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Piaget’ss Stages & Moral Reasoning Piaget Stages & Moral Reasoning Unit 7 • Objective Responsibility • Subjective Responsibility Moral Character and Aggression Kohlberg’s Stages of Moral D Development: l An A O Overview i • Level I: Preconventional Level – Stage 1 – Stage 2 • Level II: Conventional Level – Stage 3 – Stage 4 • Level III: Postconventional Level – Stage 5 – Stage 6 100 Levels of Moral Thinking by Age Levels by age Levels by age Preconventional 90 80 70 60 50 %40 30 Conventional 20 10 Postconventional 0 7 10 13 Age 16 Kohlberg’s Stages of Moral Development Kohlberg’s Stages of Moral Development • Level I: Preconventional Level Level II: Conventional Level 3. Good boy/nice girl orientation 1. Obedience & punishment avoidance stage 2. Exchange of Favors • Instrumental relativist stage (Naive instrumental hedonist) 4. Law & social order orientation • (maintaining authority) Milgram’s Results 100 Duties of a Law‐abiding Citizen 90 % obey ying the experim ment Eichman: • Act Act in such a way that the Fuhrer, in such a way that the Fuhrer if he knew your action, would approve it. (conscience) • Guilt, confessing his sin to superiors for exceptions • Saw Becher & Himmler allowing Saw Becher & Himmler allowing Jews to buy a passport out as the ultimate evil. • Fanatical rush to kill more when defeat approached ( (seeking ki approval, l interpersonal expectations) p ) Milgram results Milgram results Victim pounds the wall 80 70 60 %T Total t l Obedience 50 40 30 20 10 0 0 45 90 135 180 225 270 SHOCK LEVEL 315 360 405 450 Kohlberg’s Kohlberg s Stages of Moral Development Level III: Postconventional (Principled) Level 5. Social contract • (contractual legalistic) • Greatest good of greatest number 6. Universal ethical principles Self chosen D i d through Derived th h reflection fl ti and abstract reasoning Parenting for Moral & Character Development l Kohlberg Questions 1)) Validity y above 4?? Is there a stage 7? 2) Cultural Bias? 3) Sex Bias? g performance p 4)) Reasoning may vary across dilemmas. 5) Relationship to behavior? The Moral Development group: (Just Community) Why does it work? • Harsh Punishment delays • Reasoning and explanation – perspective taking reasoning – inductive reasoning – developmentally appropriate dialogue • Democratic Democratic and authoritative and authoritative styles • Modeling • reasoning slightly above current level • non-indoctrination • social context • relevant Bullying Preventing Bullies Bullies Victims Victims • • • • Hyperactive Overreact to others Belief it enhances status Belief it enhances status Target weaker, smaller, less popular less popular • • • • • • • Immature Anxious Socially withdrawn Socially withdrawn Friendless Low self esteem Low self‐esteem May have disability Relatively defenseless Relatively defenseless Aggression • • • • • • • • • Actively shaping their culture. Empathy training Modeling the right behavior anti‐bullying rules zero tolerance classes on how to deal with bullying skills classes on how to deal with bullying, skills Moral Development approaches Non‐aggressive Non aggressive classroom management style classroom management style Understanding and mitigating aggression Theories of Aggression • Intent to harm a living being • Instrumental Aggression: • Hostile Aggression: – uncommon before 5 – Bullying Catharsis Models Instincts: – Freud: Death instincts; – Ethologists: territoriality Theories of Aggression Catharsis Models • Frustration Aggression: – need or g goal thwarting g --> frustration energy – aggressive gg cues: • weapons effect Theories of Aggression Theories of Aggression • Learning – Operant Conditioning • Boy toughening games – Classical Conditioning – Social learning theory • obse observational at o a learning: ea g – Corporal punishment Does Catharsis Work? • disinhibition: Television • By 16, avg. child views 18,000 televised killings • violence in 94.3% of cartoons at a rate of 25‐32 violent incidents per hour • 70% of Saturday morning programming; 90% of Prime Time • rates are not improving • research shows not necessary for attention research shows not necessary for attention Effects of TV • Modeling – Observational Learning – Disinhibition – Desensitization – Violent imagery – fearfulness; f f l • over estimate dangers – arousal – cues Eron’s 22 year Longitudinal study of Violent TV and Aggression 50 45 40 35 Seriousness of 30 Criminal 25 Offenses at 30 20 15 10 5 0 Low <1hr Medium1-3 High >3 Frequency of Daily TV viewing at 8 Evidence • Longitudinal Study supports causal relationship • Randomized experiments support short term effects • Canadian town TV introduced in 1973, a 160% increase in aggression, hitting, shoving, and biting was documented h i d bi i d d in 1st and 2nd‐grade, with no change in two control communities (Centerwall 1992) • In school, teacher promoted TV removal (Stanford curriculum) 40% removal (Stanford curriculum) 40% reduced violence & bullying • Increased violence 15 yrs after TV is y introduced. JAMA(6/10/92). Theories of Aggression Theories of Aggression • Low social skills – Hostile attribution bias – assertiveness skills • Self-concept related – Low academic achievement – bullies b lli – deviant identity Theories of Aggression Theories of Aggression • • • • Affect disorder Neurological: Organic: Genetics • Situational – Personal Space: p – Environmental Stress: