MORAL SELF

Every day, people are confronted with various dilemmas. Solving them requires one to decide on what kind of action
or response to make. In some instances, it is easy for one to respond to a difficult situation, while in some cases,
choosing the best response is difficult.

A dilemma is a problematic/complex situation in which a difficult choice must be made. The kind of responses taken
or made when one is in a quandary/ predicament serves as a good test of a person’s level of moral development.

Moral is related to a sense or standard that determines what is right and what is wrong. It distinguishes correct/
right/ good from incorrect/ wrong/ evil from inappropriate. Morality refers to system of beliefs and values that
ensures that individuals will keep their obligations to others in the society, behaves in ways that do not interfere with
the right, and interests others.

Decision-making is understandably difficult, the degree of w/c depending on the situation. An individual who has a
good sense of what is right and wrong will be an honest and upright member of the community possessing a better
moral self.

Moral reasoning

It refers to the judgment people make about what courses of action are correct or incorrect in particular situations.
Reasoning is a cognitive skill, but influences moral development.

Lawrence Kohlberg came up with the Theory of Moral Development by studying the concept of moral reasoning.

This theory is shaped by and tied up to Piaget’s Stages of Intellectual Development. Piaget asserts that intellectual
development proceeds in stages or levels.

The first is the sensorimotor stage in w/c the child learns and develops knowledge about his/her environment by
relating sensory experiences to motor action.

Second is the preoperational stage in which the child learns to use symbols like words or mental images to solve
simple problems.

Third is the concrete operations stage in which the child develops the ability to perform a number of logical
operations on concrete objects that are present.

Lastly, formal operations stage in w/c the individual acquires the ability to solve abstract problems in a logical
manner.

This progression is related to the development of moral reasoning. Thus, the evolution of one’s sense of right and
wrong in making decisions depends on his/her level of intellectual development.

This connection implies that advanced levels of intellectual development are associated with higher stages of moral
development. With this situation, a child cannot exhibit advanced level of moral development if s/he is still at an
early stage of intellectual development.

Early in life, at the lowest level of development, self-preservation and self-interest are the main reasons for one’s
actions and decisions. From there, moral development proceeds to the next level guided by a more social or other
oriented motivation, like avoidance of criticism or censure from others, or simply for reasons of gaining social
acceptance.

At this level, the child conforms w/ then gradually starts to conform to the laws of society. The highest level of moral
development goes much beyond the self and social reasons. At this point, decision-making considers social justice
and the good of the society. Moral reasoning tries to strike a balance b/w individual rights and laws of society.

At times, you might be placed in a dilemma w/c requires you to make a decision. You 1st have to harness your
intellectual capacity and reasoning ability in choosing what “best” decision to take.

When you are at the crossroads of making a decision, always go back to your goals and your philosophy of life as your
guide.
Parenting styles and practices

The physiological or biological basis of moral and intellectual development has been discussed earlier. One other
factor w/c affect the individual’s development is environmental influence. This is the external forces outside of the
individual person.

Parenting styles

It is known as the parent’s strategies. According to Diana Baumrind, there are three parenting styles, namely

1. authoritarian [parents attempt to shape, control and evaluate the behaviors and attitudes of their children in
accordance w/ an absolute or respected authorities, thus, obedience becomes a virtue];

2. authoritative [parents direct their children’s activities in a rational and intelligent way. They are supportive,
loving and committed; support a give-and-take relationship; discuss their rules and policies w/ children and
encourage children to present their viewpoints] and

3. permissive [parents are less controlling and behave with an accepting and non-punishing attitude towards
their children’s desires, actions and impulses.]

Maccoby and Martin introduced the fourth style in 1983. They coined the term uninvolved or neglectful [parents
who take on a hands-off stand in the affairs of their children.]

Effects of Parenting Styles

Parenting styles influence the development of children’s personality.

1. Authoritarian parents are demanding and their children have less behavioral problems, which are easily
prevented. However, studies show that children reared under autocratic parents tends to become
withdrawn, fearful, and dependent. Children may suffer from low self-esteem.

2. Authoritative parents have children who are independent, reliable, rational and confident. These children
generally feel good about themselves.

3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend to have children who do not
put structure and order in things that they do. For these children, anything goes.

4. Uninvolved parents are detached and indifferent to the needs of their children. As such, children grow up
feeling unloved and cannot follow instructions. Some fall prey or sort to substance abuse as a form of
distraction or a way to get attention.

It must be noted that the kinds of parenting styles represent the dominant practices applied by parents in dealing
with their children. It is important that when children misbehave, they be made to realize the consequences of their
behaviour. On the other hand, if they behave well, the corresponding reward or motivation should be given.
STAGES OF MORAL DEVELOPMENT

LAWRENCE KOHLBERG

Lawrence Kohlberg

Lawrence Kohlberg was an American psychologist best known for his theory of stages of moral development.

He was born on October 25, 1927 at Bronxville, NY, U.S.A. He studied at the University of Chicago and Philips
Academy. He died at the age of 59.

Level 1. Pre-Conventional Morality

Stage 1 – Obedience and Punishment

❑ the earliest stage of moral development is especially common in young children, but adults are also capable
of expressing this type of reasoning. At this stage, children see rules as fixed and absolute.

❑ Morality by Constraint

Stage 2 – Individualism and Exchange or Mutual

Benefit

❑ at this stage of moral development, children account for individual points of view and judge actions based
on how they serve individual needs.

Level 2. Conventional Morality

Stage 3 – Interpersonal Relationships or Social

Approval

❑ often referred to as the “good boy-good girl” orientation. This stage of moral development is focused on
living up to social expectations and roles.

❑ there is an emphasis on conformity, being “nice”, and consideration of how choices influence relationships.

Stage 4 – Maintaining Social Order or Law and Order

❑ at this stage of moral development, people begin to consider society as a whole when making judgments.
The focus is on maintaining law and order by following rules, doing one’s duty and respecting authority.

Level 3. Post Conventional Morality

Stage 5 – Social Contract and Individual Rights

❑ at this stage, people begin to account for the differing values, opinions and beliefs of other people.

❑ rules of law are important for maintaining a society, but members of the society should agree upon these
standards.

Stage 6 – Universal Principles

❑ This is associated with the development of one’s conscience. Having a set of standards that drives one to
possess moral responsibility to make societal changes regardless of consequences to oneself.