Adolescence and moral development

ADOLESCENCE AND THEIR UNHAPPINESS; MORAL DEVELOPMENT; SELF ASSESSMENT ACTIVITY; MORAL AND CHARACTER DEVELOPMENT; RECOMMENDATIONS; WHAT CAN WE REALLY DO? TEN TIPS FOR PARENTS.

1. Syed Md. Sajjad KabirSyed Md. Sajjad Kabir
Department of PsychologyDepartment of Psychology
University of ChittagongUniversity of Chittagong
[email protected]@cu.ac.bd
WORKSHOP ON WORKSHOP ON
ADOLESCENCE AND MORAL ADOLESCENCE AND MORAL
DEVELOPMENTDEVELOPMENT
Sunday, June 3, 2018Sunday, June 3, 2018

2. ADOLESCENCE AND THEIR ADOLESCENCE AND THEIR
UNHAPPINESSUNHAPPINESS
MORAL DEVELOPMENTMORAL DEVELOPMENT
SELF ASSESSMENT ACTIVITYSELF ASSESSMENT ACTIVITY
MORAL AND CHARACTER DEVELOPMENTMORAL AND CHARACTER DEVELOPMENT
RECOMMENDATIONSRECOMMENDATIONS
WHAT CAN WE REALLY DO?WHAT CAN WE REALLY DO?
TEN TIPS FOR PARENTSTEN TIPS FOR PARENTS
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ADOLESCENCE AND ADOLESCENCE AND
MORAL DEVELOPMENTMORAL DEVELOPMENT

3. AdolescenceAdolescence

Adolescence is a transitional stage of physical and Adolescence is a transitional stage of physical and
psychological human development generally occurring psychological human development generally occurring
during the period from puberty to adulthood. during the period from puberty to adulthood.

It is the bridge between childhood and adulthood (10 to 21 It is the bridge between childhood and adulthood (10 to 21
years of age). years of age).

Adolescent refers not only to biological growth, but also to Adolescent refers not only to biological growth, but also to
social, emotional, psychological and moral growth within a social, emotional, psychological and moral growth within a
cultural framework. cultural framework.

It is the best of times, it is the worst of time, it is the age It is the best of times, it is the worst of time, it is the age
of wisdom, it is the age of foolishness (Charles Dickens). of wisdom, it is the age of foolishness (Charles Dickens).

Stanley Hall (1904), the first American Psychologist Stanley Hall (1904), the first American Psychologist
describes adolescence as the tension between biological describes adolescence as the tension between biological
and social dependence which created a period of “storm and social dependence which created a period of “storm
and stress”.and stress”.
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4. Adolescence Adolescence
UnhappinessUnhappiness
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
Social PressuresSocial Pressures

Problem of AdjustmentProblem of Adjustment

Lack of StatusLack of Status

IdealismIdealism

Defeats in Heterosexual Defeats in Heterosexual
RelationshipRelationship

Feelings of InadequacyFeelings of Inadequacy

5. What are Morals?What are Morals?

MoralsMorals – attitudes or beliefs – attitudes or beliefs
people hold that help them people hold that help them
decide what is right or wrong.decide what is right or wrong.

MoralityMorality – this is determined by – this is determined by
norms and rules that are set by norms and rules that are set by
culture and internalized since culture and internalized since
birth.birth.
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6. 
Moral behavior (pro-social, sharing, donating to Moral behavior (pro-social, sharing, donating to
charity, telling the truth).charity, telling the truth).

Moral values (believe in moral goods).Moral values (believe in moral goods).

Moral emotion (guilt, empathy, compassion).Moral emotion (guilt, empathy, compassion).

Moral reasoning (about right and wrong).Moral reasoning (about right and wrong).

Moral identity (morality as an aspect self-image).Moral identity (morality as an aspect self-image).

Moral personality (enduring tendency to act with Moral personality (enduring tendency to act with
honesty, altruism, responsibility.honesty, altruism, responsibility.

““Meta-moral” characteristics meaning they make Meta-moral” characteristics meaning they make
morality possible even though they are not morality possible even though they are not
inherently moral.inherently moral.
Components of Moral Components of Moral
CharacterCharacter
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7. Moral developmentMoral development
Moral development is the Moral development is the
development that involves development that involves
thoughts, feelings, and actions thoughts, feelings, and actions
regarding rules and regarding rules and
conventions about what people conventions about what people
should do in their interactions should do in their interactions
with other people.with other people.
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8. Moral Development Moral Development
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
Domains of Moral DevelopmentDomains of Moral Development
–
Moral ThoughtMoral Thought
–
Moral BehaviorMoral Behavior
–
Moral FeelingMoral Feeling
–
Moral Personality Moral Personality

Contexts of Moral Development Contexts of Moral Development
–
Parenting Parenting
–
SchoolingSchooling

Values, Religion, and CultsValues, Religion, and Cults
–
ValuesValues
–
Religion and SpiritualityReligion and Spirituality
–
Cults Cults

9. Moral DevelopmentMoral Development
Moral development involves Moral development involves
thoughts, feelings, and behaviors thoughts, feelings, and behaviors
regarding standards of right and regarding standards of right and
wrong.wrong.

