08 - Chapter 2 PDF
08 - Chapter 2 PDF
08 - Chapter 2 PDF
Theories and
Models ofMoral
Development
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CHAPTER-II
Theories of Values:
Piaget (1932) used the interview method to find out the various
stages of moral development of the child. According to him, there are
four stages:
(i) Anomy - (the first five years) - Piaget called the first stage
anomy, the stage without the law. At this stage the
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I. Pre-conventional level:
whole society. In contrast to the stage four, laws are not frozen, they
can be changed for the good of society.
At this stage, the children realize that the laws and values of a
society are somewhat arbitrary and specific to that society (Hogan and
Emfer, 1978) Laws are seen as necessary to preserve the social order
and to ensure the basic rights of life and liberty.
Stage one: Heinz should not steal the medicine for fear of
being put into prison.
Stage two: Heinz should steal the medicine because he
will be much happier if his wife is healed.
Stage three: Heinz should steal the medicine because his
wife expects him to do so.
Stage four: Heinz should not steal the medicine because
stealing is against the law.
Stage five: Heinz should steal the medicine because
everyone has a right to live, regardless of what the law
says.
State six: Heinz should steal the medicine because human
fife is a more fundamental value than property rights.
Stage seven: Heinz should not steal the medicine because
sickness is just part of the natural life-and-death cycle.
They should just enjoy the time they have left together
(Kohlberg’s stages, 2004).
inventor of the drug is selling it for ten times what it costs him to make
it. The woman’s husband cannot raise the money and the seller
refuses to lower the price or wait for payment. What should the
husband do?
1. Punishment
2. Property
3. Role of concern of affection
4. Role of concern of authority
5. Law
6. Life
7. Liberty
8. Distributive Justice
9. Truth
10. Sex
was rewarded for showing the same type of aggressive behaviour. One
control group was shown a highly active but non-aggressive model.
And another control group saw no models at all. When the children
were observed subsequently while they were at play, those who had
witnessed the aggressive model being rewarded, indulged in
significantly more hostile acts than children in any other group. In
fact such findings of Bandura et al are quite in tune with development
of empathy. And young children display more empathy than others in
watching games and sports, drama or a film. Further, it is a general
observation that empathy does has a significant effect on individuals’
day to day actual behaviour and conduct. Making use of development
of empathy we can help children develop desirable feelings and
attitudes, which in turn, will help in controlling the actual behaviour
and conduct of children.
3. Psychoanalytical Theory -
and super ego tendencies which tend to contradict each other; Super
ego - the source of moral control. It is also known as conscience
related with rightness or wrongness of conduct.
print wherein theory based, well sequenced, replicable steps are given
for the creation of certain instructional effects in the learner”.
2. Consideration Model
i) choosing freely
ii) choosing from alternatives
iii) choosing after considering the consequences
iv) prizing and cherishing
v) affirming
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The steps of the model are (i) to formulate policy goals based on
moral deliberation and social policy research, (ii) to gather support to
implement goals, (iii) dealing of definite psycho philosophic concerns,
and (iv) resulting actual policy outcomes.
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The teacher has four different roles in the Social Action Model.
He/she acts as a general resource, counselor, expert resource in a
specific area and activist (to influence public policy).
ethical and social questions. By giving them tools for analyzing and
debating social issues, the Jurisprudential approach helps students
participate forcefully in the redefinition of social values”.
(v) Enact
(vi) Discuss and evaluate
(vii) Re-enact
(viii) Discuss and evaluate
(ix) Share experiences and generalize
Probe questions
Questioning or probing invites students to explore the logic of
their assertions and to interact with classmates in a manner that
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rational for choosing one issue over other. For example two
questions are as following:
Value Analysis
Instructional
• Nurturant Identification of
Value Conflict
4k
reasoning power
VALUE Development of
ANALYSIS value judgement
MODEL
Development of
communication
skills
Development of Development of
argumentation value clarification
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SYNTAX
Here the teacher can take each alternative that has been
suggested or as many as the class is able to handle without getting
tired and bored. The class should be engaged in brainstorming again
about the possible consequences of each alternative. At this point a
value information chart can be used by the teacher on the blackboard.
Students can prepare this chart in their notebooks.
f
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SOCIAL SYSTEM
PRINCIPLES OF REACTION
SUPPORT SYSTEM