Whimsical III

Social Contexts of DevelopmentSocial Contexts of Development

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BEd (Secondary)ES001 EDUCATIONAL PSYCHOLOGY: LEARNERS AND LEARNING

Session 3Values and Moral Development

Session OutlineWhat are Morals and Values?Moral DevelopmentJ. PiagetL. KohlbergC. GilliganPromoting Moral DevelopmentValues and Moral EducationThe Moral Dimensions of Teaching

Morals and ValuesInclude:

quality of our interaction with others

respect for the legitimate right of others

care and consideration for fellow humans and other living things

Moral Development

Moral DevelopmentJean PiagetApplied stage theory to Moral Development in 1932Children younger than 10 or 11 years think about moral dilemmas one way; older children consider them differently.

(1896 - 1980)Switzerland

Piagets Stages of Moral DevelopmentExternal MoralityStage 1 (Age 47)

Regard rules as fixed and absoluteStrong respect for rules; they cannot be alteredBelieve that rules are handed down by adults or by God and that one cannot change them.Children comply strictly with rules and base judgements about moral issues on consequences rather than intentions

Autonomous MoralityStage 2 (Age 710)

View is more relativistic, they understand that it is permissible to change rules i.e., rules are arbitrary agreements that can be changedRules can be violated to help othersRules are not sacred and absolute Judgements of moral issues are based on intentions as well as consequences

Lawrence Kohlberg(1927, New York - 1987, Boston)

Accomplishments: Major contributor to the field of moral development and reasoning; Published major work in 1981, Essays on Moral Development.Kohlberg's doctoral dissertation, published in 1958, made him psychology's newest star. In the dissertation he uncovered six stages of moral development -in contrast with Piaget's two stages - based upon interviews of 72 white boys in Chicago about the dilemma of Heinz.

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The Heinz Dilemma

A woman was near death. There was one drug the doctorsthought might save her. A chemist in the same town haddiscovered it, but he was charging ten times what the drugcost him to make. The sick womans husband, Heinz, went toeveryone he knew to borrow the money, but he could only get together half of what it cost. The chemist refused tosell it cheaper or let Heinz pay later. So Heinz got desperateand broke into the mans store to steal the drug for his wife.Kohlberg's Moral Development

The Heinz Dilemma is an example of a moral dilemma in which there are no clear cut right or wrong answers9

Questions asked about the Heinz Dilemma1. Should Heinz steal the drug? Why or why not?2. Is it actually right or wrong for him to steal the drug? Why is it right or wrong?3. Does Heinz have a duty or obligation to steal the drug? Why or why not?4.If Heinz doesn't love his wife, should he steal the drug for her? Does it make a difference in what Heinz should do whether or not he loves his wife? Why or why not?5.Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for the stranger? Why or why not?6.Suppose it's a pet animal he loves. should Heinz steal to save the pet animal? Why or why not?7. Is it important for people to do everything they can to save another's life? Why or why not?8. It is against the law for Heinz to steal. Does that make it morally wrong? Why or why not?9. In general, should people try to do everything they can to obey the law? Why or why not?9b. How does this apply to what Heinz should do?10. In thinking back over the dilemma, what would you say is the most responsible thing for Heinz to do? Why?

Kohlbergs Levels of Moral DevelopmentPreconventional

Conventional

PostconventionalMoral reasoning is controlled by external rewards and punishments.Internal standards are imposed by others.Morality is internal, not based on external standards.

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Stages of Moral Development (Adapted from Kohlberg, 1964)StageIssue of Moral ConcernPreconventional Moral Reasoning (about 4-10yrs)IRules followed to avoid punishment; obedience and concern for physical consequences.IIDoing things for others because it will result in others doing things in return; concern for reward, equal sharing and benefit to self.Conventional Moral Reasoning (about 10-13 years)IIIWhatever pleases the majority is considered morally right; other viewpoints can be seen, conformity is prized, desire to do things for others.IVGroup authority, law, duty and rules of society prized; concern for maintaining social order for its own sake; social disapproval avoided; emphasis on the inherent 'rightness' of rules and duties.Postconventional Moral Reasoning (13 years and over)VInternal commitment to principles of personal conscience; concern with individual rights within standards set by consensus; emphasis on fair procedures for reaching consensus and for evaluating principles and rules.VIConcern with universal ethical principles and abstract morality affecting all beings regardless of conventional views; emphasize on universality, consistency, and logical comprehensiveness.

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, others might also do so and this could result in disorder in the classroom. Because of this, he understands that it is his duty to follow the rules. Kohlbergs Theory of Moral Development Theory into PracticeQ: At which of Kohlbergs stages of moral development is Sam functioning?

13A: Stage 4: Social Systems Morality. He is obeying the rule because he understands the importance of rules to maintaining order.

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, he will be punished. Q: At which of Kohlbergs stages of moral development is Sam functioning? Explain.Kohlbergs Theory of Moral Development Theory into Practice

14A: Stage 1: Heteronomous morality. He is obeying the rule out of fear of punishment.

