Chapter 11: Moral Development

What is moral development?• Changes in thoughts, feelings and

behaviors regarding standards of right and wrong

• Intrapersonal

• Interpersonal – regulates social interaction & arbitrates conflict

What is moral development?

1. How do individuals think about moral decisions?

2. How do they behave in moral circumstances?

3. How do they feel about moral matters?

Can Morality be Examined Apart from Religion?

Religion provides the assumptions which underpin moral reasoning and decisions.

Religion takes morality from individual to collective and universal.

Religion provides the authority for moral prescriptions.

Morality - Children & RulesTuriel – 1978, 19835-year-old children conceptualize the social

world in three separate domainsMoralSocial-conventionalPsychological (personal)

They realize that the rules for each of these have different levels of changeability.

Kohlberg’s TheoryHeinz dilemma –

Wife near deathOne drug might save herCost $200 to make; charged $2000Heinz raised $1000, offered to pay laterDruggist said noHeinz stole the drug

Kohlberg’s TheoryLevel 1: Preconventional

External rewards & punishments

Level 2: ConventionalAbide by internal standards of others (law or

parents)

Level 3: PostconventionalRecognizes alternative codes, explores

options, chooses one

Kohlberg - PreconventionalStage 1 – heteronomous

Moral thinking is tied to punishment

Stage 2 – individualism, instrumental purpose & exchange“live & let live”Equity of exchange: “I do you a favor; you do

me one.”

Kohlberg - ConventionalStage 3: Mutual interpersonal expectations,

relationships & interpersonal conformityValue trust, caring & loyalty to others; children

like “good girl; good boy”

Stage 4: Social systems moralityUnderstanding the social order, law, justice and

duty

Kohlberg – Postconventional

Stage 5: Social contract or utility and individual rightsValues, rights & principles undergird the law; laws

are evaluated by how well they protect human rights & values

Stage 6: Universal ethical principlesMoral standard based on universal human rights;

will follow conscience rather than law

Kohlberg Stage 7?

Cosmic perspectiveSee one’s self as one with the universeAlready a religious position -

Hindu, New Age

Kohlberg’s CriticsLink between moral thought & moral

behavior?

Albert Bandura – people do not usually engage in harmful conduct until they have justified the morality of their actions to themselvesSocially worthy causeGod’s will

Kohlberg’s CriticsRest –

Assessment techniquesWhat are the moral issues?

Stages 5 & 6 do not stand up across culturesExample – Buddhist monks & emphasis on

compassionIndia – social rules are inevitable

Kohlberg’s CriticsHaidt (2008)

Traditionalist [collectivist] societies expect individuals to limit their desires and play their roles within the group

“Western conservatives also seem to be morally challenged.”

Conclusion: Kolhberg has an individualist, liberal, progress bias.

Kohlberg’s Critics

Carol Gilligan – gender bias

Justice perspective – male norm that puts principles above people

Care perspective – moral perspective that views people in terms of connectedness and emphasizes relationships & caring for others

Social Conventional Reasoning

Social rules & conventions are arbitrary & created by people

Moral rules are obligatory, widely-accepted, and somewhat impersonalEthics exist apart from social convention

Moral Behavior among ChildrenFactors (Behaviorist view)

Reinforcement & punishment Depends upon consistency & timing

Models Depends upon characteristics such as warmth &

attractivenessSituations

Children behave inconsistently depending upon peer pressure, likelihood of being caught, personal characteristics

Self-control Convinced by reasoning, punishment

Social-cognitive Theory of MoralityAlbert Bandura

Moral competence – knowledge, capabilities, skills, awareness of rules

Moral performance – motivation, rewards, incentives

Self-regulation – avoiding self-condemnation and fostering self-satisfaction & self-worth

Moral Emotion - Guilt

Sigmund FreudThe desire to avoid feeling guilty is the foundation

of moral behavior.

Superego consists of: Ego ideal – rewards by conveying a sense of pride and

personal value Conscience – punishes disapproved behaviors by making

the child feel guilty & worthless

Moral Emotion - EmpathyResponding to another’s feelings with a similar

emotional response

Some infants show global empathy1-2 years, may feel discomfort but cannot translate

into actionEarly childhood – add perspective-taking10-12 may feel social or humanitarian empathy

Raising Moral Children: Parental Discipline – Hoffman (1970)Recommends Induction

Reasoning, consequences Works best with older children, middle SES

Love withdrawal (anxiety) Don’t like you; going to leave you

Power assertion (hostility) Spanking, threatening, removing privileges Makes parents appear to have poor self-control

Parenting & Morality - ThompsonWarm-responsive parent-child relationships

Secure attachment linked to conscience developmentProactive strategiesConversational dialogueOther strategies –

Be a good role modelFoster an internal sense of moralityTell them about expected behaviorsUse reason with punishment