How do adolescents reason or think How do adolescents reason or think
about rules for ethical conduct?about rules for ethical conduct?

How do adolescents actually behave How do adolescents actually behave
in moral circumstances?in moral circumstances?

How do adolescents feel about moral How do adolescents feel about moral
matters?matters?
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10. Moral ThoughtMoral Thought
Piaget’s Theory: Piaget’s Theory: Jean Piaget Jean Piaget
(1965) was the first psychologist to (1965) was the first psychologist to
suggest a theory of moral suggest a theory of moral
development. According to Piaget-development. According to Piaget-
–
development emerges from action, and development emerges from action, and
people construct and reconstruct their people construct and reconstruct their
knowledge of the world as a result of knowledge of the world as a result of
interactions with the environment. interactions with the environment.
–
Piaget suggested that people pass Piaget suggested that people pass
through three qualitatively different through three qualitatively different
stages of moral reasoning.stages of moral reasoning.
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11. Moral ThoughtMoral Thought

Moral Realism (6-10 years)Moral Realism (6-10 years) – In this – In this
stage children tend to have a clear stage children tend to have a clear
sense of right and wrong, although sense of right and wrong, although
they believe that there is typically only they believe that there is typically only
one right answer to every situation. one right answer to every situation.
They tend to trust adults at this stage They tend to trust adults at this stage
and do not question an adult’s moral and do not question an adult’s moral
judgments. At this stage, children judgments. At this stage, children
tend to believe in moral absolutes and tend to believe in moral absolutes and
tend to only see a situation from their tend to only see a situation from their
limited perspective.limited perspective.
Piaget’s First StagePiaget’s First Stage
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12. 
Morality of Reciprocity (11- 15 years)Morality of Reciprocity (11- 15 years) – In – In
this stage, children begin to understand this stage, children begin to understand
that rules and regulations are formed that rules and regulations are formed
through negotiation. Children learn that through negotiation. Children learn that
rules can be changed and they see the rules can be changed and they see the
world through the eyes of other people. world through the eyes of other people.
They are able to comprehend that there They are able to comprehend that there
may be more than one right answer. They may be more than one right answer. They
believe that punishment should act as believe that punishment should act as
restitution for immoral acts. They begin to restitution for immoral acts. They begin to
use logic and hypotheses at this stage.use logic and hypotheses at this stage.
Piaget’s Second StagePiaget’s Second Stage
Moral ThoughtMoral Thought
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13. 
Mature Adult Thinking (16 on)Mature Adult Thinking (16 on) – In – In
this stage, many different moral this stage, many different moral
issues are addressed through issues are addressed through
practical decision making. People practical decision making. People
at this stage, the ethics of co-at this stage, the ethics of co-
operation and the complexity of operation and the complexity of
moral issues are better understood. moral issues are better understood.
Piaget’s Third StagePiaget’s Third Stage
Moral ThoughtMoral Thought
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14. Kohlberg’s Theory Kohlberg’s Theory : Lawrence Kohlberg : Lawrence Kohlberg
(1986) constructed a theory of moral development that (1986) constructed a theory of moral development that
has 3 main levels with 2 stages at each of the level.has 3 main levels with 2 stages at each of the level.
Level 1: Pre-conventionalLevel 1: Pre-conventional
–Self-serving interestsSelf-serving interests
–Focus is on outcomes for the individualFocus is on outcomes for the individual
–Stage 1 Stage 1 : Rules followed to avoid : Rules followed to avoid
punishment; morality is based on decisions punishment; morality is based on decisions
that will avoid negative outcomes.that will avoid negative outcomes.
–Stage 2 Stage 2 : Transition from avoiding negative : Transition from avoiding negative
to seeking benefit or reward.to seeking benefit or reward.
Who Who : Most children under nine, some teens, : Most children under nine, some teens,
many adult criminals.many adult criminals.
I will do what I am supposed to do in order to avoid punishment.I will do what I am supposed to do in order to avoid punishment.
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Moral ThoughtMoral Thought

15. Level 2: ConventionalLevel 2: Conventional
Moral decisions are based on societal rules and Moral decisions are based on societal rules and
conventions for being accepted as good conventions for being accepted as good
members of society.members of society.
–
Stage 3 Stage 3 : Moral decisions are made in : Moral decisions are made in
order to manage others’ impressions and order to manage others’ impressions and
maintain their respect.maintain their respect.
–
Stage 4 Stage 4 : Moral decisions are made to : Moral decisions are made to
comply with rule of law and societal rules.comply with rule of law and societal rules.
Who Who : Most teens and adults.: Most teens and adults.
I will do what I am supposed to do as things work out I will do what I am supposed to do as things work out
better when everyone follows the rules.better when everyone follows the rules.
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Moral ThoughtMoral Thought

16. Level 3: Post-conventionalLevel 3: Post-conventional
Moral reasoning at this level transcends specific societal or Moral reasoning at this level transcends specific societal or
personal rationales and moves to a broader set of personal rationales and moves to a broader set of
principles that transcend time and context.principles that transcend time and context.
–
Stage 5 Stage 5 : Reasoning here is based on a : Reasoning here is based on a
sense of what is right; rules and laws are sense of what is right; rules and laws are
seen as malleable based on social contracts.seen as malleable based on social contracts.
–
Stage 6 Stage 6 : Decisions are based on universal : Decisions are based on universal
principles that transcend time and context; principles that transcend time and context;
Rules or Laws that violate these principles Rules or Laws that violate these principles
are not obeyed.are not obeyed.
Who Who : A minority of adults.: A minority of adults.

