Key Areas of Adolescent

Development

Physical Development

Emotional Development

Personal Development

(Self and Identity)

Social Development

Values and Moral

Development

Cognitive Development

BEd (Secondary)

ES001 EDUCATIONAL PSYCHOLOGY:

LEARNERS AND LEARNING

Session 3Values and Moral

Development

Session Outline• What are Morals and Values?• Moral Development

– J. Piaget– L. Kohlberg– C. Gilligan

• Promoting Moral Development– Values and Moral Education

• The Moral Dimensions of Teaching

Morals and Values

Include:• quality of our interaction with others• respect for the legitimate right of others • care and consideration for fellow humans

and other living things

Moral Development• Jean Piaget

– Applied stage theory to Moral Development in 1932

– Children younger than 10 or 11 years think about moral dilemmas one way; older children consider them differently. (1896 - 1980)

Switzerland

Piaget’s Stages of Moral Development

• External MoralityStage 1 (Age 4–7)

– Regard rules as fixed and absolute

– Strong respect for rules; they cannot be altered

– Believe that rules are handed down by adults or by God and that one cannot change them.

– Children comply strictly with rules and base judgements about moral issues on consequences rather than intentions

• Autonomous MoralityStage 2 (Age 7–10)

– View is more relativistic, they understand that it is permissible to change rules i.e., rules are arbitrary agreements that can be changed

– Rules can be violated to help others

– Rules are not sacred and absolute

– Judgements of moral issues are based on intentions as well as consequences

Lawrence Kohlberg

(1927, New York - 1987, Boston)

Accomplishments: Major contributor to the field of moral development and reasoning; Published major work in 1981, Essays on Moral Development.

Kohlberg's doctoral dissertation, published in 1958, made him psychology's newest star. In the dissertation he uncovered six stages of moral development -in contrast with Piaget's two stages - based upon interviews of 72 white boys in Chicago about the dilemma of Heinz.

The Heinz DilemmaA woman was near death. There was one drug the doctorsthought might save her. A chemist in the same town haddiscovered it, but he was charging ten times what the drugcost him to make. The sick woman’s husband, Heinz, went toeveryone he knew to borrow the money, but he could only get together half of what it cost. The chemist refused tosell it cheaper or let Heinz pay later. So Heinz got desperateand broke into the man’s store to steal the drug for his wife.

Questions asked about the Heinz Dilemma

1. Should Heinz steal the drug? Why or why not?2. Is it actually right or wrong for him to steal the drug? Why is it

right or wrong?3. Does Heinz have a duty or obligation to steal the drug? Why or

why not?4. If Heinz doesn't love his wife, should he steal the drug for her?

Does it make a difference in what Heinz should do whether or not he loves his wife? Why or why not?

5. Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for the stranger? Why or why not?

6. Suppose it's a pet animal he loves. should Heinz steal to save the pet animal? Why or why not?

7. Is it important for people to do everything they can to save another's life? Why or why not?

8. It is against the law for Heinz to steal. Does that make it morally wrong? Why or why not?

9. In general, should people try to do everything they can to obey the law? Why or why not?

9b. How does this apply to what Heinz should do?10. In thinking back over the dilemma, what would you say is the most

responsible thing for Heinz to do? Why?

Kohlberg’s Levels of Moral Development

• Preconventional

• Conventional

• Postconventional

Moral reasoning is controlled by external rewards and punishments.

Internal standards are imposed by others.

Morality is internal, not based on external standards.

Stages of Moral Development(Adapted from Kohlberg, 1964)

Stage Issue of Moral ConcernPreconventional Moral Reasoning (about 4-10yrs)

I Rules followed to avoid punishment; obedience and concern for physical consequences.

II Doing things for others because it will result in others doing things in return; concern for reward, equal sharing and benefit to self.

Conventional Moral Reasoning (about 10-13 years)

III Whatever pleases the majority is considered morally right; other viewpoints can be seen, conformity is prized, desire to do things for others.

IVGroup authority, law, duty and rules of society prized; concern for maintaining social order for its own sake; social disapproval avoided; emphasis on the inherent 'rightness' of rules and duties.

Postconventional Moral Reasoning (13 years and over)

VInternal commitment to principles of personal conscience; concern with individual rights within standards set by consensus; emphasis on fair procedures for reaching consensus and for evaluating principles and rules.

VIConcern with universal ethical principles and abstract morality affecting all beings regardless of conventional views; emphasize on universality, consistency, and logical comprehensiveness.

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, others might also do so and this could result in disorder in the classroom. Because of this, he understands that it is his duty to follow the rules.

Kohlberg’s Theory of Moral Development

Theory into Practice

Q: At which of Kohlberg’s stages of moral development is Sam functioning?

