Carol Gilligan's Theory of Moral Development

Introduction to Carol Gilligan's Theory of Moral Development

• Foundational Context: Carol Gilligan’s theory focuses on the "Ethics of Care," identifying how individuals, particularly across gender lines, develop moral reasoning.
• Critique of Lawrence Kohlberg: Gilligan was a student of the Developmental Psychologist Lawrence Kohlberg. She challenged his theory of moral development stages on two primary grounds:
  • Gender Bias: Kohlberg’s research participants were predominately male.
  • Omission of Perspectives: Gilligan argued that Kohlberg’s theory did not adequately address the "caring perspective" and focused too heavily on justice.
• Socialization Differences: Gilligan proposed that males and females are socialized differently:
  • Females: Are more apt to stress interpersonal relationships and take responsibility for the well-being of others.
  • Social Root: This difference is attributed to the child's relationship with the mother. Females are traditionally taught a moral perspective focusing on community and personal relationships.
• The Field of Moral Development: This field encompasses:
  • Prosocial Behavior: Actions such as altruism, caring, and helping.
  • Moral Traits: Characteristics such as honesty, fairness, and respect.

The Mole and the Porcupine Scenario

• The Scenario: A community of moles gives shelter to a homeless porcupine. However, the moles are constantly stabbed by the porcupine's quills.
• The Dilemma: What should the moles do?
• Purpose: This scenario was used to aid in the development of Gilligan’s theory, illustrating how men and women may have differing paths to moral development.

Contrast Between Care-Based and Justice-Based Morality

• Care-Based Morality:

  • Primary Principles: Emphasizes interconnectedness and universality.
  • Definition of Just Action: Acting justly means avoiding violence and helping those in need.
  • Developmental Driver: More common in girls because they remain connected to their mothers. Due to this connection, they are less inclined to worry about issues of fairness.
  • Approach to Conflict (Mole Scenario):
    • Views parties as being in a difficult situation together.
    • Conflict is part of the problem, not something to be decided "one way or the other."
    • Focuses on the particular case and the actual people involved.
    • Aims for a solution that does not damage anyone, favoring compromise and creative solutions.

• Justice-Based Morality:

  • Primary Principles: Views the world as being composed of autonomous individuals who interact with one another.
  • Definition of Just Action: Acting justly means avoiding inequality.
  • Developmental Driver: Thought to be more common in boys because of their need to differentiate themselves from their mothers. This separation causes boys to become more concerned with the concept of inequality.
  • Approach to Conflict (Mole Scenario):
    • Views dilemmas as a conflict between different claims (e.g., the moles want one thing, the porcupine wants another).
    • The conflict is seen as a "zero-sum" game where only one side can have a valid claim.
    • The solution is a "verdict" rather than a resolution: one side gets everything, and the other gets nothing.

Stages of the Ethics of Care

Gilligan proposed three distinct stages, noting that transitions between these stages are fueled by changes in the individual's sense of self rather than changes in cognitive capability.

• Stage 1: Pre-Conventional Stage:

  • Focus: The individual learns to care for oneself.
  • Goal: Individual survival.
  • Transition: A movement from selfishness to responsibility toward others.

• Stage 2: Conventional Stage:

  • Focus: The individual internalizes norms about caring for others and tends to neglect oneself.
  • Goal: Self-sacrifice.
  • Transition: A movement from self-sacrifice to the truth that the individual is also a person who should be cared for.

• Stage 3: Post-Conventional Stage:

  • Focus: The individual becomes critical of the conventions adopted in the previous stage.
  • Goal: A principle of nonviolence—do not hurt others or oneself.
  • Outcome: Learning to balance caring for the self with caring for others.

Practical Application: The Bully Scenario

• The Scenario: Two friends, Amy and Ella, are at recess when a bully approaches Ella to start a fight.
• Pre-conventional Application: Amy might run away, leaving Ella behind. Her primary concern is her own safety and avoiding trouble for fighting at school.
• Conventional Application: Amy might start fighting the bully herself to protect her friend. In this stage, she neglects her own safety for the sake of her friend's safety.
• Post-conventional Application: Amy might try to intervene and stop any fighting from occurring at all, seeking to balance the safety of everyone involves and uphold the principle of nonviolence.