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SSocaialPsychologu- Dec 6ocial Psychology - Week 8.docx

3 Pages
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Department
Sociology
Course Code
Sociology 2234E
Professor
Charles Levine

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Piaget – Review from Last Week - interviewed kids playing marbles – definition of [moral: a knowledge of rules and the qualities of respect that persons have toward the rule] - the moral is how we orient ourselves towards the rules - interested in answers children gave – research focuses on answers and choices – instead of reasons – uses reasons to make inferences - 2 stages of moral development o heteronomy – experiment in conditions of unilateral respect – egocentric o autonomy – mutual respect – sociocentric - Conflict is a major – why does it being? different conceptions – you have to figure out some way to create cooperation - What is shift a factor of? Perspective taking or mutual interaction – from heteronomy to autonomy - mental processing is tied to interaction - our high level of functioning doesn’t mean we will always function at that level o integrity – regression avoided, the more integrated the personality Kohlberg - moral development has to be consistent with Erikson’s ego development - against behaviourism - influenced by enlightenment – human reason could be developed to a fully adequate level – moral competency end point - 3 major ideas o the moral only exists in the context of a person perceiving/apprehending a dilemma  latent if we don’t perceive dilemma  if environment conditions – them you can create a world where people do not perceive dilemma  reasoning can be perfected  in interest of powerful to take reasoning away  moral always gets tied to the person  we turn away from dilemma – causes major tasks around integrity  morality only exists in conjunction with dilemma o morality only exists in reference to norms and persons and reasoning about relationship between the 2 o conception about what the moral is  moral must address justice, care and relationship between 2  a sensitive orientation to needs of other human beings  very possible to be caring, but no just  if behaviour is prosocial, this is what usually happens  impossible to be just without caring - randomly derived a sample of 50 MEN – followed over a period of 30 years  written responses to moral developments - every 5 years  began to see levels/different ways for thinking [began to differentiate between what you choose and why you choose what you choose – between content and form of cognitive process] 0 the reasons led to 6 stage theory of moral development - 6 stages: o 1 & 2 – preconventional o 3 & 4 – conventional o 5 & 6 - post-conventional (moral thinking) - a stage of moral thinking – try to understand prescriptive logic (logic oriented to being right) - each stage represents a different kind of prescriptive thinking - people are not aware of underlying logic that governs thought processes – until they are at stage 6, prior to that people are not aware of underlying process o deep cognitive structure underlying moral reasons we give - as we more from preconventional  postconventional – 2 processes are going on: o transforming understanding of the moral things we think about – transforms through development of justice, fairness and care o transformation is based on integrations or previous understandings o when you in
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