Morality

Morality and Moral Development

  • Definition of Morality: A set of principles/ideals that help distinguish between good and bad, leading to feelings of pride when behaving morally and guilt when violating these standards.

  • Characteristics of Moral Individuals: Idealistic, ethical, responsible, loyal, honest, hard-working, caring, confident, kind.

  • Internalization:

    • Process of adopting others' values as one's own.
    • Motivations for moral behavior shift from avoiding punishment to adhering to internalized principles.

  • Moral Development: Changes in thoughts, feelings, and behaviors related to standards of right and wrong.

    • Intrapersonal Dimension: Individual moral activities when not in social interaction.
    • Interpersonal Dimension: Regulates social interactions and mediates conflicts.

Moral Reasoning: The Cognitive Component

  • Both cognitive growth and social experiences contribute to a child's moral reasoning.
  • Theories of Moral Development:
    • Piaget's Theory: Children progress through different moral phases via peer interactions rather than authority figures.
    • Kohlberg's Theory: Focuses on moral dilemmas like the Heinz dilemma that reveal qualitative differences in reasoning.

Piaget’s Stages of Moral Development

  1. Premoral Phase (Birth - 5 years):

    • Little respect for established rules; focus on pleasure.

  2. Heteronomous Morality (4 - 7 years):

    • Rules seen as fixed and established by authority; moral reasoning based solely on adherence to rules (immanent justice).
    • Expiatory punishment concept.

  3. Transition Phase (7 - 10 years):

    • Mix of heteronomous and autonomous reasoning.

  4. Autonomous Morality (10 - 12 years):

    • Rules are social constructions; can be challenged.
    • Understanding intentions and reciprocal punishment.

Kohlberg’s Theory of Moral Development

  • Three Levels, Six Stages:

    • Level 1: Preconventional Morality (Birth - 9 years):
    1. Punishment and Obedience Orientation:
      • Decisions based on fear of punishment.
    2. Individualism and Exchange:
      • Focus on self-interest; naive hedonism.
    • Level 2: Conventional Morality (Adolescents):
    1. Good Boy / Good Girl Orientation:
      • Moral actions based on approval from others.
    2. Social-order-maintaining Morality:
      • Law and order focus; rule following.
    • Level 3: Post-Conventional Morality (Early Adulthood):
    1. Social Contract Orientation:
      • Laws viewed in terms of social contracts.
    2. Universal Ethical Principles:
      • Decisions based on universal human rights, valuing conscience over law.

Evidence and Criticism of Kohlberg’s Theory

  • Evidence:

    • Longitudinal studies support the order of phases. Moral development is influenced by social interaction.

  • Criticism:

    • Overemphasis on moral reasoning vs. moral behavior.
    • Possible cultural bias; the justice perspective dominates.
    • Gender bias: Women's values may emphasize caring and relationships, often missing in Kohlberg's framework.

The Role of Parents and Schools

  • Parental Influence:

    • Parents can foster moral development through proactive strategies and discipline techniques:
    1. Love Withdrawal: Ignoring bad behavior.
    2. Power Assertion: Using authority to enforce rules.
    3. Induction: Teaching the consequences of behavior.

  • School Contributions:

    • Hidden Curriculum: Implied moral teachings through school rules and teacher conduct.
    • Character Education: Teaching basic moral rules.
    • Values Clarification: Encourages personal value development.
    • Cognitive Moral Education: Focused on democratic values and justice.
    • Service Learning: Promotes social responsibility through community engagement.