Stages-of-Moral-Development.pptx- presentation
- 1. MORAL VALUES =AXIOLOGICAL ETHICS Kindness- 3 LEVELS OF MORAL DEVELOPMENT -change
- 2. INTENDED LEARNING OUTCOMES –Identify the 3 levels of Moral Development (Lawrence Kohlberg) –Articulate each stage of Moral Development –Understand the importance Moral Development in making moral decision/judgment –Correlate the relationship of an individual act with one’s character - Redirect one’s moral decision based on the level of Moral Development
- 3. STAGES OF MORAL DEVELOPMENT –Lawrence Kohlberg - A professor of Education and Social Psychology at Harvard University - Began as developmental psychologist then moved to the field of Education - He was influenced by Swiss Psychologist, Jean Piaget, (Zan Piajey)a famous for his theory on the moral development of children. - He was particularly well-known for his Theory of Moral Development which he developed through his extensive research on the topic at Harvard’s Center for Moral Education - His Theory of Moral Development was derived from his interviews with young boys distributed from early childhood to late adolescence. - IN THESE INTERVIEWS, Kohlberg asked the participants to respond to hypothetical ethical dilemmas such as a man contemplating on stealing a drug to save his dying wife because he cannot afford the drug after exhausting all possibilities to pay for it. The result of the interviews showed a pattern of responses which suggested a progression in moral reasoning – hence the theory of Moral Development was born, which Kohlberg is the basis of Ethical Behavior.
- 4. STAGES OF MORAL DEVELOPMENT – Kohlberg thought that: MORAL DEVELOPMENT involves a specific process and time and that people progressed in their moral reasoning through a series of stages. – Kohlberg followed the development of moral judgment beyond the ages originally studied by Piaget who claimed that Logic and Morality develop through constructive stages. – Kohlberg expanded considerably on this groundwork, determining that the process of moral development was principally concerned with justice and that its development continued throughout the lifespan. – The result of the study allowed Kohlberg to come up with his famous: SIX STAGES OF MORAL DEVELOPMENT which could be generally classified into 3 LEVELS:
- 5. What is moral development? Why is it important to know? – Moral development is a process that 1. Develops proper attitudes and behaviors toward fellowmen in society 2. Forms standard of right and wrong within their society, based on social and cultural norms 3. Helps people improve their beliefs (it is possible to believe wrong things while growing up since there are many times wherein people don't bother telling us what is wrong or right hence some children don't get proper education about morality and ethics which leads them in the wrong direction. 4. Prevents people from acting on unchecked(untamed or wild) urges, instead considering what is right for the society and good for others. 5. Serves as an excellent tool for understanding students at different stages of moral understanding. By understanding this theory of moral development, teachers can help to guide the moral characters of their students and help them to become the best that they can be. Lawrence Kohlberg
- 6. 6 STAGES OF MORAL DEVELOPMENT Stage 1 Punishment and obedience Orientation Obey rules to avoid punishment Stage 2 Naïve Hedonism. Conforms to get reward and to have favors returned Stage 3 Good Boy/Girl Morality. Conforms to avoid disapproval or dislike by others Stage 4 Conforms to avoid censure by authorities Stage 5 Conforms to maintain communities, emphasis on individual rights Stage 6 Individual principles of conscience Post-Conventional Morality Conventional Morality (7 to 11 years) Pre-Conventional Morality (younger than 6) The six stages of moral development are divided into 3 levels, each level has two stages and each of which has a corresponding social orientation
- 7. PRE-CONVENTIONAL MORALITY – The 1st Stage: The child behaves according to socially acceptable rules or norms because she is told to do so by some authority figures like her parents, teachers, pastors or clergy and elders in the community. According to Kohlberg, the child obeys the rules to avoid punishment. – The 2nd Stage: It is concerned with one’s own interest or advantage. Kohlberg observes that: Children behave PROPERLY because they thought that doing so brings practical results, one obeys the norms because it is beneficial to oneself. So MORAL DECISIONS are made based on the rewards one can receive. – MORAL REASONING in the second stage shows: a limited interest in others- concern for others is based on instrumental reason (EXTRINSIC MOTIVATION) – FOR EXAMPLE: the “Scratch my back and I’ll scratch yours” mentality rather than on loyalty on intrinsic respect.
- 8. PRE-CONVENTIONAL MORALITY – It is concerned primarily with consequences of one’s action, according to Kohlberg, persons in this level simply PURSUE THEIR OWN INTEREST while at the same time AVOID SANCTIONS – Children base their judgments on external consequences. (extrinsic motivation) – FOR EXAMPLE: punishment and reward. Obedience is based on authority. – Morality in the pre-conventional level is externally controlled. Children behave accordingly, they accept and believed the rules by authority figures (parents, teachers, community leaders). Children in the pre-conventional level have not yet realized the society’s conventions about what right and wrong. Instead, children focus largely on external consequences that certain actions engender(produce) – PUNISHMENT and REWARD
- 9. CONVENTIONAL MORALITY - The 3rd Stage: It is concerned with peer and group acceptance, characterized by behavior that seeks to do that which gains the approval of peers. Kohlberg says that: the reactions of others are somehow the basis of decision-making and behavior. FOR THIS REASON, peer and group acceptance become the rule of the day and that an individual behaves accordingly to maintain good relationship with other. - The 4th Stage: It is concerned with legalistic orientation, characterized by obedience to the law, responding to the obligations of duty, respect of those in authority. It emphasizes the upholding of the law, order, doing one’s duty, and obeying social norms. - Kohlberg believes that this stage is important because there is a higher value in obeying the law than by simply seeking the approval of one’s peers. - MORAL REASONING in this stage: goes beyond the need for individual approval that characterized in stage 3. In stage 4, children blindly obey the law because of their importance to maintain a well-functioning society.
