1. Bio-evolutionary scientists study humans as species, using large time units (e.g.; millennia) of analysis.
The figure depicts evolution, and highlights the epigenetic dimensions of our moral sense in the form of inter-species variance.

2. Bio-evolutionary scientists study humans as species, using large time units (e.g.; millennia) of analysis. The figure depicts evolution, and highlights the epigenetic dimensions of our moral sense in the form of inter-species variance.

3. Socio-constructionists study humans as members of groups, using medium time units (e.g.: centuries) of analysis The figure depicts cultural changes, and highlights inter-group variance according to the social structures and intelligibilities that are available to people in a given place and time of history.

6. Cognitive-developmental psychologists study humans as individuals, using small time units (e.g.: years) of analysis. The figure represents development and highlights a maturational dimension of our moral sense, as represented by within and between individuals variation throughout their lifetime.

10. Welcome to H-370, Unit 2 : Tuesday, February 10, 2015 8:30 to 11:30 am
Road Map for Class: Two Halves
Four Quarters
First Quarter: The concept of social development attenuated by the concept of cultural psychology
Considering the idea of trust:
Relevant readings and viewings:
Who do you trust on video: we’ll take a quick look at this piece
The three filmstrips: Holly, Cathy, and Charlene
Thoughts, discuss and debate, legacy , the plaque and the picture . Impact not only for his ideas, but the response they brought. reading about Gilligan and cultural changes, i'm reminded that culture, like language, is fluid to influence over time, so we may find that cultural context impacts how effective we find Kohlberg/Gilligan to be in their theories of moral development.  i think this is important -- their samples were snapshots of an America that no longer exists in the same way, for all populations.
Stress three practices, and even though we are interested in a particular age range, we need to know what has come before and what will come after..

11. Second Quarter: First Half
Second Quarter: Our intellectual history at HGSE,
Kohlberg and moral reasoning stages
Gilligan Brings In a Different Voice
Relevant readings and viewings;
Kidspeak: Heinz Steals the Drug
Channel Five news report on cheating

12. Second Half: Obama as Half Time Entertainment
Third Quarter: Michelle to lead
A Digital Dilemma -- Righting Revenge Porn
Trigger Alert: Please be aware that this video refers to non-consensual use of a woman's nude photos -- starting at minute 2:10, there is some female nudity.

13. Fourth Quarter: The two sides of digital social stress
Side 1: relational hostility
Public humiliation
Intimidation
Side 2: relational closeness
Smothering
Breaking and Entering

14. Learning to Listen Kidspeak: the viewing
Blatt and Kohlberg: the reading
Holly: the acting
Becky: “ “
Charlene: “ “

15. Social Awareness; A Primer
Conceptions of Trust
Meanings of Promises
Maintenance of Friendships
Let’s view the dvd together and interpret what the children are saying

16. Kindergarten Girl 1- age 5
“This is my cat and this is Wendy” (her teacher)
And why do you trust your cat, and why do you trust me?
“Because my cat is funny and you give us toys to play with.”

17. Kindergarten Girl 2- age 5
“I trust Sabrina.”
Why?
“Because she always plays with me.”
Is that a good feeling when she plays with you? (Nods, Yes)
Does Sabrina trust you? (Nods, Yes)
What do you do so that Sabrina trusts you?
“Play with her and follow her!”

18. Kindergarten Girl 3 - age 5
Show us your picture
What is that?
“Conchita” (the classroom aide)
(In Spanish) What does Conchita do for you?
“Mucha Cosa”
She does a lot of things for you.

19. Kindergarten Girl 4- age 5
“I trust my dog.”
And what does your dog do that you trust your dog?
“Anything I tell him to do, he does it.”

20. Kindergarten Boy - age 6 “I trust Conchita and Wendy.”
What do we do that makes you think you can trust us?
“You help me do things I don´t know how to do.”
Any one else?
“My two brothers.”
Why?
“They don´t hit me...but they´re little!!”

21. Two third Graders- Girls age 8
Who is someone you trust?
“I trust my friend because she is always honest with me and she tells the truth.”
Who is someone you do not trust?
“I do not trust my little brother because he aggravates me, he is always lying to me and he is always taking my money.”

22. Third Graders-Girls age 8
Describe a person (who is your friend).
“She is kind, nice, calm.”
What do you like to do?
“Read, play, discuss things, just talk.”
What are things you disagree with?
“Clothes: She likes certain clothes and I like certain clothes.”

23. Third Graders-Girls age 8
Does this person trust you?
“Yes.”
Why does she trust you?
“I´m a nice friend and most of the time I´m honest with her.”
How does she influence you?
“She makes me trust her more.”
How do you influence her?
“The same way.”

24. Third Graders-age 8 Who is someone who knows both of you?
“Our friend, Lakeisha.”
What is her view of your relationship?
“It it a good relationship and should go on forever.”

