Moral Development Module 11-1

What is moral development?

• Changes in thoughts, feelings and behaviors regarding standards of right and wrong

• Intrapersonal

• Interpersonal – regulates social interaction & arbitrates conflict

Is there Universal Morality?Yes, similar moral prescriptions are found in all major religions.

Civilizations will not success where there are no laws against murder, theft, and lies and no regulation of sexual behavior.

Does moral development require parental discipline?

Humanist Psychology says No - Hoffman (1970)

Cautions against Love withdrawal (anxiety) Don’t like you; going to leave you

Cautions against Power assertion (hostility) Spanking, threatening, removing privileges Makes parents appear to have poor self-control

Recommends Induction Reasoning, consequences Works best with older children, middle SES

Other Psychologists Have Different Advice

Some strategies work better- ThompsonWarm-responsive parent-child relationships

Secure attachment linked to conscience development

Proactive strategiesConversational dialogueOther strategies –

Be a good role modelFoster an internal sense of moralityTell them about expected behaviorsUse reason with punishment

Some Parenting Styles Work Better

Diana BaumrindAuthoritativeAuthoritarianIndulgent (permissive-indulgent)Neglectful (permissive-neglectful)

Parenting Styles - Authoritative

Most successful StyleInvolves

acceptance of and involvement with children, warm, attentive, sensitive

reasonable control and insistence on mature behavior

gradual granting of autonomyResults in cooperative children with self-

control, high self-esteem, social & moral maturity, & good school performance

Authoritarian ParentingLow in acceptance/involvement,

autonomy grantingHigh in coercive control – degrade, yell,

command, criticize, punishChildren are anxious and unhappy. Boys

become defiant. Girls become dependent.

In adulthood don’t take initiative.Controlling strategies work for low-SES,

African-American parents.

Indulgent (Permissive) Parenting

Warm and acceptingOverindulging or inattentiveLittle control of the child’s behaviorChildren are impulsive, disobedient and

rebellious, overly demanding and dependent on adults

Tend to be non-achieving, especially boys

Neglectful (Permissive) Parenting

Low acceptance and involvementLittle controlGeneral indifferenceEmotionally detached, depressedMay become child neglectDisrupts attachment, cognition, and

emotional and social skills

How about Punishment Options?

SpankingConsidered necessary & desirable for centuries70-90% of American parents have spanked

their childrenRecent survey, 26% of parents of 3-4 year olds

spank frequently67% yell at their children frequentlyA number of countries have outlawed spanking

Objections to Spanking & Responses

Out of control model for handling situationsThe “woodshed” was not out of control

Punishment can instill fear, rage or avoidanceThis is temporary unless the parent-child

relationship has other problems. Doe s the punishment fit the crime?

Punishment tells children what not to do rather than what to doSo? Tell them what to do along with the

punishment.

Objections to Spanking & Responses

Punishment can be abusiveAbuse is abuse. It should not be disguised as

punishment.Are we talking about spanking, or all

punishment? Remember Hoffman?Are we thinking that children are “innately

good?” Any evidence for this?Do parents believe that they have lost the right

to discipline? What is the basis of that right?

Reasoning About RulesSocial Conventional ReasoningSocial rules & conventions are arbitrary &

created by people

Moral ReasoningMoral rules are obligatory, widely-accepted,

and somewhat impersonalEthics exist apart from social convention

Morality - Children & RulesTuriel – 1978, 19835-year-old children conceptualize the social

world in three separate domainsMoralSocial-conventionalPsychological (personal)

They realize that the rules for each of these have different levels of changeability.

Moral Behavior among ChildrenFactors (Behaviorist view)

Reinforcement & punishment Depends upon consistency & timing

Models Depends upon characteristics such as warmth &

attractivenessSituations

Children behave inconsistently depending upon peer pressure, likelihood of being caught, personal characteristics

Self-control Convinced by reasoning, punishment

Social-cognitive Theory of Morality

Albert Bandura

Moral competence – knowledge, capabilities, skills, awareness of rules

Moral performance – motivation, rewards, incentives

Self-regulation – avoiding self-condemnation and fostering self-satisfaction & self-worth

Moral Emotion - Guilt

Sigmund FreudThe desire to avoid feeling guilty is the

foundation of moral behavior.

Superego consists of: Ego ideal – rewards by conveying a sense of pride

and personal value Conscience – punishes disapproved behaviors by

making the child feel guilty & worthless

Moral Emotion - Empathy

Responding to another’s feelings with a similar emotional response

Examples of development of empathySome infants show global empathy1-2 years, may feel discomfort but cannot

translate into actionEarly childhood – add perspective-taking10-12 may feel social or humanitarian empathy

Kohlberg’s TheoryHeinz dilemma –

Wife near deathOne drug might save herCost $200 to make; charged $2000Heinz raised $1000, offered to pay laterDruggist said noHeinz stole the drug

Kohlberg’s TheoryLevel 1: Preconventional

External rewards & punishments

Level 2: ConventionalAbide by internal standards of others (law or

parents)

Level 3: PostconventionalRecognizes alternative codes, explores

options, chooses one

Kohlberg - PreconventionalStage 1 – heteronomous

Moral thinking is tied to punishment

Stage 2 – individualism, instrumental purpose & exchange“live & let live”Equity of exchange: “I do you a favor; you

do me one.”

Kohlberg - ConventionalStage 3: Mutual interpersonal expectations,

relationships & interpersonal conformityValue trust, caring & loyalty to others;

children like “good girl; good boy”

Stage 4: Social systems moralityUnderstanding the social order, law, justice

and duty

Kohlberg – Post conventional

Stage 5: Social contract or utility and individual rightsValues, rights & principles undergird the

law; laws are evaluated by how well they protect human rights & values

Stage 6: Universal ethical principlesMoral standard based on universal human

rights; will follow conscience rather than law

Kohlberg Stage 7?

Cosmic perspectiveSee one’s self as one with the universeAlready a religious position -

Hindu, New Age

Kohlberg’s CriticsLink between moral thought & moral

behavior?

Albert Bandura – people do not usually engage in harmful conduct until they have justified the morality of their actions to themselvesSocially worthy causeGod’s will

Can Morality be Examined Apart from Religion?

Religion provides the assumptions which underpin moral reasoning and decisions.

Religion takes morality from individual to collective and universal.

Religion provides the authority for moral prescriptions.

Kohlberg’s CriticsRest –

Assessment techniquesWhat are the moral issues?

Stages 5 & 6 do not stand up across culturesExample – Buddhist monks & emphasis on

compassionIndia – social rules are inevitable

Kohlberg’s CriticsHaidt (2008)

Traditionalist [collectivist] societies expect individuals to limit their desires and play their roles within the group

“Western conservatives also seem to be morally challenged.”

Conclusion: Kolhberg has an individualist, liberal, progress bias.

Kohlberg’s Critics

Carol Gilligan – gender bias

Justice perspective – male norm that puts principles above people

Care perspective – moral perspective that views people in terms of connectedness and emphasizes relationships & caring for others