Moral Development Theories Assignment
\nIntroduction
\nMoral development theories explain the process of achieving standards of behavior. The essay describes the works of Jean Piaget, Lawrence Kohlberg, Elliot Turiel, and Albert Bandura. The focus is to explain the arguments of how people learn moral and social standards of behavior. Kohlberg and Turiel\u2019s theories focus on how children learn standards of behavior from a young age. Bandura\u2019s theory of Social Learning relates to the biblical view that people should strive to behave morally to encourage others to emulate positive behavior. The theory relates to 1 Corinthians 11:1 which states that \u201cfollow my example, as I follow the example of Christ.\u201d The purpose of the essay is to examine the moral development theories by Jean Piaget, Lawrence Kohlberg, Elliot Turiel, and Albert Bandura.
\nJean Piaget\u2019s Theory of Moral Development
\nJean Piaget developed a theory on how children develop morals, understand, and adhere to rules. It describes the process children undergo as they learn what is right and wrong based on social culture, norms, and laws (DeTienne et al., 2021). The theorist identified four stages that children go through as they strive to understand morals. The stages include the sensorimotor stage which is for 0\u20132 years old. The second stage is the preoperational stage between 2\u20137 years old. The third stage is the concrete operational stage which is for children between 7\u201311 years old (DeTienne et al., 2021). The fourth stage is the formal operational stage for children 11 years old through adulthood. Piaget believed that children go through different stages as they adapt to a new environment using past knowledge and blending it with newly acquired information (Turiel. 2018). According to Piaget, children have varying cognitive abilities as they go through the different of moral development. Another discovery is that children\u2019s ideas regarding moral reasoning change as they grow older.
\nPiaget suggests that children experience moral realism in the first stage of moral development. Young children believe laws are inflexible standards of behavior. In this stage, children believe the automatic response to breaking rules is punishment (Turiel. 2018). The second stage is autonomous reality, which occurs as children advance in age. In the second stage, children gauge the action based on the intention of the perpetrator. Piaget suggests that the successful application of Piaget’s theory in schools is through cooperation and a problem-solving approach (DeTienne et al., 2021). According to the theory, the moral compass becomes accurate as people make decisions that align with their beliefs (DeTienne et al., 2021). The theory is an impactful perspective since it inspired the works of Lawrence Kohlberg and other modern theories of moral development.
\nLawrence Kohlberg\u2019s Theory of Moral Development
\nKohlberg’s theory of moral development is effective since it helps achieve optimal moral values. The theory helps them to become responsible members of the family. It helps children to make appropriate decisions for the children (Lafmejani, 2019). According to the theory, moral logic focuses on ensuring justice in society. The first stage of Kohlberg’s theory of moral development is pre-conventional morality. According to Kohlberg, the stage lasts until age 9, when children make decisions based on the set rules are fear breaking the laws due to the consequences (Lafmejani, 2019). The first level includes obedience and punishment and individualism and exchange.
\nThe second level is conventional morality which involves internalizing the moral standards from their participation in society. It involves accepting figures of authority and appreciating the norms set in society. One of the stages in level two is developing good interpersonal relationships. The stage is called “good boy-good girl” orientation which emphasizes the role of conformity and the role of relationships (Goldschmidt et al., 2021). The next stage in level two is maintaining social order. The stage involves considering social order when making decisions. For instance, the stage emphasizes the role of maintaining law and order and respecting figures of authority (Goldschmidt et al., 2021). Children and young adults internalize the moral standards of behavior they have learned from the adults.
\nLevel three involves post-conventional morality which involves understanding the abstract principles of morality. The stage shows that rules are important in society but the members of the society should have a consensus (Lafmejani, 2019). The last stage involves following the standards of behavior even if they contradict personal perspectives.
\nElliot Turiel\u2019s Moral Domain Theory
\nThe theory explores the application of knowledge, ethics, and morals and how to treat others in society. The moral domain theory proposes that people from childhood learn diverse concepts about fairness, rights, and welfare (Bajovic & Rizzo, 2021). According to Turiel, children learn and develop moral judgment. The theory demonstrates the attempts children make to fight against inequalities in society using overt and covert activities (Bajovic & Rizzo, 2021). The theory argues that children are not simply shaped by the external environment but they constantly create their world.
