What is morality?
- Right and wrong
- Cognitive – how people think
- Behavioural – how people behave
- Emotional – emotions to do with moral situations (e.g. guilt)
How it moral behaviour learnt through SLT?
- Social conditioning (reinforcement), e.g. hitting is wrong
- Observational learning, e.g. watching someone get in trouble
Should physical violence be used to reinforce behaviour?
Causes child to respond negatively, creating cycle of violence (Patterson, 1982)
What were Hoffman (1983, 2000) 3 components of discipline?
inductive, power-assertive and love-withdrawal
What is Inductive discipline? (Hoffman)
point out effect to others (e.g. how the other person might feel)
What is Power-assertive discipline? (Hoffman)
physical force, threats, taking away rewards (causes fear in child)
What is Love-withdrawal discipline? (Hoffman)
non-physical, disapproval, emotional aspect (e.g. ignoring child, turning away, verbal disappointment)
What did Durkheim (1897) investigate about moral education?
- Moral rules relate to the social relations or ‘contracts’ that exist between individuals in society
- Moral development involves learning the rules that maintain social relations, about other people
- Children learn about morality through education
What are strengths of Durkheim (1879)
- Moral rules are recognised as social (collective) rules
- ‘Society’ as the source of morality
What are weaknesses of Durkheim (1879)
- All morality imposed on children from adults, doesn’t consider peer relationships
- To act morally is to follow societies rules – but sometimes we have to break the rules
What did Piaget find in his study of Rules of the Game?
- Noticed that children first practice the rules, then rules become meaningful, don’t really understand how the rule operate or other players, just want to win
- Also learn ‘consciousness’ of rules: first they are flexible, then sacred, then can be changed if everyone agrees, forceful about rules, no one can break them
What is Piaget’s Premoral stage?
birth-5, unconcerned/unaware, little concern for rules (can be referred as the amoral stage)
What is Piaget’s Moral realism?
6-10, develop concern for the rules, simple judgments of good or bad, shows great respect for rules but applied quite inflexibly
What is Piaget’s Morality of reciprocity?
11+, understand subjective morality, appreciate equality/fairness, judgments should be made on the basis of equality and fairness, justice for all
How do children pass through Piaget’s moral stages?
Have to pass through in this order, can’t move onto next stage until previous is complete
What is the two moral worlds view?
The view that there is a fundamental shift from heteronomous morality (morality is determined by adults and authority figures) to an autonomous morality (morality where we all participate and agree on moral rules as members of society)
What are the problems with Piaget’s vignettes?
- Armsby, 1971
- Both incidents are accidental
- Young children (age 6) can understand concept of intention
- But seem to show preference for consequences, don’t focus on the intentions
What is Kohlberg’s theory of moral development?
- Cognitive-developmental theory
- Development continues into adulthood
- Three levels and six stages
- Logic drives development
What is Kohlberg’s Pre-Conventional stage?
- Desire to avoid punishment and gain rewards
1. Obedience and punishment orientation – ‘I don’t want to get in trouble’
2. Self-interest orientation – ‘what’s in it for me?’
What is Kohlberg’s Conventional stage?
Solicit others’ approval and maintain good relations with them. The child accepts societal regulations unquestionably and judges behaviour as good as if it conforms to these rules
- Interpersonal accord and conformity – good boy/girl
- Authority and maintaining social-order – ‘everyone must follow the rules’
What is Kohlberg’s Post-Conventional stage?
- Child’s judgements are rational and his conduct is controlled by an internalised ethical code that is relatively independent of the approval or disapproval of others
5. Social contract orientation – internalised, but flexible, ethical code
6. Universal ethical principles – abstract concepts (justice, compassion, equality) and human rights
How do children go through Kohlberg’s stages?
-No set ages for these stages, some people may never reach the final stage
What are the demands of Kohlberg’s model?
- An individual must follow the same order
- Individuals cannot ‘skip’ stages
- Thought cannot be ‘undeveloped’
- Can only reason at one stage at a time
- Sequence is universal
What did Colby et al (1983) test
- Large (all male) longitudinal study from 10-36 years
- Patterns of development are consistent with Kohlberg’s model
- Few participants skip a stage or backslide (regress)
- 50% show reasoning across two stages at the same testing point
- 9% show reasoning across more than two stages at the same testing point
