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9iii Moral Development - Coggle Diagram
9iii Moral Development
Normative Development
how do people reason about what is right and wrong
Assumptions
development due to cognitive abilities
Methods
measure responses to moral dilemmas
Methods of study
in the past
Stage Theories
Piaget
10 years
Qualitative change occurs
Children become moral and
moral development is complete
Before 5 years
Children are
premoral
Kohlberg
assessed moral development
using moral dilemmas
Heinz Dilemma
asked participants if it was
right for Heinz to act this way
asked participants
why or why not?
concerned with reasoning
behind answers given
Stages
:one: Preconventional Morality
Stage
:one::
Punishment &
Obedience Orientation
typical of children
below ages 7
ignore intentions and focus
on consequences of behaviour
Not bad to take drug because he only taking drug and not doing any more damage
obedience for the sake
of avoiding punishment
Stage
:two::
Instrumental
Purpose Orientation
what is right is what
satisfies one's needs
based on exchange theories
and wrongs can be made right
Heinz isn't doing wrong as he can
pay the pharmacist back?
believe rules are external
rather than internal to the self
:two: Conventional Morality
Stage
:three::
Good boy or
girl Orientation
responses that seek to win others'
approval by being a good person
responses meant to
promote social harmony
Stealing is bad but Heinz is
just being a
good husband
Stage
:four::
Social Order
Maintaining
Orientation
moral choices not dependent
on close ties with others
emphasis on
personal duty
pharmacist should not let someone
die and it is Heinz's duty to save his wife
obeying rules and social norms to win approval of others
social praise and blame replacing tangible rewards and punishments
:three: Postconventional Morality
Stage
:five::
Social-Contract
Orientation
based on understanding
that laws are flexible instruments
designed by humans for humans
okay to break law if it
goes against
human rights
Whole situation must be considered before one can say Heinz was wrong
Stage
:six::
Universal Ethical
Principle Orientation
no reference to
human laws
important is values and
ethical principles
higher principle of preserving life wins out when deciding between disobeying laws and saving lives
Like :bat:man or :zap:
by nature of being
a
stage theory
categorical changes in
thinking at each stage
progress through each stage in order
responses must be consistent
with current stage
Criticisms
vague and
consistent
cross-culturally invalid as not all
cultures progress through stages
gender biases as sample
is middle-class boys
Gilligan
Criticisms
similar to Kohlberg's theories
gender biases because data was primarily collected from female undergraduates
Preconventional
"
individual survival
all that matters
"
Conventional
"
self sacrifice is inherently good
and driven by care for others
"
sees helping and protecting others
as basis for being moral
Postconventional
realisation that needs of self are equal to needs of others
arriving at universal ethic
of care and concern
Pluralistic
Approach
5 Moral Modules
Harm / Care
arose from desire to
protect and care for young
Fairness /
Reciprocity
triggered by cheating,
cooperation, deception
arose from ability to
remember past interactions
reap benefits of mutual
cooperation with nonkin
Ingroup / Loyalty
arose from adaptive benefits
of group cooperation
triggered by threats or
challenges to group cohesion
Purity / Sanctity
arose from adaptive challenge of
avoiding microbes and pathogens
triggered by waste products,
diseased people and now taboo ideas
Authority / Respect
arose from need for hierarchy in
a group for it to survive
triggered by signs of
dominance and submission
proposed by
Jonathan Haidt
dates back to evolution and accessed unconsciously