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, he will be punished.

Q: At which of Kohlberg’s stages of moral development is Sam functioning? Explain.

Kohlberg’s Theory of Moral

Development Theory into Practice

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, it will displease his teacher.

Q: At which of Kohlberg’s stages of moral development is Sam functioning? Explain.

Kohlberg’s Theory of Moral Development

Theory into Practice

Moral Reasoning on the Interstate (slide 1 of 2)

You are driving 75 miles per hour on an interstate highway. The posted speed limit is 65. You are traveling with the flow of traffic–you are being passed by about the same number of cars as you pass.

A highway patrol pulls you over and gives you a ticket for speeding. Upset, you protest that everyone else is driving the same speed.

“Look,” the highway patrol responds. “I get sick of it when people do something wrong, and then they act like it's our fault when they get a ticket. My radar had you clocked at 75, and the speed limit clearly says 65.” You feel you've been dealt with unfairly. 1. Are you justified in feeling that you’ve been treated unfairly? Explain

why you think so. 2. Is the highway patrol’s position more, or less, justified than yours?

Explain why you think so.

What stage is represented by your reasoning?

Stage 3: Interpersonal Harmony Moral reasoning based on concern for others or the opinions of others. An act is moral if others demonstrate similar acts, or it helps or is approved of by others. “Everyone else is driving the same speed,” is an example. What stage is represented by highway patrol reasoning?

Stage 4: Law and Order Moral reasoning based on rules, laws, and an orderly society. An act is moral if it follows rules or promotes an orderly society. “My radar had you clocked at 75, and the speed limit clearly says 65,” is an example.

Moral Reasoning on the Interstate (slide 2 of 2)

Instructions: For the following items consider a teenager who is out with her friends. She is supposed to be in by midnight. She complies. Which of Kohlberg’s stages is best illustrated by each of the reasons stated below?1. If I stay out I will be in big trouble with my parents. 2. Nobody’s doing anything anyway so I won’t be missing anything.3. My parents and I agreed that midnight is fair, and you can’t go back on your agreements.4. If I stay out my parents will be worried.5. It’s the curfew, so I’ll be in by midnight.6. My friends have curfews, too, and they’re going to be home by then.

Stages of Moral Reasoning: An Application (slide 1 of 3)

1. If I stay out I will be in big trouble with my parents. Stage 1: Her concern is about being punished.

2. Nobody’s doing anything anyway so I won’t be missing anything. Stage 2: The focus is on herself. An exchange isn’t evident; but her reasoning is egocentric.

3. My parents and I agreed that midnight was fair, and you can’t go back on your agreements.Stage 5: She and her parents have agreed on the time to be in.

Stages of Moral Reasoning: An Application (slide 2 of 3)

4. If I stay out my parents will be worried. Stage 3: She is concerned about her parents’ feelings. 5.It’s the curfew, so I’ll be in by midnight.Stage 4: She is obeying the rule because it’s the rule.

6.My friends have curfews, too, and they’re going to be home by then. Stage 3: She is responding to the behavior of the group.

Stages of Moral Reasoning: An Application (slide 3 of 3)

10 14 18 22 26 30 340

10203040506070

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Age and Percentage of Individuals at Each Kohlberg Stage

Perc

ent

Research found that while most men

reached stages 4 and 5 by

adulthood, women stayed at 3

(1937 - present) New York

Current: Professor of Gender Studies, Harvard UniversityEducation: Ph.D., Harvard University

Achievements:• Challenged Lawrence

Kohlberg's theories of moral development on the basis of gender bias

• Pioneer in the research on moral development of women

• One of Time Magazine's 25 most influential people of 1996

Carol Gilligan

The Porcupine DilemmaA group of industrious, prudent moles have spent thesummer digging a burrow where they will spend thewinter. A lazy, improvident porcupine who has not prepared a winter shelter approaches the moles and pleads to share their burrow. The moles take pity onthe porcupine and agree to let him in. Unfortunately, themoles did not anticipate the problem the porcupine’s sharpquills would pose in close quarters. Once the porcupine hasmoved in, the moles are constantly being stabbed. Thequestion is, what should the moles do?

(Meyers, 1987, p. 141, adapted from Gilligan, 1985)

CAROL GILLIGAN’S CRITICISM

Stages 5 and 6 are biased towards male values

• Carol Gilligan argued that men and women usedifferent moral criteria

Males • focus on people’s individual rights and obligations

• justice, rights and rules as solutions to moral dilemmas

• more concerned with the abstract and impersonal aspects of the problem

Females

• Morality based on responsibility and care for people

• Emphasize altruism and self-sacrifice

• more concerned with interpersonal relationships

• In moral dilemmas, more likely to base their moral decisions on personal relationships, interpersonal connections and attending to human needs.

