PSYCHOLOGICAL ASPECTS OF MORAL DEVELOPMENT: HISTORY AND RECENT STUDIES
DOI:
https://doi.org/10.17770/sie2018vol1.3400Keywords:
moral development, moral foundations, moral intuition, moral reasoningAbstract
The aim of the study is to analyse psychological aspects of moral development by assessing studies on cognitive rational theory, as well as to learn about the most recent studies on the socially intuitive and evolutionary paradigm of morality. The study analyses the views of Piaget, Kohlberg, Lind, Shweder, Haidt, Joseph, Hamlin, Wynn, Bloom and others on cultural differences of the content of morality, process and mechanisms of moral development, as well as endogenous and environmental factors affecting development. The study led to conclusion that general understanding about morality is innate to a human being and that morality is the core of personality, which helps people to work and live together in a community.References
Alexander, R. D. (1987). Foundations of human behavior. The biology of moral systems. Hawthorne, NY: Aldine de Gruyter.
Cosmides, L., & Tooby, J. (1992). Cognitive adaptations for social exchange. In J. Barkow, L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture (pp. 163–228). New York, NY: Oxford University Press.
Damasio, A. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Grosset/Putnam.
de Waal, F. (2006). Primates and philosophers: How morality evolved. Princeton, NJ: Princeton University Press.
Dunfield, K. A., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. Infancy, 16, 227–247.
Eisenberg, N., Fabes, R. A., & Spinrad, T. (2006). Prosocial development. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 646–718). Hoboken, NJ: John Wiley & Sons.
Geraci, A., & Surian, L. (2011). The developmental roots of fairness: Infants’ reactions to equal and unequal distributions of resources. Developmental Science, 14, 1012–1020.
Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives rely on different sets of moral foundations. Journal of Personality and Social Psychology, 96, 1029-1046.
Haidt, J. & Joseph, C. (2004). Intuitive ethics: How innately repaired intuitions generate culturally variable virtues. Daedalus, 55-66.
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review 108, 814-834.
Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social Justice Research, 20 (1), 98-116.
Haidt, J., Koller, S. H., & Dias, M. G. (1993). Affect, culture, and morality, or is it wrong to eat your dog? Journal of Personality and Social Psychology, 65(4), 613-628.
Hamlin, J. K., & Wynn, K. (2011). Young infants prefer prosocial to antisocial others. Cognitive Development, 26, 30–39.
Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557–559.
Hamlin, J. K., Wynn, K., & Bloom, P. (2010). Three-montholds show a negativity bias in their social evaluations. Developmental Science, 13, 923–929.
Hamlin, J. K., Wynn, K., Bloom, P., & Mahajan, N. (2011). How infants and toddlers reach to antisocial others. Proceedings of the National Academy of Sciences, USA, 108, 19931– 19936.
Hamlin, J.K. & Wynn, K. (2011). Young infants prefer prosocial to antisocial others. Cognitive Development, 26 (1), 30 – 39.
Hamlin, J.K. (2013a). Moral judgment and action in preverbal infants and toddlers: Evidence for an innate moral core. Current Directions in Psychological Science, 22(3), 186 – 193.
Henderson, A. M. E., & Woodward, A. L. (2011). Let’s work together: What do infants understand about collaborative goals? Cognition, 121, 12–21.
Henrich, N., & Henrich, J. (2007). Why humans cooperate: A cultural and evolutionary explanation. Oxford, England: Oxford University Press.
Kohlberg, L. (1968/1995). Moralische Entwicklung. [oriģinālraksts: Moral Development. In International Encyclopedia of the Social Sciences (pp. 483 – 494). NewYork: Crowell, Collier &Macmillan]. Die Psychologie der Moralentwicklung (pp. 7– 41). Frankfurt am Main: Surhkamp Verlag.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive- developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research and social issues (pp. 3153). New York: Holt, Rinehart & Winston.
Kohlberg, L. (1984). Essays on moral development, Vol. 2. The psychology of moral development. San Francisco, CA: Harper & Row.
