Moral Development During Adolescence Essay
8689 WordsMay 12th, 201635 Pages
Module code: HRPYC81
Research report for Project: 4805
Assignment number: 27
Title of Study: The Determinants Of Moral Development In Curbing Adolescents’ Moral
Initials: G. L.
Student number: 43097855
Examination period: October/November 2015
The Determinants Of Moral Development In Curbing Adolescents’ Moral Decay.
The study explored the determinants of moral development in curbing adolescents’ moral decay. These determinants included identity development, gender, parental (mother) relationship with adolescent, and ethical and moral values. A mixed-model method (both quantitative and qualitative) was used to conduct the study. Participants were sampled through convenience sampling. The sample of a…show more content…
Determinants of morality on adolescents have been focused on moral cognitions and socialisation agents, principally parental influences, as contributed by cognitive developmental and moral socialisation theories. Research shows that higher level reasoning in adolescence is related to parenting that is supportive and stimulates adolescents to question and expand on their reasoning, as well as with an authoritative parenting style (Eisenberg and Fabes, 1998).
Furthermore, the foundation for a coherent positive identity, as Erikson believed, originated in the successful psychosocial outcomes of infancy and childhood, but it is not until late adolescence that young people become absorbed in the task of establishing their identity as it is during adolescence that individuals begin to assume commitments to future occupations, adult sex roles and personal belief systems. Consequently, if one's value system and behaviour code, which govern moral reasoning and resultant behaviour, are to any great extent shaped during adolescence and influenced by the individual's identity, the period of adolescence becomes an important and sensitive one with regards to moral development (Eisenberg et al, 1998) (Caravita,
Giardino, Lenzi, Salvaterra, & Antonietti, 2012).
For the purpose the study, the researcher explored the reasons behind the decline of moral standards at Gebeni high school. Gebeni high school is situated at Gebeni rural community, in
Kohlberg's Theory Of Moral Development Essay
Lawrence Kohlberg began his collegiate career at the University of Chicago, in Chicago, Illinois. He was indeed a very brilliant man and a true scholar. He was so smart in fact, that he placed extremely high on the University’s entrance exam. This resulted in him only having to take a few classes towards graduation. In just one year’s time, he was able to receive his bachelor’s degree from the University of Chicago. After graduation, he began working on his graduate coursework, thinking he would be a clinical psychologist. Instead, he became interested in the works of American philosopher John Dewey, as well as, a Swiss psychologist named Jean Piaget. This interest in their work, lead Lawrence to issuing his doctoral dissertation, which explained his theory of the development of moral reasoning. This was dependent on Dewey’s and Piaget’s way of thinking.) Lawrence not only taught at the University of Chicago, but also at Harvard University, where his theory became popular through research studies that were conducted at Harvard’s Center for Moral Education. His theory pioneered the world of science between both positivists and behavioralists by the presentation of a new theory of moral development that would bridge together science and moral values that were based on cognitive reasoning instead of behavior.
“In brief, Kohlberg’s Theory of Moral Development presents three levels: The Preconventional, Conventional, and Postconventional. Each level contains two stages. Stages one and two in the preconventional involve an “egocentric point of view” and a “concrete individualistic perspective” in which the person makes choices based on the fear of punishment and the desire for rewards. In stages three and four of the conventional level, persons make choices from a “member-of-society” perspective, considering the good of others, the maintenance of positive relations, and the rules of society. Persons in the final stage of the postconventional level, stages five and six, reason from a “prior-to-society” perspective in which abstract ideals take precedence over particular societal laws.” (Kohlberg’s Theory of Moral Reasoning. Gale Encyclopedia of Childhood & Adolescence. Gale Research, 1998. For the purpose of this research, Kohlberg’s Theory of Moral Development Stages five and six will be examined and compared to
The elementary school age level is where we generally find the first level of moral thinking. Within this level, behavior is based on accordingly on social norms, because they are told to do so by authoritative figures such as teachers or parents. A threat or application of some form of punishment is what obedience is compelled by. The individuals within this stage continue to focus on the recourse of their actions. This relates to an action being seen as morally wrong if the person who committed the action is then punished in any way shape or form. In stage two, the “what’s in it for me” attitude is evoked. Kids...
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