A Quiz Designed For An Assignment In Ecs 312! Moral Development

Lawrence Kohlberg's Theory of Moral Development consists of six stages. These stages are categorized into three levels: pre-conventional, conventional, and post-conventional. Each stage represents a different level of moral reasoning, with individuals progressing through the stages as they develop their moral judgment. The stages include obedience and punishment orientation, self-interest orientation, interpersonal accord and conformity, authority and social-order maintaining orientation, social contract orientation, and universal ethical principles orientation.

Research has shown that children between the ages of 2 and 4 usually begin to lie. This is because they start to understand that lying can help them avoid trouble or gain personal benefits. This behavior is a normal part of their cognitive development and is often seen as a sign of their growing understanding of social interactions and consequences.

The most appropriate way for the teacher to respond is to calmly acknowledge Sally's frustration and explain to her that she could have handled the situation differently by asking Henry nicely to not cut in line. The teacher can then have Sally help Henry up and encourage them to walk together, promoting understanding and conflict resolution. This response addresses the issue, teaches Sally a more appropriate way to handle her frustration, and promotes empathy and cooperation between the two students.

According to Elliot Turiel's theory, the moral, social, and psychological domains develop simultaneously and in parallel. This means that these domains are not separate or sequential but rather interconnected and evolving together. Therefore, the statement "a moral domain, a social domain, and a psychological domain evolve in a parallel way all occurring at once" is true.

Internalization refers to the process of consolidating and embedding one's own beliefs, attitudes, and values when it comes to moral behavior. It also refers to the developmental change from externally controlled behavior to internally controlled behavior.

According to Jean Piaget's Theory of Cognitive Development, children who are younger than 9 years old have heteronomous moral thinking, which means they base their understanding of right and wrong on external rules and authority figures. However, when they are past 9-10 years of age, they develop autonomous moral thinking. This means that they have an internal sense of right and wrong and base their moral judgments on their own understanding and principles rather than relying solely on external rules and authority figures.

Kohlberg's theory of moral development is often criticized for various reasons, such as not enough emphasis on behavior, not citing the influence of parents, and the progression through stages not always aligning with his predictions. However, the given answer states that the criticism is about his findings focusing on children being too egocentric. This criticism is not accurate because Kohlberg's theory actually emphasizes the development of moral reasoning and understanding, rather than solely focusing on egocentrism.

The development of conscience begins in early childhood with compassion, sympathy, and empathy. Compassion is the ability to understand and share the feelings of others, especially those who are suffering. It involves showing kindness, care, and concern for others. In early childhood, children start to develop a sense of right and wrong and an understanding of how their actions can impact others. Compassion plays a crucial role in this development as it helps children to recognize and respond to the emotions and needs of others, ultimately shaping their moral compass and guiding their behavior.

The question states that there are two types of laws: just and unjust. The word "unjust" is given as the correct answer, which is repeated in capital letters. This suggests that the word "unjust" is the missing word in the sentence, completing the phrase "just and ___." Therefore, the answer is "unjust."

Piaget believed that the transition from heteronomous to autonomous moral thinking occurs throughout these moral stages. Moral realism refers to the belief that moral rules are fixed and unchangeable, and Piaget believed that children in the early stages of moral development tend to have this perspective. Premoral refers to the stage before the development of moral reasoning, where children do not yet understand or follow moral rules. Moral relativism, on the other hand, is the understanding that moral rules can vary depending on the situation or culture. Piaget believed that as children progress through the stages of moral development, they transition from moral realism to moral relativism, ultimately reaching the post-conventional stage where they develop their own moral principles.