- 10. CONVENTIONAL MORALITY - In the conventional level, the child is concerned more with societal relationship with emphasis on social conformity. - In the conventional level, there is a shift from self-interest to relationship with other people and social systems. - According Kohlberg, the individual strives to support rules that are set forth by others, such as parents, peers, and the government to win their approval or to maintain social order. - In the conventional level, children continue to accept the rules of authority figures not because of self-interest but because they thought that behaving according to said rules will necessarily ensure positive relationship and societal order. - According to Kohlberg, rules and conventions are somewhat rigid in this level but individuals seldom question said rules and conventions. THIS IS BECAUSE: @ behaving according to these rules and conventions ensure positive relationships and societal order @ and since people in this level are more concerned with the opinions of others, MORAL DECISIONS, are made based on what the others may say
- 11. POST-CONVENTIONAL MORALITY - The 5th Stage: It is concerned with common good as Kohlberg says: this stage is anchored on the understanding of social mutuality and genuine interest in the welfare of others. - LAWS and RULES are considered as social contracts and these are for the good of the community and for equal protections of individual rights. FOR THIS REASON, LAWS can only be accepted or approved relative to the common good of the society. - The 6th Stage: It is concerned with respect for the universal principle, such as principles of justice, dignity and equality - FOR KOHLBERG, the basis of one’s action is NOT just the common good or social contract BUT a deeper UNIVERSAL PRINCIPLES. MORAL DECISION is not just based on the laws and rules of the society, but on one’s conscience. - Individuals grow and develop in progression from one stage to another. FOR KOHLBERG, an individual cannot just jump from stage one to stage four without passing through stages two and three. ONE’S MORAL DEVELOPMENT IS LINEAR AND IS ORDERED HIERARCHICALLY.
- 12. POST-CONVENTIONAL MORALITY - It is focused on the common good and universal principles. - It is the most challenging level - According Kohlberg, persons at this level make judgment based on impartial universal moral principles, even when these judgments may conflict with societal standards. - In this level, the individual’s sense of morality is defined in terms of abstract principles and values. FOR THIS REASON, individuals now believe that some laws are unjust, they must be repelled, if not eliminated. - According to Kohlberg, post conventional level is also characterized by growing realization that individuals are separate entities from society and that they may disobey rules that are inconsistent with their own beliefs and principles. - For Kohlberg, post-conventional individuals live by their own ethical principles, which typically include basic human rights, such as right to life, liberty, and justice. - Kohlberg also notes: postconventional individuals view rules as useful but are always changeable rather than absolute dictates that must be obeyed without question. In this level, LAWS and RULES will only be considered as significant mechanism for maintain harmony and order in the society.
- 13. 6 STAGES OF MORAL DEVELOPMENT “ME ALONE” reward/punishment “ME FIRST” I give you favors, and I expect you to give back in return “GOOD BOY/NICE GIRL” meeting expectations and winning acceptance “LAW AND ORDER” law/rules/duty; doing my share in society systematized; larger group as a social system “SOCIAL CONTRACT” AND INDIVIDUAL RIGHTS democracy/change/adaptation by majority rational open discussion for majority consensus “UNIVERSAL PRINCIPLES” the right: personal conscience guided by fundamental values always and universally valid because of their intrinsic worth criterion: what respects dignity and rights of the human person JUSTICE: the end-goal of moral development
- 14. THE HEINZ DILEMMA – The Heinz dilemma is a frequently used example to help us understand Kohlberg’s stages of moral development. How would you answer this dilemma? Kohlberg was not interested in whether you answer yes or no to the dilemma: Instead, he was interested in the reasoning behind your answer. – In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? (Kohlberg, 1969, p. 379)
- 15. THE HEINZ DILEMMA From a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg’s theory holds that the justification the participant offers is what is significant, the form of their response. Below are some of many examples of possible arguments that belong to the six stages: Stage one (obedience): Heinz should not steal the medicine because he will consequently be put in prison, which will mean he is a bad person. OR Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else. Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. OR Heinz should not steal the medicine because prison is an awful place, and he would more likely languish in a jail cell than over his wife’s death. Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a good husband. OR Heinz should not steal the drug because stealing is bad, and he is not a criminal; he has tried to do everything he can without breaking the law, you cannot blame him.
- 16. THE HEINZ DILEMMA Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing, making it illegal. OR Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences. Stage five (social contract orientation): Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. OR Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right. Stage six (universal human ethics): Heinz should steal the medicine because saving a human life is a more fundamental value than the property rights of another person. OR Heinz should not steal the medicine because others may need medicine just as badly, and their lives are equally significant. –