ETHICS

(PHILO10)

REMAR I. PABALAY MAEd

INSTRUCTOR

Jhern Cagas Tuazon

JOHN JASON CAGAS

GROUP 8

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 TABLE OF CONTENTS
CHAPTER VIII
MORAL CHARACTER AND MORAL DEVELOPMENT
Moral character

Development of Moral Character

Theories of Moral Development
Cognitive developmental theory
Psychoanalytic theory
Evolutionary theory
Lawrence Kohlberg's Stages of Moral Development
re-conventional morality
Conventional morality
Post-conventional morality.

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WHAT IS MORAL CHARACTER ?

More often than not, people tend to jodge others enters try their own moral
standards to best understand the concept of moral character, it is important to
know first the meaning of "character." The word "character” in derived from
the "Cavek khaneker" a stamping tool used to make coins. Later, the word
came to imply a distinctive mark that differentiates one thing from another.
Also, it came to refer to the collection of qualities that distinguish one
individual from another. Nowadays, the emphasis on Individuality tends or
combine character with personality. For example, when one takes note of a
person's unique mannerisms, gestures, of mode of dressing, one can say that
the person has personality or that he or she is quite a character.
However, the word "character" when used in philosophy takes on a
different linguistic context. In Book II of Aristotle's Nicomachean
Ethics, he describes the two different kinds of human excellences:
excellences of thought and excellences of character. The latter in
Greek is phrased by Aristotle as éthikai aretai which is translated as
moral virtue or moral excellence. The Greek word ethikos (ethical) is
the adjective similar to ethos (character). The concept of a moral
virtue or the excellence of character emphasizes not one's mere
uniqueness or individuality, but the combination of qualities that make
an individual ethically good. Furthermore, moral character can be
understood as an evaluation of one's consistent moral characteristics
or attributes. Character can imply a wide range of attributes including
the existence or lack of virtues such as courage, fortitude, honesty,
loyalty, and other good behaviors or habits.
Aristotle believes that excellence of character or good moral
character is a state concerned with choice that is determined by
reason. Further. good moral character is the mean between two
vices one that depends on excess and the other one that depends
on defect. By calling good moral character a state, Aristotle means
that it is not a feeling, a capacity or a mere tendency to act in
specific ways, but the firm condition that one is in the ideal state of
his or her beliefs and values. If, on the other hand, one does not
have good moral character, he or she is in a state that makes him
or her vulnerable to vices.
Fr. Dionisio Miranda (1987) asserts that the concept of moral
character is associated with one's sense of dignity or identity. This sense of
identity can be specified by other values or characteristics such as a)
individuality b) autonomy, and c) meaning. The core of one's moral character
is his or her being human.
Accordingly, there are three basic needs and values: The first need and value
is to acquire an individuality or personal identity, to be someone rather than a
nobody. To have a personality means that one possesses particular traits and
characteristics that make him or her unique. Owning oneself is not the same
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as being selfish. The former is simply the notion of uniqueness. The second is
to exercise personal autonomy, to freely make decisions and assume
responsibility for them. Finally, the third is to have a meaning to one's
becoming a human being, acting and relating regardless of whether one does
describe it in independently personal terms.
WHAT IS DEVELOPMENT OF MORAL CHARACTER?
In childhood and adolescence, it is crucial to
learn how to distinguish between right and
wrong or good and bad to develop moral
character. To be a moral person is to think
morally and act accordingly (Myers, 1995). In
early childhood, the moral dilemmas facing
young children are usually about understanding
that lying, cheating, stealing, teasing, and
fighting are bad behaviors and practices, and
that honesty, generosity, courtesy, and
politeness are values that can shape one into
having good moral character. Understanding
moral development in children involves three
aspects: emotions, knowledge, and action.
Emotions are the feelings and values that shape
or develop the moral standards of an individual.
Knowledge refers to the process of learning the
moral code of one's community and making
judgements about whether something is good or
bad, right or wrong. Lastly, action is how one
decides on the appropriate actions to take in
controlling negative impulses, responding in
accordance to rules and requests, obeying parents and other authorities, or
behaving in a caring, helpful manner, depending on the situation (Newman &
Newman, 2009).
Therefore, discussing moral issues, teaching moral principles, and modeling
moral behaviors are significant in the development of one's moral character
during early-school age. Through the process of integration, children are able
to emulate the ideals, values, and standards they learn from their family and
community. As children internalize moral standards,
they begin to develop conscience or moral
judgement that assists them in distinguishing right
from wrong especially when faced with moral
dilemmas.
Theories of Moral Development
There are many theoretical approaches that explain
the process of moral development. According to the
social learning theory, children develop moral
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behaviors through observation and imitation of other people's behavior

