The last of the adolescence development power-point series.

2. BEd (Secondary)
ES001 EDUCATIONAL
PSYCHOLOGY: LEARNERS
AND LEARNING
Session 3
Values and Moral
Development

3. Session Outline
• What are Morals and Values?
• Moral Development
– J. Piaget
– L. Kohlberg
– C. Gilligan
• Promoting Moral Development
– Values and Moral Education
• The Moral Dimensions of Teaching

4. Morals and Values
Include:
• quality of our interaction with others
• respect for the legitimate right of others
• care and consideration for fellow humans and
other living things

6. Moral Development
Jean Piaget
– Applied stage theory to Moral
Development in 1932
– Children younger than 10 or 11
years think about moral dilemmas
one way; older children consider
them differently.
(1896 - 1980)
Switzerland

7. Piaget’s Stages of
Moral Development
External Morality
Stage 1 (Age 4–7)
– Regard rules as fixed and
absolute
– Strong respect for rules;
they cannot be altered
– Believe that rules are
handed down by adults or
by God and that one
cannot change them.
– Children comply strictly
with rules and base
judgements about moral
issues on consequences
rather than intentions
Autonomous Morality
Stage 2 (Age 7–10)
– View is more relativistic, they
understand that it is
permissible to change rules
i.e., rules are arbitrary
agreements that can be
changed
– Rules can be violated to help
others
– Rules are not sacred and
absolute
– Judgements of moral issues
are based on intentions as
well as consequences

8. Lawrence Kohlberg
(1927, New York - 1987, Boston)
Accomplishments: Major
contributor to the field of moral
development and reasoning;
Published major work in 1981,
Essays on Moral Development. Kohlberg's doctoral
dissertation, published in
1958, made him
psychology's newest star. In
the dissertation he
uncovered six stages of
moral development -in
contrast with Piaget's two
stages - based upon
interviews of 72 white boys
in Chicago about the
dilemma of Heinz.

9. The Heinz Dilemma
A woman was near death. There was one drug the doctors
thought might save her. A chemist in the same town had
discovered it, but he was charging ten times what the drug
cost him to make. The sick woman’s husband, Heinz, went to
everyone he knew to borrow the money, but he could only
get together half of what it cost. The chemist refused to
sell it cheaper or let Heinz pay later. So Heinz got desperate
and broke into the man’s store to steal the drug for his wife.

10. Questions asked about the
Heinz Dilemma
1. Should Heinz steal the drug? Why or why not?
2. Is it actually right or wrong for him to steal the drug? Why is it right or
wrong?
3. Does Heinz have a duty or obligation to steal the drug? Why or why not?
4. If Heinz doesn't love his wife, should he steal the drug for her? Does it
make a difference in what Heinz should do whether or not he loves his
wife? Why or why not?
5. Suppose the person dying is not his wife but a stranger. Should Heinz
steal the drug for the stranger? Why or why not?
6. Suppose it's a pet animal he loves. should Heinz steal to save the pet
animal? Why or why not?
7. Is it important for people to do everything they can to save another's life?
Why or why not?
8. It is against the law for Heinz to steal. Does that make it morally wrong?
Why or why not?
9. In general, should people try to do everything they can to obey the law?
Why or why not?
9b. How does this apply to what Heinz should do?
10. In thinking back over the dilemma, what would you say is the most
responsible thing for Heinz to do? Why?

11. Kohlberg’s Levels of Moral Development
• Preconventional
• Conventional
• Postconventional
Moral reasoning is controlled by
external rewards and
punishments.
Internal standards are imposed
by others.
Morality is internal, not based
on external standards.

12. Stages of Moral Development (Adapted from Kohlberg, 1964)
Stage Issue of Moral Concern
Preconventional Moral Reasoning (about 4-10yrs)
I Rules followed to avoid punishment; obedience and concern for physical consequences.
II
Doing things for others because it will result in others doing things in return; concern for
reward, equal sharing and benefit to self.
Conventional Moral Reasoning (about 10-13 years)
III
Whatever pleases the majority is considered morally right; other viewpoints can be seen,
conformity is prized, desire to do things for others.
IV
Group authority, law, duty and rules of society prized; concern for maintaining social
order for its own sake; social disapproval avoided; emphasis on the inherent 'rightness'
of rules and duties.
Postconventional Moral Reasoning (13 years and over)
V
Internal commitment to principles of personal conscience; concern with individual rights
within standards set by consensus; emphasis on fair procedures for reaching consensus
and for evaluating principles and rules.
VI
Concern with universal ethical principles and abstract morality affecting all beings
regardless of conventional views; emphasize on universality, consistency, and logical
comprehensiveness.

13. Sam starts to get out of his seat to sharpen his
pencil without permission. He stops because he
realizes that if he does, others might also do so and
this could result in disorder in the classroom.
Because of this, he understands that it is his duty to
follow the rules.
Kohlberg’s Theory of Moral
Development
Theory into Practice
Q: At which of Kohlberg’s stages of moral development is
Sam functioning?

