Download Learning Personality, Morality, and Emotions

LEARNING PERSONALITY,
MORALITY, AND EMOTIONS
Sociology – Chapter 3 – Mrs. Madison
Freud & Personality Development

Personality consists of three elements:

Id: Our inborn basic drives
Cause us to seek pleasure or self-gratification
 Demands fulfillment of basic needs – food, attention, safety


Ego: A balancing force between the id and the demands of
society


We realize we can’t have everything we want
Superego: Cultural values and norms internalized by an
individual; the conscience.
We realize why we can’t have everything we want
 Provokes feeling of guilt or shame when we break rules or pride
and satisfaction when we follow them

Freud & Personality Development

What happens when the id gets out of hand?

What happens when the superego gets out of hand?
Freud & Personality Development

Conclusion:
 The
social group into which we are born transmits norms
and values that restrain our biological drives.

Criticisms:
 Sociologists
object to the view that inborn and
subconscious motivations are the primary reasons for
human behavior.
 Freud’s work presents humans in male terms and
devalues women.
Kohlberg & Development of Morality

Stages of Moral Development:
 Young
children begin in the amoral stage
 Focused
on immediate self-gratification
 Little or no concern for others
 Preconventional
 Have
Stage (Ages 7-10)
learned rules and how to avoid punishment
 View right and wrong in terms of what pleases others
Kohlberg & Development of Morality
 Conventional
Stage (Age 10)
 Morality
means following norms and values they’ve learned
 Begin to assess intention in reaching moral judgments

Ex: Stealing
 Postconventional
 People
Stage
move beyond their society’s norms to consider
abstract ethical principles – liberty, freedom, justice
 Kohlberg believes most people never reach this stage
Gilligan – Gender & Morality



Women are more likely to evaluate morality in
terms of personal relationships – how an action
affects others.
Men tend to think more along the lines of abstract
principles– formal rules to define right and wrong.
Researchers have found that both men and women
use personal relationships and abstract principles
when they make moral judgments.