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The Developmental AreaDefine the developmental area (4 marks)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StrengthsWeaknessesYear 1 core studies: Year 2 core studiesKohlberg (1968) Stages of Moral DevelopmentLee et al. (1997) Evaluations of lying and truth tellingKohlberg (1968) ‘Stages of Moral Development’Area: Theme: 404948527024600Background:5759532209300321227416320Based on the image above, explain what this suggests about our development?00Based on the image above, explain what this suggests about our development?left16320Based on the image above, explain what this suggests about our development?00Based on the image above, explain what this suggests about our development?What are morals?At what age do you think we develop the knowledge of right and wrong?Morality and the lawExplore your thoughts on Cyntoia’s actionsExplore your thoughts on Gypsy’s actionsExplore your thoughts on the two boys (Venables and Thompsons) actionsKohlberg was inspired by Piaget’s pioneering effort to apply a ___________ _________________ to cognitive development rather than linking it to personality traits.The typology contains three distinct levels of moral thinking, and within each of these levels distinguishes two related stages Kohlberg’s theory of moral development. Everyone progresses through the levels and stages in order.LevelStageMoral reasoningStage 1: Pre-conventionalAge 4-101. Punishment and obedience orientationRules are kept to avoid punishment?Age 11-132. Self-Interest orientation stage‘Right’ behaviour is that which ultimately brings rewards to oneself?Stage 2: ConventionalAge 14-163. Good boy-good girl orientation‘Good’ behaviour is what pleases others?Age 14-164. Authority orientationDoing one’s duty, obeying laws is important, the law is the law!?Stage 3: Post-conventionalAge 17-205. Social contract orientation‘Right’ is what is democratically agreed uponAge 17-206. Universal principle orientation?Moral action is taken based upon self-chosen principlesAim:The aim of the study was to see if there was evidence to support his theory of moral development.Consider the fact that Kohlberg had already created his theory before this study was conducted. How might this influence his study?Method:__________ study which followed the development of the same group of boys for _________ years (sample 1)The aim was to show how, as young adolescents _____________________________________________________________________________________________________________________________________________The study also was conducted across cultures using hypothetical moral dilemmas (sample 2)Environment where study conducted is unknown.Consider why a researcher may withhold this information?Sampling method unknown.Consider why a researcher may withhold this information?Sample:Sample 1: _______ boys who were aged 10-16 at the start of the study. These ppts were followed at three-year intervals through to 22-28.As the sample completed the study every 3 years:Is this event sampling or time sampling?Identify the experimental method used – Independent measures design, repeated measures design or matched pairs designEvaluate the likelihood of the following occurring during the study of sample 1: Demand characteristics Social desirability Order effectsSample 2: Boys from _________, Canada, Taiwan, Mexico and _________ No information was given on how many participants there were in total or how many per country – why do you think this is? What can you assume about the participants?This sample was included so that Kohlberg could make comparisons about moral development across cultures. Evaluate whether this study can be considered to encapsulate a range of culturesProcedure:Sample 1 & 2All participants (sample 1 and sample 2) were presented with hypothetical moral dilemmas in the form of short stories to solve. The stories were to determine each participants stage of moral reasoning. The aspects assessed included: _________________The value of human life was tested by asking participants questions like “Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain?”. Another way Kolhberg assessed morality was through the Heinz dilemma.Sample 1 only: The Heinz dilemma“Heinz’s wife is dying of cancer. Doctors said a new drug may save her life. The drug had been discovered by a local chemist and Heinz tried to buy some, but the chemist was charging ten times the money it cost to make the drug and Heinz could only raise half of the money. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused, saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night, he broke into the chemist’s and stole the drug.”The boys would then be asked:Should he have broken into the lab? Why?Should the chemist insist on the inflated prices for his invention? Does he have the right?What should happen to Heinz?What if Heinz did not love his wife does that make anything different?What if the dying person was a stranger?Should the police arrest the chemist for murder if the woman died?Sample 2 only: Participants from sample 2 were told a story involving the theft of food: “A man’s wife is starving to death but the store owner won’t give the man any food unless he can pay, which he can’t. Should he break in and steal some food? Why?”Results:SAMPLE 1:Kohlberg found that his stages (outlined in the above table) were reflected in the answers children gave to each scenario (see below)Kohlberg’s analysis found that 50% of each of the six stages, a participants thinking was at a single stage, regardless of the moral dilemma involved. In addition, participants showed progress through the stages with increasing age.In relation to the scenario ‘Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain’, Kolhberg presented the reasoning behind the children’s decision making process. LevelStageMoral reasoningStage 1: Pre-conventionalAge 4-101. Punishment and obedience orientationThe value of a human life is confused with the value of physical objects and is based on the social status or physical attributes of its possessor e.g.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: The doctor should mercy kill as he is just wasting medicine that could be used for someone else?Age 11-132. Self-Interest orientation stageThe value of human life is seen as instrumental to the satisfaction of the needs of its possessor or of other people e.g.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: Maybe it would be good to put her out of her misery, but the husband wouldn’t want that, the husband would have no one to look after him?Stage 2: ConventionalAge 14-163. Good boy-good girl orientationThe value of human life is based on the empathy and affection of family members and others toward its possessor e.g.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: It might be best for her, but I really do feel sorry for the husband??Age 14-164. Authority orientationLife is conceived as sacred in terms of its place within the law or religious values.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: I don’t know, in one way It’s murder, it’s not a right or privilege of a man to decide who should live or who should die. It is against the law to kill people, and the law should not be broken?Stage 3: Post-conventionalAge 17-205. Social contract orientationLife is valued both in terms of its relation to community welfare and in terms of life being a human right.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: I am a human being and it is my right to live a life where everyone is equalAge 17-206. Universal principle orientation?Belief in the sacredness of human life as representing a universal human value of respect for the individual.?Should a doctor ‘mercy kill’ a fatally ill woman requesting death because of her pain – Response: A human life takes precedence over any other moral or legal value, whoever it is. A human life has inherent value whether or not it is valued by a particular individualSAMPLE 2: (Cross cultural findings)Taiwanese boys aged 10-13 tended to give ‘classic’ sub stage-2 responses.Mexico showed the same results however that development was a little slower At the age of 16, Sub stage-5 thinking was much more noticeable in the US than either Mexico or Taiwan.In these three divergent cultures, middle-class children were found to be more advanced in moral judgement than matched lower-class children.No important differences were found in the development of moral thinking among Catholics, Protestants, Jews, Buddhists, or atheists.Conclusions:____________________________ in an individual’s moral development.Each stage of moral development comes one at a time and always in the same order.An individual may stop at any given stage and at any age.Moral development ________ with Kohlberg’s stage-pattern theory.There is a ________________________ of sequence of stages.Middle-class and working-class children move through the same sequence but middle-class children move faster and further.This 6-Stage theory of moral development is not significantly affected by widely ranging social, cultural or religious conditions. The only thing that is affected is the rate at which individuals progress through the sequenceEvaluation:Research methodType of dataEthical considerationsValidityReliabilitySampling biasPractical applicationsEthnocentrism Exam questions:Describe what is meant by a moral dilemma [2 marks]Describe the sample used in Kohlberg [3 marks]Discuss two strengths with the sample used in Kohlberg [4 marks]Discuss two weaknesses with the sample used in Kohlberg [4 marks]Explain why Kohlberg’s study can be described as a longitudinal study [2 marks]Outline two conclusions from the Kolhberg study [2 marks]Does the Kolhberg study have ethnocentrism? [2 marks]Describe one of the moral dilemma’s used in Kolhberg’s study [4 marks]Explain how the study falls under the area it does [3 marks]Explain how the study links to the theme it does [3 marks] ................
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