14. Sam starts to get out of his seat to sharpen his
pencil without permission. He stops because he
realizes that if he does, he will be punished.
Q: At which of Kohlberg’s stages of moral development is
Sam functioning? Explain.
Kohlberg’s Theory of
Moral Development
Theory into Practice

15. Sam starts to get out of his seat to sharpen his pencil
without permission. He stops because he realizes
that if he does, it will displease his teacher.
Q: At which of Kohlberg’s stages of moral development is
Sam functioning? Explain.
Kohlberg’s Theory of
Moral Development
Theory into Practice

16. Moral Reasoning on the Interstate (slide 1 of 2)
You are driving 75 miles per hour on an interstate highway. The
posted speed limit is 65. You are traveling with the flow of traffic–you are
being passed by about the same number of cars as you pass.
A highway patrol pulls you over and gives you a ticket for speeding.
Upset, you protest that everyone else is driving the same speed.
“Look,” the highway patrol responds. “I get sick of it when people do
something wrong, and then they act like it's our fault when they get a
ticket. My radar had you clocked at 75, and the speed limit clearly says
65.”
You feel you've been dealt with unfairly.
1. Are you justified in feeling that you’ve been treated unfairly? Explain
why you think so.
2. Is the highway patrol’s position more, or less, justified than yours?
Explain why you think so.

17. What stage is represented by your reasoning?
Stage 3: Interpersonal Harmony
Moral reasoning based on concern for others or the
opinions of others. An act is moral if others demonstrate
similar acts, or it helps or is approved of by others.
“Everyone else is driving the same speed,” is an
example.
What stage is represented by highway patrol
reasoning?
Stage 4: Law and Order
Moral reasoning based on rules, laws, and an orderly
society. An act is moral if it follows rules or promotes an
orderly society.
“My radar had you clocked at 75, and the speed limit
clearly says 65,” is an example.
Moral Reasoning on the Interstate (slide 2 of 2)

18. Instructions: For the following items consider a teenager who is out
with her friends. She is supposed to be in by midnight. She complies.
Which of Kohlberg’s stages is best illustrated by each of the reasons
stated below?
1. “If I stay out I will be in big trouble with my parents.”
2. “Nobody’s doing anything anyway so I won’t be missing
anything.”
3. “My parents and I agreed that midnight is fair, and you can’t go
back on your agreements.”
4. “If I stay out my parents will be worried.”
5. “It’s the curfew, so I’ll be in by midnight.”
6. “My friends have curfews, too, and they’re going to be home by
then.”
Stages of Moral Reasoning: An Application (slide 1 of 3)

19. 1. If I stay out I will be in big trouble with my parents.
Stage 1: Her concern is about being punished.
2. Nobody’s doing anything anyway so I won’t be
missing anything.
Stage 2: The focus is on herself. An exchange
isn’t evident; but her reasoning is egocentric.
3. My parents and I agreed that midnight was fair,
and you can’t go back on your agreements.
Stage 5: She and her parents have agreed on the
time to be in.
Stages of Moral Reasoning: An Application (slide 2 of 3)

20. 4. If I stay out my parents will be worried.
Stage 3: She is concerned about her parents’
feelings.
5.It’s the curfew, so I’ll be in by midnight.
Stage 4: She is obeying the rule because it’s the
rule.
6.My friends have curfews, too, and they’re going to
be home by then.
Stage 3: She is responding to the behavior of the
group.
Stages of Moral Reasoning: An Application (slide 3 of 3)

21. Age and Percentage of Individuals at
Each Kohlberg Stage
Percent

22. Research found that while most men
reached stages 4 and 5 by
adulthood, women stayed at 3

23. (1937 - present)
New York
Current: Professor of Gender Studies, Harvard University
Education: Ph.D., Harvard University
Achievements:
• Challenged Lawrence
Kohlberg's theories of
moral development on the
basis of gender bias
• Pioneer in the research on
moral development of
women
• One of Time Magazine's
25 most influential people
of 1996
Carol Gilligan

24. The Porcupine Dilemma
A group of industrious, prudent moles have spent the summer
digging a burrow where they will spend the winter.
A lazy, improvident porcupine who has not prepared
a winter shelter approaches the moles and
pleads to share their burrow. The moles take pity on
the porcupine and agree to let him in. Unfortunately, the
moles did not anticipate the problem the porcupine’s sharp
quills would pose in close quarters. Once the porcupine has
moved in, the moles are constantly being stabbed.
The question is, what should the moles do?
(Meyers, 1987, p. 141, adapted from Gilligan, 1985)

25. CAROL GILLIGAN’S CRITICISM
Stages 5 and 6 are biased towards male values

26. • Carol Gilligan argued that men and women use
different moral criteria
Males
• focus on people’s individual rights and obligations
• justice, rights and rules as solutions to moral dilemmas
• more concerned with the abstract and impersonal aspects
of the problem

27. Females
• Morality based on responsibility and care for people
• Emphasize altruism and self-sacrifice
• More concerned with interpersonal relationships
• In moral dilemmas, more likely to base
their moral decisions on personal relationships,
interpersonal connections and attending to human needs.

