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Moral Development of the Children - Book Report/Review Example

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Customarily, psychology has kept away from studying anything that is burdened with value judgments. There is an extent of difficulty concerned in trying to be unprejudiced with regards to things that have to do with terms like good as well as bad. As a result, one of the most considerable aspects of human existence which is morality has had to hang around quite a while before anyone within psychology is challenged to handle it (Moshman, 2005, p…
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Moral Development of the Children Book Report/Review
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Download file to see previous pages It was not the detailed answers towards the dilemmas that pull his attention, but rather how the individual got to his or her solutions (Berk, 1991, p. 207).
An individual must improve through the stages sequentially, and one might not arrive at a higher stage without passing through the stage instantaneously preceding it. A principle that such a bound into moral maturity is achievable is in pointed contrast towards the facts of developmental explorations. Moral development happens to be a growth, and similar to all growth, takes place in accordance with a programmed sequence. To look forward to someone to develop into high moral maturity immediately would be like anticipating someone to walk earlier than he crawls.
If an individual is familiarized to perceive good almost completely as that which produces his/her satisfaction, how might he/she understand a perception of good wherein the "good" might bring him no concrete pleasure at all. The moral proverb - it is better to give than to receive, reflects a high point of development. The kid who sincerely asks you why it is better to give rather than to receive, asks, because he/she does not and cannot recognize such thinking. Towards the kid, "better" denotes better for him/her. And for this particular kid, how can it be better for him/her to give, rather than to get.
3. Inside Stage Development human beings are cognitively attracted towards one phase on top of their current predominant phase.
The individual has questions as well as problems the resolutions for which are less fulfilling at his/her current level. While reasoning at one phase higher is understandable and since it produces more logic and resolves more complexities, it is smarter.
For instance, two brothers both longed for the last piece of the pie. The larger, tougher brother will most likely get it. The little brother proposes that they share it. He happens to think at level two, rather than by level one. The explanation for him is more striking: having some rather than not having anything at all. An adult who operates at level one constantly might wind up in prison or even lifeless.
4. Inside Stage Development, development through the stages is achieved when cognitive disequilibrium is produced, that is, when an individual's cognitive position is not sufficient to manage a given moral impasse.
The individual, who is growing, will search for more and more sufficient ways of resolving difficulties. If he has no troubles, no quandaries, he is not expected to hunt for solutions. He might not develop morally. Looking back with the pie example, the huge brother, who can merely win the pie and escape with it, is less expected to look for a better answer rather than the younger brother who will have nothing and almost certainly a beating during the struggle to have a piece.
5. It appears to be quite probable for an individual to become physically developed but not morally grown-up.
If a kid happens to be spoiled, never having to have room for others wants, if he/she is raised within an atmosphere where level two thinking by others gets the work ...Download file to see next pagesRead More
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