Theories Of Moral Development

“preconventional morality, roughly corresponding to Piaget’s heteronomous level, in which what is right is what avoids punishment, what conforms to the dictates of authority, or what serves one’s personal interests (Broderick & Blewitt, 2015, p. 278). Although it seems today that these experiences were small events in my life. During this time, I was as old as I have ever been and lacked the ability to step away and see the large picture of things. According to Vygotsky they were critical to my overall development because they emphasized independent development through social interactions contribution to overall cognitive development (Broderick & Blewitt, 2015, p.

The idea of morality was discussed by Piaget in his Theory of Moral Development. In this idea, he believed that morality develops around age 10 for children. He also discussed that morality is mostly the realization of the necessity of cooperation in society in order to come up with solutions to problems. In other words, it is rules created by the people with intentions in mind. Kohlberg’s theory also discussed the idea that moral development occurs when there is advanced thoughts, the leadership roles available, and discussing morals with a higher staged person (King, 2016). The question I chose is, is morality more of an innate behavior or a learned behavior?

In order for me to understand Carol Gilligan Thesis, I had to study Kohlberg theory that Carol Gilligan Thesis argues against. I agree with his structure of the development of morals. Kohlberg argues that people starts as being unfamiliar of common norms then they start knowing and following the norms within their societies. After a while, the individuals will explore the reasons for abiding by the norms. At the end, they will discover the morality behind all accepted norms. I believe that Gilligan did not add to Kohlberg theory but she redefined

According to Piaget 's original formulation, children between the ages of 5 and 10 years see the

In Piaget’s (1958) concrete operational stage, the child can mentally solve problems using a logical thought process. In relation to this, Bruner suggests that by mid childhood, children make use of symbols to code information which can be manipulated to assist learning. At such an age there is also an importance placed on being a good boy and nice girl; Kohlberg’s (1958) stage three of moral development states that the child’s behavior is influenced by the social norms and will do what is socially acceptable. When I was in year 7, I entered a cultural speech contest where I ended up winning first prize in my year level. The interesting thing was that when I was having difficulty in memorizing my speech so I developed a symbolic method where

Kohlberg’s theory is really one of cognitive development as applied to moral understanding because he believed that children developed their moral principles primarily though thinking about them.

Preteenagers’ concepts about social class and their moral judgments towards social class-based ingroup favoritism and outgroup aggression

Kohlberg theory divided moral development into three levels: preconventional, conventional and postconventional. In preconventional the people behave moral or immorally based on their own personal needs. For example a child would say “ I can’t hit my sister because you might get caught and then get in trouble”. They do not care if it is wrong to hit their sister they just don’t want to get in trouble. It is all about them. Conventional is when they do not hit because they know it is wrong. Postconventional is when the grey area can come in. They child may know its wrong to hit someone, but what if you are helping protect someone else? They weigh both sides and decide which action is better. Emma is in the precoventional stage. When ever Kylee

Jean Piaget, along with other developmental psychologists, underrated the effect of religion on an individual’s moral development. It was viewed that moral development emerges from the action of people during the adolescent period by constructing and reconstructing their knowledge of the world as a result of their interactions with the environment and society. There

A child called “It” is a book about a child’s experience throughout the both physical and emotional abuse his mother put him through; additionally, the book allows us the reader to look into what exactly it takes to survive when you have no hope. Today I will be looking into this book to show how it can be linked to; Bronfenbrenner’s Ecological Systems Model, Piaget’s Theory of Cognitive Development, and Kohlberg’s Theory of Moral Reasoning. In doing so I will be giving examples from the book to correspond with each theory. These examples will be from David Pelzer’s, the author’s, life while he lived with his mother.

Male individuals of the upper class and western background are more likely to receive the highest stage where as individuals from a working class or rural background are more likely to score a lower stage(Miller). Some critics interpret this as an indication of bias in Kohlberg’ theory(Miller) (Simpson 1974). Alternatively, an understanding that might be compatible with the theory is that the process of rational reasoning is unevenly dispersed across different cultures and economic backgrounds(Miller). That is, individuals of a higher class are more rationalised and morally developed than those of a lower class. However, the fact that some individuals are more rationalised does not mean that they are more morally developed. A second criticism deals with the potential gender bias component of the moral theory developed by Kohlberg. He established the theory using his empirical studies which were conducted by male researchers using only male participants. Consequently, women tend to remain in stage three, focusing on maintaining relationships, whereas men focus on abstract principles of law and justices (Gilligan

Caorl Gilligan was one of the students of Kohlberg. She criticizes Kohlberg’s theory on the basis of assumption made by both genders (male and female) towards morality. On the basis of her studies and researches, she criticizes Kohlberg’s theory which is only based on male prejudice and his studies are of typically male dominant with general rules and rights.

The normative theory basically tells a person which acts are wrong such as pulling someone’s hair or speaking to a person inches away from their face. The affirmative mechanism is activated when we see others suffering, such as someone witnessing a car accident victim. Nichols seems to make point out that people except children and psychopaths, who have a clear understanding, have the capacity for core moral judgment and thus possess a normative theory. For Nichols, emotions play a crucial role in shaping the content of our normative theory, but moral judgments do not concern these emotions, but are instead about the content of the normative

Moral Autonomy is mainly based on the psychology of moral development. The first psychological theory was developed by Jean Piaget. On the basis of Piaget’s theory, Lawrence Kohlberg developed three main levels of moral development which are based on logic and motivation adopted by individuals related to moral questions.