through the process of modeling. This theory highlights the importance of
people or models in developing the moral character of children. These models
may be parents, teachers, or peers. Moral development can also occur
through positive or negative reinforcement. When good behavior is rewarded,
the behavior is more likely to be repeated; when bad behavior is punished, the
behavior is more likely to be avoided. Thus, giving rewards and punishments
is significant to the internalization of moral behavior. The focus of the social
learning theory is on the conditions that support moral behaviors.

In the Cognitive developmental theory, Jean

Piaget describes the ways in which children
arrive at judgments about what is right or wrong
(Newman & Newman, 2009). In Piaget's first
stage of moral development, heteronomous
morality, children follow strict rules and are
completely obedient to authority figures. For
young children, rules are seen as fixed and
unchangeable. As children begin to learn new things about the world through
interactions with other people, they progress into the second stage of moral
development which is called autonomous morality. In this stage, Piaget
explains that children learn how to critically evaluate rules and apply them
based on mutual respect and cooperation. The focus of this theory is on how
people acquire and organize knowledge such as moral codes. However,
building a moral code is difficult for children because of the inconsistencies in
standards of right and wrong that they face in daily life. Studies on moral
development have emphasized that the only effective way people of any age
can do what is good and avoid evil is through the development of conscience.
The Psychoanalytic theory proposes that much of the
person's moral behaviors is governed by unconscious ideas
and impulses that are rooted in childhood conflicts.
Sigmund Freud views a child's conscience as the
superego (Rathus, 2014). He suggests that the superego
develops during the phallic stage, approximately between
the ages of 3 to 6, as a result of conflict among the id
(pleasure principle), ego (reality principle), and
superego (moral principle). The superego is the
conscience or moral judge of conduct. According to the
psychoanalytic theory, moral character develops as a result
of parental identification. Parental identification is the
process through which children internalize the values and
moral standards of their parents. As children internalize the
values and moral standards of their parents, they begin to control their own
behaviors.
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The Evolutionary theory focuses on the neurobiological bases of moral

development that all humans share. The theory suggests that certain areas of
the

brain such as the ventromedial prefrontal cortex plays a role in the

inhibition of emotional responses, and in the process of decision-making and
self-control. The ventromedial prefrontal cortex works as the neural basis in
allowing emotion to influence moral judgement. It is said to be necessary for
the proper development of one's moral character (Taber-Thomas, Asp,
Koenigs, Sutterer, Anderson, & Tranel, 2014). In the evolutionary theory,
morality is also thought to evolve as a product of social interaction that has
been found to be salient in creating moral codes that are passed from one
generation to the next.
Lawrence Kohlberg's Stages of Moral Development
The development of one's moral character plays a vital role in the overall
moral development of an individual. A person with a positively developed
moral character would likely have a sound moral judgment. Moral
development is the gradual development of an individual's concept of right or
wrong-conscience, values, social attitudes, and other moral behaviors.
Lawrence Kohlberg is an American psychologist best known for his theory of
stages of moral development. He served as a professor in the Psychology
Department of the University of Chicago and at the Graduate School of
Education of Harvard University. In his
dissertation, Kohlberg wrote what is
now known as Kohlberg's stages of
moral development. He sought to
describe the developmental stages of
moral reasoning, the thinking processes
that occur when people consider
something right or wrong (Myers, 1995).
Kohlberg argued that people pass
through six stages of moral thinking. He
clustered these six stages into three
basic levels: pre-conventional morality,
conventional morality, and post-
conventional morality.
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Before age 9, most children have a Pre-conventional morality. In this stage,

