Theory of Moral Development

Introduction to Moral Development

  • The nature and the cognitive and emotional determinants of moral judgment have been empirically studied since the emergence of psychology as a science.

  • Major contributors to the theory of moral development include:

    • Jean Piaget (first systematic theory based on empirical research).

    • Lawrence Kohlberg (expanded on Piaget's work).

    • Ivan Pavlov, Edward Thorndike, and B.F. Skinner (behaviorism).

    • Albert Bandura (social learning theory).

3.1 Theory of Moral Development: Jean Piaget

Background of Jean Piaget

  • Born: August 9, 1896, in Neuchâtel, Switzerland.

  • Education: Studied zoology at University of Neuchâtel; received PhD in Natural Sciences in 1918.

  • Expertise: Became an expert on mollusks during his teenage years.

  • Contribution: Identified four stages of cognitive development that trace the evolution of a child's cognitive abilities from basic object recognition to complex abstract reasoning.

  • Death: Died September 16, 1980, in Geneva, Switzerland.

Principles of Piaget's Moral Development Theory

  • Piaget (1932) was interested in the thought processes of children rather than merely their actions. He focused on three main aspects:

    • Children’s Understanding of Rules:

    • Inquiry into the origin of rules (Where do rules come from?).

    • Examination of the potential for rule modification (Can rules be changed?).

    • Evaluation of rule-making authority (Who makes rules?).

    • Children’s Understanding of Moral Responsibility:

    • Exploration of blame (Who is to blame for a bad incident?).

    • Differentiation between outcomes and behavior (Does the result of an action determine its morality?).

    • Distinction between accidental and intentional wrongdoing (Is there a difference?).

    • Children’s Understanding of Justice:

    • Consideration of proportionality in punishment (Should punishment correspond to the crime?).

    • Inquiry into the certainty of punishment (Are the guilty always punished?).

Stages of Moral Development According to Piaget

  1. Pre-moral Stage (0-5 years):

    • Limited understanding of rules; rules perceived as fixed.

    • Behavior regulation predominantly external (Sensorimotor & Pre-operational).

  2. Heteronomous/Moral Realism Stage (5-9 years):

    • Acceptance of rules dictated by adults or deities.

    • Behavior judged based on consequences rather than intentions (Pre-operational & Concrete Operational).

  3. Autonomous Morality/Moral Relativism Stage (10+ years):

    • Developing cooperation; rules are negotiable under mutual agreement.

    • Shift from rigid rule-following to understanding that rules can evolve (Concrete and Formal Operational).

Piaget's Cognitive Development Stages

  • Sensorimotor Stage (Birth - 2 years): Coordination of senses and motor responses; object permanence develops.

  • Preoperational Stage (2 - 7 years): Symbolic thinking; strong imagination; difficulty with complex abstract thoughts; conservation develops.

  • Concrete Operational Stage (7 - 11 years): Understanding of time, space, and quantity; attachment of concepts to concrete situations.

  • Formal Operational Stage (11 years and older): Abstract logic and reasoning; strategic thinking; ability to apply learned concepts to different contexts.

3.2 Theory of Moral Development: Lawrence Kohlberg

Background of Lawrence Kohlberg

  • Born: October 25, 1927, in Bronxville, New York.

  • Education: Attended University of Chicago and achieved high examination scores; completed bachelor’s degree in one year.

  • PhD: Received in psychology from University of Chicago in 1958.

  • Contribution: Kohlberg's theory delineates the progression through three levels of moral reasoning that build upon cognitive development.

Kohlberg's Definition of Morality

  • Morality: The ability to recognize the distinction between good and evil, or right and wrong.

  • Compliance and respect for right conduct rules.

  • The disposition to act towards positive outcomes.

Kohlberg's Levels of Moral Development

  • Level 1: Preconventional

    • Morality is externally controlled; children adhere to rules set by authority figures (parents, teachers).

    • Stage 1: Obedience and Punishment Orientation

    • Stage 2: Instrumental Orientation

  • Level 2: Conventional

    • Morality is tied to societal relationships; adherence to rules viewed as essential for positive relationships and societal order.

    • Stage 3: Good Boy, Nice Girl Orientation

    • Stage 4: Law-and-Order Orientation

  • Level 3: Postconventional

    • Morality defined by abstract principles; recognizing individual distinctiveness from society and the potential to disobey inconsistent rules.