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I will do (or won’t do) what I am supposed to do because I think I will do (or won’t do) what I am supposed to do because I think
(or don’t think) it is the right thing to do.(or don’t think) it is the right thing to do.
Moral ThoughtMoral Thought

17. Carol Gilligan’s (1982) Moral Development-Carol Gilligan’s (1982) Moral Development-
–
Stage 1 Stage 1 : : Self-Care from NeedSelf-Care from Need: :
Orientation toward individual survival.Orientation toward individual survival.
–
Stage 2 Stage 2 : : Other-Care from NeedOther-Care from Need: :
Sacrifice self for others’ needs.Sacrifice self for others’ needs.
–
Stage 3 Stage 3 : : Self-Other Care from NeedSelf-Other Care from Need: :
Recognize the value in working to Recognize the value in working to
balance costs and benefits for all balance costs and benefits for all
concerned.concerned.
Moral ThoughtMoral Thought
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18. 
Influences on the Kohlberg StagesInfluences on the Kohlberg Stages
–
ModelingModeling
–
Peer RelationsPeer Relations

Kohlberg’s CriticsKohlberg’s Critics
–
Moral Thought & Moral BehaviorMoral Thought & Moral Behavior
–
Assessment of Moral ReasoningAssessment of Moral Reasoning
–
Culture & Moral DevelopmentCulture & Moral Development
–
Gender & the Care PerspectiveGender & the Care Perspective
Moral ThoughtMoral Thought
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19. Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

Basic ProcessesBasic Processes
–
ReinforcementReinforcement
–
PunishmentPunishment
–
ImitationImitation
Moral BehaviorMoral Behavior

20. Moral BehaviorMoral Behavior

Social Cognitive TheorySocial Cognitive Theory
–
Moral competenceMoral competence: The ability to : The ability to
produce moral behaviors.produce moral behaviors.
–
Moral performanceMoral performance: Performing : Performing
those behaviors in specific those behaviors in specific
situations.situations.
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21. Moral BehaviorMoral Behavior

Pro-social BehaviorPro-social Behavior
–
AltruismAltruism : Unselfish interest in : Unselfish interest in
helping another person.helping another person.
–
ForgivenessForgiveness : Occurs when an : Occurs when an
injured person releases the injured person releases the
injurer from possible retaliation.injurer from possible retaliation.
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22. Moral FeelingMoral Feeling
Psychoanalytic TheoryPsychoanalytic Theory

Ego ideal Ego ideal : : The component of the superego The component of the superego
that involves standards approved by the that involves standards approved by the
parents.parents.

ConscienceConscience : : The component of the The component of the
superego that involves behaviors superego that involves behaviors
disapproved by the parents.disapproved by the parents.
Erik Erikson (1970) outlined three stages of Erik Erikson (1970) outlined three stages of
moral development-moral development-

Specific moral learning in childhood. Specific moral learning in childhood.

Ideological concerns in adolescence. Ideological concerns in adolescence.

Ethical consolidation in adulthood. Ethical consolidation in adulthood.
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23. Moral FeelingMoral Feeling

Contemporary perspectiveContemporary perspective

PersonalityPersonality

Moral IdentityMoral Identity

Moral CharacterMoral Character

Moral ExemplarsMoral Exemplars
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24. 
Contemporary PerspectiveContemporary Perspective
–
Many developmentalists believe that Many developmentalists believe that
both positive feelings, such as empathy, both positive feelings, such as empathy,
sympathy, admiration, and self-esteem, sympathy, admiration, and self-esteem,
and negative feelings, such as anger, and negative feelings, such as anger,
outrage, shame, and guilt, contribute to outrage, shame, and guilt, contribute to
adolescents’ moral development.adolescents’ moral development.

Moral PersonalityMoral Personality
–
Thoughts, behavior, and feelings can all Thoughts, behavior, and feelings can all
be involved in an individual’s moral be involved in an individual’s moral
personality.personality.
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Moral FeelingMoral Feeling

25. 
Moral IdentityMoral Identity
–
Individuals have a moral when moral Individuals have a moral when moral
notions and commitments are central notions and commitments are central
to one’s lifeto one’s life..
–
Augusto Blasi (2005) argued that Augusto Blasi (2005) argued that
developing a moral identity and developing a moral identity and
commitment is influenced by three commitment is influenced by three
important virtues-important virtues-

Willpower (self-control)Willpower (self-control)