\nTuriel outlined three sources of knowledge that shape moral behavior in society. The three domains include morals, society, and psychology. Morals describe the principles that govern how people should treat each other (Caetano et al., 2019). Societal morals define the principles that govern the behavior of people in social groups. Psychology is the understanding of self, autonomy, and individuality. The theory demonstrates that children as young as three years use the criteria to determine moral transgression (Caetano et al., 2019). The focus is to evaluate if rules exist to govern behavior and if the rules are accompanied by punishment as a result of the violation.
\nMoral domain theory is applicable in understanding the relationship between parents and their children, cultural expectations, parental conflict with children, and bullying. The theory shows that children give priority to morality as they make decisions while adults go beyond morals (Romera et al., 2019). For instance, children from three years of age understand the value of sharing toys and that it is wrong to hit others since it will result in pain. The moral reasoning of children will vary among adults who will consider diverse factors to decide on moral rightness and wrong (Romera et al., 2019).
\nAlbert Bandura\u2019s Theory of Moral Development through Social Learning
\nAlbert Bandura proposed a theory of social learning that proposes the stages people go through in the process of learning. The social learning theory emphasizes the importance of observing, modeling, and imitating the behavior, attitude, and emotions of others (Abdullah et al., 2020). The theory indicates that cognitive and environmental factors are essential factors in the learning process. Observation is the major component of the learning process. Bandura indicates that social learning takes place if four conditions are met including attention, retention, reproduction, and motivation (Abdullah et al., 2020). Bandura states that people learn moral behavior by observing the conduct of others in society. The theory relates to the saying that children are like sponges that absorb the experiences of daily life and form their social behavior.
\nThe social learning theory of moral development indicates that learning takes place when the mental state is involved. According to the theory, the mind needs to have a sense of pride and accomplishment that will facilitate learning (Kabiri et al., 2022). However, Bandura acknowledged that learning does not mean immediate change will occur in social behavior. For instance, a child cannot learn how to ride immediately after the first lesson. Another important component is that observations take various shapes including a live model, a symbolic model, and a verbal instruction model (Kabiri et al., 2022). The social learning theory of moral development is evident in studies that explore aggression and violence that children develop after watching movies with acts of violence and aggression.
\nSimilarities
\nThe two theories that have similarities include Kohlberg and Turiel\u2019s theories. One of the major similarities is that the theories focus on morality which forms the basis of social order. Morality and social order are important concepts in society since they govern behavior and maintain order (Lafmejani, 2019). A society cannot function without social order. For instance, Kohlberg’s theory focuses on how children develop morality and moral reasoning. Kohlberg suggests the different stages that people go through to develop moral reasoning and morality. Similarly, Turiel indicates that children’s moral constructs through social interaction determine a violation of justice. Another major similarity is that the two theories focus on children who gain moral principles from a young age (Turiel, 2018). Kohlberg explains how children develop moral reasoning through different age brackets. The perception of the children changes as they advance in age. Similarly, Turiel through the moral domain theory proposes that people from childhood learn diverse concepts about fairness, rights, and welfare (Goldschmidt et al., 2021).
\nBandura versus Piaget\u2019s Theories
\nBandura and Piaget\u2019s theories present diverse differences that are worth noting. Piaget believed the four stages of development are created by children as they advance in cognitive development (DeTienne et al., 2021). However, Bandura believed that through operant and classical conditioning children learn behaviors from other people. Piaget describes the process children undergo as they learn what is right and wrong based on social culture, norms, and laws (DeTienne et al., 2021). According to Piaget, young children believe laws are inflexible standards of behavior. In this stage, children believe the automatic response to breaking rules is punishment. Conversely, the social learning theory emphasizes the importance of observing, modeling, and imitating the behavior, attitude, and emotions of others (Bajovic & Rizzo, 2021). Bandura\u2019s theory relates to the saying that children are like sponges that absorb the experiences of daily life and form their social behavior.
\nTheory and Biblical View
\nThe Holy Scripture in John 12:46 states that \u201cI have come into the world as a light so that no one who believes in me should stay in darkness\u201d (Bible, 1996). The verse is a profound explanation of Bandura\u2019s theory of Social Learning. The verse explains the theory since it dwells on the fact that individuals observe and imitate behavior in society (Bandura & Hall, 2018). The encouragement is for people to display positive behavior that will inspire others to emulate good behavior. Bandura states that observation is the major component of the learning process. The social learning theory emphasizes the importance of observing, modeling, and imitating the behavior, attitude, and emotions of others (Bandura & Hall, 2018). Bandura gives an example of aggression and violence among children who watch movies with acts of violence and aggression.
