PSY 213 Lecture Notes - Lecture 13: Moral Relativism, Moral Reasoning, Active Child
Chapter 14 – Moral Devel’ PSY 213
Moral judgment
The early devel’ of conscience
Proscocial b’
Antisocial b
Themes
- Nature + nurture
- The active child
- Continuity/discontinuity
- Sociocultural context
- Individual differences
- Research + children’s welfare
Moral Judgement
Core concepts
- Reasoning behind a b’ is critical for determining whether a given b’ is moral or immoral
- Changes in moral reasoning from the basis of moral devel’
Piaget
- From the rigid acceptance of the dictates + rules of authorities to an appreciation that
moral rules are a modifiable product of social interaction
-Morality of constraint transition period autonomous morality
Piaget’s Theory of Moral Judgement
Morality of constraint
- The moral reasoning of children who have not yet reached the concrete operations stage
(before age 7)
- What determines whether an action is good orbad is the consequence of the action, not
the motive behind it
Transitional period (7/8-10)
- Learn that rules can be constructed by the group through increased peer interaction
- Learn to take one another’s perspective, thereby becoming more autonomous in their
thinking about moral issues
Autonomous Morality (11-12)
- Moral relativism emerges, w/all normal children reaching this stage
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Chapter 14 – Moral Devel’ PSY 213
Children understand
- Rules can be changed if a group agrees to do so
- Fairness + equality among people are considered important factors in constructing rules
- Individuals motives are considered when evaluating crimes
Kohlberg’s Theory of Moral Devel’
- Moral judgement assessed by presenting children w/hypothetical moral dilemmas + are
then questioned
Proposed 3 levels, each w/2 sub levels
1. Preconventional
Moral reasoning is self centered, focusing on getting rewards + avoiding
punishment
2. Conventional
Moral reasoning is centered on social rel’ships
3. Post conventional
Moral reasoning is involved w/ideals, focusing on moral principles
- Stages are universa;
- Perspective taking (cognitive devel’) determines progress through stages
Stages
Orientation Description
1. Punishment + obedience What is seen as right is obedience to authorities
2. Instrumental + exchange What is right is what is in ones own best interest or a tit for tat exchange of
benefits
3. Mutual interpersonal
expectations, rel’ships, +
interpersonal conformity
Good b’ is doing what is expected by people close to the individual or by
fulfilling the expectations of a social role
4. Social system + conscience Right b’ involves fulfilling ones right duties, upholding laws, + contributing
to society or ones group
5. Social contract + individual
rights
Right b’ involves upholding rules that aer in the best interest of the group
6. Universal ethical principles Values + rights are universally right + must be upheld regardless of
majority opinion
Limits
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find more resources at oneclass.com
Document Summary
Reasoning behind a b" is critical for determining whether a given b" is moral or immoral. Changes in moral reasoning from the basis of moral devel". From the rigid acceptance of the dictates + rules of authorities to an appreciation that moral rules are a modifiable product of social interaction. Morality of constraint transition period autonomous morality. The moral reasoning of children who have not yet reached the concrete operations stage (before age 7) What determines whether an action is good orbad is the consequence of the action, not the motive behind it. Learn that rules can be constructed by the group through increased peer interaction. Learn to take one another"s perspective, thereby becoming more autonomous in their thinking about moral issues. Moral relativism emerges, w/all normal children reaching this stage. Rules can be changed if a group agrees to do so. Fairness + equality among people are considered important factors in constructing rules.
