Present from birth, include anger, surprise, interest
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Secondary emotions
Appear around 6 months, include envy, pride, embarrasment. Guilt and shame are especially important to internalising moral values
2 of 31
Level 1
Pre conventional
3 of 31
Stage 1
Obey rules to avoid punishment
4 of 31
Stage 2
Obey rules for personal gain
5 of 31
Level 2
Conventional morality
6 of 31
Stage 3
Obey rules for approval
7 of 31
Stage 4
Obey rules to maintain social order
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Level 3
Post conventional
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Stage 5
Democratic rules are challenged if they infringe on rights
10 of 31
Stage 6
Hypothesised only- own rules are created based on moral principles
11 of 31
How was it tested
Heinz dilemma- husband stealing medicine for dying wife, tested in boys aged 10-13
12 of 31
Discussion groups
Kohlberg-Blatt method- child gives opinion, hears argument one level above their- encourages them to formulate new, more advanced argument
13 of 31
Based on?
Socratic teaching- cooperative argumentative dialogue based on questions and answers
14 of 31
Study for discussion groups
Blatt,, 2006- experimental group recieved 12 hours of moral discussion over 12 weeks. Moved towards higher stage compared to control group
15 of 31
Study for discussion groups
Rest 1986- discussion groups speed up natural progression through stages
16 of 31
Moral exemplars
Kohlberg 1975- draw developemnt to next level espeically in stages 5 and 6. example- Martin Luther King Jr, Socrates, Lincoln
17 of 31
Just Community school
Kohlberg 1975- children more likely to cooperate with policies and rules when they helped make them. Democratic school where issues discussed as whole. Higher moral development than parent high school
18 of 31
Criticism?
Age restrictive- level of undestanding needed i.e. would it work for primary schools
19 of 31
Cultural difference
Snarey 1994- evidence of stages 1-4 across cultures but not 5 in collectivist cultures- because more ingrained respect for authority?
20 of 31
Cultural difference
Shewder, 1997- indian=more reference too divine, westerners=more emphasis on justice
21 of 31
Personality
Hart et al 1997- children better able to regulate emotions progressed through stages quicker
22 of 31
Link to behaviour
Blasi 1980- moral stages represent ways of thinking not specific behaviours
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Link to behaviour (general)
People in different moral stages may act in the same was but for different reasons
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Link to behaviour
LaPierre- attitudes and behaviours do not always match up
25 of 31
Problems with stages
Damon 1977- moral reasoning in children more sophisiticated than Kohlberg thinks- more relevant because research used familair situations unlike Kohlberg
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Problems with stages
Warneken 2006- moral intuition early than thought- 18 month helped pick up dropped pen but not when experiementer appeared to throw it
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Problems with stages
Traulsen et al 2006- same findings in chimps- evolutionary adaption to group living?
28 of 31
Criticisms of original study
Gilligan 1982- sample all male. male morality= based on rules and rights, female morality= based on relationships and compassion. Women tend to get level 3 and men levels 4 or 5- biased scale?
29 of 31
Problems with stages (general)
Hypothetical dilemma not relevant to sample- no experience of issues presented, so reasoning muddled
30 of 31
Problems with stages (general)
No implications for decision- what if it was to do with mum or dad? likely to have different views if its personally relevant
31 of 31
Other cards in this set
Card 2
Front
Appear around 6 months, include envy, pride, embarrasment. Guilt and shame are especially important to internalising moral values
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