IntegrityIntegrity

Moral desireMoral desire
Moral FeelingMoral Feeling
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26. 
Moral CharacterMoral Character
–
Moral character presupposes that the Moral character presupposes that the
person has set moral goals and that person has set moral goals and that
achieving those goals involves the achieving those goals involves the
commitment to act in accord with those commitment to act in accord with those
goals.goals.
–
Among the moral virtues people Among the moral virtues people
emphasize are honesty, truthfulness, emphasize are honesty, truthfulness,
trustworthiness, care, compassion, trustworthiness, care, compassion,
thoughtfulness, and conscientiousness.thoughtfulness, and conscientiousness.
Moral FeelingMoral Feeling
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27. 
Moral ExemplarsMoral Exemplars
–
Are people who have lived exemplary lives.Are people who have lived exemplary lives.
–
Have a moral personality, identity, character, Have a moral personality, identity, character,
and set of virtues that reflect moral excellence and set of virtues that reflect moral excellence
and commitment.and commitment.
–
The moral exemplars “were more agreeable, The moral exemplars “were more agreeable,
more advanced in their faith and moral reasoning more advanced in their faith and moral reasoning
development, further along in forming an adult development, further along in forming an adult
identity, and more willing to enter into close identity, and more willing to enter into close
relationships”relationships”..
Moral FeelingMoral Feeling
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28. Contexts of Moral DevelopmentContexts of Moral Development

Parental DisciplineParental Discipline
In Freud’s psychoanalytic theory In Freud’s psychoanalytic theory
mmoral development are practices that oral development are practices that
instill the fears of punishment and of instill the fears of punishment and of
losing parental love. These include- losing parental love. These include-
–Love withdrawalLove withdrawal
–Power assertionPower assertion
–InductionInduction
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29. 
Parents of moral children and Parents of moral children and
adolescents-adolescents-
–
Are warm and supportive Are warm and supportive
–
Use inductive disciplineUse inductive discipline
–
Involve children in family Involve children in family
decisionsdecisions
–
Model moral behaviorModel moral behavior
–
Provide information about what Provide information about what
behaviors are expected and whybehaviors are expected and why
–
Foster an internal sense of Foster an internal sense of
moralitymorality
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Contexts of Moral DevelopmentContexts of Moral Development

30. 
SchoolsSchools
–
Hidden CurriculumHidden Curriculum

Conveyed by the moral atmosphere that is a Conveyed by the moral atmosphere that is a
part of every school.part of every school.
–
Character EducationCharacter Education

Teaching students a basic moral literacy to Teaching students a basic moral literacy to
prevent them from engaging in immoral prevent them from engaging in immoral
behavior and doing harm to themselves or behavior and doing harm to themselves or
othersothers..
–
Values ClarificationValues Clarification

Helping people to clarify what is important to Helping people to clarify what is important to
them, what is worth working for, and what them, what is worth working for, and what
purpose their lives are to serve. purpose their lives are to serve.
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Contexts of Moral DevelopmentContexts of Moral Development

31. SchoolsSchools

Cognitive Moral EducationCognitive Moral Education
–
A concept based on the belief that students A concept based on the belief that students
should learn to value things like democracy should learn to value things like democracy
and justice as their moral reasoning and justice as their moral reasoning
develops. develops.

Service LearningService Learning
–
A form of education that promotes social A form of education that promotes social
responsibility and service to the community. responsibility and service to the community.

CheatingCheating
–
Among the reasons students give for Among the reasons students give for
cheating include the pressure for getting cheating include the pressure for getting
high, time pressures, poor teaching, and lack high, time pressures, poor teaching, and lack
of interest.of interest. Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Contexts of Moral DevelopmentContexts of Moral Development

32. 
ValuesValues
–
Beliefs and attitudes about the way things Beliefs and attitudes about the way things
should be.should be.

ReligionReligion
Developmental ChangesDevelopmental Changes
•
Many adolescents and emerging adults may Many adolescents and emerging adults may
question what their own religious beliefs truly question what their own religious beliefs truly
are.are.
Cognitive ChangesCognitive Changes
•
Many of the cognitive changes thought to Many of the cognitive changes thought to
influence religious development involve Piaget’s influence religious development involve Piaget’s
cognitive developmental theory.cognitive developmental theory.
Erikson’s TheoryErikson’s Theory
•
Identity development becomes a central focus.Identity development becomes a central focus.

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Values, Religion, and CultsValues, Religion, and Cults

33. Religious Socialization and ParentingReligious Socialization and Parenting
•
Introduce certain beliefs to children.Introduce certain beliefs to children.
•
Ensure that they will carry on a religious tradition.Ensure that they will carry on a religious tradition.
•
Adults tend to adopt the religious teachings of their Adults tend to adopt the religious teachings of their
upbringing.upbringing.
•
If a religious change or reawakening occurs, it is If a religious change or reawakening occurs, it is
most likely to take place during adolescence.most likely to take place during adolescence.
•
It is important to consider the quality of the parent-It is important to consider the quality of the parent-
adolescent relationship and whether mothers or adolescent relationship and whether mothers or
fathers are more influential .fathers are more influential .
•
Adolescents who have a positive relationship with Adolescents who have a positive relationship with
their parents or are securely attached to them are their parents or are securely attached to them are
likely to adopt their parents’ religious affiliation. likely to adopt their parents’ religious affiliation.
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Values, Religion, and CultsValues, Religion, and Cults

