EEE
HW: 6 Stages of Moral Development
Chan, Chloe Dyanne G. 4TE-2 September 05, 2017
Level 1 (Pre-Conventional Morality) Pre-Conventional, the focus is self and the age is up to 10 to 13 years old. It is the behavior motivated by expectation of pleasure or pain. It is the approach to right and wrong taken by the children. Doesn’t have a personal code of morality, instead the moral code is shaped by the standards of adults. Moral code is also shaped by the consequences of following or even breaking the rules. The focus is individual consequences in determining right and wrong.
1. Obedience and Punishment Orientation
• It focuses on the child or individual’s desire
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But for the workers it is not fine since they will be having no permanent jobs. So for the employers, it should be changed since they also have a …show more content…
Universal Ethical Principle
• An individual at this stage already developed and follows their own set of moral guidelines which may fit or not fit the law. A person acts in this stage because it is morally right and not because of avoiding being punished. An individual chose the ethical principles that they want to follow because if they violate it, they will feel guilty. This stage is based on the respect for the universal principle and commands individual conscience. It is the conscience that becomes one’s reference of their action.
• General Example:
A man tells the one who is more powerful than him to just kill him because he can’t kill another person since he believe that killing is a sin and is not the right thing to do.
• Business-related Example:
I am one of the employees and I saw my co-worker stealing money from the sales. She told me not to report her to our boss because she needs the money badly since her son is sick. It is my conscience that is bothering me because my co-worker is pitiful at the same time what she did is wrong. It is still best to report her because that is the right thing to do than let her continue what she is
We all get our morals through influences and perspectives. Growing up guardians, family, experiences and friends will tell you what to do and not to do. An example of this is when adults say, “Do not run with your socks on or you will fall and hurt yourself”. Most children or adolescents think“ I do not want to hurt myself” or you think “I’ll be fine there is nothing to worry about”. People will tell you these things to keep you safe, but it is ultimately your choice to decide what is right for you.
As an essay that inspired activists such as Martin Luther King Jr. and Mahatma Gandhi, “Civil Disobedience” by Henry David Thoreau reflects frustrations over 19th century American controversies, namely slavery and the Mexican-American war. Thoreau, an enthused abolitionist and transcendentalist, approaches these issues by prioritizing ethical principles. With a fervent tone, “Civil Disobedience” urges Americans to recognize the need for ethical thought and action by depicting the unequal relationship of the individual to government, exploring American ideals and the responsibility of the individual, and employing key rhetorical techniques such as repetition. Thoreau’s words eventually become a blueprint to effect change.
Morality is a difficult idea to explain because you’re going to hear different opinions based on who you ask. To some, the individual is the most important concern, but to others it is the collective who are the most important factor to creating a greater world. We are told from early childhood that stories have a moral, and that they give us advice on how to do what’s right, but who gets to decide what’s right? Where do our morals come from? Usually, we discover what is right and wrong from our parents and the people we surround ourselves with, but ultimately, we decide what fits into each category.
By behaving well, they win approval of others. The fourth stage is social system morality. Social roles, expectations, and laws are made to encourage good in all people. The last level is postconventional, where adults that are older than 25 have their moral decisions based on personal, moral principles. The fifth stage of post conventional level is social contact orientation.
As a child were all taught different morals from our parents, usually based on punishment (ex. time outs) to reinforce us to be good little kids
1.3 Explain the impact of adolescent development on a young persons thoughts, feelings and behaviours. During puberty the body will go through many changes and a young person will start to become more aware of their body and their personal appearance. As they go through these changes a young person will also try to find their identity but still want to fit in with their peers which may have an influence on their likes and dislikes. They will also become more sensitive to their feelings being highly emotional/upset or easily frustrated over minor issues. These emotional changes also cause mood swings resulting in young people becoming irritable or moody at times and not wanting to converse, this is also due to the hormonal changes
Failures of this development could result in feelings of incompetence and doubt. Initiative vs. guilt, the third stage takes place within three to five years of age, during which children gain a sense of purpose and balance playing with others. However, children may face guilt as a result of unsuccessful play attempts. The fourth stage, industry vs. inferiority, takes place among children of five to eleven years of age. During this development children develop competence and belief within themselves, gaining a sense of freedom and self-determination.
Morality is not genetic and as a child grows, they will begin to understand what is right and wrong by the reaction of adults around them. Infants are egocentric and their sense of right and wrong develops from their own feelings and needs. Toddlers still don’t
Autonomy vs shame and doubt, children from the ages of 1- 3 years are able to comprehend more about their self-image and self-control. Children can also control their body functions by completing certain assignments which gives them the feeling of freedom and self-governance. In Erikson’s third stage of his theory children can understand the difference between what is wrong and right in a social environment. However, children are very easily affected by their errors, and they are not able to see the extent of their actions. As indicated by Erikson 's 4th stage of psychosocial development, children in their middle school years start to perform more convoluted duties and see more perplexing thoughts at this stage.
Robert J. Sternberg is a professor of Psychology and vice president at Oklahoma State University. Sternberg states, “To act ethical, individuals must go through a series of steps”. He presupposes teaching these 8 steps is just as important as teaching students how to pass a test. Numerous of dilemmas proceeding in establishments are not generated the by absences of knowledge, but because of the lack of ethics. People may apprehend the rules of being ethical but are unable translate into their everyday lives.
“The most finite resource for all humans is time.” My father says this to me all the time, and I’m beginning to understand why he says it. So my personal philosophy, at this point in time, is that since time on Earth is limited, one must make that short time meaningful and make the most of that time. This can be done by living life by a moral code, chasing one’s goals, as well as being aware of one’s own deficiencies. Living by a moral code requires that one defines that code.
The third and final level in the post-conventional orientation. Many people never reach this level (less than 10%) and few are capable of thinking at this level, (Boss, 2015). People who reach this phase live by their own principles of morality. Their perspective overtakes what society views as right and wrong. The two stages of post-conventional orientation are social contract and universal ethics orientation.
Chapter 2, as was mentioned above, presented the similar and differential points in the two moral education programs. This chapter first introduced the research methodology of the thesis, which was a mix method of QDA and Philosophical Inquiry. The QDA helped me to organize themes in both programs in a systematic way in which their similarities and differences would be embodied clearly. The philosophical inquiry, which involved techniques of conceptual analysis and clarification, comparison, contrast, analogy, metaphor, illustration, and exegesis of texts, would be employed mostly in Chapter 3 to discuss and analyze the thematic similarities and differences in both programs. The content in both programs after coding, shared 2 thematic similarities
If the child is fulfilled with these needs, the child develops trust. Stage 2: (1 to 3 years) Freud called this stage as Anal Stage of development. In this stage, children gain sense of mastery by controlling erogenous zone or in other word it is anal region. Children who are succeeded in this stage are capable and productive.
A universal law means that everyone would behave the same way if your maxim was applied. Therefore, if your maxim could pass as a universal law then your action is moral, i.e., done out of duty. The Formula of Universal Law requires a four-step test to determine the morality of the maxim. The first test is to create a maxim for your intended action. The second test is to apply that maxim as if it would be a law of nature governing all rational beings.