KOHLBERG

At birth we are all __, lacking any judgements about what is right and wrong

Amoral

Moral developments: Starts from a selfish desire to avoid punishment (__)

Personal

Moral development: develops to a concern for group functioning (__)

Societal

Moral development: to a concern for universal ethical principles (__)

Principles

__ __: Everyone progresses through the levels and stages in order

Stage theory

Stage 1:

Punishment and obedience

Stage 2:

Individual development

Stage 3:

Good boy good girl

Stage 4:

Law and order

Stage 5:

Social contract

Stage 6:

Universal principles

AIM: To show as adolescents develop they move through Kholberg’s __ _ __ __

Stages of moral development

AIM: To show the stages of moral development also apply to other __

Cultures

RESEARCH METHOD:

Longitudinal cross cultural self report study

SAMPLE: __ American boys, followed them for __ years

75, 12

Participants were given hypothetical __ __ in the form of short stories to solve

Moral dilemmas

: reasons why it is right to obey laws

Motivation given for rule obedience

: reasons why human life is important

The value of human life

__ __: hypothetical scenario in which the participant must choose between obeying the law, or saving their wives life

Heinz Dilemma

Taiwanese boys, ages 10-13, were asked about a story involving theft of __

Food

RESULTS-For ____:

1. Obey and avoid punishment

2. Obey and obtain rewards

3. Obey to avoid disapproval

4. Obey to avoid punishment from legitimate authority

5. Obey to maintain community and harmony

6. Obey to avoid self-condemnation

Rule obedience

RESULT-For ____:

1. Based on the social status or physical attributes

2. Based on how much pleasure they can bring

3. Based on the empathy and affection

4. Based on the commands from authority

5. Based on the respect for individual rights

6. Based on universal human rights

Valuing human life

RESULTS-About __% of a participant’s thinking would belong to one stage of evelopment

50

RESULTS-Participants progressed through all the stages one at a time always in the __ __

Same order

RESULTS-Children could move a stage forward when confronted with the views of a child __ __ __

One stage further

CROSS-CULTURAL FINDINGS-All children across all __ moved through the stages in the same order

Cultures

CROSS-CULTURAL FINDINGS- Stage _ was rarely achieved

6

CROSS-CULTURAL FINDINGS- Mexico and Taiwan showed the same results except that __ was a little slower

Development

CROSS-CULTURAL FINDINGS- Less Mexican and Taiwanese reached __ __ __

Post conventional morality

CROSS-CULTURAL FINDINGS- Two isolated villages in Mexico and Turkey showed the same order but rarely went higher than ____

Pre-conventional

CROSS-CULTURAL FINDINGS- In nearly all cultures ___ __ were more advanced than matched lower-class children

Middle-class children

CROSS-CULTURAL FINDINGS- __ ___ were found among Catholics, Protestants, Jews, Buddhists, Muslims or atheists

No differences

CON- All individuals across cultures go through the __ __ of stages of moral development

Same stages

CON- Individuals differ in what stage they __ _

Stay at

CON- Factors like __ and __ affect how quickly individuals move through the stage, but not the same order

Class, culture

__ __: Kohlberg’s own culture assumes that morality os focused on authority, rules and individual rights

Ethnocentric criticism