Week 3

involve the rules people have about the kinds of actions they believe are morally right and wrong, as well as the values they place on the kinds of objects they believe are morally good and morally bad.

Moral standards

refer to rules that are unrelated to moral or ethical considerations.

Non-moral standards

Moral excellence of a person

Virtues

Sliding scale for determining what is virtuous.

Golden Mean

A-E Virtues

F-L Virtues

M-W Virtues

mark impressed upon a coin

Character

involve moral standards that exhibit right and wrong conduct. It is a test of proper behavior and determining what is right and wrong.  \n

Normative ethics

involve specific and controversial issues along with a moral choice, and tend to involve situations where people are either for or against the issue.

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Applied ethics

 evaluation of an individual's stable moral qualities

Moral character or character

refers to the assemblage of qualities that distinguish one individual from another

Moral character

Person who defines moral character as "a disposition to express behavior in consistent patterns of functions across a range of situations".

Lawrence Pervin

Person who refers moral character as the “sum of one’s moral habits and dispositions.”  

Marie I. Geoge

One of the most significant aspects of personality development. It is thus a major task of society and education.

Moral development

Behavior which fails to conform to social expectations.

Immoral behavior

Factors Influencing Moral Development

Family

School

Neighborhood

Religious Institutions

Playmates and Friends

Club and Camping Experiences

Community

Culture

He believed that being morally good meant striking a balance between two vices. You could have a vice of excess or one of deficiency.

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Artistotle

who theorized that ***moral development*** happens in six stages, which he divided into three levels.

Lawrence Kolberg

it corresponds to how infants and young children think.

Pre-conventional

Pre-conventional

First Level

stage of reasoning centers around obedience and the avoidance of punishment

First stage

stage of reasoning and learning to act according to what she thinks will serve her self-interest; thus, what is “good” at this stage is what the child thinks can bring her pleasure. 

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Second stage

Conventional

Second level

level/stage in which older children, adolescents, and young adults learn to conform to the expectations of society.

Second level/Conventional

stage when one begins to act according to what the larger group she belongs to expects of her.

Third stage

achieved when a person realizes that following the dictates of her society is not just good for herself but more importantly, it is necessary for the existence of society itself.

Fourth stage

Highest level

Third level/Post Conventional

morally responsible agent recognizes that what is good or right is not reducible to following the rules of one’s group. Instead, it is a question of understanding personally what ought to do and deciding, using one’s free will, to act accordingly.

Third level/Post Conventional

represents the individual’s realization that the ethical principles she has rationally arrived at take precedence over even the rules or conventions that her society dictates.

Fifth and Sixth level

a trait or quality that is deemed to be morally good and thus is valued as a foundation of principle and good moral being.

Virtue

characteristics valued as promoting collective and individual greatness

Personal virtues

Obedience & Punishment

Stage 1

Instrumental and Relativist

Stage 2

Interpersonal concordance

Stage 3

Social Contract

Stage 5

Universal Ethical Principle

Stage 6

Law and Order orientation

Stage 4

This stage is mostly manifested by children.

Stage 1

right and wrong is now determined by what we are rewarded for, and by doing what others want.

Stage 2

Being good is what pleases others.

Stage 3

Being good now means doing your duty to society.

Stage 4

Right and wrong are now determined by personal values, although these can be over-ridden by democratically agreed laws.

Stage 5

We can now live in accordance with deeply held moral principles which are seen as more important than the laws of the land.

Stage 6

also effect the conscience development.

Child rearing factors/practices

fountain head of social and moral virtues

School

 plays an active role in the moral development of children.

Family

in which the individual moves is a potent factor in moral development.

Community

prove useful in the development of valuable social and moral qualities

Clubs and camp experiences

exerts a powerful influence in the moral development.

Culture

vital influence in the moral development of the child

Playmates and friends

have been regarded as primary social and moral institutions.

Religious institutions