Morality
Morality Overview
Definition of Morality:
A set of principles or ideals that help individuals distinguish right from wrong.
Involves acting upon this distinction and experiencing pride in virtuous conduct or guilt for actions that violate personal standards.
Psychoanalytic Explanations of Moral Development
Examines how early experiences and intrapsychic conflicts contribute to moral development and maturity.
Cognitive-Developmental Theory
Child as a Moral Philosopher:
Children actively construct their moral understanding through cognitive processes.
Moral reasoning develops with intellectual growth.
Morality and Social Learning
Morality as a Product of Social Learning:
Focuses on how moral behaviors and standards are learned through observation and imitation.
Incorporates social information processing in understanding moral decisions.
Parenting and Moral Development
Investigates which parenting styles lead to morally mature children.
Internalization
Definition:
The process of adopting the attributes or standards of others as one’s own.
Marks a shift from externally controlled actions to internal standards, crucial for moral maturity.
Components of Morality
Three Moral Components:
Affective or Emotional Component:
Involves moral emotions such as guilt, shame, and pride related to ethical conduct.
Cognitive Component:
Represents moral reasoning; the thought process involved in determining right from wrong.
Behavioral Component:
Consists of actions aligned with one's moral standards, especially in situations of temptation.
Philosophical Views of Morality
Three Perspectives:
Original Sin (Thomas Aquinas):
View that children are born with inherent moral flaws.
Tabula Rasa (John Locke):
Concept that children are born morally neutral, page akin to a blank slate.
Innate Purity:
Belief that children are born inherently good.
Theories of Moral Development
Key Theories:
Freud’s Theory
Social Learning Theory
Cognitive Developmental Theory
Freud’s Theory of Moral Development
Core Concepts:
Children are born with three components of personality: Id, Ego, and Superego, influenced by parenting.
Impact of Parenting on Moral Development
Hoffman (1970):
Investigated how disciplinary techniques impact moral development.
Types of Disciplinary Techniques:
Love Withdrawal:
Withholding attention or affection post-misbehavior.
Power Assertion:
Use of authority for behavior control (e.g., commands, punishment).
Induction:
Explaining the reasoning behind behaviors and its impact on others.
Findings: Induction fosters all aspects of morality: emotions, reasoning, and behavior. Love withdrawal and power assertion were less effective.
Piaget’s Theory of Moral Development
Association with Intellectual Growth:
Stages of moral development correspond with cognitive development stages.
Stages of Development
Premoral Period (0-5 years):
Little awareness of or respect for rules.
Heteronomous Morality (5-10 years):
Rules viewed as absolute; punishment proportional to offense severity.
Children focus on consequences, not intentions.
Influenced by authority dynamics between adults and children.
Autonomous Morality (10+ years):
Rules are seen as social agreements; children's reasoning considers intentions.
Emphasis on empathy and justice, fostering reciprocity in relationships.
Moral Dilemma Examples (Piaget)
Story A: John accidentally breaks 15 cups while entering a room unaware of a tray.
Story B: Henry knocks over a cup while reaching for jam.
Participants assessed who was naughtier and why, leading to stage theory insights.
Limitations in Young Children’s Moral Judgments
Two factors affecting their moral reasoning:
Egocentrism and inability to understand perspectives of others (Preoperational Stage).
Confusion between personal experiences and external reality.
Kohlberg’s Theory of Moral Development
Extended Piaget’s work focusing on moral reasoning qualitative nature.
Used hypothetical dilemmas to explore developmental changes in moral judgments.
The Heinz Dilemma
Scenario involving Heinz trying to obtain an expensive drug for his sick wife, forced to consider theft.
Questions related to rightness or wrongness of stealing:
Should he steal?
Is it right or wrong to steal?
Is he obligated to steal?
Kohlberg's Stages of Moral Development
Three Main Levels:
Preconventional Level (Stages 1 & 2):
Primarily observed in children under 9. External rules are the determinants of morality.
Conventional Level (Stages 3 & 4):
Typical of most adolescents and adults. Self has internalized societal rules.
Postconventional Level (Stages 5 & 6):
Attained by a minority; based on self-chosen ethical principles.
Preconventional Level Detail
Stage 1: Obedience and Punishment Orientation.
Moral behavior motivated by avoidance of punishment.
Stage 2: Hedonistic and Instrumental Orientation.
Motivated by self-interest and reciprocal benefits.
Conventional Level Detail
Stage 3: Good “Boy” Nice “Girl” Morality.
Conformity to group expectations and valuing interpersonal relations.
Stage 4: Law & Order Orientation.
Blind acceptance of rules and social conventions.
Postconventional Level Detail
Stage 5: Social Contract Orientation.
Laws can be changed for the greater good; emphasizes individual rights.
Stage 6: Universal Ethical Principle Orientation.
Right and wrong based on principles of justice transcending laws.
Factors Influencing Moral Development
Age, IQ, gender, morality of justice, and morality of care.
Social Learning Theory (Bandura)
Proposes moral behavior learned through reinforcement and observation.
Assumes moral behaviors are acquired similarly to other skills.
Newer Ideas About Conscience Development
Emphasizes mutual responsiveness and compliance within child-parent relationships.
Importance of reinforcement and clear consequences for behavior noted.
Moral Self-Concept Training
Focus on internalizing moral values and resisting temptations based on self-attribution.
Highlights the role of social modeling in influencing moral behavior.