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Morality and ethical decisions
The Importance Of Ethics And Morality
Reflection about mock interview
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For this week’s assignment, I will develop a mock interview with three influential psychologists in the field of moral development. I will pretend to ask each psychologist the following three questions; in the field of moral development, what is the human beings nature and definition of morality? How is morality manifested in everyday life? And how does morality develop in all or some stages of human’s life? To obtain the answers to these questions, I will research articles of each psychologist as they relate to moral development.
The three influential psychologists that I have chosen for this mock interview include, Carol Gilligan, Jean Piaget, and Lawrence Kohlberg. Each psychologist has developed his or her own theory as it relates to understanding human beings and their perception of Moral development. According to Craig and Dunn (2010), moral development is a complex issue that involves an individuals’ perception of right and wrong (Craig & Dunn, 2010).
In the field of moral development Turiel (1983), defines morality as principles and guidelines for instructing individual’s on how to respect one another as human being’s (Turiel 1983). Morality is also about individuals knowing the difference between right and wrong. Most individual’s learn the concept of morality and are taught to differentiate between right and wrong during early childhood.
Families, communities, and religious organizations play an important role in shaping and influencing children’s morality. Children develop moral behavior by observing their peers. For example, if a five year old boy constantly hears his dad use profanity, he will more than likely to impersonate his father.
Interview (1) Carol Gilligan
Interviewer: How would explain the nature of hum...
... middle of paper ...
... focus on rules and principles
Moral development is one of the most complicated topics discussed in the field of psychology. To get a better understanding of moral development as it relates to human beings, psychologists have developed a combination of theories. Each theory involves stages of development that individuals go through during their lifespan. The stages are development to help psychologists explain the mental and emotional behavior of human beings as it relates to the field of psychology.
In conclusion, I have developed a mock interview with three influential psychologists in the field of moral development, in which I pretended to ask each psychologist the three important questions in the field of moral development. To obtain the answers to the questions, I researched articles of each psychologist as they discussed issues involving moral development.
McNeel, S. (1994). College teaching and student moral development. In J. Rest, & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 27-49). Hillsdale, NJ: Erlbaum.
For this experiment we asked Norma Tapia to interview her to find out where exactly she lies in Kohlberg and Piagets moral stages. She is a seventeen year old high school senior who
Before one can analyze the ways in which Cronin demonstrates how an individual becomes self enlightened it is necessary to explain what the process of personal development is. Personal development includes activities that improve awareness and identity, develop talents and potential, build human capital and facilitate employability, enhance quality of life and contribute to the realization of dreams and aspirations. Many discuss the idea in great detail including ways to initiate development. One prominent figure in the field was Lawrence Kohlberg, an American phycologist. He developed what’s popularly known as Kohlberg's Three Levels and Six Stages of Moral Reasoning. The first stage is “pre-conventional” where a individual is focused on obedience and avoiding punishment and is also considered self-oriented. The second stage is “Conventional” where the individual is interpersonal and conforms to maintain a social orientation. The last stage, “Post-Conventional,” is arguably on...
Morality, which is one’s general standards about right and wrong behavior, also includes prosocial behavior and other traits such as honesty, fairness, and concern about other people’s rights and welfare (Omrod, 2014). Both morality and prosocial behavior involve multiple parts of the brain, emotions and complex reasoning abilities. Some age-typical characteristics for preschool aged children include, some understanding that behaviors causing physical or psychological harm are morally wrong, a sense of guilt and shame about misbehaviors that cause harm to others, also display empathy and sympathy, and children at this age also show an appreciation for the need to be fair.
moral development. In these stages, Kohlberg concentrates on the reasons why people act the way they do; not the way they think about their actions or what action they take, but the reasoning behind their actions.
In Kohlbergs moral stages five & six people begin to understand morals and social good then moral reasoning. Basic human rights become important as well as principles.
The moral development of children can depend on many factors. Parenting and upbringing of the child, their environment, social environment, gender, and race are all aspects that can contribute to how a child develops their moral standards and expectations. Many psychologists have tried for several years to develop a theory of how morality is developed. One in particular is Lawrence Kohlberg (1958). His moral development theory is based on the cognitive development of children and it is thought that moral development proceeds and changes as cognitive development occurs (Arnett, 2012).
Morality is making the distinction between doing what is beneficial or doing what is detrimental. Everything in this world is connected and depends on a sense of morality. “We care for people, billions of organisms, and myriads of habitats they support, because we now appreciate that we draw our life from each other, and that we are all mutually implicated in each other’s fate” (Wirzba 88). Our lives are ultimately connected with the state and well-being of other individuals. We discern the fate of ourselves when we care about the fate of others. If we choose to disregard the needs of our settings, we are living immorally in regard to our surroundings and ourselves.
Today I will be interviewing Baumeister, Gilligan, and Piaget who are some of the most influential psychologists in the field of moral development. I will be interviewing these three so and I have three critical questions in the field of moral development that I would like each to answer. I will then conclude with a brief summary of the similarities and differences between the psychologists I have interviewed.
Moral development is what is right or wrong according to society’s values. Justice is the core principle of moral development, yet, justice is not the only thing needed for moral development. Responsibility and care for each other are characteristics that build moral development (Swanson 2009).
Lawrence Kohlberg conducted research on the moral development of children. He wanted to understand how they develop a sense of right or wrong and how justice is served. Kohlberg used surveys in which he included moral dilemmas where he asked the subjects to evaluate a moral conflict. Through his studies, Kohlberg observed that moral growth and development precedes through stages such as those of Piaget’s stages of cognitive development. He theorized that moral growth begins at the beginning of life and continues until the day one dies. He believed that people proceed through each stage of moral development consecutively without skipping or going back to a previous stage. The stages of thought processing, implying qualitatively different modes of thinking and of problem solving are included in the three levels of pre-conventional, conventional and post conventional development. (2)
Batson, D., Thompson, E. (2001). Why Don't Moral People Act Morally?. Current Directions in Psychological.10 (1), 54-57.
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
Kohlberg moral development theory has six levels broken down into three sections. These sections were the pre-conventional level, conventional level, and post conventional level. The pre-conventional sections consisted of the first two stages (punishment/obedience and instrumental relativist orientation). Next the conventional level consisted of the third and fourth level (interpersonal correspondence and the law and order orientation). In sequence the Post- conventional levels included the final fifth and sixth stages (the social contract legalistic orientation and the universal ethical principal). Kohlberg,1971 suggest that humans develop through these stages in life but everyone doesn’t meet the sixth stage. He suggests that people like Martin Luther King, Gandhi, and other influential people can only reach this
In the second stage (law and order), the individual abides by the law and order and responds to the obligations attached to his/her duty. Lastly, the post-conventional level, according to Kohlberg, is not attained by most adults. Its first stage (social contract) implies a genuine concern in the welfare of other people and an understanding of social mutuality. The second stage of this level (principled conscience) is characterized by demands of individual conscience and respect for universal principle (Barger, 2000). Although his work was later criticized by some scholars, Kohlberg’s theory of moral development has helped build a perspective that considers how ethical communities can be created. Further, his work can be used in nursing care to help understand the behavior of patients and tailor the care provided with respect to the stage of moral reasoning of the