children see rules as fixed and absolute. They obey rules in order to avoid
punishment. They determine a sense of right and wrong by what is punished
and what is not punished. They are motivated by fear of punishment. They
obey superior authority and allow that authority to make the rules, especially if
they perceive that this figure has the power to inflict pain. They are responsive
to rules that will affect their physical well-being. Furthermore, children account
for individual points of view and judge actions based on how they serve
individual needs. Reciprocity is possible, but only if it serves one's own
interests. Children at this stage are motivated by
vengeance or the "an eye for an eye"
philosophy. They are self-absorbed while
assuming that they are generous. They believe
in equal sharing in that everyone gets the same,
regardless of need. They believe that the end
justifies the means. They will give favors only to
get them back. They expect to be rewarded for
every non-selfish deed that they do.
By early adolescence (10-15 years old),
preconventional morality evolves into
conventional morality. In this stage, one
becomes conscious that he or she is living in a
society with many people who have interests
that may be similar or different from one's own.
There is an emphasis on conformity, the
consideration of how choices influence relationships. They find peer approval
very important. Adolescents feel that intentions are as important as deeds and
expect others to accept intentions or promises in place of deeds. In this stage,
one begins to consider society as a whole when making judgments. The focus
is on maintaining law and order by following the rules, doing one's duty, and
respecting authority. In this stage, one does not only obey the laws out of fear
but also out of respect.
In Post-conventional morality, people begin to account for the differing
values, opinions, and beliefs of other people. They see that rules of law are
important in maintaining a society, but members of the society should agree
upon these standards. They are motivated by believing in the value of the
greatest good for the greatest number of people. They believe in consensus
over majority decisions.
In this stage, one is conscious of the welfare of others, individually and
collectively. Also, one recognizes that laws are made to serve humans, not to
enslave them. The level of moral reasoning in postconventional morality is
based on universal ethical principles and abstract reasoning. They adhere as
well to internalized principles and abstract reasoning. In this stage, people
follow the universal ethical principles of justice, even if these principles conflict
with laws and rules.
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Conclusion
Moral character is a fundamental aspect of human identity, influencing how
individuals interact with others and make ethical decisions. Its development is
a complex process shaped by emotions, knowledge, and actions, guided by
various theories that highlight the importance of social learning, cognitive
growth, and internalized values. Understanding moral character and its
development is essential for fostering ethical behavior and promoting a just
society. Moral character is shaped by individuality, autonomy, and meaning,
and it involves the development of virtues such as honesty, loyalty, and
courage. The process of moral development in children is influenced by
emotions, knowledge, and action, as well as by theoretical approaches such
as social learning, cognitive development, psychoanalytic theory, and
evolutionary theory. Furthermore, Lawrence Kohlberg's stages of moral
development provide insight into the progression of moral reasoning from pre-
conventional to post-conventional morality, emphasizing the importance of
universal ethical principles and abstract reasoning in making moral judgments.
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Assessment
[Link] role does the ventromedial prefrontal cortex play in moral
development according to the evolutionary theory?
A. Internalizing moral standards from parents
B. Facilitating the development of a conscience
C. Inhibiting emotional responses and influencing moral judgement
D. Establishing moral codes across generations
[Link] is the primary focus of moral character according to Aristotle?
A. Social approval and avoiding punishment
B. Emotional feelings and empathy
C. Choices determined by reason and development of virtues
D. Adherence to laws and social norms
[Link] does social learning theory contribute to moral development?
A. By emphasizing unconscious conflicts and parental identification
B. By detailing fixed stages of moral understanding based on age
C. By emphasizing observation, imitation, and reinforcement of behaviors
D. By focusing on the development of universal ethical principles through
reasoning.
[Link] is the significance of parental identification in moral character
development?
A. It facilitates the internalization of values and moral standards
B. It is only relevant during adolescence and has minimal impact in adulthood
C. It teaches children to blindly obey authority, suppressing their own moral
reasoning
D. It primarily affects cognitive development, with little impact on emotional
values
5.A 10-year-old girl observes her older brother being rewarded for helping
their neighbor. She begins to imitate his behavior, believing that helping
others will earn her praise too. This situation highlights the influence of role
models in shaping moral [Link] does this scenario exemplify social
learning theory?
A. The girl relies on peer pressure to guide her actions.
B. The girl learns through direct punishment only.
C. The girl imitates behavior she sees rewarded.
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D. The girl develops a unique moral code independently.