Sam starts to get out of his seat to sharpen his pencil without permission. He stops because he realizes that if he does, it will displease his teacher. Q: At which of Kohlbergs stages of moral development is Sam functioning? Explain.Kohlbergs Theory of Moral Development Theory into Practice

15A: Stage 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity. He is obeying the rule to preserve a relationship.

Moral Reasoning on the Interstate (slide 1 of 2)

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What stage is represented by your reasoning?

Stage 3: Interpersonal Harmony Moral reasoning based on concern for others or the opinions of others. An act is moral if others demonstrate similar acts, or it helps or is approved of by others. Everyone else is driving the same speed, is an example. What stage is represented by highway patrol reasoning?

Stage 4: Law and Order Moral reasoning based on rules, laws, and an orderly society. An act is moral if it follows rules or promotes an orderly society. My radar had you clocked at 75, and the speed limit clearly says 65, is an example.

Moral Reasoning on the Interstate (slide 2 of 2)

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Instructions: For the following items consider a teenager who is out with her friends. She is supposed to be in by midnight. She complies. Which of Kohlbergs stages is best illustrated by each of the reasons stated below?

1. If I stay out I will be in big trouble with my parents. 2. Nobodys doing anything anyway so I wont be missing anything.3. My parents and I agreed that midnight is fair, and you cant go back on your agreements. If I stay out my parents will be worried. Its the curfew, so Ill be in by midnight.6. My friends have curfews, too, and theyre going to be home by then.Stages of Moral Reasoning: An Application (slide 1 of 3)

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1. If I stay out I will be in big trouble with my parents. Stage 1: Her concern is about being punished.

Nobodys doing anything anyway so I wont be missing anything. Stage 2: The focus is on herself. An exchange isnt evident; but her reasoning is egocentric.

My parents and I agreed that midnight was fair, and you cant go back on your agreements.Stage 5: She and her parents have agreed on the time to be in.

Stages of Moral Reasoning: An Application (slide 2 of 3)

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If I stay out my parents will be worried. Stage 3: She is concerned about her parents feelings. Its the curfew, so Ill be in by midnight.Stage 4: She is obeying the rule because its the rule.

My friends have curfews, too, and theyre going to be home by then. Stage 3: She is responding to the behavior of the group. Stages of Moral Reasoning: An Application (slide 3 of 3)

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Age and Percentage of Individuals at Each Kohlberg StagePercent

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Research found that while most men

reached stages 4 and 5 by

adulthood, women stayed at 3

Kohlberg's Moral Development

(1937 - present) New YorkCurrent: Professor of Gender Studies, Harvard UniversityEducation: Ph.D., Harvard UniversityAchievements:Challenged Lawrence Kohlberg's theories of moral development on the basis of gender biasPioneer in the research on moral development of womenOne of Time Magazine's 25 most influential people of 1996Carol Gilligan

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The Porcupine DilemmaA group of industrious, prudent moles have spent the summer digging a burrow where they will spend the winter. A lazy, improvident porcupine who has not prepared a winter shelter approaches the moles and pleads to share their burrow. The moles take pity onthe porcupine and agree to let him in. Unfortunately, themoles did not anticipate the problem the porcupines sharpquills would pose in close quarters. Once the porcupine hasmoved in, the moles are constantly being stabbed. The question is, what should the moles do?

(Meyers, 1987, p. 141, adapted from Gilligan, 1985)

CAROL GILLIGANS CRITICISM

Stages 5 and 6 are biased towards male values

Kohlberg's Moral Development

Gilligan's Morality of Care

Carol Gilligan argued that men and women usedifferent moral criteria

Males focus on peoples individual rights and obligations

justice, rights and rules as solutions to moral dilemmas

more concerned with the abstract and impersonal aspects of the problem

Females

Morality based on responsibility and care for people

Emphasize altruism and self-sacrifice

More concerned with interpersonal relationships

In moral dilemmas, more likely to base their moral decisions on personal relationships, interpersonal connections and attending to human needs.

Gilligan's Morality of Care

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Womens Stages ofMoral DevelopmentConcern for individual survivalTransition from selfishness to responsibilityGoodness equated with self-sacrificeTransition from self-sacrifice to giving themselves permission to take care of themselvesGoodness seen as caring for both self and othersInclusive, NonviolentCondemns exploitation and hurt

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Care vs. Justice Perspective

Justice perspective focuses on rights of individualsCare perspective emphasizes relationships and concern for others

Guidelines for Promoting Moral Development 1.Model ethical thinking, behavior, and empathy in your interactions with students.

2.Use classroom management as a vehicle for promoting moral development.

3.Encourage students to understand and respect the perspectives of others.

4.Use moral dilemmas as concrete reference points for discussions of moral issues.

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Examples of Moral DilemmasYou found a wallet containing $50. Will you keep it?

You ordered some food and get more change than you should have. Will you give it back ?

