How does moral character develop?

First let us take the most basic definition of the terms moral, character, and moral character. Moral
is "concerned with the principles of right and wrong behavior or the goodness and badness of the human
character" (Merriam-Webster 2017). Character is defined as "the mental and moral qualities distinct to an
individual" (Merriam-Webster 2017). But in Philosophy, the term character usually denotes to the moral
dimension of a person (Timpe, 2007). Moral character refers to the "existence (or lack of) virtues such as
integrity, courage, fortitude, honest, and loyalty" (Merriam-Webster 2017)

Moral Character as Disposition

Moral characters are those dispositions or the tendency to act or think in a particular way for which
a person can be held morally responsible. Thus, moral character traits are rational, informed, stable and
reliable dispositions (Internet Encyclopedia of Philosophy 2017).

Philosophical Views on Moral Character

What do the great ancient minds think about moral character Let us look at the viewpoints of
Eastern and Western thinkers.

Confucian Traditions - The philosophy of moral development is rooted in ancient views. For
Confucian traditions moral development was attributed to four beginnings of the human personality (Internet
Encyclopedia of Philosophy, ©2017). These four beginnings were considered as seeds of human
personality that will naturally unfold to become human activities. Take note though, that contrary to Western
understanding of personality as a given human condition; personality in Confucian perception meant- an
achieved state of moral excellence" (Ammes, 1997; Klemme, WEB).Thus, in this concept, every person is
born with four beginnings. However, each of these do not yet capture the concept of self. However, when
the four beginnings are put together, it may then be perceived in Western understanding as the "pre-selfor
"potential self "(Klemme, WEB).

The four beginnings in Confucian traditions are:

1. The heart of compassion, which leads to Jen.

2. The heart of righteousness, which leads to Yi.

3. The heart of propriety, which leads to Li.

4. The heart of wisdom, which leads to Zhi.

Jen means goodwill, sympathy towards others, and generosity. Yi means righteousness and the
respect or duty, that is, respect your position as guardian towards nature and humanity. Lu deals with
outward behavior such as etiquette, customs, and rituals. Zhi means wisdom, and this wisdom is a product
of practicing Jen, Yi, and Li in one's life (Liu, 2002).
 Stages of Moral Development

Lawrence Kohlberg's Stages of Moral Development adapted from General Psychology with Drug
Education book by Virgie S. Otig, M.A. and Winston B. Galinero, M.A.

Lawrence Kohlberg was a 20th century developmental psychologist and moral philosopher. When
he was the director of Harvard's center for Moral Education, Kohlberge’s research focused on the moral
development of children particularly on how they develop a sense of what is right or wrong, as well as
children move through what he believed as definite stages of moral development.

Kohlberg's Theory

Lawrence Kohlberg studied morality using a very interesting (if controversial) technique. In his
research, Kohlberg would ask children and adults to try solve moral dilemmas in short stories and asked
the participants to think out loud so he could reasoning. The reason for this was that Kohlberg was not
interested with the specific answers to the dilemmas - he wanted to know how the person got to his or her
answer.

His theory holds that moral reasoning, which is the basis for ethical behavior, has identifiable
developmental stages and each become more adequate at responding to moral dilemmas as the person
progresses from one stage to the next. Kohlberg asserted that the process of moral development was
principally concerned with justice, and that the process goes on throughout the individual's lifetime.

After looking at hundreds of interviews using several stories, Kohlberg outlined three broad levels
and six specific stages of moral development.

Level l: Pre-conventional morality

Judgment at this level is solely focused on the self. This line of moral reasoning is common among
children although some adults would also exhibit such behavior. The child, having no concept about society
s conventions on what is right or wrong would base its judgment mainly on the external consequences of
its actions.

Stage 1: Punishment-Obedience Orientation

This is also called the pre-moral stage where decisions and actions are determined by immediate
physical consequence and net the true moral value. The overall goal at this stage is to avoid punishment.
For example, "I am going to study my lessons because mom will get mad at me if I do not pass this test.

Stage 2: Reward Orientation

As children grow older, they begin to see that there is actually, room for negotiation because
other people have their own goals to meet and wants that must be satisfied too. Children learn to have in
a manner based on the principle "What's in it for me? For example, an older child might reason: “if I get
good grades mom and dad will buy me a new smart phone. So, I’m going to do my homework”.

Level II: Conventional Morality

 This level of moral reasoning is typical of adolescents and adults. Conventional morality is to
reason in a conventional (something that is generally accepted manner. lt is accepting the rules and
standards of one's group. This means decisions and the morality of his/her actions are based on society’s
views and expectations. The focus on this level is the "'significant others" or what is also called "tyranny of
the They (They say this.... They say that.. They say I should...)

Stage 3: Good Boy/Good Girl Orientation

At this stage, the child tries to seek approval from other people by living up to their expectations.
He / She also now understands the concept of loyalty, trust, and gratitude as well as become interested in
motives and intentions behind a particular decision or action. For example, children understand and live
by the Golden Rule.

Stage 4: Authority Orientation

By this time, individuals have reached adulthood and they usually consider society as a whole
when making judgments. The focus at this stage is following the rules, maintaining law and order, doing
one's duty, and respecting authority. For example when someone violates the law, it is morally wrong:
culpability is therefore a significant factor in this stage because it separates what is bad from what is
good.

Level III: Post conventional

This is also known as the 'principled level. It is marked by a growing realization that people are
unique and are an independent part of the society. Therefore, the individual's own perspective is more
significant over what the rest of the society thinks and that this would sometimes lead to disobeying the
law to follow personal principles.

At this level, a person does not see rules and laws as absolute or beyond question, but a
changeable mechanism. Kohlberg asserted that post conventional individuals view rules and laws to be
important in maintaining peace and order but it only serves as a guide that needs to be weighed against
personal principles and beliefs to uphold ones human rights.

Stage 5: Social contract orientation

This stage means the individual is aware that much of what is considered to be moral or good is
mainly based on personal beliefs as well as on the social group they belong to and that only a very few of
the known fundamental values are actually universal.

The person at this level understands that the world holds different opinions rights, and values;
thus different views should be mutually respected. Laws are also regarded as a matter a social contract
with ones fellow human beings in order to promote universal values and that decisions are made for the
greater good for the most number of people. The best example for this level is the Democratic form of
government.

Stage 6: Ethical - Principle Orientation

 At this point, social contract takes a clear back seat and the person makes a personal
commitment to uphold universal principles of equal rights and respect. At this stage, an individual already
has a principled conscience; and will follow universal, ethical principles regardless of what the laws or the
rules say. Judgment here is based on abstract reasoning such as being able to put oneself in other
peoples shoes.(Garz, Detlef, 2009; Munsey, B., 1980; Otig & Gallinero, 2015).

References:

De Guzman, J. A. (2017). Ethics: Principles of Ethical Behavior in Modern Society. Malabon City: Mutya
Pub. House INC.

Gallinero, W. (2018). Ethics. Malabon City: Mutya Pub. House INC.

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