MODULE 7:

MORAL SELF;
LIVING WITH THE PURPOSE-PERSONAL VALUE AND
PHILOSOPHY OF LIFE

Prepared by: Berano, Enero, Quila

Introduction
• Define Moral and morality having to do with the
right and wrong
• One’s level of morality in place of Dilemma
• Moral Development By Lawrence Kohlberg
• Stage of Intellectual Development by Jean Piaget
• Parenting Styles and Practices that considered a
significant factor in develop moral reasoning
 Learning Objectives
Explain the basic concepts related to state the different influences or factors
morality and moral self; Identify related to moral self & evaluate

1. behaviors characteristic of the

different stages of moral
3. practices that lead to the development
of desirable moral values and
development;

relate the development of personal apply concepts on morality in

2. values to the development of a

philosophy of life 4. particular situations to develop a
philosophy of life.
Quotation on morality

“The perfecting of oneself is

the fundamental base of all
progress and all moral
development.”
- Confucius
Quotation on morality

“Family and moral values are so

central to everything that I am”.

-Marian Wright Edelman

Quotation on morality

“Try not to become a man of

success, but rather try to become a
man of value”.

-Albert Einstein
Quotation on morality

“Wisdom, compassion and courage

are the three universally-
recognized moral qualities of
man”.
- Confucius
Quotation on morality

“Morality is the basis of things

and truth is the substance of all
morality”

-Mahatma Gandhi
Every day, people are confronted
with dilemmas. Solving them
requires one to decide on what kind
of action or response to a difficult
situation, while in some case,
choosing the best response is
difficult.
Dilemma
is a problematic
situation in which a
difficult choice must
be made.
Moral
is related to the sense or a
standard that determines what is
right and what is wrong. It
distinguishes correct form
incorrect or appropriate from
inappropriate.
MOrality
refers to the system of beliefs
and values that ensures that
individuals will keep their
obligations to others in the
society and behave in ways
that do not interfere with the
rights and interests of others.
(Gerrig & Zimbardo, 2002)
MORAL REASONING
refers to the judgement people
make about what courses of
action are correct or incorrect
situations. Reasoning is a
cognitive skill but influences moral
development.
Piaget’s Stages of Development
It is followed by the The final level is the formal
preoperational stage in which the operations stage in which the
child learns to use symbols like individual acquires the ability to
words or mental images to solve solve abstract problems in a
simple problems.
logical manner.

0 7 above

2 The third is the concrete 11

operations in which the child
The first is the sensorimotor stage in
develops the ability to perform
which the child learns and develops
several logical operations on
knowledge about his/her environment
concrete objects that are present.
by relating sensory experiences to
motor actions.
KOHLBERGS STAGES OF MORAL
REASONING
• Early in life, at the lowest level of development, self-preservation and self
interest are the main reasons for one’s actions and decisions. From
there, moral development proceeds to the next level guided by a more
social or other oriented motivation, like avoidance of criticism or
censure from others, or simply for reasons of gaining social acceptance.

• At this level, the child first conforms with the values of the people he/she
personally connects with, then gradually starts to conform with the laws
of society. The highest level of moral development goes much beyond
the self and social reasons. At this point, decision-making considers
social justice and the good of the society at large. Moral reasoning tries
to strike a balance between individual rights and the laws of society. An
even more ultimate reason for one’s action or decisions is observance of
and adherence to universal principles and values.
KOHLBERGS STAGES OF
MORAL REASONING

At times, you might be placed in a dilemma which

requires you to decide. You first must harness your
intellectual capacity and reasoning ability in
choosing what ‘best’ decision to take. Strive to
achieve balance so as not to compromise your
integrity. In situations in which you need to decide
on what you think is a noble cause, but which might
put you to disadvantage, you must accept the
consequences of that choice.
KOHLBERGS STAGES OF MORAL
DEV ELOPMENT