[Link] aspect of cognitive developmental theory is relevant here?
A. Children are guided solely by parental authority.
B. Children learn morality only through formal education.
C. Children make judgments based on observed consequences.
D. Children's morals are fixed and unchangeable.
7. What is a key feature of Post-conventional morality according to Kohlberg?
A) A focus on obeying rules to avoid punishment
B) Decision-making based on the greatest good for the greatest number
C) A focus on maintaining law and order to respect authority
D) Avoiding personal responsibility
[Link] are the three basic needs and values associated with moral character?
A. Emotions, knowledge, and action
B. Individuality, justice, and honesty
C. Individuality, autonomy, and meaning
D. Honesty, generosity, and courtesy
9.A 30-year-old woman reflects on her life choices and values. She
recognizes the importance of individuality, autonomy, and meaning in shaping
her moral character. Recently, she faced a dilemma where her honesty
conflicted with a friend's request to keep a secret that could harm [Link]
does exercising personal autonomy contribute to moral character?
A. It limits one's ability to express individuality.
B. It promotes selfishness over community welfare.
C. It allows individuals to make responsible decisions.
D. It encourages conformity to social norms.
[Link] is understanding emotions essential for developing moral character?
A. Emotions shape moral standards and guide actions.
B. Emotions are unrelated to ethical decision-making.
C. Emotions often lead to irrational behavior.
D. Emotions should be suppressed in moral reasoning.
11. What is the primary focus of moral character, as described in Aristotle’s
philosophy?
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A) Personality traits such as uniqueness and individuality

B) The combination of qualities that make an individual ethically good
C) How one dresses or presents themselves
D) Following social norms without question
12. According to Aristotle, what does "good moral character" depend on?
A) Feeling motivated to act kindly
B) Reasoned choices and finding the balance between vices of excess and
defect
C) Conforming to what others expect
D) A person’s ability to act according to their emotions
13. Which of the following is NOT one of the basic needs and values
associated with moral character?
A) Individuality
B) Autonomy
C) Power
D) Meaning
14. In early childhood, which of the following behaviors would contribute to
developing good moral character?
A) Lying, teasing, and stealing
B) Honesty, generosity, and courtesy
C) Ignoring authority figures
D) Disrespecting rules and norms
15. Which of the following aspects is NOT involved in moral development
during childhood?
A) Emotions
B) Knowledge
C) Action
D) Competition
16. Which theory of moral development suggests that children learn moral
behaviors through observation and imitation of others?
A) Psychoanalytic Theory
B) Cognitive Developmental Theory
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C) Social Learning Theory

D) Evolutionary Theory
17. What is the focus of the Cognitive Developmental Theory proposed by
Jean Piaget?
A) Internalization of values from parents
B) Learning moral codes through emotional responses
C) How children acquire and organize knowledge about right and wrong
D) The unconscious impulses that drive moral behavior
18. According to Sigmund Freud’s Psychoanalytic Theory, how is moral
behavior governed in a child?
A) By the ego only
B) By unconscious ideas and the superego
C) By external rewards and punishments
D) By genetic predispositions
19. What does the Evolutionary Theory emphasize in the development of
moral character?
A) The role of parental influence
B) The role of the brain, particularly the ventromedial prefrontal cortex
C) The importance of law and order
D) The influence of societal rules
20. In Kohlberg’s theory, what is the characteristic of Pre-conventional
morality in children?
A) Obeying rules for the sake of peer approval
B) Following rules to avoid punishment and seeking personal gain
C) Adhering to universal ethical principles
D) Following rules because they respect authority
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Answer key
1. C
2. C
3. C
4. A
5. C
6. C
7. B
8. C
9. C
10. A

11. B

12. B

13. C

14. B

15. D

16. C

17. CB

18. B

19. B

20. B