\nThe theory shows that human beings should aspire to be the light and moral compass for others. It shows that just like Christ Jesus who came to the world to show the lost the way, people should aspire to demonstrate quality behavior that others can emulate (Bible, 1996). Bandura shows that children can develop positive or negative behavior based on what they observe or interact with in society (Bandura & Hall, 2018). Society should strive to be a light to the lost generations of people. Teachers and followers of Jesus must be the light to the lost generation. It is important to portray behavior that resonates with the mind of Christ. In 1 Corinthians 11:1, Paul wrote to the Corinthians encouraging them to follow his example (Bible, 1996). The Scripture states that \u201cfollow my example, as I follow the example of Christ.\u201d Another scripture to encourage believers to set a good standard is Paul\u2019s letter to Ephesians. Ephesians 5:1 says, \u201ctherefore become imitators of God [copy Him and follow His example], as well-beloved children [imitate their father] (Bible, 1996).
\nConclusion
\nThe different theorists describe their views on moral and social development. The works of Jean Piaget, Lawrence Kohlberg, Elliot Turiel, and Albert Bandura have an impact on understanding moral values and morals in society. Kohlberg’s theory of moral development focuses on conformity by stating that children and young adults focus on the standards set by adults and respect the figures of authority. Kohlberg and Turiel\u2019s theories indicate that children learn moral standards of behavior from a young age. However, Bandura’s and Piaget\u2019s theories present diverse differences. Bandura has a biblical view since it shows that children learn through observation. The Holy Scripture encourages believers to set good standards of behavior to motivate those around them to behave responsibly and morally.<\/p>\n
References
\nAbdullah, N., Hassan, S. S. S., Abdelmagid, M., & Ali, S. N. M. (2020). Learning from the Perspectives of Albert Bandura and Abdullah Nashih Ulwan: Implications towards the 21st Century Education. Dinamika Ilmu, 20(2), 199-218.
\nBajovic, M., & Rizzo, K. (2021). Meta-moral cognition: bridging the gap among adolescents\u2019 moral thinking, moral emotions and moral actions. International Journal of Adolescence and Youth, 26(1), 1-11.
\nBandura, A., & Hall, P. (2018). Albert bandura and social learning theory. Learning theories for early years practice, 63.
\nBible, K. J. (1996). King James Bible (Vol. 19). Proquest LLC.
\nCaetano, L. M., Souza, J. M. D., Silva, C. O. D., & Choi, P. Y. C. (2019). Moral educational conceptions of children and adolescents: dialogue between the moral judgment theory of Piaget and the social domain theory of Turiel. Educa\u00e7\u00e3o e Pesquisa, 45.
\nDeTienne, K. B., Ellertson, C. F., Ingerson, M. C., & Dudley, W. R. (2021). Moral development in business ethics: An examination and critique. Journal of Business Ethics, 170(3), 429-448.
\nGoldschmidt, L., Langa, M., Alexander, D., & Canham, H. (2021). A review of Kohlberg\u2019s theory and its applicability in the South African context through the lens of early childhood development and violence. Early Child Development and Care, 191(7-8), 1066-1078.
\nKabiri, S., Shadmanfaat, S. M., Howell, C. J., Donner, C., & Cochran, J. K. (2022). Performance-enhancing drug use among professional athletes: a longitudinal test of social learning theory. Crime & Delinquency, 68(5), 867-891.
\nLafmejani, A. Q. (2019). Lawrence Kohlberg\u2019s Theory Of Moral Development And Its Comparison With Ethics From The Perspective Of Shia Islam. European Journal of Science and Theology, 15(1), 97-112.
\nRomera, E. M., Casas, J. A., G\u00f3mez-Ortiz, O., & Ortega-Ruiz, R. (2019). Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior, 45, 75-82.
\nTuriel, E. (2018). Moral development in the early years: when and how. Human development, 61(4-5), 297-308.<\/p>\n","protected":false},"excerpt":{"rendered":"
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