Carol Gilligans theory of moral development differs from Lawrence Kohlbergs theory in that it

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Terms in this set (21)

jean piaget

moral reasoning, proposed that over time children construct increasingly mature understandings of "good" and "bad" behaviors

- in early elementary school children think that bad behaviors are those that cause serious damage or harm. When they get older children take into fact people motives when evaluating behaviors.
- For preschoolers "good" behavior consists of obeying adults and authority figures.by 5 children begin to judge what is good based on establishing rules for behavior.

Moral realism

pagets name for rule based morality

Kohlberg's theory of moral development

He rejected the idea of other theorists such as Freud and skinner that people behave morally only in response to pressure from others
He sides instead with Piagets view that individuals develop their own ideas about a proper course of action
He first worked on age related ways people analyze hypothetical conflicts
Moral dilemma= a situation where two or more people's rights or needs are at odds, no clear cut solution
Lifesaving drug conflict
After obtaining hundreds of diff responses Kohlberg proposed that the development of moral reasoning be characterized into a sequence of 6 stages grouped into three general levels of morality (preconventional, conventional, and postconventional)
o Preconventional morality= earliest and least mature level of moral reasoning, in that a child has not yet adopted or internalized society's conventions regarding what is right or wrong
Stage 1= focuses on consequence of not providing the medicine (punishment/ avoidance) "follow the rules only if ill get caught
Stage 2= decisions depend on their feelings alone (exchange for favors) "ill help u if u help me"
o Conventional= acceptiance of societies conventions regarding right and wrong. At this level, they obey rules even if there are no conciquences for obedience or disobedience
Stage 3= good boy/ good girl "ill do whats right so others will like me"
Stage4= law and order "rules are rules and ill follow them"
o Postconventional= in contrast, they view rules as useful but changeable mechanisms created to maintain social order, rather then as absolute dictates that must be obeyed without question
Stage 5= social contract "ill follow the rules because society needs rules but rules are meant to be flexible"
Stage 6= universal and ethical principles "ill follow my inner conscience, there are universals that supersede rules, equality for all people"

limitations on kohbergs theory

- defigned morality and as both moral issues and social conventions, but children see these things differently
-left out the aspect of morality for helping others
-left out how kids are influenced by parents and culture
- the aspect of a "white lie" not being bad

Elliott turiel

o followed the lead of Piaget and Kohlberg, he studied that young children easily distinguish issues about morality from concerns about society's conventions, an ability largely overlooked by Kohlberg
Beginning in preschool but truly evident in elementary school
o Children identify important issues in three social domains
-Moral transgression= hitting others, stealing, calling names are wrong because they cause damage, violate human rights, and run contrary to basic principles
-Conventional transgression= talking back to adults or burping at meals, violate widely held understandings about how to act, but are not as serious as moral transgressions.

distributive justice

the ability to share with others, this changes with age and accompanies levels of moral reasoning

carol gilligan

argued this and says Kohlberg's stages do not adequately describe femal moral development
o Justice orientation= Gillian suggested that Kohlberg stages reflect this, an emphasis on fairness and equal rights, that better characterized males moral reasoning
o Care orientation= in contrast she proposed this, a focus on interpersonal relationships and responsibility for others well being

Prosocial behavior and aggression

an action intended to promote the welfare of another person, perhaps by sharing, teaching, or comforting, aggression being the opposite

Nancy eisenberg

identified 5 levels or orientations to prosocial behavior through which youngsters are apt to proceed over the course of childhood and adolescence

o Hedonistic= common in early childhood and early elementary "ill be nice if it helps me"
o Superficial needs- of - others= common in elementary "lets raise money for knapsacks in Africa"
o Stereotyped approval= some elementary and secondary students "ill be nice because others think that's is a good idea"
o Empathetic= common in secondary, high school students raise money so the can travel to New Orleans after hurricane Katrina
o Internalized values orientation= infrequently seen in secondary students, generalized concern for human rights, equality and welfare of society

Development of aggression

o Physical aggression
o Relational aggression= an action that can adversely affect friendships and other interpersonal relationships
o Reactive aggression= hit push and shove in response to frustration or anger
o Proactive aggression= children who deliberately initiate aggressive behavior as a means of acquiring a goal

Three levels of preventing aggression in school

o Top= provide intensive interventions for students in trouble
o Middle= intervene early for students at risk
o Bottom= create a school wide environment that minimizes the potential for aggression and violence