    • Stage 5: Social Contract Orientation

    • Stage 6: Universal Ethical Principles Orientation

Summary of Kohlberg's Stages

  • Preconventional Level (Ages up to 9):

    • Focus on consequences for actions, based solely on external rewards/punishments.

  • Conventional Level (Adolescents and some adults):

    • Acceptance of rules based on societal relationships and authority.

  • Postconventional Level (Approximately 10 to 20% of adults):

    • Principles of justice and individual morals overshadow societal rules.

3.3 Theory of Behaviorism

Overview of Behaviorism

  • Behaviorism is a learning theory positing that all behaviors stem from conditioning through environmental stimuli.

  • It emphasizes observable behavior rather than unobservable mental processes.

  • Key proponents: Ivan Pavlov (classical conditioning), Edward Thorndike (operant conditioning), B.F. Skinner.

Classical Conditioning (Pavlov)

  • Developed by Ivan Pavlov (1849–1936), initially studying digestion.

  • Example of Classical Conditioning: Pavlov's experience with dogs demonstrates that a conditioned stimulus (bell) became associated with an unconditioned stimulus (food) leading to conditioned responses (salivation).

Explanation of Classical Conditioning Stages

  1. Before Conditioning: Neutral stimulus (bell) does not elicit a response; unconditioned stimulus (food) leads to unconditioned response (salivation).

  2. During Conditioning: Neutral stimulus is paired with unconditioned stimulus.

  3. After Conditioning: Neutral stimulus becomes a conditioned stimulus, eliciting salivation (conditioned response).

Operant Conditioning (Thorndike and Skinner)

  • Grounded in the belief that behaviors followed by satisfying outcomes are repeated (Law of Effect).

  • Thorndike's Laws of Learning:

    1. Law of Effect: Satisfying effects increase the likelihood of a behavior being repeated.

    2. Law of Exercise: Repetitive experiences increase chances of a correct response but need satisfying effects for learning.

    3. Law of Readiness: Immediate responses to strong impulses are satisfying, while blocking them is annoying.

Thorndike's Trial and Error Learning

  • Involves attempting different strategies to solve problems until success is achieved.

  • Key Factors:

    1. Multiple attempts and errors.

    2. Motivation towards a goal.

    3. Exploration can be random or purposeful.

    4. Rewards lead to reinforced learning of correct behaviors.

Skinner's Contributions to Operant Conditioning

  • B.F. Skinner elaborated on Thorndike’s ideas to include the concept of reinforcement:

    • Positive reinforcement: Helps learning by rewarding desired behaviors.

    • Negative reinforcement: Removes unpleasant stimuli upon the desired behavior.

  • Skinner Box: An experimental chamber to demonstrate operant conditioning principles using rewards/punishment to teach behavior in rats.

Reinforcement in Operant Conditioning

  • Reinforcers:

    • Positive Reinforcement: Introducing a positive stimulus to increase a behavior.

    • Negative Reinforcement: Removing an aversive stimulus to increase a behavior.

    • Positive Punishment: Introduction of a negative stimulus to decrease a behavior.

    • Negative Punishment: Removing a positive stimulus to decrease a behavior.

3.4 Theory of Social Learning: Albert Bandura

Overview of Bandura's Social Learning Theory

  • Emphasizes the importance of learning in social contexts through observation.

  • Recognizes the reciprocity between a person’s behavior, environment, and cognitive processes.

  • Principles of Social Learning:

    • Attention.

    • Retention.

    • Reproduction.

    • Motivation.

  • Modeling is crucial; effective retention occurs when behaviors are coded into symbols or images.

Bandura’s Reciprocal Causation Model

  • Highlights the interdependence of individual behavior, the social environment, and the individual’s characteristics.

Classroom Application of Bandura's Theory

  • Audiovisual aids should be chosen carefully to enhance learning.

  • Foster a sense of collective efficacy among students.

  • Set and track goals to encourage motivation and recognition of accomplishments.

  • Leverage technology to showcase student achievements.

Conclusion

  • Bandura's Social Learning Theory enlightens how observational learning plays a pivotal role in social behavior formation.

References: Psychology Notes Headquarters, Bandura (1986).

End of Notes