29. Women’s Stages of
Moral Development
• Concern for individual survival
– Transition from selfishness to
responsibility
• Goodness equated with self-sacrifice
– Transition from self-sacrifice to giving
themselves permission to take care of
themselves
• Goodness seen as caring for both self
and others
– Inclusive, Nonviolent
– Condemns exploitation and hurt

30. Care vs. Justice Perspective
Justice perspective focuses
on rights of individuals
Care perspective
emphasizes relationships
and concern for others

31. Guidelines for Promoting Moral Development
1. Model ethical thinking, behavior, and empathy in your interactions
with students.
2. Use classroom management as a vehicle for promoting moral
development.
3. Encourage students to understand and respect the perspectives
of others.
4. Use moral dilemmas as concrete reference points for discussions
of moral issues.

32. Examples of
Moral Dilemmas
• You found a wallet containing $50. Will you keep it?
• You ordered some food and get more change than you
should have. Will you give it back ?
• You see your best friend cheating during a test. Your
best friend looks and knows that you saw him. Will you
tell the teacher?

33. • Ming came to you feeling very upset that he has no
friends in class and that he is always snubbed by the
others because they say he is nosy and keeps telling
teachers on others’ mischievous acts. You know he
has a strong belief in being honest, in telling the truth
and in doing things right. How would you advise him?
Examples of Moral Dilemmas


34. Examples of
Moral Dilemmas
• YouTube - Million Dollar Baby (2) – about euthanasia
• GodTube.com - The Bridge – above putting duty
above self

35. Values and Moral Education
“The conscious attempt to help others acquire the knowledge,
skills, attitudes and values which contribute to more
personally satisfying and socially constructive lives”
Howard Kirschenbaum (1995)

36. To educate a man in mind, but not in
morals is to educate a menace to society
(Theodore Roosevelt)
Moral Education

37. Moral Education
1. Hidden Curriculum
School personnel serve as models of ethical behavior.
Classroom rules and peer relationships transmit
positive attitudes to students.
2. Character Education
Schools take a direct approach to teaching moral
literacy and design an environment that rewards proper
behavior.

38. Moral Education
3. Values Clarification
Schools design programs that allow students to
clarify their own values and understand the values of
others.
4. Cognitive Moral Education
Schools base programs on the belief that students
should learn to value things like democracy and
justice as moral reasoning develops.

39. Values Clarification – An Example
Which 6 of the 10 people will be admitted to a small fallout shelter during
World War III. Your group has 20 minutes to decide
• A 30-year-old male bookkeeper
• The bookkeeper’s wife, who is 6 months pregnant
• A second-year medical student who is a political activist
• A 8-year-old boy with Down’s Syndrome
• A female biochemist
• A policeman with a gun
• A Hollywood actress who is a singer and dancer
• A 45-year-old famous historian-author
• A 62-year-old ex-school teacher with asthmatic problems
• An reformed ex-convict who is now an active volunteer
in building shelters for the homeless.

40. Moral Education
5. Service Learning
Schools encourage students to be involved in the
community by becoming a tutor, helping the elderly,
volunteering in hospitals or day care, etc.
6. Integrative Approach
Schools encourage students to be reflective moral thinkers
and committed to justice, and develop children’s moral
character.

41. Enter the Debate
Should teachers teach students values/morality?
YES NO

42. What spirit do we want our intelligence to have?
Do we want children to be gifted and alienated? –
literate and prejudiced? – brilliant and cynical? –
intelligent and materialistic? – in need of help and
ashamed? ….
- M.C. Richards -
Unless we educate for wholeness
in person and wholeness of our
earth planet, we are not really
intelligent…. The health and
wholeness of our planet is not
separable from health and
wholeness of us as individuals.

43. The Moral Dimensions
of Teaching
Teachers have to make decisions everyday, some of
which will arise over issues which involve a conflict
of interest and values.
These issues are moral dilemmas because
they call into question our own moral values
and the kind of character we are

44. The Moral Dimensions of Teaching
What are some examples of moral dilemmas you have faced/or
anticipate facing as a teacher? (Choose situations in which
you have difficulties in deciding the right way to act).
Share these experiences with your team mates.
As a team, consider the various alternatives courses of action
and propose a plausible solution. As you discuss, be mindful
of the different principles or considerations that guide you
in the process of searching for solutions.

45. What happens if your own values are
contrary to the values or messages we
are teaching?

46. What’s Up Next?

47. What’s Up Next?
Cognitive Development
An Overview
Introduction to
Problem-Based Learning