B. C. Skinner, And Piaget's Theory Of Moral Development

The paper aims to critically evaluate and understand key concepts and theories in regard to moral development throughout life. Morality is described as the distinction between what is right and what is wrong (DeScioli & Kurzban, 2009). Many major theorists such as B.F Skinner, Albert Bandura and Sigmund Freud have all contributed to understanding the development of morality (Miller, 2011). Skinners behaviourist approach is based on how the child is conditioned whilst being brought up. Morality is learnt through reinforcement, either reward or punishment in regard to their actions (Skinner, 1974). Bandura’s social learning theory identifies the importance of learning from peers and parents, Bandura states how children learn by observing others.

He created a three stage model from this identifying how children’s understanding of morality develops as they grow older. He was able to create a model outlining his findings, children begin in a stage called ‘pre moral’ which is from birth to 5 years old, within this stage children have little understanding of rules as they can not carry out complex mental tasks (Bee & Boyd, 2013). ‘heteronomous’ is when the child reaches 5 to 9 years old, and is the first stage at which moral reasoning is identified (Piaget, 1932). This stage is characterized as a strict adherence to rules, and obedience to authority (Bee & Boyd, 2013). The second stage that Piaget identifies is the ‘autotonomous’ stage which is when the child is 10 years old or upwards, within this stage rules can be changed with mutual consent, and children are more open to co operating with each other (Piaget,

Stage 5 is referred to as social contract and is the ability to understand that rules, laws and regulations are in place to benefit everybody. Also at this stage one is able to identify that everyone has their own views, values and beliefs (Kohlberg, 1984). The final stage of Kohlberg’s theory is called universal ethical principles, in which decisions are not made merely by rules and laws but by incorporating ones own beliefs and values to reach a moral outcome. This theory has faced many criticisms in regard to cultural diversity and gender bias. Firstly studies in different cultures have shown that levels of moral development are achieved at different rates in different cultures (Harkness, Edwards, & Super, 1981), this is due to different societal norms, beliefs, rituals and practises which in turn effects how morality is development (Lapsley & Carlo, 2014). Another criticism is that of gender bias, Gilligan (1982) points out that Kohlberg’s entire study is conducted on male participants, even though the findings are generalised to all genders. This is very limiting and does not give insight into moral development within females, Gilligan (1982) argues men and women differ in moral understanding and that Kohlberg’s theory focuses morality based on rules and justice,