You see your best friend cheating during a test. Your best friend looks and knows that you saw him. Will you tell the teacher?

Ming came to you feeling very upset that he has no friends in class and that he is always snubbed by the others because they say he is nosy and keeps telling teachers on others mischievous acts. You know he has a strong belief in being honest, in telling the truth and in doing things right. How would you advise him? Examples of Moral Dilemmas

Examples of Moral Dilemmas

YouTube - Million Dollar Baby (2) about euthanasia

GodTube.com - The Bridge above putting duty above self

Values and Moral Education

The conscious attempt to help others acquire the knowledge, skills, attitudes and values which contribute to more personally satisfying and socially constructive lives

Howard Kirschenbaum (1995)

To educate a man in mind, but not in morals is to educate a menace to society

(Theodore Roosevelt)Moral Education

36To educate a man in mind, but not in morals is to educate a menace to society Theodore Roosevelt

Moral Education1. Hidden CurriculumSchool personnel serve as models of ethical behavior.Classroom rules and peer relationships transmit positive attitudes to students.2. Character EducationSchools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.

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Moral Education3.Values ClarificationSchools design programs that allow students to clarify their own values and understand the values of others.4. Cognitive Moral EducationSchools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.

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Values Clarification An ExampleWhich 6 of the 10 people will be admitted to a small fallout shelter during World War III. Your group has 20 minutes to decide

A 30-year-old male bookkeeperThe bookkeepers wife, who is 6 months pregnantA second-year medical student who is a political activistA 8-year-old boy with Downs SyndromeA female biochemistA policeman with a gunA Hollywood actress who is a singer and dancerA 45-year-old famous historian-authorA 62-year-old ex-school teacher with asthmatic problemsAn reformed ex-convict who is now an active volunteer in building shelters for the homeless.

Moral Education5. Service LearningSchools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc.6. Integrative ApproachSchools encourage students to be reflective moral thinkers and committed to justice, and develop childrens moral character.

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Enter the DebateShould teachers teach students values/morality? YESNO

41During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

What spirit do we want our intelligence to have? Do we want children to be gifted and alienated? literate and prejudiced? brilliant and cynical? intelligent and materialistic? in need of help and ashamed? .

- M.C. Richards -Unless we educate for wholeness in person and wholeness of our earth planet, we are not really intelligent. The health and wholeness of our planet is not separable from health and wholeness of us as individuals.

42- I believe the examples set by the principal, teachers and even the non-teaching staff send the most powerful messages about what is right and wrong, what is acceptable & not to our pupils. What we say must be in alignment with what we do, ie we must walk the talk to be credible & gain respect from our pupils. Our actions, more than our words leave an everlasting impact in our pupils minds. Thats a huge responsibility all teachers assume when they take on the job, whether they like it or not. But that doesnt mean we have to be perfectwhat it means is we have to be honest about both our strengths and weaknesses. Believe it or not, kids can see right through us.

There are several other programmes your school has in place through which pupils pick up values strengthen their character. For example,

So you can see that CME is just one part of a whole big picture when it comes to character education. So it does not make sense to assume that the grade a child gets for CME should reflect his character development. It really cannot. A part of it maybe, but not the whole grade.

The Moral Dimensions of Teaching

Teachers have to make decisions everyday, some of which will arise over issues which involve a conflict of interest and values.

These issues are moral dilemmas because they call into question our own moral values and the kind of character we are

The Moral Dimensions of TeachingWhat are some examples of moral dilemmas you have faced/or anticipate facing as a teacher? (Choose situations in which you have difficulties in deciding the right way to act).

Share these experiences with your team mates.

As a team, consider the various alternatives courses of action and propose a plausible solution. As you discuss, be mindful of the different principles or considerations that guide you in the process of searching for solutions.

44*Not here to judge. But to help see blind spots and clarify your own morals and values which provides room for growth.*No one right answer. What one teacher sees as appropriate action may not be appropriate to another.*Need to be very clear of what your own values are.*Possible responses of teachers: avoid, delegate, single-handed decision making, make decision with explanation, decide together

What happens if your own values are contrary to the values or messages we are teaching?

Whats Up Next?

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Whats Up Next?

Cognitive DevelopmentAn Overview

Introduction to Problem-Based Learning

You are driving 75 miles per hour on an interstate highway. The posted speed limit is 65. You are traveling with the flow of trafficyou are being passed by about the same number of cars as you pass.

A highway patrol pulls you over and gives you a ticket for speeding. Upset, you protest that everyone else is driving the same speed.

Look, the highway patrol responds. I get sick of it when people do something wrong, and then they act like it's our fault when they get a ticket. My radar had you clocked at 75, and the speed limit clearly says 65.

You feel you've been dealt with unfairly.

1. Are you justified in feeling that youve been treated unfairly? Explain why you think so.2. Is the highway patrols position more, or less, justified than yours? Explain why you think so.

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Stage 1Stage 2Stage 3Stage 4Stage 5

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