Kohlberg, L., & Kramer, R. (1969/1995). Zusammenhänge und Brüche zwischen der Moralentwicklung in der Kindheit und im Erwachsenenalter (oriģinālraksts: Continuities and Discontinuities in Childhoodand Adult Moral Development. In Human Development. (pp. 93-120)). Die Psychologie der Moralentwicklung. (pp. 41-81). Frankfurt am Main: Surhkamp Verlag.
Kuhlmeier, V., Wynn, K., & Bloom, P. (2003). Attribution of dispositional states by 12-month-olds. Psychological Science, 14, 402–408.
Kuhn, D., Langer, J., Kohlberg, L., & Haan, N. S. (1977). The development of formal operations. in logical and moral judgment. Genetic Psychology Monographs, 95, 97-188.
Kultūršoks (2016). Grozījumi Izglītības likumā - apdraudējums vai kļūda. Retrieved from https://www.lsm.lv/raksts/zinas/zinu-analize/kultursoks-grozijumi-izglitibas-likuma-apdraudejums-vai-kluda.a204445/
Lind, G. (1978). Wie mißt man moralisches Urteil? Probleme und alternative Möglichkeiten der Messung eines komplexen Konstrukts. In: G. Portele (Ed.), Sozialisation und Moral (pp. 171-201). Weinheim: Beltz.
Lind, G. (2002). Ist Moral lehrbar? Ergebnisse der modernen moralpsyhologischen Forschung. Berlin: Logos Verlag.
Lind, G. (2003). Moral ist lehrbar. München: Oldenburg Schulbuchverlag GmbH.
Lind, G. (2006). Effective moral education: The Konstanz method of dilemma discussion. Hellenic Journal of Psychology, 3, 189-196.
Lind, G. (2008). The meaning and measurement of moral judgment competence revisited – A dualaspect model. In: D. Fasko, W. Willis (Eds.), Contemporary Philosophical and Psychological Perspectives on Moral Development and Education (pp. 185-220). Cresskill. NJ: Hampton Press.
Lind, G. (2011). Moralerziehung. In E. Kiel & K. Zierer (Eds.) Basis Unterrichtsgestaltung (pp. 39 - 50). Baltmannsweiler: Schneider Verlag Hohengehrn.
Martin, G. B., & Clark, R. D. (1982). Distress crying in neonates: Species and peer specificity. Developmental Psychology, 18, 3–9.
Pascarella, E.T. (1991). The impact of college on students: The nature of the evidence. The Review of Higher Education, 4 (14), 453-466.
Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
Premack, D., & Premack, A. J. (1994). Moral belief: Form versus content. In L. A. Hirschfeld & S. A. Gelman (Eds.). Mapping the mind: Domain specificity in cognition and culture (pp. 149–168). New York, NY: Cambridge University Press
Rest, J.R. (1991). Research on moral development in college students. In A. Garrod (Ed.), Emerging themes in moral development and moral education, New York: Columbia University Press.
Sagi, A., & Hoffman, M. L. (1976). Empathic distress in the newborn. Developmental Psychology, 12, 175–176.
Scarf, D., Imuta, K., Colombo, M., & Hayne, H. (2012). Golden Rule or valence matching? Methodological problems in Hamlin et al. Proceedings of the National Academy of Sciences, 109 (22), E1426–E1426. doi:10.1073/pnas.1204123109
Schläfli, A., Rest, J.R., & Thoma, S.J. (1985). Does moral education improve moral judgment? A meta-analysis of intervention studies using the Defining Issues Test. Review of Educational Research, 55, 319-352.
Shweder, R., Much, N., Mahapatra, & M., Park, L. (1997). The "big three" of morality (autonomy, community, and divinity), and the "big three" explanations of suffering. In A. Brandt & P. Rozin (Eds.), Morality and Health (pp. 119-169). New York: Routledge.
Warneken, F., & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Science, 13, 397–402.