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Created by Ryan Bentham
over 7 years ago
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Question | Answer |
Internalisation | Adopting societal standards for right action as one's own. |
Induction | In which an adult helps the child notice others' feelings by pointing out the effects of the child's misbehaviour on others, especially noting the distress and making clear that the child caused it. |
Moral identity | Endorsement of moral values (such as fairness, kindness and generosity) as central to their self-concept. |
Construction | Actively attending to and interrelating multiple perspectives on situations in which social conflicts arise and thereby attaining new moral understandings. |
Theory of Moral Development (who) | Piaget's Theory |
Piaget's Theory of Moral Development | Cognitive maturity and social experience lead to advances in moral understanding. Heteronomous Morality and Morality of Cooperation. |
Heteronomous morality | Ages 4 to 8. Children in this first stage view rules as handed down by authorities, as having permanent existence, as unchangeable and as requiring strict obedience. Piaget's Theory of Moral Development. |
Realism | The tendency to view mental phenomena, including rules, as fixed external features of reality. |
Morality of cooperation | Ages 9 to 10 and older. In which they no longer view rules as fixed but see them as flexible socially agreed on principles that can be revised to suit the will of the majority. Piaget's Theory of Moral Development. |
Ideal reciprocity | The idea expressed in the golden rule "do unto others as you have them do unto you", the mutuality of expectations. |
Stages of Moral Understanding (who) | Kohlberg's Theory |
Kohlberg's Stages of Moral Understanding | Extended the ages range studied by Piaget.3 levels Preconventional, Conventional, Postconventional. |
Preconventional level | First level of Kohlberg's Stages of Moral Understanding. Morality is externally controlled. Children accept rules from authority figures and judge actions by their consequences. Behaviours that result in punishment are viewed as bad, those that lead to rewards are good. |
Conventional level | Second level of Kohlberg's Stages of Moral Understanding. Individuals continue to regard conformity to social rules as important, but not for reasons of self-interest. Rather, they believe that actively maintaining the current social system ensures positive human relationships and societal order. |
Postconventional or Principled level | Third level of Kohlberg's Stages of Moral Understanding. Move beyond unquestioning support for the laws and rules of their own socitey. They define morality in terms of abstract principles and values that apply to all situations and societies. |
Moral self-regulation | The ability to monitor one's own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards. |
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