Women’s Stages ofMoral Development

• Concern for individual survival– Transition from selfishness to

responsibility• Goodness equated with self-

sacrifice– Transition from self-sacrifice to

giving themselves permission to take care of themselves

• Goodness seen as caring for both self and others– Inclusive, Nonviolent– Condemns exploitation and hurt

Care vs. Justice Perspective

Justice perspective focuses on rights of individuals

Care perspective emphasizes relationships and concern for

others

PowerPoint 3.23 Theory to Practice: Promoting Moral Development in Your Classroom

Guidelines for Promoting Moral Development

1. Model ethical thinking, behavior, and empathy in your interactions with students.

2. Use classroom management as a vehicle for promoting moral development.

3. Encourage students to understand and respect the perspectives of others.

4. Use moral dilemmas as concrete reference points for discussions of moral issues.

Examples of Moral Dilemmas

• You found a wallet containing $50. Will you keep it?

• You ordered some food and get more change than you should have. Will you give it back ?

• You see your best friend cheating during a test. Your best friend looks and knows that you saw him. Will you tell the teacher?

• Ming came to you feeling very upset that he has no friends in class and that he is always snubbed by the others because they say he is nosy and keeps telling teachers on others’ mischievous acts. You know he has a strong belief in being honest, in telling the truth and in doing things right. How would you advise him?

Examples of Moral Dilemmas

Examples of Moral Dilemmas

• YouTube - Million Dollar Baby (2) – about euthanasia

• GodTube.com - The Bridge – above putting duty above self

Values and Moral Education

“The conscious attempt to help others acquire the knowledge, skills, attitudes and values which contribute to more personally satisfying and socially constructive lives”

Howard Kirschenbaum (1995)

Eggen & Kauchak (2007)

Moral education is an essential and integral part of learner development. To become socially and emotionally healthy, learners must acquire the moral compass

that values provide and the thinking capacities to apply these values in

intelligent ways.

Moral Education

Moral Education1. Hidden Curriculum

School personnel serve as models of ethical behavior.

Classroom rules and peer relationships transmit positive attitudes to students.

2. Character EducationSchools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.

Moral Education3. Values Clarification

Schools design programs that allow students to clarify their own values and understand the values

of others.4. Cognitive Moral Education

Schools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.

Values Clarification – An ExampleWhich 6 of the 10 people will be admitted to a small fallout

shelter during World War III. Your group has 20 minutes to decide

• A 30-year-old male bookkeeper• The bookkeeper’s wife, who is 6 months pregnant• A second-year medical student who is a political activist• A 8-year-old boy with Down’s Syndrome• A female biochemist• A policeman with a gun• A Hollywood actress who is a singer and dancer• A 45-year-old famous historian-author• A 62-year-old ex-school teacher with asthmatic problems• An reformed ex-convict who is now an active volunteer in

building shelters for the homeless.

Moral Education5. Service Learning

Schools encourage students to be involved in the community by becoming a tutor, helping the

elderly, volunteering in hospitals or day care, etc.6. Integrative Approach

Schools encourage students to be reflective moral thinkers and committed to justice, and develop children’s moral character.

What happens if your own values are contrary to the values or messages we are

teaching?

The Moral Dimensions of Teaching

Teachers have to make decisions everyday, some of which will arise over

issues which involve a conflict of interest and values.

These issues are moral dilemmas because

they call into question our own moral values

and the kind of character we are

The Moral Dimensions of Teaching

What are some examples of moral dilemmas you have faced/or anticipate facing as a

teacher? (Choose situations in which you have difficulties in deciding the right way

to act).

Share these experiences with your team mates.

As a team, consider the various alternatives courses of action and propose a plausible

solution. As you discuss, be mindful of the different principles or considerations that guide you in the process of searching for

solutions.

Enter the Debate

Should teachers teach students values/morality? YES NO

What spirit do we want our intelligence to have? Do we want children to be gifted and alienated? – literate and prejudiced? – brilliant and cynical? – intelligent and materialistic? – in need of help and ashamed? ….

- M.C. Richards -

Unless we educate for wholeness in person and wholeness of our earth planet, we are not really intelligent…. The health and wholeness of our planet is not separable from health and wholeness of us as individuals.

Key Areas of Adolescent

Development

Physical Development

Emotional Development

Personal Development

(Self and Identity)

Social Development

Values and Moral

Development

Cognitive Development

What’s Up Next?

What’s Up Next?

Cognitive Development• Learning Theories: An Overview

Introduction to Problem-Based Learning

Homeplay

Learning Theories: An Overview

1. Jean Piaget2. Lev Semenovich Vygotsky3. Burrhus Frederic Skinner

4. Albert Bandura5. Information Processing Model