Module – Who am I? Who are you?

Lesson 5 – My morals made me do it.

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Lesson 5 Index Theories of Moral Reasoning

Lawrence Kohlberg Cross Cultural Analysis John Haidt

Neurobiological Basis of Moral Reasoning

In Conclusion

References

Summarize the cognitive mechanisms involved in each stage of Kohlberg’s theory of moral reasoning

Objective #22

Moral Reasoning…

According to Kohlberg

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

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.

Preconventional: Stage 1

Morality is based on punishments and rewards. Judgments are formed according to external

authorities.

Chris, age 6:

“[Heinz] did something wrong; he will go to jail.”

[click]

Preconventional: Stage 2

Morality is reciprocal. We seek what is in

our best interest, and only help others if it

benefits us.

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.”

[click]

Conventional: Stage 3

“Right” is being a “good” person by conforming to social expectations.

Andrea, 9:

“Because if you do you are caring about other people

instead of just you.”

[click]

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.

Conventional: Stage 4

“Right” is helping to maintain social order by doing one’s duty and showing respect for authority.

Grace, 11:

“That man joined the Army and the captain has every right

to order his men.”

[click]

Postconventional: Stage 5

“Right” is protecting basic rights of all members of society by upholding legal principles that promote

fairness, justice, equality, and democracy.

Taya, 10:

“He’s doing it for the right reasons but he shouldn’t still.”

[click]

Postconventional: Stage 6

“Right” is determined by self-chosen ethical standards that underscores ideals. If these

conflict with laws, self-chosen principles take preference.

Christa, 14:

“We must recognize all humans as human. Human life is human life.”

[click]

Break down Kohlberg’s theory of moral reasoning by gender and culture

Objective #23

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.

Moral Reasoning…

According to Gilligan

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).

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 hypotheticaldilemmas.”

Gilligan, 1982

Discuss morality according to Haidt’s five fundamental moral impulses

Objective #24

Harm / Care

Fairness / Reciprocity

Authority / Respect

In-Group Loyalty

Purity / Sanctity

Creates most conflict

Best predictor of attitudes Abortion Gay marriage

5 Fundamental Moral Instincts

“Seeing things from multiple perspectives gives you a much better view of the whole.”A. Newberg

Illustrate how Haidt’s theory of morality can be understood as a worldview

Objective #25

Haidt’s Theory as a Worldview

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

Liberals Conservatives

Describe the neurobiological basis of moral reasoning by discussing the roles of various structures and regions in the brain

Objective #26

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.

In conclusion…

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.

How to Change Beliefs

1. Ideals and beliefs are superior to others2. Logical justification for beliefs3. Clearly defined group behavior4. Reinforce 1-3 over and over5. 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.

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.