______ _______ involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong. Show
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Moral development has an _______ dimension, which regulates a person’s activities when she or he is not engaged in social interaction, and an _________ dimension, which regulates social interactions and arbitrates conflict intrapersonal; interpersonal From 4 to 7 years of age, children display ________ _______, the first stage of moral development in Piaget’s theory. Children think of justice and rules as unchangeable properties of the world, removed from the control of people. From 7 to 10 years of age, children are in a transition showing some features of the first stage of moral reasoning and some aspects of the second stage, __________ ______ (Piaget) From about 10 years of age and older, children show _______ _______ , Piaget’s second stage of moral development. They become aware that rules and laws are created by people, and in judging an action, they consider the actor’s intentions as well as the consequences The heteronomous thinker also believes in _________ _________, the concept that if a rule is broken, punishment will be meted out immediately. The young child believes that a violation is connected automatically to its punishment. Thus, young children often look around worriedly after doing something wrong, expecting inevitable punishment. __________ suggested that there are six stages of moral development. These stages, he argued, are universal. Development from one stage to another is fostered by opportunities to take the perspective of others and to experience conflict between one’s current stage of moral thinking and the reasoning of someone at a higher stage. The Kohlberg Stages Based on the answers interviewees gave for this and other moral dilemmas, Kohlberg described three levels of moral thinking, each of which is characterized by two stages. A key concept in understanding progression through the levels and stages is that the person’s morality gradually becomes more internal or _________. That is, their reasons for moral decisions or values begin to go beyond the external or superficial reasons they gave when they were younger. The lowest level in Kohlberg’s theory. At this level, morality is often focused on reward and punishment. The two stages in preconventional reasoning are ______ __ _______ _____ (OBEY) (stage 1) and ________, ______ _______, and _______ (be nice to get same in return) (stage 2). preconventional reasoning; punishment and obedience orientation; individualism, instrumental purpose, and exchange The second, or intermediate, level in Kohlberg’s theory of moral development. At this level, individuals abide by certain standards (internal), but they are the standards of others such as parents or the laws of society (external). The conventional level consists of two stages: mutual interpersonal expectations, relationships, and interpersonal conformity (adopt parents morals) (stage 3) and social systems morality (understand social order) (stage 4) The third and highest level in Kohlberg’s theory of moral development. At this level, morality is more internal. The postconventional level consists of two stages: social contract or utility and individual rights (values transcend law) (stage 5) and universal ethical principles (follow conscience vs law) (stage 6). postconventional reasoning Kohlberg argued that advances in children’s cognitive development ___ ____ensure development of moral reasoning. A moral perspective that focuses on the rights of the individual; individuals independently make moral decisio The moral perspective of Carol Gilligan, in which people are assessed in terms of their connectedness with others and the quality of their interpersonal communication, relationships with others, and concern for others What are the basic processes responsible for moral behavior? The processes of reinforcement, punishment, and imitation have been invoked to explain how individuals learn certain responses and why their responses differ from those of other persons The ______ ______ ______ __ ________ emphasizes a distinction between an individual’s moral competence (the ability to perform moral behaviors) and moral performance (performing those behaviors in specific situations) Bandura The social cognitive theory of morality ______ _________ include what individuals are capable of doing, what they know, their skills, their awareness of moral rules and regulations, and their cognitive ability to construct behaviors. Moral competence is the outgrowth of cognitive-sensory processes. ________ _______ or behavior is determined by motivation and the rewards and incentives to act in a specific moral way in Bandura’s view, _____-_______ rather than abstract reasoning is the key to positive moral development Psychoanalytic Theory According to Sigmund Freud, guilt and the desire to avoid feeling guilty are the foundation of moral behavior. In Freud’s theory, ___ _______ is the moral branch of personality. Children of mothers who used power-oriented discipline (such as spanking, slapping, and yelling) displayed ____ guilt Feeling _______ means reacting to another’s feelings with an emotional response that is similar to the other’s feelings. It is not just to sympathize; it is to put oneself in another’s place emotionally. In Robert Selman’s view, ______ ______ is a key aspect of whether children develop prosocial or antisocial attitudes and behavior A central aspect of the recent interest in the role of personality in moral development focuses on ______ _______ . Individuals have this when moral notions and commitments are central to their life. In this view, behaving in a manner that violates this moral commitment places the integrity of the self at risk In James Rest’s (1995) view, ______ ______ involves having strong convictions, persisting, and overcoming distractions and obstacles. If individuals don’t have this, they may wilt under pressure or fatigue, fail to follow through, or become distracted and discouraged, and fail to behave morally. ______ _____are people who have lived exemplary lives. They have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment Judith Smetanahas proposed ______-______ ______ _______, which states that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. In this theory, children’s and adolescents’ moral, social conventional, and personal knowledge and reasoning emerge from their attempts to understand and deal with different forms of social experience social-cognitive domain theory ________ ______ _________ focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system. The rules themselves are arbitrary, such as raising your hand in class before speaking, using one staircase at school to go up and the other to go down, not cutting in front of someone standing in line to buy movie tickets, and stopping at a stop sign when driving. There are sanctions if we violate these conventions, although the rules can be changed by consensus Social conventional reasoning How do social conventional and moral reasoning differ? In contrast, moral reasoning focuses on ethical issues and rules of morality. Unlike conventional rules, moral rules are not arbitrary. They