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Theme 4: Moral development. - Coggle Diagram
Theme 4: Moral development.
Moral development.
Further psychological considerations
Moral integrity: The alignment between moral understanding and behavior.
Personality's role: Influences on moral values and actions.
Moral motivation: The drive to act according to one's moral beliefs.
Belief into action: The process of enacting one's moral beliefs in the world.
Implications for adolescents.
These insights underscore the complexity of moral development, highlighting how empathy, intuition, emotional intelligence, and personal motivation work together to shape morality.
Understanding these can inform moral education strategies that support adolescents' growth into ethically aware adults.
Key aspects.
Intuition: Plays a role in immediate moral judgments.
Emotional intelligence: Regulates moral emotions facilitating moral behavior.
Empathy: Essential for understanding other's feelings and perspectives.
Psychology's role.
Psychology leads research into morality, exploring cognitive processes, emotional and social behaviors.
Piaget and Kohlberg's theories.
Impact on moral education.
Emphasized the importance of promoting cognitive development to enhance moral judgement.
For over three decades, Kohlberg's work has significantly influenced the field of moral development and education.
Approaches to moral education.
Affective/ Emotional emphasis: Importance of empathy, guilt, shame and other emotions.
Activist emphasis: Learning through action and social engagement
Integrated character emphasis: Developing a well-rounded moral character.
Cognitive focus: Autonomy, evolving judgment, and critical reflection are central. Techniques include discussing moral dilemmas to improve reasoning.
Cognitive and psychosocial development.
Kohlberg linked advancing levels of cognitive and psychosocial development to the capacity for more complex moral reasoning.
Educational strategies.
Philosophy for kids: Promoting critical thinking and ethical reasoning.
Social perspective-taking: Understanding others' viewpoints to enhance moral reasoning.
Values clarification: Encouraging students to explore and define their values.
Piaget and Kohlberg's legacy.
Developmental stages: They outlined a progressive understanding of moral reasoning across stages.
Conventional: Concern for relationships and obligations. Adolescents begin reasoning here, understanding duties.
Postconventional: Principled reasoning based on universal principles, transcending external codes
Preconventional: Focus on avoiding punishment and self-interest.
Selman's social perspective-taking theory.
Developmental stages.
Stage 2 (Ages 8-10): Development of a self-reflective stance, recognizing their own perspective and that others can differ from it.
Stage 1 (Ages 6-8): Transition to a social-informational perspective where kids recognize others have different perspectives.
Stage 3 (Ages 10-12): Early adolescents adopt a mutual perspective, understanding their own and others' viewpoints within interactions.
Stage 2 (Ages 12-15): They acknowledge the limitations of full understanding between individuals, resorting to social conventions for perspective-taking.
Stage 0 (Ages 3-6): Kids adopt an egocentric viewpoint, unable to distinguish between their own perspective and others'.
Influential factors.
Educational quality, home environment, and stimulation play roles in the advancement through these stages.
Overview: Selman outlines the developmental stages of social perspective-taking from childhood to adulthood, emphasizing its role in moral and interpersonal development.
Implications for moral decision-making and interpersonal relationships.
Enhancements in perspective-taking capabilities are linked to better self-understanding and improved relationships.
Empathetic adolescents capable of sophisticated perspective-taking, tend to be more popular and have higher-quality friendships.
Selman's theory highlights the progression of the ability to consider others' perspectives, critical for moral reasoning and empathy.
Critiques.
Key criticisms of Kohlberg.
Emphasizes cognitive aspects, underestimating real-life context and personal experience.
Fictitious issues may not reflect real-life moral sensitivity or decision-making.
Critiques of developmental moral education.
Kohlberg criticized for reliance on hypothetical moral issues.
Elevates individualism, placing the self above societal norms.