual is alone; may also refer to a change in behavior caused by another person or group

Conformity

occurs when people conform to what is expected of them based on their social roles.

Internalization

a superficial change in behavior (including the public expression of opinions) that is not accompanied by an actual change in one’s private opinion

Public Compliance

failure or refusal to conform to prevailing rule or practice.

Non-Conformity

Social attitudes that impact the strengthening or weakening of beliefs and behaviors, to match that of those around us

Social Influence

happens when people change their behavior in order to be correct; also happens when the person lacks knowledge and looks to the group for information and direction.

. Informational Influence

occurs when we express opinions or behaves in ways that help us to be accepted or that keep us from being isolated or rejected by others.

Normative social influence

the process of comparing our opinions with those of others to gain an appropriate appraisal of the validity of an opinion or behavior

Social Comparison

occurs when the beliefs held by the larger number of individuals in the current social group prevail; more common.

Majority Influence

occurs when the beliefs held by the smaller number of individuals in the current social group prevail; less common

Minority Influence

characteristic patterns of thought, feelings and behavior

Personality

– prioritizes what is pleasurable, regardless of reason

id

prioritizes reason over pleasure

ego

prioritizes internalized values of society over either pleasure or reason

Superego

underlying basic factors of an individual’s personality

Source Traits

the observable behavior resulting from source traits

Surface Traits

a measure of a person’s general social participation level.

Extraversion –

a measure of a person’s level of reactivity, vigilance, tension, and apprehension

Anxiety

a measure of a person’s tendency to deal with problems either at the cognitive or emotional level.

Tough mindedness

a measure of Self-determination

Independence –

a measure of the person’s tendency to control one’s urges

Self-control

Many religions have various frameworks regarding personal behavior meant to guide believers in determining right and wrong. Religious belief systems are often very strong regulator of human behaviors. These also shape a lot of society’s roles and norms, when a specific religion is prevalent. Value judgements can vary greatly between religions, past and present.

Morality and Religion

refers to the act of equating morality to adherence to authoritative commands from a holy book.

Divine Command Theory

believe in only one God

Monotheistic religions

believe in many gods

Polytheistic religions

a group of Semitic-originated, monotheistic religions that claim decent from Judaism of ancient Israelites and the worship of the God of Abraham.

Abrahamic Religions

The Three Largest Abrahamic Religion:

(a) Christianity; (b)Islam; and (c) Judaism

Abrahamic religion based on the teachings of Jesus of Nazareth

Christianity

Abrahamic religion based on the teachings of Mohammed

Islam