Level 1 (Pre-Conventional Morality) Pre-Conventional, the focus is self and the age is up to 10 to 13 years old. It is the behavior motivated by expectation of pleasure or pain. It is the approach to right and wrong taken by the children. Doesn’t have a personal code of morality, instead the moral code is shaped by the standards of adults. Moral code is also shaped by the consequences of following or even breaking the rules. The focus is individual consequences in determining right and wrong.
1. Obedience and Punishment Orientation
• It focuses on the child or individual’s desire to obey the rules for them to avoid being punished. It also focuses on one’s direct consequences of their actions. One makes decision based on what is best for themselves
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Level 3 (Post-Conventional Morality) This level is based on the principles that are chosen by an individual or what we call self-chosen. Moral reasoning in this level is based on the rights and justice of individuals. Individuals now believed that there are some laws that is unfair and those must be changed. It is recognized by a growing realization that individuals have their own perspective and are separate from the society. Individuals may also disobey the rules that are inconsistent with their principles. People in this stage live by their own principles like human rights. They live by their own idea of what is right and wrong.
5. Social Contract Orientation
• Individuals are viewed as having different opinions, rights, and values. One’s opinions or perspectives must be respected. Rules are not accepted blindly by an individual. The person in this stage believes that the rules are made to protect the people, so when it is no longer protecting the people the rules should be broken or changed.
• General Example:
In our country now, it is fine to just kill people who are using drugs. For some, this kind of act must not continue because there are innocent people who are being
A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.
Lawrence Kohlberg, a developmental psychologist, identified six developmental stages of human moral reasoning. The first stage that he recognized was the Punishment-Obedience Orientation, where the person’s concern is for avoiding punishment through obedience. The second stage was the Instrumental Relativist Orientation, where the person’s concern is to work in their self interest, and better their position. The third stage of moral development was the Good Boy-Nice Girl Orientation, where the person’s concern lies with their reputation. Next was the Law And Order Orientation, where the person was less concerned with their own immediate well being to the maintenance of a larger society. The fifth stage was the Social Contract
innocent standers- by in a fiendish attempt to find drugs or money to buy drugs.
As stages in psychological development have been defined by Freud, stages in moral development have been outlined by early educators Jean Piaget and Kohlberg, who put forth differing views on the moral development of children. Piaget theorized that children process morals in stages, first one then the next, with a transition in between. The first stage (from ages 4 to about 7) is referred to as “heteronymous morality”, where children think of rules as constants, that is to say, rules are part of the world’s makeup with no input or possibility of change by people. As children progress from seven to ten years of age, they move from one stage to the next, maintaining some of the traits of the
Masters and slaves are constantly discussed throughout Nietzsche’s work, but the connection between them is discussed best in his book On the Genealogy of Morality. The first of the three essays outlines two alternate structures for the creation of values, which is credited to masters and the other to slaves.
During the preconventional morality level, the person is not really aware of the various ethical standards; the child is not fully conscious of his or her own actions (powerpoint). For example, a 5-year-old is running around while the mother of the child is cooking. The mom tells the kid not to run while she is cooking because he or she will get hurt; the little 5 year old runs anyway and gets burned and starts crying. Now that it happened to the kid, they eventually learned their lesson and whenever they are around
At Stage 2, people obey rules and follows society’s rules even when there is no punishment for disobedience. They begin to see that other people have their own goals and preferences. They make deals and exchange favours, but there is still no identification with the values of the family or community. Thus, decisions are made based on purpose of serving own needs or interests. For example, fair exchange or fair deals are driven. “If you scratch my back, I’ll scratch yours”.
Rules have been around since the beginning of time for the purpose of safety and control in a population. But, what happens when there are more rules in place for the sake of control as opposed to safety? The novel Anthem shows that when there are more rules for control of individuals’ minds, they will be broken because the individuals realize there is more to be discovered than what they are being told. This can be seen through the plot and climax, as well as in the characterization of the protagonist and antagonist, and through Equality 7-2521’s first person point of view.
The second level of Kohlberg’s Theory of Moral development is the Conventional Level. The Conventional level consists of stages 3 and 4. Stage 3 is based on interpersonal expectations. Those who are at this stage try to be a “good” boy or a “good” girl and live up to others’--such as close friends and family’s-- expectations. Stage 4 is based on Law-and-Order. They are not only focused on what their family and friends say; they are now focused on society. These stages are usually reached by early teens. They don’t blindly follow rules;
Kohlberg’s second level from his theory is conventional moral reasoning. This is primarily people following social norms and customs (Kohlberg’s Theory). The laws and rule are sustained simply because they are laws and rules that must be followed (“Kohlberg’s Moral Development”). The second level is generally found in society hence the name of this level being “conventional”. Stages three and four are included in the conventional level. Stage three focuses heavily on peer approval (Lawrence Kohlberg). Individuals are merely trying to please others so they will follow rules or do what others want them to do in order to gain their approval (“Kohlberg’s Moral Development”). Many will follow
The 3 children that I observed also have different social development. Alexander, who is 7 years old is in the level 2 conventional morality. When I read to him the story and the dilemma that Kenny had his answer to my questions were based on how it was right to return the wallet and it was wrong to keep it. For him it was right to return the wallet because it was the right thing to do. Which, reflects the conventional morality of acting as a good member of society. Enrique’s social development is also in the level 2 conventional morality because he focused on how he is a good person if he returned the wallet. He mentioned that it’s not good to keep things that aren’t yours. Which, reflects on the interest in pleasing others by acting as good members of society. Finally, Alexis is in the level 3 postconventional morality because for him it’s okay to keep the wallet if the owner were rich
An adult who practices punishment, controls a child externally. This communicates to a child that they are not able to control themselves, thus have no responsibility for their actions. Also, it can create in the child’s mind, the idea that they can commit a behavior so long as they do not get caught or are willing to accept the consequences. Behavior that is modified with punishment does not evolve from the understanding of what is expected in a society, but rather from fear. Since no understanding was obtained this will not
Changed in moral understanding can include internalized rule for good behavior. This could be that telling the truth may not always be the best thing. Parents and teachers should clarify a ling among moral rules and social agreement. Not running in a store so you will not fall and get hurt. It helps the child understand moral and culture
Level I: Preconventional morality: People act under external controls. They obey rules to avoid punishment or reap rewards, or act out of self-interest (Papalia, Olds, & Feldman, 2004, p. 408).
relationship between the child and parent. When children are under the pressure of strict rules, they