25. Third Graders-Girls age 8
Do you believe trust is important among friends?
“Yes.”
Why?
“If you have a friend and you are honest their trust will build and
and if they are always lying to you their trust won´t build in you.”

26. Third Graders-Girls age 8
Why?
“Because if you lie to them, they won´t trust you and your relationship will go apart and apart and apart.”

27. Fifth Grade Boys-ages 10 and 11
Do you believe trust is important among friends?
“Yes, Trust is important among friends because that is how they know they are good friends. If they do not trust each other they won´t be good friends.”

28. Fifth Grade Boys-ages 10 and 11
Who is a person you trust and who is a person you do not trust (and why)?
“I trust Joel because he is nice to me and shares with me.”
“I do not trust Miguel because he is into everything.”

29. Fifth Grade Boys-ages 10 and 11
What do you do together?
“Play basketball, eat pizza.”
Why does he trust you?
“I never tell his secrets.”
How does this person influence you?
“He is nice to me so I am nice back.”

30. Fifth Grade Boys-ages 10 and 11
Who is a person you do not trust?
“Lots of people.”
Name one.
“I don´t want to make this person feel bad but.....probably Christina.”
Why don´t you trust this person?
“She´s sneaky. She has too many gossips in her brain.”

31. Looking for Differences in Social Interaction (i.e. Descriptions of)
1: Individual (or “personality”) Differences
E.g. cautious versus adventurous
Extrovert versus Introvert
2: Cultural (“group” or “population”) Differences
E.g. girls versus boys
Ethnic groups, identity groups
3: Developmental Differences
E.g. age related
Maturity related
Capacity related

32. The growth of reciprocity: Secrets and Lies
Do you believe trust is important among friends?
“Yes.”
Why?
“If you have a friend and you are honest their trust will build and
and if they are always lying to you their trust won´t build in you.”

33. The growth of reciprocity: Secrets and Lies
What do you do together?
“Play basketball, eat pizza.”
Why does he trust you?
“I never tell his secrets” versus
“We never squeal on each other” versus
“ We respect each other’s privacy”
How does this person influence you?
“He is nice to me so I am nice back.”

34. Developmental Differences in the meaning of the concept of Trust
Lies as unilateral transgressions
If she lies to me……..
Betrayal of secrets as breaking a bilateral agreement (a norm of “reflective reciprocity”) I tell her a secret and she keeps it

35. Theory Building Interpersonal and social understanding
Interpersonal and social interaction/negotiation/conflict resolution
Personal meaning of relationships
and shared experience
What comes next?

36. Lawrence Kohlberg

37. Holly’s Dilemma How might she understand the problem?
What solutions might she come up with?
What will she think the best solution?
How will she know if her solution is right?

38. Holly climbs the tree because:
She is a good tree climber
She likes kittens
She does not want her friend to be sad
She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important

39. Holly does not climb the tree because:
She is not strong enough to reach that high a branch
She does not like kittens that much
She does not want her father to be angry with her
She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him

40. Levels in the Coordination of Social Perspectives
egocentric (physical)
one-way (unilateral)
reciprocal (bilateral)
third person (mutual)
interdependent (contextual)
Danger of attaching ages to these levels, where is the field now

41. Comparative analysis of responses:
Child A: Holly thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important
Child B: Holly knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him

42. Levels in the Coordination of Social Perspectives
egocentric (physical)
one-way (unilateral)
reciprocal (bilateral)
third person (mutual)
interdependent (contextual)
Danger of attaching ages to these levels, where is the field now

43. In whose eyes? Through whose eyes?
The eyes of the observer
The eyes/mind of the child
Thought as action and/or reflection

44. Possible Psychological Explanations: A Difference in Personality
Child A has a strong personality and thinks that others will trust her, or go along with her, or fear her.
Child B is submissive and afraid to disobey or be seen disobeying her father

45. Possible Cultural Explanations of Differences
Child A is being raised in a culture (or family) that heavily values assertiveness, autonomy, and independence
Child B is being raised in a culture (or family) that heavily values respect for parents and the role of parent as strong authority

46. Possible Contextual Explanations: Social/ Psychological Conditions
Child A: Just the other day she broke a promise to her father and is feeling like she can not break another one so soon.
Child B: The other day her friends accused her of not being a good enough friend, and she wants to show them she is.

47. First Half: Second Quarter Our Intellectual Roots
Back to the Future, looking forward from over 50 years ago.
What does it mean to be on the horns of a dilemma?
What might we say about these horns today?

