Heteronomous moral thinking weighs the outcome of the action to determine how bad it is. The higher the magnitude of the consequences, the worse the action is and the worse the person should be punished. Autonomous moral reasoning takes into account the intent of the person committing the action.
Kohlberg defined three levels of moral development: preconventional, conventional, and postconventional. During the postconventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated.
-Heteronomous morality is the first stage of moral development, occurring at 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world removed from the control of people.
According to Piaget’s theory, there are three broad stages of moral development. In the first, the child is still mastering motor and social skills and unconcerned with morality. In the second, the child exhibits unconditional respect for rules and submission to authority.
Morality refers to the set of standards that enable people to live cooperatively in groups. It’s what societies determine to be “right” and “acceptable.” Sometimes, acting in a moral manner means individuals must sacrifice their own short-term interests to benefit society.
Like Piaget, subjects were unlikely to regress in their moral development, but instead, moved forward through the stages: pre-conventional, conventional, and finally post-conventional. Each stage offers a new perspective, but not everyone functions at the highest level all the time.
Level 3 – Postconventional morality Postconventional morality is the third stage of moral development, and is characterized by an individuals’ understanding of universal ethical principles. These are abstract and ill-defined, but might include: the preservation of life at all costs, and the importance of human dignity.
Conventional Level The morality of an action depends heavily on peer approval. Example: I better not drink and drive because my friends will think less of me and I, in turn, will think less of myself. 4.
1 – GATHER THE FACTS. □ Don’t jump to conclusions without the facts. 2 – DEFINE THE ETHICAL ISSUE(S) 3 – IDENTIFY THE AFFECTED PARTIES. 4 – IDENTIFY THE CONSEQUENCES. 5 – IDENTIFY THE RELEVANT PRINCIPLES, 6 – CONSIDER YOUR CHARACTER & 7 – THINK CREATIVELY ABOUT POTENTIAL. 8 – CHECK YOUR GUT.
1a: of or relating to principles of right and wrong in behavior: ethical moral judgments. b: expressing or teaching a conception of right behavior a moral poem.
Conventional. The conventional level of moral reasoning is typical of adolescents and adults. To reason in a conventional way is to judge the morality of actions by comparing them to society’s views and expectations. The conventional level consists of the third and fourth stages of moral development.
Both are part of the same process. Therefore the method used takes into consideration both action and thinking, e.g. the marble game. The Piagetian stories are also related to action, since they focus on instrumental social concepts such as ‘intention’ and ‘equality’.
After the age of two, up to the age of seven, children are in the first stage of Piaget’s moral development, where they are very rigid in their beliefs of moral concepts. Piaget termed this first stage the ” Morality of Constraint”.
Morality develops across a lifetime and is influenced by an individual’s experiences and their behavior when faced with moral issues through different periods’ physical and cognitive development.
Moral development is an important part of the socialization process. Moral development prevents people from acting on unchecked urges, instead considering what is right for society and good for others. Lawrence Kohlberg (1927–1987) was interested in how people learn to decide what is right and what is wrong.