34. Religiousness and Sexuality in Adolescence Religiousness and Sexuality in Adolescence
and Emerging Adulthood-and Emerging Adulthood-
•
Most religions discourage premarital sex.Most religions discourage premarital sex.
•
Attendees likely to hear messages about Attendees likely to hear messages about
abstaining from sex.abstaining from sex.
•
Involvement of adolescents and emerging adults Involvement of adolescents and emerging adults
in religious organizations also enhances the in religious organizations also enhances the
probability that they will become friends with probability that they will become friends with
adolescents who have restrictive attitudes toward adolescents who have restrictive attitudes toward
premarital sex. premarital sex.
•
Religion is a pervasive influence throughout the Religion is a pervasive influence throughout the
world. world.
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Values, Religion, and CultsValues, Religion, and Cults

35. CultsCults
•
Dangerous institutions that cause severe emotional Dangerous institutions that cause severe emotional
harm.harm.
•
Marginal and deviant groups.Marginal and deviant groups.
•
Fringe, often new, religious movements. Fringe, often new, religious movements.
•
Fostering the idea that there is only one correct set of Fostering the idea that there is only one correct set of
beliefs and practices.beliefs and practices.
•
Demanding unquestionable loyalty and obedience.Demanding unquestionable loyalty and obedience.
•
Using mind-control techniques.Using mind-control techniques.
•
Using deception and deceit in recruiting and interacting Using deception and deceit in recruiting and interacting
with the outside world.with the outside world.
•
Exploiting members’ labor and finances. Exploiting members’ labor and finances.
Cults promise to fulfill most of a person’s individual Cults promise to fulfill most of a person’s individual
needs and to make his or her life safe, healthy, needs and to make his or her life safe, healthy,
caring, and predictable. caring, and predictable.
Cult leaders offer followers simple or predictable Cult leaders offer followers simple or predictable
paths to happiness. paths to happiness.
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Values, Religion, and CultsValues, Religion, and Cults

36. Heinz Dilemma Heinz Dilemma – – Heinz, had a wife who was dying Heinz, had a wife who was dying
of cancer. A drug that might save her had been of cancer. A drug that might save her had been
discovered by a local pharmacist, but he was discovered by a local pharmacist, but he was
charging $2000, ten times what the drug cost to charging $2000, ten times what the drug cost to
make. It was far more money than Heinz had. Heinz make. It was far more money than Heinz had. Heinz
went to everyone he knew to borrow the money but went to everyone he knew to borrow the money but
he could only get together about half of what the he could only get together about half of what the
drug cost. drug cost.
He told the druggist his wife was dying, and asked He told the druggist his wife was dying, and asked
him to sell it cheaper or let him pay later. But the him to sell it cheaper or let him pay later. But the
druggist said, “No, I discovered the drug and I’m druggist said, “No, I discovered the drug and I’m
going to make money from it”. So Heinz got going to make money from it”. So Heinz got
desperate and broke into the man’s store to steal desperate and broke into the man’s store to steal
the drug for his wife. Should the husband have done the drug for his wife. Should the husband have done
this?this?
Self Assessment Self Assessment
ActivityActivity
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37. ;    # 
;    # 
  :
  :
3  $  
3  $  
   $ 
   $ 
<
<
3   
3   
   
   
    # 
    #  Which response is more advanced Which response is more advanced
in terms of moral reasoning?in terms of moral reasoning?
He shouldn’t steal the drug He shouldn’t steal the drug
because he’ll probably get because he’ll probably get
caught and put in jail.caught and put in jail.
He should steal the drug He should steal the drug
because he wants his wife to because he wants his wife to
feel better and to live.feel better and to live.
Was this moral?Was this moral?
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

38. =   
=   


 #  
 #  
    
    
 0    
 0    
   
   
=  #   
=  #   
   
   
   $ # 
   $ # 
 $  0 
 $  0  The second would be a display of The second would be a display of higher higher
levels of moral reasoning.levels of moral reasoning.
In the early stages, moral reasoning is based In the early stages, moral reasoning is based
on external forces, such as the promise of on external forces, such as the promise of
reward or the threat of punishment. reward or the threat of punishment.
The most advanced stages, moral reasoning The most advanced stages, moral reasoning
is based on a personal, internal moral code is based on a personal, internal moral code
and is unaffected by others’ views or and is unaffected by others’ views or
society’s expectations.society’s expectations.
How is stealing How is stealing
moral?moral?
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

39. Stage 1Stage 1
Punishment and Obedience Punishment and Obedience
OrientationOrientation
Pro-stealingPro-stealing : If you let your wife die, you : If you let your wife die, you
will get in trouble. You’ll be blamed for not will get in trouble. You’ll be blamed for not
spending the money to help her and there’ll spending the money to help her and there’ll
be an investigation of you and the druggist be an investigation of you and the druggist
for your wife’s death.for your wife’s death.
Anti-stealingAnti-stealing : You shouldn’t steal the drug : You shouldn’t steal the drug
because you’ll be caught and sent to jail if because you’ll be caught and sent to jail if
you do. If you do get away, you’d be you do. If you do get away, you’d be
scared that the police would catch up with scared that the police would catch up with
you any minute.you any minute.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

40. 1  )  
1  )  
  # 
  # 


.  !  
.  !  
# 
# 
 .   
 .   
    
