The Development of Morals and Intelligence - Coursework Example

The development of morals and intelligence 3 4 Affiliation The development of morals and intelligence 3 Introduction Developmental psychology entails understanding the way children behaves and reacts to their immediate environment. This entails studying their growth and development process, including the possible challenges they encounter and ways to help them overcome them. This paper presents a summary of four videos and an in depth analysis of one of the four videos - Video one: Child development theorists. This paper also presents my point of view with regard to the chosen video. It also links two theories: Freud’s and Abraham Maslow’s theory and further compares the two theories. Summary of the four videos Video one: Child development theorists The video on child development theorists from Freud to Erikson to Spock and Beyond, helps understand the multifaceted ways that development can be modeled (Biophily 2013). Analysing the varying number of theories and studies carried out on child development it is possible to comprehend the best ways to bring up children so that they can grow and develop as it should be. Video two: Genie Wiley - An Overview This video is about a child, Genie, who was locked in a room without allowing her to learn how to talk or learn for more than ten years – social isolation (Fallows 2012). She was not allowed to make any noise and was left to sleep most of the time. This means that isolating children from interacting with others they may never learn how to vocalize interact or respond appropriately from their immediate environment. The father thought she was retarded, where the mother indicated that the father was dominating. Amazingly, Genie developed learning capabilities when taken through the learning process, though late, and managed to cope and live like a normal child. Video three: Autism Case Study This video present a child lived with Autism (Bailey 2012). However, the child develops different perspective with regard to her condition that creates an out of the ordinary thought of their condition. It is shocking to both the clinical psychologist and the parents to learn that Charlie can communicate effectively by the use of a computer to express her needs and wants. She went a long way to explain her condition, why she presents a number of behaviour, such as hitting her head on the floor and the way people view them. This showed that there is a need to advance how children with autism are viewed and treated. This is because, they still can learn and interact with normal people if at all they were understood and not referred to retarded. Video four: Autism Training This video presents definitions and a number of reinforcements to children with autism. This entails describing the best way to deliver the reinforcements and prospective ways that ensure that the needs of the child are still met (Wiley 2012). In particular, the video outlines that operant conditioning is the preferable way to enable to an autistic child to comprehend the right versus wrong. This entails positive reinforcement to the child whereby, if he or she manages to achieve a set goal, they are positively reinforced, for example, by praising them upon completing a required task. This reinforcement requires the care givers to understand the children and look after them all the time. In depth analysis of Child development theorists (Video 1) This video presents the fundamental need of understanding the behaviour of children as they grow and develop with an aim of helping them learn and grow appropriately (Biophily 2013). It is true that children are brought into the world as innocent beings without any knowledge of the world around them. In this regard, they need to attach into the world with no difficulty, further understanding, people and objects around them. This entails the right and wrong issues of life – morals. My point of view In my view, when parents and care givers understand the needs of the children, they can easily help them achieve desirable goals easily through appropriate learning methods. I believe every child should be given a chance to learn both freely and through acceptable guidance, such as whenever they encounter any form of difficulties. Linking the two theories to the video As much as care givers, parents and teachers, attempt to understand the behaviour of children as they grow and develop, they need to come into terms with both the learning capabilities of children and the psychological needs that can influence/motivate their learning processes. For example, children, develop different ways of processing information and how to respond to their immediate environment as they grow. Therefore, care givers must acknowledge the human developmental perspectives and needs before helping a child learn and grow/develop. Comparing the two theories Sigmund Freud, also known as the founding father of psychoanalysis believed that the human being’s mind was made up of three parts: the Id, Ego and the Super Ego (Biophily 2013). The Id is available at birth, is pleasure seeking, stays away from pain and fosters self-centeredness. At this point, the child does not want to remain wet for long, or lack food or when isolated. The Ego is the section that knows how to gratify the Id, such as knowing how to satisfy the needs of the Id including the course and effect. Finally, the Super Ego entails a stage of understanding rules and norms of the society, such as the consequences of breaking rules or defying norms. The Super Ego helps balance the Id and Ego in order to achieve immediate needs. Abraham Maslow coined the