Lecture 9 - Moral Judgement

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Published on 21 Apr 2013
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December 9th
Freud: conscience develops by internalizing prohibitions of what is wrong
o Superego development
- Moral conduct is correlated w/ intellectual development, high self esteem, decision making and planning
- Children do learn the rules of conduct, but they don’t appear to be internalized very well
- Metacognition has to come first (if you can’t evaluate your behaviour, you can’t feel wrong about it)
- Parents often give mixed messages on moral development
- Parents are often invisible role models (child won’t notice parents performing good behaviours)
- There’s often a conflict between values of parents and values of peers
- And there are greater reinforcers for children to behave in sex-stereotyped ways than moral behaviours
(“Did you see that broad?â€ vs “treat women wellâ€)
- Discipline vs punishment
o
Ground rules and moral standards
Conscience and Freud
Identification and Moral Development-not favoured theory
1. Mixed messages
2. Parents are invisible role models
3. Conflict between parents and peer group
4. More reward in sex stereotypes than moral behaviour
Consistence of Moral Behaviour
Discipline vs. Punishment
Discipline is broader (may or may not include physical punishment)
-Punishment is not an effective means of controlling behaviour
Children are not consistent in their moral conduct
- environment plays a factor
-also depends upon the reward for behaving morally
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Moral Judgement- Piaget
- what are children’s justifications for whether a behaviour is good or bad
-Piaget looked at children’s reasoning throughout school years
o Found that first, children hold very rigid, inflexible ideas about what is good/bad
§ Children believe rules are fixed, unchangeable
§ And these rules are determined by some external authority
§ This is called “moral realismâ€ or, in the book—heteronormous morality
o As kids get older, they look at rules like alterable human conventions
§ These conventions are based on reciprocal agreements b/w the people using the rules
§ This is called moral relativism, or in the book, “autonomous― morality
o Whether an act is good or bad, as the child gets older, it will depend on the intentions of the actor
Children are not consistent in a moral behaviour.
It depends on what’s at steak, how much there is to loose.
Depends upon the reward for acting morally.
Moral Judgement ( the Childs justification of why a behaviour is considered good or bad) is different
from moral behaviour
Piaget
Rules are fixed and unchangeable
Moral Realism & objective moral reasoning vs. Moral relativism & subjective moral reasoning.
Kohlberg
He presented men and boy with moral dilemma and they have to decided if they are good or bad, and
get their justification
Three major levels for moral reasoning:
Level 1: Preconventional-judgements are based on external
Stage 1: Obedience and Punishment-the child should do what they are told and keep out of
trouble
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Document Summary

Freud: conscience develops by internalizing prohibitions of what is wrong: superego development. Moral conduct is correlated w/ intellectual development, high self esteem, decision making and planning. Children do learn the rules of conduct, but they don t appear to be internalized very well. Metacognition has to come first (if you can t evaluate your behaviour, you can t feel wrong about it) Parents often give mixed messages on moral development. Parents are often invisible role models (child won t notice parents performing good behaviours) There s often a conflict between values of parents and values of peers. And there are greater reinforcers for children to behave in sex-stereotyped ways than moral behaviours ( did you see that broad? vs treat women well ) Identification and moral development-not favoured theory: mixed messages, parents are invisible role models, conflict between parents and peer group, more reward in sex stereotypes than moral behaviour. Punishment is not an effective means of controlling behaviour.

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