    
  
  
      0
      0
  
   During stage 1 people During stage 1 people
believe that adults know believe that adults know
what is right and wrong.what is right and wrong.
Consequently, a person should do Consequently, a person should do
what adults say is right to avoid being what adults say is right to avoid being
punished. Child does not consider the punished. Child does not consider the
interests of others or recognize that interests of others or recognize that
they differ from his or her own they differ from his or her own
interests. People in this stage exhibit interests. People in this stage exhibit
blind obedience to authority.blind obedience to authority.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

41. Stage 2 Stage 2
One’s own best interestOne’s own best interest
Pro-stealingPro-stealing : The druggist can do what he : The druggist can do what he
wants and Heinz can do what he wants to wants and Heinz can do what he wants to
do… But if Heinz decides to risk jail to save do… But if Heinz decides to risk jail to save
his wife, it’s his life he’s risking; he can do his wife, it’s his life he’s risking; he can do
what he wants with it. And the same goes what he wants with it. And the same goes
for the druggist; it’s up to him to decide for the druggist; it’s up to him to decide
what he wants to do.what he wants to do.
Anti-stealingAnti-stealing : Heinz is running more risk : Heinz is running more risk
than it’s worth to save a wife who is near than it’s worth to save a wife who is near
death.death.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

42.  '  
 '  
  
  
=     
=     
    0   #
    0   #
    
    
" "  0 
" "  0 
 
 
7
7
@ $
@ $
9
9 In Stage 2 people look out In Stage 2 people look out
for their own needs. for their own needs.
They often are nice to others They often are nice to others
because they expect the favor because they expect the favor
to be returned in the future. to be returned in the future.
So it is a tit-for-tat exchange So it is a tit-for-tat exchange
of benefits.of benefits.
““You scratch my back, I’ll You scratch my back, I’ll
scratch yours”scratch yours”
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

43. Stage 3Stage 3
“Good Boy” or “Good Girl” Orientation“Good Boy” or “Good Girl” Orientation
Pro-stealingPro-stealing : No one will think you’re bad : No one will think you’re bad
if you steal the drug, but your family will if you steal the drug, but your family will
think you’re an inhuman husband if you think you’re an inhuman husband if you
don’t. If you let your wife die, you’ll never don’t. If you let your wife die, you’ll never
be able to look anyone in the face again.be able to look anyone in the face again.
Anti-stealingAnti-stealing : It isn’t just the druggist who : It isn’t just the druggist who
will think you’re a criminal, everyone else will think you’re a criminal, everyone else
will too. After you steal it, you’ll feel bad will too. After you steal it, you’ll feel bad
thinking how you’ve brought dishonor on thinking how you’ve brought dishonor on
your family and yourself.your family and yourself.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

44.  & ?  
 & ?  
  #  
  #  
 $  0 
 $  0 
=   #
=   #
  #  7 9
  #  7 9
7 9 6 
7 9 6 
  #
  #
#  
#  


 
 
   <  
   <  
 A   # 
 A   # 
 
  Stage 3: Adolescents and adults Stage 3: Adolescents and adults
believe they should act according believe they should act according
to others’ expectations. to others’ expectations.
The aim is to win the approval of The aim is to win the approval of
others by behaving like “good boys” others by behaving like “good boys”
and “good girls.” Being good is and “good girls.” Being good is
important in itself and means having important in itself and means having
good motives, showing concern about good motives, showing concern about
others, and maintaining good others, and maintaining good
relationships with others.relationships with others.
People are judged by their People are judged by their
intentions…meaning well is valued intentions…meaning well is valued
and being nice is important.and being nice is important.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

45. Stage 4Stage 4
Social-Order Maintaining MoralitySocial-Order Maintaining Morality
Pro-stealingPro-stealing : He should steal it. Heinz : He should steal it. Heinz
has a duty to protect his wife’s life; it’s a has a duty to protect his wife’s life; it’s a
vow he took in marriage. But it’s wrong to vow he took in marriage. But it’s wrong to
steal, so he would have to take the drug steal, so he would have to take the drug
with the idea of paying the druggist for it with the idea of paying the druggist for it
and accepting the penalty for breaking the and accepting the penalty for breaking the
law later.law later.
Anti-stealingAnti-stealing : It’s a natural thing for Heinz : It’s a natural thing for Heinz
to want to save his wife, but… Even if his to want to save his wife, but… Even if his
wife is dying, it’s still his duty as a citizen wife is dying, it’s still his duty as a citizen
to obey the law. No one else is allowed to to obey the law. No one else is allowed to
steal, why should he be? If everyone starts steal, why should he be? If everyone starts
breaking the law in a jam, there’d be no breaking the law in a jam, there’d be no
civilization, just crime and violence. civilization, just crime and violence.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

46.  D ?  
 D ?  
  #  
  #  
 0   0
 0   0
 
 
   
   
=  # #    
=  # #    
 #
 #


; 
; 
  4  
  4  
 
 
  
  
   #
   # Stage 4: Adolescents and adults Stage 4: Adolescents and adults
believe that social roles, believe that social roles,
expectations, and laws exist to expectations, and laws exist to
maintain order within society and to maintain order within society and to
promote the good of all people. promote the good of all people.
The individual is motivated to keep the The individual is motivated to keep the
social system going and to avoid a social system going and to avoid a
breakdown in its functioning.breakdown in its functioning.
What is right is what conforms to the What is right is what conforms to the
rules of legal authority – the reason for rules of legal authority – the reason for
conforming is not fear of punishment but conforming is not fear of punishment but
a belief that rules and laws maintaining a a belief that rules and laws maintaining a
social order that is worth preserving.social order that is worth preserving.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

