1. Moral Development Unit 5 Lesson 4

2. Objectives  Define morality.  Explain Kohlberg’s stages of moral development.  Explore moral dilemmas.

3. Warm Up  What is cognitive development?  Dvpt of mental activities that aid our understanding of world.

4. Review  What is a schema? Organized set of thoughts or behaviors, a way of knowing Organized set of thoughts or behaviors, a way of knowing  How do we change our schemas, or learn? Assimilation – New fits into old Assimilation – New fits into old Accommodation – Change old to fit new http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages Accommodation – Change old to fit new http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages

5. Piaget’s Dating Game

6. Directions  1 Bachelor/Bachelorette and 4 contestants up at a time  Bachelor will ask question.  Contestants will answer.  Audience will decide which stage of Piaget’s cognitive dvpt contestant’s answer represents

7. Rd 1  “How would you show you’re interested in me?”  “How would you show your interest in me?” Preoperational Preoperational  “I would lovingly stare at your face.” Sensorimotor Sensorimotor  “I would write you a note and tell you.” Concrete Operational Concrete Operational  “I would rearrange the alphabet to put U & I together.” Formal Operational Formal Operational

8. Rd 2  “What would we do on a typical date?”  “Dinner and a movie, or movie and dinner.” Concrete Operations Concrete Operations  “Visit the art museum and discuss which piece best captures the spirit of our relationship.” Formal Operations Formal Operations  “Whatever I feel like.” Preoperational Preoperational  “Go to the beach and play in the sand and water.” Sensorimotor Sensorimotor

9. Rd 3  “At the end of our date, how would you say goodnight?”  “Start crying and hyperventilating because you’re leaving.” Sensorimotor Sensorimotor  “It would depend on how the overall date went.” Concrete Operations Concrete Operations  “I don’t believe in physical intimacy on a first date, it goes against my morals.” Formal Operational Formal Operational  “Did you know it gets dark out so I can go to sleep?” Preoperational Preoperational

10. Moral Development  Lawrence Kohlberg (1973) How people dvp concepts of right and wrong. How people dvp concepts of right and wrong. Moral dilemmas Moral dilemmas

11. Heinz  Listen to the following moral dilemma…  Answer: Should he have done what he did? Was he right or wrong? Why? Explain your answer on paper

12. Kohlberg’s Stages of Moral Dvpt  Preconventional (Morality focused on self)  Conventional (Morality focused on others)  Postconventional (Morality focused on higher power)

13. Preconventional Morality  Assign great importance to the authority of adults  Stage 1: Obedience & Punishment Right is what authority says is right Right is what authority says is right An action is wrong if it’s punished An action is wrong if it’s punished  Stage 2: Individualism & Exchange See different sides to every issue, no longer single authority See different sides to every issue, no longer single authority Right means acting in own best-interests Right means acting in own best-interests Make deals/exchange favors…I’ll scratch your back if you scratch mineMake deals/exchange favors…I’ll scratch your back if you scratch mine Punishment is risk to avoid Punishment is risk to avoid

14. Conventional Morality  Children value rules, which they follow to get approval of others  Stage 3: Good Interpersonal Relationships Want the approval of people close to them Want the approval of people close to them Right is what will gain approval of others Right is what will gain approval of others Good Boy/Good Girl BehaviorsGood Boy/Good Girl Behaviors  Stage 4: Maintain Law & Order More concerned with rules of larger society More concerned with rules of larger society Right means obeying laws, respecting authority, maintaining social order Right means obeying laws, respecting authority, maintaining social order

15. Postconventional Morality  Flexibility allows people to consider what’s truly important to them (what would make good/ideal society).  Stage 5: Social Contract & Individual Rights Want to follow society’s rules, but don’t see those rules as absolute. Want to follow society’s rules, but don’t see those rules as absolute. Basic rights & democratic processes that give everyone a say Basic rights & democratic processes that give everyone a say  Stage 6: Universal Ethical Principles What’s right and wrong is decided by individual, based on abstract ethical principles (justice, equality, conscience) What’s right and wrong is decided by individual, based on abstract ethical principles (justice, equality, conscience)

16. Heinz Dilemma Responses?  With a partner, craft a response from each stage  1- Should not steal for fear of going to prison  2- Steal it, he’ll be happier if wife is healed  3- Steal it, his wife expects him to get it  4- Don’t steal, it’s against the law  5- Steal it, everyone has right to live, regardless of what law says  6- Should steal, human life of more value than property rights

17. Heinz Dilemma Responses?  With a partner, craft a response from each stage (These are only examples, other right answers!)  1- Should not steal for fear of going to prison  2- Steal it, he’ll be happier if wife is healed  3- Steal it, his wife expects him to get it  4- Don’t steal, it’s against the law  5- Steal it, everyone has right to live, regardless of what law says  6- Should steal, human life of more value than property rights

18. Kohlberg Activities  Kohlberg’s Stages Part B  Personal Dilemmas Jonathan Jonathan  Moral Dilemmas Jot down your response. Jot down your response. Is there pattern in responses? Is there pattern in responses?

19. Think-Pair-Share  What other factors could account for moral development? Religious text Religious text Conscience Conscience What feels right What feels right Absence of moral decision making Absence of moral decision making

20. Helping Kids Develop Morality  Provide decent adult role models.  Positive feedback for good character & behaviors. Empathy – ability to feel another person’s feelings…motivation for a child to behave morally. Empathy – ability to feel another person’s feelings…motivation for a child to behave morally.  Talk out dilemmas, help children problem solve & draw conclusion.  Encourage to think through actions and be brave & stand up for what they believe in.

21. Closure  Describe the major changes from pre to conventional to post-conventional moral reasoning.  Pre-conventional – based on external consequences & personal gain  Conventional – based on rules of group to which individual belongs  Post-conventional – based on personal authority with self-chosen principles

22. Homework  QUIZ!  Infancy & Childhood  Cognitive & Moral Development