REPORT-ETHICS-ON MORAL DEVELOPMENT PERSPECTIVE

This will tackle about Moral Development of a person in relation to the GE8: Ethics

1. On Universal Values: Concepts, Perspectives and Practices MODULE 1- LESSON 5

2. The team

3. Sandara Jade Batisla-on Renz Adrian Bucala Juliana Althea Bendicio Group 4 Rizcel Fernandez Khyla Nicolas

4. Learning Outcomes

5. Learning Outcomes At the end of the learning session, the student is able to: 1. identify/describe universal values through their concept map: 2. discourse why universal values are necessary for human survival; 3. recall through a reflection paper their defining moments vis-à-vis moral formation; 4. discuss how moral character is developed: 5. identify and articulate through role playing (or simulation or debate) each stage of moral development; and 6. participate in the outcomes-based learning activities.

6. How is moral character developed?

7. A value is a universal value if it has the same value or worth for all, or almost all. people. Spheres of human value encompass morality, aesthetic preference, human traits, human endeavour, and social order. Whether universal values exist is an unproven conjecture of moral philosophy and cultural anthropology, though it is clear that certain values are found across a great diversity of human cultures, such as primary attributes of physical attractiveness (e.g. youthfulness, symmetry) whereas other attributes (eg, slendermess) are subject to aesthetic relativism an governed cultural norms. This objection is not limited to aesthetics Relativium concem morals is known as zoral relativism, a philosophical stance opposed to the existed of universal moral values. 1.1 On Universal Values

8. How is moral character developed?

9. Definition : Evaluation of an individual's stable moral qualities. Attributes : Includes virtues like empathy, courage, honesty, loyalty, and good habits. Individual vs. Cultural: - Distinguishes individuals through unique qualities. - Unites social groups through shared moral behaviors, defining cultural identity. Moral Character Psychologist Lawrence Pervin defines moral character as "a disposition to express behavior in consistent patterns of functions across a range of situations"

10. The word " character " originates from the Greek term " charakter ," meaning a mark distinguishing one thing from another. Moral character can be approached through two methods: N ormative ethics , which focuses on moral standards to determine right and wrong behavior, and Applied ethics , which addresses specific, often controversial issues that require moral choices, typically dividing opinions into support or opposition.

11. The Stages of Moral Development Lawrence Kohlberg's theory of moral development builds on Jean Piaget's work. Kohlberg developed and expanded this theory beginning in 1958 as a psychology graduate student. The six stages of moral development are categorized into three levels: pre-conventional morality, conventional morality, and post-conventional morality.

12. The Six Stages of Moral Development

13. Pre-conventional The pre-conventional level of moral reasoning is typical in children but can also be seen in adults. At this level, individuals judge actions based on their direct consequences, focusing on self-interest in an egocentric way. Children at this stage have not internalized society's standards of right and wrong and instead are concerned with the external consequences of their actions

14. Stage One (Obedience and Punishment Driven): At this stage, individuals judge actions based on the direct consequences for themselves, typically avoiding actions that result in punishment. The severity of the punishment makes the act seem morally worse. This stage is egocentric, lacking recognition of others' perspectives, and involves deference to authority. Stage Two (Self-Interest Driven): Here, individuals focus on what benefits them personally, often following a "what’s in it for me" mindset. Actions are considered right if they serve the individual's interests, with little concern for others unless it benefits them in return. This stage lacks a societal perspective and is morally relative, with no broader sense of loyalty or respect for others.

15. Conventional The conventional level of moral reasoning, typical of adolescents and adults, involves judging actions based on society's views and expectations. It includes the third and fourth stages of moral development, where individuals obey rules and follow norms, even without consequences. While they adhere to these conventions, they rarely question the fairness or appropriateness of the rules, and their understanding of right and wrong is influenced by societal standards.

16. Stage three (good intentions as determined by social consensus): At this stage, people want to be seen as "good" by others, so they follow social rules and try to make others happy. They care about how their actions affect relationships and try to do the right thing based on respect and kindness. They are more likely to forgive others if they think they meant well. Stage four (authority and social order obedience driven): Here, people focus on following laws and rules to keep society running smoothly. They believe it is important to obey the law, not just for personal approval, but because it helps maintain order. Breaking the law is seen as wrong, and there is a strong sense of duty to follow the rules to protect society. This stage is more about respecting authority and doing what’s right for the whole community.

17. Post-conventionl The post-conventional level of morality is when people realize that they are separate from society and their personal beliefs may be more important than society's rules. At this stage, individuals follow their own ethical principles, such as fairness, justice, and human rights, and see rules as flexible tools to help maintain order and protect rights. They don't blindly follow rules but instead evaluate them based on their own values. This way of thinking can sometimes appear similar to lower stages of morality.

18. Stage five (social contract driven): At this stage, people view laws as agreements that exist to serve the common good. If laws don't benefit everyone or promote fairness, they should be changed. People at this stage believe in democracy, majority decisions, and compromise to ensure the welfare of society. They also understand that different perspectives should be respected, and they prioritize human rights and equality over strict rule-following. .

19. Stage six (universal ethical principles driven): Stage six is based on universal ethical principles, where people act according to what is morally right, regardless of the law or personal consequences. Laws are only valid if they align with justice, and individuals at this stage believe in disobeying unjust laws. They make decisions based on universal moral principles, not by considering personal gain or fear of punishment. This stage reflects the philosophy of acting in a way that is right for everyone, not just in specific situations. It is considered the highest level of moral reasoning but is difficult to identify in real life. .

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