47. Stage 5Stage 5
Social-Contract OrientationSocial-Contract Orientation
Pro-stealingPro-stealing : Although there is a law : Although there is a law
against stealing, the law wasn’t meant to against stealing, the law wasn’t meant to
violate a person’s right to life. Taking violate a person’s right to life. Taking
the drug does violate the law, but Heinz the drug does violate the law, but Heinz
is justified in stealing in this instance. If is justified in stealing in this instance. If
Heinz is prosecuted for stealing, the law Heinz is prosecuted for stealing, the law
needs to be reinterpreted to take into needs to be reinterpreted to take into
account situations in which it goes account situations in which it goes
against people’s natural right to keep on against people’s natural right to keep on
living.living.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

48.  E ?  
 E ?  
 
 
  7 9
  7 9
  
  
 0   
 0   
 
 
   0 
   0 
    
    
#    #
#    #
=      
=      
  #  
  #  
#   
#   
   < 
   < 

 Stage 5: Adults agree that Stage 5: Adults agree that
members of cultural groups members of cultural groups
adhere to a “social contract” adhere to a “social contract”
because a common set of because a common set of
expectations and laws benefit all expectations and laws benefit all
group members. group members.
If these expectations and laws no If these expectations and laws no
longer promote the welfare of longer promote the welfare of
individuals, they become invalid.individuals, they become invalid.
The greatest good for the greatest The greatest good for the greatest
number. Some values and rights are number. Some values and rights are
universal and must be upheld universal and must be upheld
regardless of the majority such as life regardless of the majority such as life
and liberty.and liberty.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

49. Stage 6Stage 6
Morality of Individual Morality of Individual
Principles of ConsciencePrinciples of Conscience
Pro-stealingPro-stealing : If Heinz does not do : If Heinz does not do
everything he can do to save his wife, then everything he can do to save his wife, then
he is putting some value higher than the he is putting some value higher than the
value of life. It doesn’t make sense to put value of life. It doesn’t make sense to put
respect for property above respect for life respect for property above respect for life
itself. People could live together without itself. People could live together without
private property at all. Respect for human private property at all. Respect for human
life and personality is absolute and life and personality is absolute and
accordingly people have a mutual duty to accordingly people have a mutual duty to
save one another from dying.save one another from dying.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

50.   . $   # / 
  . $   # / 
0   $
0   $
 
 
    "
    "
1   !
1   !
2  
2  
   !
   !
%   
%   
$  !
$  !
  3 
  3 
$  
$  
/    
/    
$ ! 4 
$ ! 4 
    
    
  !
  ! Stage 6: Abstract principles like justice, Stage 6: Abstract principles like justice,
compassion, and equality form the basis compassion, and equality form the basis
of a personal moral code that may of a personal moral code that may
sometimes conflict with society’s sometimes conflict with society’s
expectations and laws.expectations and laws.
When laws violate principles, the individual When laws violate principles, the individual
should act on principles not the law.should act on principles not the law.
Right and wrong are determined on the Right and wrong are determined on the
basis of self-chosen ethical principles. basis of self-chosen ethical principles.
Principles are not concrete rules – they are Principles are not concrete rules – they are
abstract moral guidelines of universal abstract moral guidelines of universal
justice and respect for the rights of all justice and respect for the rights of all
human beings. These principles transcend human beings. These principles transcend
any law or social contract that is in conflict any law or social contract that is in conflict
with them.with them.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

51. Three major issues in the education of young people
today-
Vision
Identification of what is possible for
both self and society; includes the
discovery and/or defining of one's
life mission and desired lifestyle.
Competenc
e
Development of the knowledge,
values, attitudes, and skills
necessary for success in a given
society or culture.
Character The moral quality and direction of
one’s decisions and behavior.
Moral and Character
Education
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

52. Four major questions need to be addressed
when focusing on character development-
1. 1. What is good character?What is good character?
2. 2. What causes or prevents good What causes or prevents good
character?character?
3. H3. How can good character be measured ow can good character be measured
??
4. 4. How can good character best be How can good character best be
developed?developed?
Impacting Moral & Character
Development
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

53. Components of Character
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

54. Impacting Moral & Character DevelopmentImpacting Moral & Character Development
What is good character?What is good character?
PersonalPersonal
•honest and truthfulhonest and truthful
• autonomousautonomous
• responsibleresponsible
• self-management self-management
and self-disciplineand self-discipline
• courageous courageous
• integrityintegrity
SocialSocial
• sociablesociable
• benevolentbenevolent
• compassionatecompassionate
• courteouscourteous
• trustworthytrustworthy
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

55. Definitions of CharacterDefinitions of Character
Engaging in morally relevant Engaging in morally relevant
conduct or words, or refraining from conduct or words, or refraining from
certain conduct or words.certain conduct or words.
A complex set of relatively A complex set of relatively
persistent qualities of the individual persistent qualities of the individual
person, and generally has a positive person, and generally has a positive
connotation when used in connotation when used in
discussions of moral education.discussions of moral education.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong

