Chapter 14Moral JudgmentMorality of a given action cannot be determined face valueReasoning behind a given behavior is critical for determining whether that behavior is moral or immoralPiaget and Kholberg – cognitive developmental approach to studying the development of moralityPiaget’s theory of moral judgmentBook – the moral judgment of the child – describes how children’s moral reasoning changes from a rigid acceptance of the dictates and rules of authorities to an appreciation that moral rules are a product of social interaction and hence are modifiableTwo stages of moral development in children’s moral reasoning, as well as a transitional period1) the stage of the morality of constraintmost characteristic of children who have not achieved Piaget’s stage of concrete operations – children younger than 7regard rules and duties to others as unchangeable givensjustice is whatever authorities say is right – authorities’ punishments are always justifiedwhat determines whether an action is good or bad is the consequences of the action – not the motives or intentions behind itrules are unchangeable: one social and one cognitive factor1) parental control of children is coercive and unilateral – children’s unquestioning respect for rules2) children’s cognitive immaturity causes them to believe that rules are “real” things, like chairs, that exist outside people and are not the product of the human mindtransitional period7 or 8 to age 10: transition from the morality of constraint to the next stagemore interactions with peers – more egalitarian, more give and takegames with peers – children learn rules can be constructed and changed with the grouplearn to take one another’s perspective and cooperatevalue fairness and equality and begin to become more autonomous in their thinking about moral issuesactive role in transitioning–use info from social interactions to figure out how moral decisions are made & how rules are constructed2) the stage of autonomous morality (also called moral relativism)11 or 12no longer accept blind obedience to authority as the basis of moral decisionsbelieve punishments should fir the crimeview motives and intentions for behaviors as key factorevaluations of Piaget’s theorysome fault – little evidence that peer interaction stimulates moral development – quality more important than quantityunderestimated ability to appreciate role of intentionality in moralityyoung children do not believe hurting others are right even when adults say they areKohlberg’s theory of moral judgmentMoral development – specific series of stages that are discontinuous and hierarchicalThe Heinz dilemma – should Heinz steal the drug?Reasoning behind choices of what to do in the dilemma reflects the quality of moral reasoningKohlberg’s stages3 levels: preconventional, conventional, postconventionalpreconventional: self centered: focuses on getting rewards and avoiding punishmentconventional: centered on social relationships: focuses on compliance with social duties and lawspostconventional: centered on ideals: focuses on moral principlesstage 1: blind obedience to authoritystage 2: self-intereststage 3: being good to earn approval or maintain relationshipsstage 4: fulfilling duties and upholding laws to maintain social orderstage 5: upholding the best interests of the group while recognizing life and liberty as universal values – very few peopleCritique of Kohlberg’s theoryControversy and criticismCultural differences – nonwestern cultures do not advance as far in moral reasoning as western culturesNot clear that moral development is discontinuousMay gradually acquire the cognitive skills to use increasingly higher stages of moral reasoning – but also may use lower stages when consistent with their goals, motives, or beliefs in a particular situationGender differences?Kohlberg developed his conception on he basis of interviews with only boysProsocial moral developmentDilemmas – between helping someone or meeting their own needsProsocial moral dilemmas, concern prosocial behavior – voluntary behavior intended to benefit another, such as helping, sharing, and comforting of othersEisenberg – five stages of prosocial reasoningLevel 1: express primarily hedonistic reasoning – own needs are centralLevel 2: concerns with others’ physical needs – suggest some preschoolers are concerns about other people’s welfareLevel 3: express concern about social approval and acting in a manner that is considered “good” by other people and societyLevel 4a: perspective taking – Eric should think about how he would feel in that situation – and morally relevant affect – sympathy, guilt, positive feelingsLevel 4b and 5: judgments of a minority of older adolescents reflect internalized values and affect related to not living up to those valuesDomains of social judgmentMoral judgment: pertain to issues of right and wrong, fairness, and justiceSocial conventional judgments: pertain to customs or regulations intended to ensure social coordination and social organization – choices about modes of dress, table manners, and forms of greetingPersonal judgment: pertains to actions in which individual preferences are the main considerationChildren’s use of social judgmentAge 3: believe moral violations are more wrong than social conventional violations (not saying please)Cultural and socioeconomic differencesFocus on themselves – U.S: individualisticReligious beliefs – Hindu and fish exampleLow SES: view personal issues as a matter of choice, less likely to differentiate between moral and social conventional actionsThe early development of conscienceVoice inside us that pushes us to behave in moral ways and makes us feel guilty if we do notConscience – internal regulatory mechanism that increases the individual’s ability to conform with standards of conduct accepted in his or her cultureRestrains antisocial behavior or destructive impulses and promotes a child’s compliance with adults’ rules and standardFactors affecting the development of conscienceDevelops slowly over timeAge 2: toddlers show appreciation for moral standards and rules and exhibit signs of guilt when they do something wrongMature – more likely to take on their parents’ moral values – dependent on a secure, positive parent-child relationshipDevelop conscious depending on temperament – more prone to fear, exhibit more guilt at young ageProne to fear,
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