are obligatory, widely accepted, and somewhat impersonal. Rules pertaining to lying, cheating, stealing, and physically harming another person are moral rules because violation of these rules affronts ethical standards that exist apart from social consensus and convention. Moral judgments involve concepts of justice, whereas social conventional judgments are concepts of social organization. Violating moral rules is usually more serious than violating conventional rules. In a recent study of 21⁄2-to 4-year-olds, children distinguished moral from conventional transgressions on many criteria, but only older preschoolers did so when rating whether others deserved punishment (Smetana & others, 2012) Name two contexts of moral development Both Piaget and Kohlberg held that parents do not provide unique or essential inputs to children’s moral development. Parents, in their view, are responsible for providing role-taking opportunities and cognitive challenges, but _____ play the primary role in moral developmen Discipline techniques used by parents can be classified as: love withdrawal, power assertion, and induction ____ ______ is a discipline technique in which a parent withholds attention or love from the child, as when the parent refuses to talk to the child or states a dislike for the child. For example, the parent might say, “I’m going to leave you if you do that again” or “I don’t like you when you do that. _______ ________ is a discipline technique in which a parent attempts to gain control over the child or the child’s resources. Examples include spanking, threatening, or removing privilege _________ is a discipline technique in which a parent uses reasoning and explains how the child’s actions are likely to affect other people. Examples include, “Don’t hit him. He was only trying to help” and “Why are you yelling at her? She didn’t mean to trip you.” The ______ ________ is conveyed by the moral atmosphere that is a part of every school. The moral atmosphere is created by school and classroom rules, the moral orientation of teachers and school administrators, and text materials. Teachers serve as models of ethical or unethical behavior. Yet another approach to moral education is _______ _______, a direct education approach that involves teaching students a basic “moral literacy” to prevent them from engaging in immoral behavior and doing harm to themselves or others One approach to providing moral education is _____ ________, which means helping people to clarify what their lives are for and what is worth working for. Unlike character education, which tells students what their values should be, THIS encourages students to define their own values and understand the values of other Another approach to moral education, ________ ________ _______, is based on the belief that students should learn to value such things as democracy and justice as their moral reasoning develops cognitive moral education A form of education that promotes social responsibility and service to the community The purest forms of prosocial behavior are motivated by _______, an unselfish interest in helping another per-son In a recent study, Gustavo Carlo and
his altruism, public, emotional, dire, anonymous, compliant ___________ is an aspect of prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation. _________is a feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful Age-inappropriate actions and attitudes that violate family expectations, society’s norms, and the personal or property rights of others Refers to a great variety of behaviors by an adolescent, ranging from unacceptable behavior to breaking the law Criminal acts, such as robbery, rape, and homicide, whether they are committed by juveniles or adults. Juvenile offenses, performed by youth under a specified age, that are not as serious as index offenses. These offenses may include acts such as underage drinking, truancy, and sexual promiscuity. ________ is an organized set of beliefs, practices, rituals, and symbols that increases an individual’s connection to a sacred or transcendent other (God, higher power, or ultimate truth). _______ refers to the degree of affiliation with an organized religion, participation in its prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers ________ involves experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society What are the theories of social and moral development?Kohlberg's theory of moral development is a theory that focuses on how children develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a series of six stages. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice. What are the various theories of moral reasoning?The three levels of moral reasoning include preconventional, conventional, and postconventional. Video Player is loading. By using children's responses to a series of moral dilemmas, Kohlberg established that the reasoning behind the decision was a greater indication of moral development than the actual answer. What are the 3 levels of Kohlberg's theory?He organized his six stages into three general levels of moral development.. Level 1: Preconventional level. At the preconventional level, morality is externally controlled. ... . Level 2: Conventional level. ... . Level 3: Postconventional or principled level.. What is an example of Kohlberg's theory of moral development?For example, if a parent asks their child to complete a chore around the house, the child may ask what the benefit would be to them. Parents often recognize the “you scratch my back and I'll scratch yours” mindset at this stage and offer a reward, such as an allowance. Which dimension of moral development regulates social interactions and arbitrates conflict?changes in thoughts, feelings, and behaviors regarding standards of right and wrong. Intrapersonal dimension regulates a person's activities when she or he is not engaged in social interaction, interpersonal dimension regulates social interactions and arbitrates conflict.
What are the dimensions of moral development?Moral development includes two dimensions: intrapersonal and interpersonal. An intrapersonal dimension deals with a person's basic values and their sense of self. An interpersonal dimension is where an individual focuses on what they should do while they interact with other people.
What are the 5 stages of moral development?Kohlberg's 6 Stages of Moral Development. The full story. ... . Stage 1: Obedience and punishment. ... . Stage 2: Self-interest. ... . Stage 3: Interpersonal accord and conformity. ... . Stage 4: Authority and maintaining social order. ... . Stage 5: Social contract. ... . Stage 6: Universal ethical principles. ... . Pre-conventional level.. What are the two dimensions of moral development?The first dimension, social principledness, relates to a readiness in making sociopolitical decisions to differentiate between a conventional and a personal standard of morality; while the second, social humanism, to a readiness to grant priority to the human implications of such decisions.
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What dimension of moral development regulates social interactions arbitrates conflict?
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