56. What causes or prevents good character?What causes or prevents good character?
1.Heredity
2. Early childhood experience
3. Modeling by important adults & older youth
4. Peer influence

5. General physical and social environment
6. Communications media

7. Content taught in the schools, mosques, etc.

8. Specific situations and roles
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Impacting Moral & Character DevelopmentImpacting Moral & Character Development

57. • Cognitive knowledgeCognitive knowledge
•Age appropriate cognitive and moral
development
•Values expressed
•Commitments expressed
•Written plans
• Personal and social overt behavior
• Discipline; suicide rates; crimes; pregnancy
rates of teenage girls; academic effort; pro-
social activities.
HHow can good character be ow can good character be
measured ?measured ?
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Impacting Moral & Character DevelopmentImpacting Moral & Character Development

58. How can good character best be developed? How can good character best be developed?
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Effective communication and shared values among Effective communication and shared values among
families, schools, religious organizations, and families, schools, religious organizations, and
communities.communities.
Exemplary ProgramsExemplary Programs
Adolescence Development Project-Adolescence Development Project-
1. S1. Supportive adult-adolescence relationshipsupportive adult-adolescence relationships
2. E2. Exposure to societal valuesxposure to societal values
3. P3. Peer interaction and pro-social actioneer interaction and pro-social action
4. T4. Think about and discuss moral issueshink about and discuss moral issues
5. E5. Experiences that promote understanding of xperiences that promote understanding of
others.others.
These must be integrated into a curriculum that enjoins These must be integrated into a curriculum that enjoins
young people to strive for excellence in the attainment of young people to strive for excellence in the attainment of
vision, character, and competencies. vision, character, and competencies.
Impacting Moral & Character DevelopmentImpacting Moral & Character Development

59. Set clear standards of behaviorSet clear standards of behavior
Respond to inappropriate behaviorRespond to inappropriate behavior
Talk about mistakes in privateTalk about mistakes in private
Understand that adolescence will test the limitsUnderstand that adolescence will test the limits
Consider the adolescence’s age and abilitiesConsider the adolescence’s age and abilities
It is a life long task to learn self-disciplineIt is a life long task to learn self-discipline
Continue to show love despite behaviorContinue to show love despite behavior
Adolescence learn to follow an exampleAdolescence learn to follow an example
Do not send mixed messagesDo not send mixed messages
Remember that adolescence learn language and speech Remember that adolescence learn language and speech
patterns from otherspatterns from others
Learn that others live by different rulesLearn that others live by different rules
Select television, movies, and other media that expose Select television, movies, and other media that expose
adolescence to positive examples.adolescence to positive examples.
Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Recommendations to Recommendations to
Support Moral DevelopmentSupport Moral Development

60. Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
What can we do?What can we do?
Knowledge about what changes and Knowledge about what changes and
behaviors during adolescence are normal behaviors during adolescence are normal
can go a long way in helping both teens and can go a long way in helping both teens and
adults manage the transition successfully-adults manage the transition successfully-
–
Don’t criticize or compare teens to othersDon’t criticize or compare teens to others
–
Encourage them to get enough sleepEncourage them to get enough sleep
–
Model and encourage healthy eating Model and encourage healthy eating
habits and physical activitieshabits and physical activities
–
Be understanding about their needs for Be understanding about their needs for
space and privacyspace and privacy
–
Provide honest and accurate information Provide honest and accurate information
about sexabout sex
–
Be patient of excessive time spent Be patient of excessive time spent
groominggrooming

61. Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
Ten Tips for ParentsTen Tips for Parents
1.1.Educate yourself about adolescent Educate yourself about adolescent
development. development.
2.2.Talk to your children about the changes Talk to your children about the changes
that they will experience during this time. that they will experience during this time.
3.3.Create an atmosphere of respect, trust Create an atmosphere of respect, trust
and honesty. and honesty.
4.4.Put yourself in your child’s place. Sharing Put yourself in your child’s place. Sharing
your experiences as a teen may help your your experiences as a teen may help your
child.child.
5.5.Pick your battles. Ask yourself, “Is this Pick your battles. Ask yourself, “Is this
battle worth fighting?”battle worth fighting?”

62. Sunday, June 3, 2018Sunday, June 3, 2018SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong
6.6.Maintain your level of expectations for your Maintain your level of expectations for your
teen. Don’t write off negative behavior with teen. Don’t write off negative behavior with
“He’s just a teen”.“He’s just a teen”.
7.7.Know your teen’s friends and keep track of Know your teen’s friends and keep track of
their activities. their activities.
8.8.Know the warning signs when risky behavior Know the warning signs when risky behavior
becomes dangerous behavior.becomes dangerous behavior.
9.9.Respect your teen’s privacy. You have a right Respect your teen’s privacy. You have a right
to know what is going on with your teen but to know what is going on with your teen but
give him/her a little space.give him/her a little space.
10.10.Set boundaries and make rules that are Set boundaries and make rules that are
appropriate.appropriate.
Ten Tips for ParentsTen Tips for Parents

63. QuestionsQuestions
AnswersAnswers
SMS Kabir, University of ChittagongSMS Kabir, University of Chittagong Sunday, June 3, 2018Sunday, June 3, 2018