48. Ethics: Travels to Larsen Hall Past, 1971
Lk,Third floor past—week 2
get out the video of the news cast, the Helen presentation, etc, as well as the dvd of the Heinz steals the drug discussion
"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers."Paulo Freire The Pedagogy of the Oppressed

49. Heinz steals the drug
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?
Cheating video clip here.

50. Sequence of research: PhD thesis 1958, 72 boys aged 10 -16
(Indirect) measure of intelligence
Integrated v. isolated: proxy for role-taking skills
6 stages
Longitudinal study

52. Ethics: Travels to Larsen Hall Past, 1971
Lk,Third floor past—week 2
get out the video of the news cast, the Helen presentation, etc, as well as the dvd of the Heinz steals the drug discussion
"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers."Paulo Freire The Pedagogy of the Oppressed

53. Larsen Hall, Kohlberg Lounge
Bring up to date with Allison’s work on friendship, integrated with dana boyd, and Chapters 2 and 3 and 4 of my book. Can also use Allison’s presentation of data analysis that she did for S 063, or some current version. Ask her to develop some slides.,
Maybe for the second half of the second class

54. Larry and Bob

55. Integrate with
Teacher’s Resource

56. Carol Gilligan (1936-)

57. Classroom social justice
Teacher’s Resource

58. Kidspeak: turn and talk
What did you notice about the conversation among the children?
What was the purpose of the dilemma?
Do you see differences between you and your partner’s interpretations of the responses from the children? Similarities?

59. Friendship: Caught in the Middle
1. A universal problem, a tough choice,
2. But is it a moral dilemma?
3. How does the situation change over a lifetime
Cathy and Becky
Charlene and Joanne .
Show videos here. Think developmentally.

60. Can we apply this model to the Friendship Dilemma?
Okay, what am I going to do, Curtis? It’s the new girl—Tina . She’s really nice. She invtied me to go to Washington with her this Saturday to see a play. I’d love to go
Well, what’s the problem?
Well I’m supposed to get together with Joanne this Saturday.

61. Second Half: Social Relationships Now and in the Future
Third Quarter: Week Two, Case Study 1
A Digital Dilemma -- Righting Revenge Porn
Trigger Alert: Please be aware that this video refers to non-consensual use of a woman's nude photos -- starting at minute 2:10, there is some female nudity.
Public Shaming & Humiliation ,

62. Fourth Quarter: Erin’s case:
Digital Friends I had these two friends. I didn't do anything to them or say anything about them, but then out of nowhere they start to hate me and tell people all my secrets and post **** on Facebook directed towards me and they made a list of 100 of my flaws.
Shaming and humiliation involve using the public or semi-public nature of online spaces to embarrass or shame others.

63. Pressure to Comply – with requests for access
I have a bff who constantly asks me for my facebook password. I always ask why and she always says "because you have mine". I never asked her for her password, she just gave it to me. What do I do?
Pressure to comply may also be not for nude photographs but with requests for access to digital accounts and devices. These stories really reflect how powerful passwords are as a currency of trust. This comes up with not only best friends but also often in romantic relationships.

64. Breaking and Entering
One time i let my friend borow my phone and i left here in the room to go get some snacks and i came back and she was going through my phone like me texts and notes and photos and videos and even went through my contacts i got really mad at her 4 it.
This stressor is breaking and entering – which we could probably also call spying. B&E is about going into a person’s accounts or devices in order to either read their messages or even curate their contact lists (read, possibly edit/delete).
I want to ask you to think about why people might do this – have you ever had an urge to go through read someone else’s messages? Why? This motivational question is really important and we’re going to come back to it in a minute.

65. The Impersonation Case
Now, in small groups of 4-5, read this digital friendship dilemma out loud (modified from Common Sense Education, 2014):

66. What is going on here?
Erin was home sick from school watching a movie when she looked down at her phone and saw her screen filled with text messages from her best friend Danica, written in capital letters and punctuated with exclamation points. “I HATE YOU!!! HOW COULD YOU?!” Erin panicked; she had no idea why she was receiving the flood of vicious text messages. She frantically texted two of her friends, but both were in class and her calls went to voic .

67. . A few hours later, Erin pieced together what had happened
Someone had hacked into Danica’s FaceBook page, acting as Erin, and sent sexy text messages to Danica’s boyfriend, Raul. Danica was furious and was convinced that it was Erin, since Erin was the only other person (to her knowledge) with Danica’s password. Erin hadn’t been at school to defend herself, so Danica’s other friends had already heard about the incident and were mad at Erin, too.

68. ACTIVITY – HOW CAN WE TREAT THIS PROBLEM?
Can the damages from this scenario be repaired? How?
Each small group will be brainstorm solutions to this friendship dilemma.
Then, each group will act out a mediation in front of the class. Each group should decide who will play Danica, Erin, and the other roles that you decide, like Raul, a guidance counselor, parents, a sibling – you choose!

69. Afterward, if time permits,
As a whole group, we will discuss how the theoretical frameworks provided in the 8:30 to 10:00 am session might be helpful in the mediation practice role play.

70. The Fishbowl Instructions with the case We will elaborate.
What did Emily do in her presentation in November
We do have the case
Also, the class has looked at the power of peers and the original material for February 17th. We will come back to this on February 24th.