Author:
cgat45
ID:
122680
Filename:
lspan
Updated:
2011-12-12 04:11:36
Description:
final
moral development involves changes in thoughts, feelingd, and behaviors regardign standards fo right and wrong intrapersonal dimension regulates a persons activites when she or he is not engaged in social interactions intrerpersonal dimension regualtes scoial intereactions arbirates conflict pigets theory of moral thought heternomous morality-4 to 7 years transition stage 7 to 10 years autonomous morality 10 years and older heteronomous morality (4 to 7) children think of justice and rules as unchangeable properties of the world, removed from the control of people autonomous morality (10 years and up) they become aware that rules and laws are created by people, and judging an action, they consider the actors intentions as well as the consequences immanent justice concept that if a rule is broken, punishment will be meted out immediatly(heteronomous thinker) kohlbergs theory moral reasoning unfolds in universal stages tested by story with moral delema has 3 levels and 6 stages stage2- individualism, puropose and exchange individuals pusue their own interests but let others do the same. what is right involves equal exchange/if they are nice to others then others will be nice to them level 1 perconventional level(before age 9) stage1- heteronomous morality-moral thinking is tied to punishment stage2- individualism, puropose and exchange level 2 conventional level (early adolscence) stage3- mutual interpersonal expectations, relationships, and interpersnoal conformity stage4- social systems morality stage3)mutual interpersonal expectations, relationships, and interpersnoal conformity individuals value trust, caring, and loyalty to others as a basis for moral judgment/ this is when children adop their parents moral standards stag4) social system morality moral judgment ate based on understanding of the social order, law, justice, and duty (the community needs law and order in order for it to work effectivly) level3- postconventional level(adults) stage5- social contract or utility and individual rights stage6- universal ethical principles stage5) social contract or utility and individual rights individuals reason that values, rights, and principles undergird or transcend the law/ a person evaluates the validity of actual laws, and social systems in terms of the degree to which they preserve and protect fundamental human rights and values stahge6) universal ethical principles individuals have developed moral judgment that are based on universal human rights. when faced with a dilemma between law and conscience, they follow a personal, individualized conscience, even though the desion might brign risk level 1) preconventional reasoning good and bad are interpreted in terms of external rewards and punishments level2) conventional reasoning individuals apply certain standards, but they are the standards set by others, such as parents or the government level3) postconventional reasoning individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code kohlbergs jutice perspective focuses on the rights of the individual indpendently make moral decisions/ gender bias gilligan care perspective views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships whith others and concern for others social conventional reasoning fcouses on conventional rules that have been established by social consenus in order to control behavior and maintain the social system(raising your hand in class) moral reasoning focus on ethical issuses and rules of morality, obliatory, widley accepted, and some what impersonal (rules pertaining to lying cheating stealing etc) resistance to temptation and slef control offering children cognitive rationales enchances most forms of punishment. cognitive rationals are more effective in getting children to resist temptation over a period of time thatn punishment that do not uses reasoning. moral pefrmance behavior determined by motivation and the rewards and incentives to act in a specific moral standard moral competencies what individuals are capable of doing, what they know, their skills , their awareness of moral rules and regulations and the cognitive ablility to construct behaviors social cognitive theroy of morality distinction between an indviduals moral competenece( the ability to perform moral behaviors) and moral performance( pefroming those behaviors in specifc situations)/ enviroment, cognition, and behavior freuds psychoanalytic theory guilt and the dsire to avoid feeling guilty are the foundation of moral behavior superego ego ideal conscience superego is the moral branch of persnality consisting of two main counterparts ego ideal conscience ego ideal part of superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standads approved by the parents conscience componet of superego that rewards the child for behaviors disapproved of by parents by making the child feel guilty and worthless empathy reacting to anothers feeling with an emotional response that is similar to the others feeling (put onself in anothers place emotionally) cognitive component perspective taking (the ability to discern anothers inner psychological state) damon therory emphazies on empathy global empathy young infants empathic respnse in which clear boundaries between the feelings and need of the self and those of antoher have not yet been established (fought off tears , sucked her thumb, and buried her head in her mothrs lap after she seen another child fall hurt himself) Contemporary perspective •When strongly felt, both positive and negative feelings contribute to moral behavior Positive feelings empathy, sympathy, admiration, self-esteem Negative feelings anger, outrage, shame, guilt Moral personality thoughts, behavior, feelings personality Moral identity willpower, integrity, moral desire(aspect of personality that is presnt when indviduals ahve moral notions and commitment that are cetral to their lives Moral character convictions, persistence, focus Moral exemplars being honest and dependable; having set of virtues reflecting moral excellence Parenting recommendations •Warm and supportive, not punitive •Use inductive discipline •Provide opportunities for children •Involve children in decisions •Model moral behaviors •Provide info and foster internal morality Hidden Curriculum th pervasive moral atmospher that characterize every school Character Education Direct moral education approach teaches students basic moral literacy to prevent immoral behavior, doing harm to themselves or others Values Clarification Helps clarify what life is for, what to work for –Students encouraged to define own values and understand others’ values Cognitive Moral Education Students should value things like democracy and justice as moral reasoning develops –Instructor is facilitator, not director Service Learning Form of education that promotes social responsibility and service to community –Benefits student volunteers and recipients Integrative approach •Use reflective moral thinking and commitment to justice •Discuss students’ experiences •Adult coach students in ethical decision making •Students need to experience a caring community Integrative ethical education •Program builds on concepts of expertise •Goal: turn moral novices into moral experts Prosocial behavior regard and concern for others Altruism unselfish interest in helping another person, mostly evoked by empathy reciprocity the obligation to return a favor with a favor Conduct disorder •Age-inappropriate behaviors, attitudes violating norms, rights of others •Behaviors encompass a wide range •Serious conduct problems