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Moral, values, rel.
| Question | Answer |
|---|---|
| moral development | changes in thoughts, feelings, and behaviors regarding standards of right and wrong |
| heteronomous morality | the first stage of moral development in Piaget's theory, 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. |
| imminant justice | the concept that if a rule is broken, punishment will be meted out immediately |
| autonomous morality | Piaget's second stage of moral development at about 10 years of age when they become aware that rules and laws are created by people and that in judging an action they should consider the intentions and consequences |
| preconventional reasoning | the lowest level in Kohlberg's theory of moral development. The individual's moral reasoning is controlled primarily by external rewards and punishments |
| heteronomous morality | the first stage of preconventional reasoning in Kohlberg's theory, in which moral thinking is tied to punishment |
| individualism, instrumental purpose, and exchange | the second Kohlberg stage of preconventional reasoning. At this stage, individuals pursue their own interests but also let others do the same. |
| conventional reasoning | the second, or intermediate, level in Kohlberg's theory of moral development. At this level, individuals abide by the standards of others such as parents or the laws of society. |
| mutual interpersonal expectations, relationships, and interpersonal conformity | Kohlberg's third stage of moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis of moral judgments |
| social systems morality | the fourth stage in Kohlbergs theory of moral development. Moral judgments are based on understanding the social order, law, justice, and duty |
| postconventional reasoning | the highest level in Kohlberg's theory where the individual recognizes alternative moral courses, explores the options, and then decides a personal moral code |
| social contract or utility and individual rights | the fifth Kohlberg stage where individuals reason that values, rights, and principles undergird or transcend the law |
| universal ethical principles | the sixth and highest stage in Kohlberg's theory where individuals develop a moral standard based on universal human rights. |
| justice perspective | a moral perspective that focuses on the rights of the individual; individuals independently make moral decisions |
| care perspective | the moral perspective of Carol Gilligan that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others and concern for others |
| social conventional reasoning | focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning, which stresses ethical issues |
| social cognitive theory of morality | the theory that distinguishes between moral competence and moral performance |
| moral competence | the ability to produce moral behaviors |
| moral performance | performing those behaviors in specific situations |
| ego ideal | the component of the superego that rewards te child by conveying a sense of pride and personal value when the child acts according to ideal standards approved by the parents |
| conscience | the part of the superego that punishes the child for behaviors disapproved of by parents by making the child feeling guilty and worthless |
| empathy | reacting to another's feelings with an emotional response that is similar to the other's feelings |
| moral identity | the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives |
| three aspects of moral personality | moral identity, moral character, moral exemplars |
| moral character | according to Rest, this involves having the strength of your convictions, persisting and overcoming distractions and obstacles. |
| moral motivation | In Rest's view, this involves prioritizing moral values over other personal values |
| moral exemplars | people who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment |
| hidden curriculum | the pervasive moral atmosphere that characterizes every school |
| character education | a direct moral education program in which students are taught moral literacy to prevent them from engaging in immoral behaviors |
| values clarification | a moral education program where students are helped to clarify what their lives are for and what is worth working for. They are encouraged to define their values and understand others values. |
| cognitive moral education | a program based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops |
| service learning | a form of education that promotes social responsibility and service to to the community |
| altruism | a unselfish interest in helping another person |
| conduct disorder | age-inappropriate actions and attitudes that violate family expectations, society's norms and the personal or property rights of others |
| juvenile delinquency | actions taken by an adolescent in breaking the law or engaging in illegal behavior |
| three stages of Piaget's theory of moral development | premoral stage, heteronomous morality (moral reasoning), and autonomous morality (morality of reciprocity) |
| premoral stage | from birth to about 4 years of age, child shows little concern for rules and they don't quite understand the concept of bad behavior |
| autonomous morality | age 10+, aware the rules and laws are created by people, and in judging the action, one should consider the person's intentions and consequences |
| how do you test Kohlberg's view? | with dilemmas (Heinz and the pharmacist) |
| two stages of preconventional reasoning | heteronomous morality and individualism, instrumental purpose, and exchange |
| two stages of conventional reasoning | mutual interpersonal expectations, relationships, and interpersonal conformity, and social systems morality |
| two stages of post-conventional morality | social contract or utility and individual rights and universal ethical principles |
| instrumental aggression | infancy/toddlerhood, conflict over toys or possessions |
| hostile aggression | early childhood, directing aggressive behavior at a certain group or a person |
| reactive aggression | aggression in response to a threat |
| proactive aggression | use of aggression to force or dominate another person; bullying |
| relational aggression | damaging or destroying interpersonal relationships by such means as excluding another or gossiping about or soiling another's repuation |
Created by:
katieliptrap