Discontents Revisited “ The Culture of Morality” Chapter 3 Elliot Turiel

1. Discontents Revisited“The Culture of Morality”Chapter 3Elliot Turiel Crystal Day-Black, MSN, RN, CNE, CDE, PMHCS-BC Natalie Hart, MS, RN, PMHNP-BC

3. Pondering Points: Do morals change over time (19th century morality vs. 20th century morality)? What role should colleges play in the moral instruction of nurses? How can moral responsibilities be taught to students?  What efforts are being made by colleges to help develop moral understanding and ensure ethical behavior?

4. Key Terms: • Moral discontent - dissatisfaction with the prevailing social or political situation. ~ Webster's dictionary • Communitarian – emphasis on the importance of community in the functioning of political life, in the analysis and evaluation of political institutions, and in understanding human identity and well-being. ~Britannica.com • Individualism - a theory maintaining the political and economic independence of the individual, stressing individual initiative, action, and interests ~Merriam-Webster.com

5. Background(Turiel, pg. 55) • Moral discord is "recurrent" throughout time - Fass, 1977 • Interpretations of “moral crisis” often reference prior moral stability, in earlier history. • However, during prior eras, “moral crisis” was used to describe that era also, often for the same reasons crisis is identified for the current era. (1920s, 1950s, 1990) – “Stereotyping” is possibly the issue

6. Themes: • Negative perceptions of societal morality and some cultural norms. • 'Youth' often identified as primary offenders.

7. Themes: Communitarianism Individualism (pg. 49) Bellah: (pg. 56) • Right to think for self regarded as morally wrong. Kuczewski • Community is fundamentally important to human flourishing. •  Even in a large and pluralistic society such as the United States, there are shared common understandings that are relevant to a vision of the good life. Kuczewski, 2009 • Society generally characterized as being individualistic. • Self-serving • Independent decision-making • Is overall society truly individualistic, or is this view related to stereotyping.?

8. Themes: Communitarian Discontent Individualism Discontent • Societies and cultures viewed as having unacceptable moral standards. • Society regressed to behavior that is considered "self-serving“. • Against conformity • Prefer focus on ‘self’ • Value ‘individual’ rights • General disregard for authority • Desire fulfillment of personal desires • Minimize attachments to other individuals and groups

9. Disconcerting Moral Behavior and Views-1977 (Turiel, pg. 56) Youth • Negative peer relationships - bullying • Negative recreational activities - illegal drug use, violence - games, music, TV • Extreme focus on self-gratification • Identified 'deviant' sexual patterns 20th Century Immoral Behavior • Jazz , “modern" dance - described as degrading, sensual, rowdy - encourages "lower" moral standards 1920s (1990s)- pg. 47, 49 • Girls and women regarded as worst moral offenders • Too many women working outside the home • Parents too liberal - increased crime, prostitution, insanity, decreased religious authority General • Changes in work ethics • Decreased respect for education and teacher authority • Protests against the Vietnam war (1960s) • Civil rights movement - some viewed as disruption of "traditional" values, and sense of community • Hollywood entertainment - leading society astray • New York culture - spread of social ills • Attitudes and actions of young women - self-indulgent, irresponsible, "loose" speech, "loose" style of dress, alcohol use, smoking cigarettes Fass, 1977 General view of women • Increased focus on sexual satisfaction • Decline of family values and marriage

10. Changes in Moral Behavior & Views 1960s • Viewed as a time of abandonment of values by some • Reassertion of important values - moral progress 1970- 1980s • Decreased participation in labor unions - not serving ‘worker’ interests • Shift toward involvement in other types of civic organizations (Environment - global warming, smaller community focused groups with the same goals as Lions Club, PTAs, etc - discontent revisited Etzioni (1980s - 1990s) pg. 57 • Proposed moratorium on the development of new rights, • Access to health care , adequate housing - who should pay? • Free speech - are racial slurs, sexist language, ethnic insults okay? Wynne1985 (pg. 57) • Increased crime rates • Out of wedlock births • Suicide - decreased values and respect for life 1999 (pg. 60-61) • Ladd Report - decreased membership in civic organizations (Lions Club, Elks, PTAs Labor Unions) Putnam, 2000 (pg. 65) • New civic organizations focused on $$ (AARP, environmental focus groups, Natl. Rifle Association, Political watchdog groups) - decreased "social participation" required • members of society "stepped back" from these groups - concerns regarding social justice

11. Moving Toward "Moral Education”Ethics curriculum or moral education? Turiel (pgs. 55, 61, 62, 63) • Individualism and communitarian views are probably inaccurate - cannot group "all" moral values into one view - stereotyping • Society blinded by focus on the quality of morals in society, missing positive trends - moral values are being renewed and expanded • Putnam did not address how people are thinking about social involvement and how/why they choose to be involved. Putnam focused more on social "behavior" or "action" - need to consider motivations for joining, or not joining specific groups • Need more in-depth analyses of societal thoughts about how to achieve moral, social, personal goals • Society more concerned with social justice Potential Benefits: • Improved race relations • Better opportunities for women • Better overall working conditions • Better political representation for “all” members of society • Improved multicultural rights

12. Presenters' View/Recommendation "Expectations alone should not give rise to duties" ~Carson Strong, 2009

13. Practical, Interdisciplinary Moral Education for Health Care Professionals Literature Review Findings: Moral Education (literature): Association for Moral Education - http://www.amenetwork.org/ • Conducts research that links moral theory with educational practice. • Emphasizes self-reflective educational practices that value the worth and dignity of people as moral agents, and that require opportunities for ethical engagement and moral dialogue. Elizabeth Kiss & J. Peter Euben, Defining Moral Education, 2010 http://www.insidehighered.com/views/2010/02/01/kiss • Integrate moral education into existing curriculum • Reflective learning activities (case studies, simulations, role play) • Values clarification: Self assessment • Respect diversity, honor difference, promote social justice (course syllabus) • Promote ‘civility’ • Challenge moral evasions • Encourage dialogue regarding morality of "dominant" or "mainstream" groups - white male, gaps between the rich and the poor • Include activities to promote social justice within curriculum (Turiel, pg. 63) • Faculty encourage and role play "practical wisdom" – phronesis, enables exploration of the grounds of the judgments we are making.  Sellman, 2009

14. Class Response to Questions:

15. References Kuczewski, M. (2009). The common morality in communitarian thought: reflective consensus in public policy. Theoretical Medicine & Bioethics, 30(1), 45-54. doi:10.1007/s11017-009-9095-3 Sellman, D. (2009). Practical wisdom in health and social care: teaching for professional phronesis. Learning In Health & Social Care, 8(2), 84-91 Strong, C. (2009). Exploring questions about common morality. Theoretical Medicine & Bioethics, 30(1), 1-9. doi:10.1007/s11017-009-9092-6