hierarchy of needs that seek to establish the sources of motivation in individuals, and which are not related to rewards and unconscious needs. According to Tay and Diener (2011), an individual satisfies one of their needs as they move on to the preceding ones. Maslow highlights the five motivational stages in a form of a pyramid which entails deficiency needs (psychological, safety, esteem and love) and growth needs (self actualization). Human beings begin by meeting the basic needs as the advance up the pyramid/hierarchy of needs. Conclusion In conclusion, from the videos watched and literature acquired it is apparent that human development is an invaluable part of life. Particularly, children show significant aspects of growth and development that care givers and teachers must adopt. As depicted in the videos, failure to understand the developmental psychology of children may destroy growth and development process. Ultimately, theories of development, such as Marlow’s and Freud’s theories help to understand children even better. 4.1 Introduction Morals development and intelligence form part of life where human beings have the capacity to learn and apply knowledge under controlled moral fabrics set by the society. On the other hand, intelligence is the ability to think logically, conceptually and develop clear and intelligent thoughts. This paper presents two videos of Howard Gardner and Lawrence Kohlberg. Howard Gardner discusses the significance of multiple intelligence and student learning in school. On the other hand, Lawrence Kohlberg talks about moral development and the stages in children. This paper presents a description of the main elements of the two videos. This entails a critical analysis of how they look at their theories and an in depth different aspect of their theories (reformist discussion). This includes expressing my point of view while relating it to the theories. This paper also presents a conclusion of the findings and literature utilised. A description of the main elements Gardner claims in the video that practical knowledge and IQ which he claims are fading in the American education system. He argues that many schools in America focus on imparting theoretical knowledge to students, thus leaving them with the general ability to memorize things, such as definitions or names of historians without learning practical knowledge or utilising their IQs. It is of the essence to provide students with background knowledge of the subjects before delving into the practical aspects. This helps them gain a clear insight into the subjects as they begin to understand the complexity of the subject with time. Gardner also points out the value of recreating knowledge acquired in school to the practical world (Big Think 2012). This implies to taking active roles in problem solving where a student understands the significance of transforming things. This means that students should be taught how to be active all the way through learning and in the practical world. On the contrary, a young mind may not take in complex activities until maturity which is marked by class levels. In addition, Gardner highlights that every student has different intellectual capabilities (IQ). This includes how every student acquires knowledge or interprets information taught in class. In this regard, he argues that teachers should teach differently in order to favour every student’s varying learning and interpretation abilities (Big Think 2012). For example, he points out the value of integrating systems that favour individual abilities, such as software and learning programs. However, it is both costly and labour intensive to focus on individual capabilities; this is why students are mainly taught on a generalised classroom scale. Gardner speaks about the value of feedback in student learning. He points out that the American education system applies test assessments that leave students with little knowledge to apply in the future. He claims that when the American education will begin to provide students with practical examples, then learning will become full of meaning and worth seeking. I think that practicum/placements and attachment provide students with a practical learning scenario. In this regard, many learning programmes integrate practical learning lessons to foster practical knowledge. Reformist discussion (in depth aspect of the discussion) Gardner points out organisations, such as businesses, educational institutions must change to create an environment of personal growth, where they are given an opportunity to take part in scientific learning and research. He points out the value of testing a hypothesis before going to college and further understanding revising theories as compared to theoretical learning (Big Think 2012). Additionally, he points out the significance of changing the present-day assessment process of institutions where students should be presented with the highlights of what to expect in advance, or before joining school. He claims that institutions should begin to foster resourceful learning where every student is provided with individualised learning processes (Big Think 2012). Gardner also links multiple intelligences theory to assessment mechanisms, such as towards employees, adult learners, young leaders and behaviour to the subject of practical knowledge, evident learning and practice. He argues that students with different multiple intelligences should be given an opportunity to learn in an environment that foster’s individual understanding and capabilities. My point of view in relation to IQ test I agree with Gardner’s discussion and points presented. In my view it is true