THEORY OF MORAL DEVELOPMENT

Introduction

Moral behaviour means behaviour in conformity with the moral code of the social group. `Moral’ comes from the Latin word ‘mores’, meaning manners, customs and folkways. Moral behaviour is controlled by moral concepts. Moral development has both an intellectual and an impulsive aspect .Children must learn what is right and what is wrong. Then, as soon as they are old enough, they must be given explanations of why this is right and what is wrong.

Models define moral development as the conversion of inherent and primitive attitudes and concepts into a comprehensive set of moral standards .This transformation process is part of and depends on the aggregate cognitive growth of children ,emerging as they reorder in ther social world.Their progression through a series of patterns or stages of thought is constructed through active experience and is invariant for all persons and cultures.

Development of the theory

Theories of moral development began with Freud’s theory relating superego formation to castration anxiety.

Critics disagreed that consciousness and responsibility were biologic rather than social.Piaget’s view was that justice was the core of morality.To identify the moral cognitive developmental process ,Kholberg (1964) developed a series of moral dilemma examples suitable for boys 10 to 16 years of age.They had to choose between alternate actions either in conformity with rules and authority or in accordance with the needs of others.Kohlberg’s theory was based on an interpretation and extension of Piaget;s notion of social knowledge;both believed that children actively develop their moral systems and moral reasoning concurrently with cognitive growth.

Kohlberg’s Theory of Moral Development

Lawrence Kohlberg (1968) has formulated a theory of moral development. Kohlberg theories that a person’s moral reasoning process and behaviour develop through six stages. Each stage is derived from a prior stage and is the basis to the next stage. He defined three levels of moral development. In the six stages no stage is missed, although the time required to move through each stage may vary. Few people progress through all six stages.Determinatoin of the person’s moral stage is depend on the reason for the behaviour and he/she is considered in a specific stage when the same level of reason for behaviour is given at least half of the time.

It has been argued that the theory was derived from interviews with male adults and may not reflect feminine moral reasoning (Gilligan 1977)

Level 1: Pre conventional level

The person is responsive to cultural rules of labels of good and bad, right or wrong. Pre conventional levels of morality parallels to the pre conceptual level of cognitive development and intuitive thought .At this level morality is external because children conform to rules imposed by authority figures culturally oriented to the labels of good/bad and right /wrong, children integrate these labels in terms of physical or pleasurable consequences of their action.

Stage 1: Punishment and obedience orientation

At this stage, the individual is responsive to cultural guidelines of good and bad, right and wrong, but primarily in terms of the known related consequences. Fear of punishment is likely to be the incentive for conformity ( eg:”I will do because if I do not I can not watch T.V for one week”)

Average age toddler to seven years.

Stage 2: Instrumental relativist orientation

The right behaviour consist of that which satisfies the child’s own needs.Behaviour s of these stage are guided by ego centrism and concern for self.ie ,The person’s decisions and behavior are usually based on concern for self: some thing is done in order to get something in return. Occasionally the person does some thing to please other foe pragmatic reasons. There is no feeling of justice, loyalty or gratitude. These concepts are expressed physically (eg: I will do something if I get something for it or because o pleases you)

CONVENTIONAL LEVEL

The person is concerned with maintaining expectations of the family, group, nation or society. A sense of guilt has developed and affects behaviour. The person values conformity. Loyalty and active maintenance of social order and control. Conformity means good behaviour or what pleases or helps another and is approved. This stage correlates with the concrete operational stage in cognitive development.

Stage 3: Interpersonal Concordance Orientation

A) Decisions and behaviour are based on concerns about others reactions; the person wants others approval or record. The person has moved from egocentricity to consideration of others as a basis for behaviour. Behaviour is judged by the persons intensions (I will do some thing because it will please you or because it is expected)

B) An empathetic response , based on understanding of how another person feels , is a determinant for decisions and behaviour ( I will do something because I know how it feels to be with out; I can put myself in your shoes)average age: school age through adult hood . Most American women are found to be in his stage.

Stage 4: Law and Order Orientation

The person ants established rules from authorities, and the reason for decisions and behaviour is that social and sexual rules and traditions demand the response. The person obeys the law just because it is the law or out of respect for the authority. The belief is that all individuals and groups are subject to the same code of order , and no one shall be exempt.( eg: I will do it because it is the law)

Average age: Adolescence and adulthood, most men are found in this stage; 80% of adults do not move past this stage.

Level 3: Post conventional level, autonomous or principle level

The person lives autonomously, defines moral values and principles that are distinct from his own identification with group values. He/ she live according to the principles that are universally agreed upon and that the person considers appropriate for life

Stage 5: Social Contract Legalistic Orientation

The social rules are not the sole basis for decisions and behaviour because the person believes a higher moral principle applies, such as equality. Justice or due process. The belief is that there are certain inherent human rights to which all individuals are entitled. Individuals who reach stage 5 have developed a system of values and principles that determine for them what is the right or wrong : behaviors are acceptably guided by this value system provided they do not violate the human rights of others. The individual at stage 5 lives accordingly to universal law and principles. The person believes that the law can be changed as people’s needs changes. Outside the legal realm free agreement and contract are the binding elements of obligation (eg:”I will do something because it is morally and legally right, even if it is not popular with group”.)

Average age: middle age or older adults.

Stage 6: Universal Ethical Principle Orientation

Decision and behaviour are based on internalized rules on conscience rather than on social laws, and on self chosen ethical and abstract principles that are universal, comprehensive and consistent. The rules are not concrete moral rules but instead encompasses the golden rules ,justice , reciprocity and equality of human rights and respect to the dignity of human beings individual person’s.Humam life is inviolable. The person believes there is a higher order than social order has a clear concept of civil disobedience and will use self as an example to right a wrong. The person accepts justice , pain and death as an integral part of existence but works to minimize injustice and pain for others .(e.g. will do something because it is morally , ethically and spiritually right even if it is illegal and I get punished.)

Average age: middle age to older adult.

Conclusion

. Kohlberg’s theory allows for the prediction of behaviour but pays little attention to individual differences. Children can learn to behave in a socially approved manner through trial and error through direct teaching or through identification.

References

1. Mary C Townsend (1993) Psychiatric Mental Health Nursing, F.A Davis Company Philadelphia.

2. Hurlock (1993) Child Development, Mc Graw Hill Book Company.

3. Herald Kaplan and Sadok JB (2002) Synopsis of Psychiatry Behavioral Science, A Clinical approach, 6th edition Willions and Wilkins publishers Ballimore

Category: Psychiatry Notes