Adolescent Moral Development

Morality can be defined as the distinction among what is right and wrong or what is grave and large. Although, honourable reasoning depends on culture which makes it difficult to define. Most deal dont look at where these principles argon coming from or what guides angiotensin converting enzyme through example development. As children grow and learn, usually from alimony takers and people who inspire their every need, their devotion changes ground on several(prenominal) levels. Although researching of chaste development goes as far back as Socrates, on that point argon two psychologists that examine pietism in depth and they be Lawrence Kohlberg and Jean Piaget.Jean Piaget was a cognitive developmental psychologists spending most of his time working with children and adolescents, including his own. Although, Piagets observation of moral development wasnt in depth like Kohlberg, he allowed for a basic understanding. He believed that moral development occurred in stag es. Piaget strongly believed in education and thought inter numeralion in a education setting allowed children maximum potential in cognitive development. Piaget believed in many things, but when it came to moral development in that location were only two basic principles.The first principle was that children develop moral ideas in stages and could not skip stages, although movement from one stage to the new(prenominal) could vary in length. Lastly he believed that children create their own cognizance of their world, including whether their actions enforce what is morally right or wrong. Piagets ideas of moral naturalism and morality of cooperation play a role in Kohlbergs theory. Children in Piagets stage of moral realism believe that rules are absolute and cant be changed.Punishment should be immovable by how much damage is done, and the intention of the child is not taken into account. For example, a child operating in the stage of moral realism would believe that a child who accidentally breaks three cups should be penalize more than a child who breaks one cup on purpose. Eventually, both(prenominal) the damage done and the intention of the offender in a given over moral dilemma are considered in this stage of moral development. Lawrence Kohlberg studied moral development in depth and that is what he is most normally know for.Although his basic ideas and principles originated from the ideas of Piaget, Kohlberg did an in depth study of the basics of morality and how a child or adolescents move from one stage to the next. Kolberg had actual sestet stages of moral development. All of the stages were grouped into three levels of sub categories. Stages one and two are pre- stuffy judgment and moral development. Stages three and four are conventional judgment. Lastly, stages are five and six are post conventional.When children are born Kolberg believes that they have no moral philosophy and as they grow and learn, morals begin to form. The pre-conv entional level is where morality begins. This is the basis of moral judgment. The moral value here in this stage are external. Stage one is ground on obedience and punishment. If a child is punished they will search and avoid the situation knowing that they will be punished so that act is known as wrong to the children. Stage two is a slightly more complex stage. Children are now egocentric and are able to exchange thoughts and ideas.Both male and females hold certain roles and have various beliefs. The conventional level Those who reason in a conventional carriage judge the morality of actions by comparing them to societys views and expectations. Conventional morality is characterized by an acceptance of societys conventions concerning right and wrong. At this level an individual obeys rules and follows societys norms even when in that respect are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid, however, and a rules appropria teness or fairness is seldom questioned .Stage three is where children are labeled. In this stage children are labeled either exhaustively or bad. Children chasten and please others for acceptance and approval. For example, during the Christmas holiday season children try their hardest to be good so Santa will come and bring them Christmas presents. Where as if they are bad they will receive coal. Stage four is where authority comes in and plays a highly important role. Children learn that authority figures are the ones who control and hold in order. Also they try and outlast up to others expectations instead of their own.The post conventional level is where moral values allow adolescents and adults to distinguish the difference between societies view of right and wrong and the views of their individual views. Most people live by these views of right and wrong. In stage five the world is known as being able to hold their own opinions and views. Stage six is using your own opinio ns and applying them. For instance choosing to use logic and consistency or the feeling of your own ethics to make understandable and logical decisions. bit a child grows the formation of morality is highly important.Alcoholics, do drugs addicts and murderers force suffer from disturbed moral thoughts which might cause an error in their beliefs of right and wrong. For instance, a murderer who grew up in an abusive radix atmosphere might think it is okay to be abusive and get other people. So therefore there morality was culture based and was encouraged based on the home life sustained. The same for alcoholics and drug addicts. Although, not all people who come from these types of dysfunctional families suffer and act upon there cultural up bringing some may.