Module – Who am I? Who are you?

1. Module – Who am I? Who are you? Lesson 5 – My morals made me do it.

2. How to Navigate Tutorial • Click on hyperlinks within each slide first. • Click on to move to the next slide. • Click on to move to the previous slide. • Click on the icon to return to the index.

3. Lesson 5 Index • Theories of Moral Reasoning • Lawrence Kohlberg • Cross Cultural Analysis • John Haidt • Neurobiological Basis of Moral Reasoning • In Conclusion • References

4. Objective #22 Summarize the cognitive mechanisms involved in each stage of Kohlberg’s theory of moral reasoning

5. Moral Reasoning… According to Kohlberg

6. Theory of Moral Development • Preconventional Level • Stage 1:Punishment and Obedience • Stage 2:Mutual Benefit • Conventional Level • Stage 3:Interpersonal Expectations • Stage 4:Law and Order • Postconventional Level • Stage 5:Legal Principles • Stage 6:Universal Moral Principles

7. The Heinz Dilemma In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $400 for the radium and charged $4,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So having tried every legal means, Heinz gets desperate and considers breaking into the man’s store to steal the drug for his wife.

8. Preconventional: Stage 1 Morality is based on punishments and rewards. Judgments are formed according to external authorities. [click] Chris, age 6: “[Heinz] did something wrong; he will go to jail.”

9. Preconventional: Stage 2 Morality is reciprocal. We seek what is in our best interest, and only help others if it benefits us. [click] Jonathan, 7 : “He shouldn’t get in trouble for stealing it because he really needed it and the man who was selling it was so greedy and only wanted the money.”

10. Conventional: Stage 3 “Right” is being a “good” person by conforming to social expectations. [click] Andrea, 9: “Because if you do you are caring about other people instead of just you.”

11. The Bridge Dilemma In Korea, a company of Marines was way outnumbered and was retreating before the enemy. The company had crossed a bridge over a river, but the enemy were mostly still on the other side. If someone went back to the bridge and blew it up, with the head start the rest of the men in the company would have, they would probably then escape. But the man who stayed back to blow up the bridge would not be able to escape alive. The captain himself is the man who knows best how to lead the retreat. He asks for volunteers, but no one will volunteer. If he goes himself, the men will probably not get back safely and he is the only one who knows how to lead the retreat.

12. Conventional: Stage 4 “Right” is helping to maintain social order by doing one’s duty and showing respect for authority. [click] Grace, 11: “That man joined the Army and the captain has every right to order his men.”

13. Postconventional: Stage 5 “Right” is protecting basic rights of all members of society by upholding legal principles that promote fairness, justice, equality, and democracy. [click] Taya, 10: “He’s doing it for the right reasons but he shouldn’t still.”

14. Postconventional: Stage 6 “Right” is determined by self-chosen ethical standards that underscores ideals. If these conflict with laws, self-chosen principles take preference. [click] Christa, 14: “We must recognize all humans as human. Human life is human life.”

15. Objective #23 Break down Kohlberg’s theory of moral reasoning by gender and culture

16. Cross-Cultural Relevance • Western emphasis on individual rights, harm, and justice • Don’t reflect collectivist emphasis on interdependence and group harmony • Heinz’s Dilemma • “If nobody helped him, I would say that we had caused the crime.” man from New Guinea • Hockenbury, D. and Hockenbury, S. (2006). Psychology (3rd ed.). New York, New York: Worth Publishers.

17. Moral Reasoning… According to Gilligan

18. Carol Gilligan – Gender differences • Later criticized his theory of moral development as being biased toward a male perspective • Proposed care-orientation as an alternative method of moral reasoning • Believes girls are more inclined towards care-orientation so they score lower on Kohlberg’s stages because care-orientation is associated with stage 3 (good interpersonal relationships).

19. Gilligan’s Three-Stage Theory • Preconventional:Egocentricism • Conventional:Care for others • Postconventional:Balancing care for self and others “The moral judgments of women differ from that of men in the greater extent to which women’s judgments are tied to feelings of empathy and compassion and are concerned with the resolution of real as opposed to hypothetical dilemmas.” Gilligan, 1982

20. Objective #24 Discuss morality according to Haidt’s five fundamental moral impulses

21. Harm / Care

22. Fairness / Reciprocity

23. Authority / Respect

24. In-Group Loyalty

25. Purity / Sanctity • Creates most conflict • Best predictor of attitudes • Abortion • Gay marriage

26. 5 Fundamental Moral Instincts “Seeing things from multiple perspectives gives you a much better view of the whole.”A. Newberg

27. Objective #25 Illustrate how Haidt’s theory of morality can be understood as a worldview

28. Haidt’s Theory as a Worldview Liberals Conservatives • Harm / Care • Fairness / Reciprocity Ignore or don’t see other perspectives See as outdated or backwards • Loyalty • Authority • Purity Acknowledges other perspectives, but don’t emphasize

29. Objective #26 Describe the neurobiological basis of moral reasoning by discussing the roles of various structures and regions in the brain

30. The Brain and Moral Reasoning • Frontal Lobe (blue) • Temporal Lobe (green) • Abstract reasoning • Working memory • Willful thinking • Regulates emotions Newberg, A. and Waldman, M.R. (2006). Why We Believe What We Believe: Uncovering Our Biological Need for Meaning, Spirituality, and Truth. New York: Free Press.

31. In conclusion…

32. What is morality? • Moral Reasoning = neurobiology + social influence • Interconnectedness = compassion and empathy • Individualists – guilt motivates change • Collectivists – shame motivates change Newberg, A. and Waldman, M.R. (2006). Why We Believe What We Believe: Uncovering Our Biological Need for Meaning, Spirituality, and Truth. New York: Free Press.

33. How to Change Beliefs • Ideals and beliefs are superior to others • Logical justification for beliefs • Clearly defined group behavior • Reinforce 1-3 over and over • Contractual agreement (commitment to group) • 1-5 are standard in most groups Newberg, A. and Waldman, M.R. (2006). Why We Believe What We Believe: Uncovering Our Biological Need for Meaning, Spirituality, and Truth. New York: Free Press.

34. References Haidt, J. (2007). Moral Psychology and the Misunderstanding of Religion. Retrieved August 13, 2009 from http://www.edge.org/3rd_culture/haidt07/haidt07_index.html Hockenbury, D. and Hockenbury, S. (2006). Psychology (3rd ed.). New York, New York: Worth Publishers. Jacobs, T. (2009, April 27). Morals Authority. Retrieved October 4, 2009 from http://www.miller-mccune.com/culture_society/morals-authority-1099/2?article_page=3. Naukan, D. and Fredendall, C. (n.d.). Morality in Kohlberg and Gilligan [PowerPoint]. Retrieved October 4, 2009 from http://dante.udallas.edu/fredendall/child_growth/ChildGrowth/Kohlberg.ppt. Newberg, A. and Waldman, M.R. (2006). Why We Believe What We Believe: Uncovering Our Biological Need for Meaning, Spirituality, and Truth. New York: Free Press.