Carol Gilligan's theory of moral development differs from Lawrence Kohlberg's theory in that it:
Select one:
a. Focuses more on a "human rights" perspective of moral development
b. Proposes that girls exhibit more rapid moral development than boys
c. Proposes that boys exhibit more rapid moral development than girls
d. Focuses more on the development of caring and compassion

d. Focuses more on the development of caring and compassion

Danny is a quiet 11-year-old who usually keeps to himself. Some of the other boys in class like to tease him when the teacher isn't looking because they know they can provoke him to fight, and then Danny will get in trouble. The type of aggression that Danny exhibits is called:
Select one:
a. Proactive aggression
b. Prosocial aggression
c. Relational aggression
d. Reactive aggression

d. Reactive aggression

Youngsters at Kohlberg's preconventional level of moral reasoning are likely to define "right" behavior in terms of:
Select one:
a. What people expect of them
b. What they can get away with
c. Abstract principles of morality
d. Society's standards regarding what's right or wrong

b. What they can get away with

Other things being equal, which one of the following children is most likely to behave prosocially toward a peer in need?
Select one:
a. Megan sees her friend Abby fall off her bike after trying several foolish daredevil stunts.
b. Terry knows that Becky didn't study for an important quiz and so isn't surprised when Becky gets a low grade.
c. Malia sees several classmates tease Chris, who has speech problems as a result of muscular dystrophy.
d. Edie sees Dena insult Darcie in retaliation for Darcie's insults the day before.

c. Malia sees several classmates tease Chris, who has speech problems as a result of muscular dystrophy.

Which one of the following behaviors is a kindergartner most likely to say is (morally) "bad" or "wrong"?
Select one:
a. Arriving at school after class has started
b. Pushing someone off the top of a slide
c. Stating an obvious untruth (e.g., "Grass is red")
d. Giving someone food that doesn't taste very good

b. Pushing someone off the top of a slide

Anita's idea of how to interact with her classmates is to tease or insult them. Not surprisingly, she has few friends. Her teacher can best help her by:
Select one:
a. Doing nothing, because her peers are the most effective teachers of what she needs to know
b. Asking the principal to move Anita to a different classroom
c. Encouraging classmates to reciprocate by teasing and insulting her, so she will know how such treatment feels
d. Encouraging her to act with consideration for the feelings of others

d. Encouraging her to act with consideration for the feelings of others

Which one of the following adolescents is exhibiting postconventional reasoning as Kohlberg described it?
Select one:
a. Adam does what the teacher says because he knows he will be punished if he doesn't.
b. Barbara obeys the teacher because she thinks that doing so will get her a good grade.
c. Clara obeys the teacher because she understands that good behavior is essential for creating a climate in which all students can learn.
d. Don obeys the teacher because school rules say he must obey her, and it is his duty to obey school rules.

c. Clara obeys the teacher because she understands that good behavior is essential for creating a climate in which all students can learn.

Bert is looking for his favorite toy truck in the preschool sand pile. He sees that Ernie is playing with it. Bert pushes Ernie away and reaches for the truck. Bert's behavior is an example of:
Select one:
a. Reactive aggression
b. Proactive aggression
c. Relational aggression
d. A hostile attributional bias

b. Proactive aggression

Which one of the following best illustrates a hostile attributional bias?
Select one:
a. Howard thinks that other students will like him better if he projects a "tough guy" image.
b. When Isaac accidentally brushes by Jana in the hall, Jana assumes that Isaac is intentionally trying to hurt her.
c. Kenneth gets a thrill out of threatening children younger than himself and watching them squirm.
d. Linda spreads malicious gossip whenever she hears it; on some occasions, she starts unkind rumors herself.

b. When Isaac accidentally brushes by Jana in the hall, Jana assumes that Isaac is intentionally trying to hurt her.

Which one of the following teacher statements is most likely to promote students' moral development?
Select one:
a. "Your current behavior is not acceptable in my classroom. As a consequence, you'll have to stay after school today."
b. "You mustn't take Ruthie's paper, or I won't like you any more."
c. "If you don't help with clean-up, you don't get to go out on recess."
d. "You destroyed Martha's paper, and now she has to stay late to finish rewriting it."

d. "You destroyed Martha's paper, and now she has to stay late to finish rewriting it."

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