that the present-day American education system is working hard to produce robots than professionals. Students are presented to plenty of information which fosters more on memorising than practical understanding and internalisation. It is also apparent that students are forced to learn how to pass tests than to master new knowledge with an aim of solving practical problems. This is the main reason why many students cannot take part in active decision making due to weak judgments and deprived knowledge. In my view, if a student is not well prepared for the serious employment world, that require practical knowledge and IQ, then the he or she will not cope with what employment needs of them. Also, it is true that the education system needs to be changed to foster motivation for knowledge. The common routine learning (robot learning) may lead to boredom and monotony. Therefore, dynamic and resourceful learning process that integrates every student’s ability will bring a new way of learning and interpretation of knowledge. Theory of Moral Development A description of the main elements This theory of moral development was coined by Jean Piaget’s (1932) theory of moral reasoning. It was further developed by Lawrence Kohlberg (1958) which presents the idea of morality, beginning from early childhood where it can be influenced by a number of known problems. Kohlberg indicates that morality is the principle of knowing right and wrong of life where an individual learns what is acceptable or not acceptable in the society. According to Kohlberg (1984), moral development entails stages and levels of life that last across the lifespan. This theory entails these three stages: Preconventional morality (levels: obedience and punishment, and individualism and exchange), conventional morality (levels: society and societal roles in judging the morality of an action) and postconventional morality (levels: social contract orientation and general ethical principle orientation). Reformist discussion (in depth aspect of the discussion) Kohlberg attempts to change the view of psychological development and understanding the moral issues of the society. Moral development is a process of embracing what the society accepts and rejects through integrating psychological development in human beings. Kohlberg (1984) breaks down the theory of moral development easy to understand stages and levels that help describe the actions of individuals. Ultimately, Kohlberg (1958) aims at achieving common good for the general mass where everyone achieves happiness in morally accepted platforms. This entails understanding the value of interacting with one another in a social order, the value of punishment on wrong doers, human rights, obedience and the general rules of the society. My point of view in relation to the theory In my opinion, I think that the theory has a number of limitations. For example, it poses hypothetical and artificial dilemmas that are unfamiliar to young people, such as presenting incidences that favour people with advanced life experiences, such as marriage. This reduces the validity of the process. Kohlberg also bases the theory of morality to both men and women perspectives where he indicates that morality in men are founded on legal issues and justice while the women on kindness and care. This is a clear gender biasness which can hamper understanding of morality and psychological development across gender. Conclusion In conclusion, moral development entails operating within morally accepted standards. On the other hand, every human being has different capacities with regard to acquiring knowledge processing it and putting it into practice. In this regard, intelligence is valuable in conducting the daily life activities. As much as individuals present different intelligent abilities which Gardner refers to multiple intelligence and IQ, it is invaluable to consider working within the moral stages as Kohlberg postulates. In addition, Gardner presents significant points about multiple intelligence and IQ. However, he fails to address a number of moral development issues that Kohlberg addresses. Issues, such as the right time to present complex knowledge to students, availability of resources, slow learners and the implications of complex knowledge are not adequately addressed. Students should be given a chance to learn in an environment that favours their level of learning, such as age irrespective of their IQ levels. However, actions that aim to provide support to both the weak and fast learners should be put in place in order to strike a balance between intelligence (IQ) and morality. References Bailey, T 2012, Autism, case study, (Video file), Available from: [15 April 2015]. Big Think 2012, Big Think Interview With Howard Gardner - YouTube, (video file), Available from: [15 April 2015]. Biophily 2013, 2009 - Child Development Theorists from Freud to Erikson to Spock and Beyond 1, (Video file), Available from: [15 April 2015]. Fallows J 2012, Genie Wiley an Overview, (Video file), Available from: [15 April 2015]. Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages (Essays on Moral Development, Volume 2). Harper & Row. Kohlberg, L. (1958). The Development of Modes of Thinking and Choices in Years 10 to 16. Ph. D. Dissertation, University of Chicago. Piaget, J. (1932). The moral judgment of the child. London: Kegan Paul, Trench, Trubner and Co. Tay, L., & Diener, E. 2011, Needs and subjective well-being around the world. Journal of Personality and Social Psychology, vol. 101. No. 2, pp. 354. Wiley, M 2012, ABA Autism Training - Chapter 2 – Reinforcement, (Video file), Available from: [15 April 2015]. Read More