Kohlberg identified three levels of

moral reasoning: pre-conventional,
conventional, and post-conventional.
Each level is associated with
increasingly complex stages of
moral development.
 LEVEL 1: PRECONVENTIONAL

Throughout the preconventional level, a child’s sense of morality is

externally controlled. Children accept and believe the rules of authority
figures, such as parents and teachers. A child with pre-conventional morality
has not yet adopted or internalized society’s conventions regarding what is
right or wrong, but instead focuses largely on external consequences that
certain actions may bring.
 LEVEL 1: PRECONVENTIONAL

Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished.
For example, an action is perceived as morally wrong because the
perpetrator is punished; the worse the punishment for the act is, the more
“bad” the act is perceived to be.
 LEVEL 1: PRECONVENTIONAL
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?” position, in which right behavior is
defined by whatever the individual believes to be in their best interest. Stage two
reasoning shows a limited interest in the needs of others, only to the point where it
might further the individual’s own interests. As a result, concern for others is not
based on loyalty or intrinsic respect, but rather a “you scratch my back, and I’ll
scratch yours” mentality. An example would be when a child is asked by his parents
to do a chore. The child asks“what’s in it for me?” and the parents offer the child an
incentive by giving him an allowance.
 Level 2: Conventional

Throughout the conventional level, a child’s sense of morality is tied to

personal and societal [Link] continue to accept the rules of
authority figures, but this is now due to their belief that this is necessary
to ensure positive relationships and societal order. Adherence to rules and
conventions is somewhat rigid during these stages, and a rule’s
appropriateness or fairness is seldom questioned.
Level 2: Conventional
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval.
Emphasis is placed on good behavior and people being “nice” to others.

Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a functioning
society. Rules are seen as being the same for everyone, and obeying rules by doing what one is “supposed” to do is
seen as valuable and important. Moral reasoning in stage four is beyond the need for individual approval exhibited
in stage three. If one person violates a law, perhaps everyone would—thus there is an obligation and a duty to
uphold laws and rules. Most active members of society remain at stage four,where morality is still predominantly
dictated by an outside force.
Level 3: Postconventional

Throughout the postconventional level, a person’s sense of morality is defined in terms of more
abstract principles and values. People now believe that some laws are unjust and should be
changed or [Link] level is marked by a growing realization that individuals are separate
entities from society and that individuals may disobey rules inconsistent with their own principles.
Post-conventional moralists live by their own ethical principles—principles that typically include
such basic human rights as life, liberty,and justice—and view rules as useful but changeable
mechanisms, rather than absolute dictates that must be obeyed without question.
Level 3: Postconventional

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values.
Such perspectives should be mutually respected as unique to each person or
community. Laws are regarded as social contracts rather than rigid edicts. Those
that do not promote the general welfare should be changed when necessary to meet
the greatest good for the greatest number of people. This is achieved through
majority decision and inevitable compromise. Democratic government is
theoretically based on stage five reasoning.
Level 3: Postconventional

Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles.
Generally,the chosen principles are abstract rather than concrete and focus on ideas such as
equality, dignity,or respect. Laws are valid only in so far as they are grounded in justice, and a
commitment to justice carries with it an obligation to disobey unjust laws. People choose the
ethical principles they want to follow, and if they violate those principles, they feel guilty. In this
way, the individual acts because it is morally right to do so (and not because he or she wants to
avoid punishment), it is in their best interest, it is expected,it is legal, or it is previously agreed
upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals
who consistently operated at that level.
PARENTING STYLES AND PRACTICES
One other factor which affects the individual’s development is environmental influence. It is
characterized by forces outside of the individuals like how she/he has been raised or reared by
her/his parents. The foundations of moral reasoning and development are laid at home.
"THE HOME IS WHERE THE CHILDREN FIRST LEARN TO DISTINGUISH
RIGHT/APPROPRIATE BEHAVIORS FROM WRONG/INAPPROPRIATE BEHAVIORS".
What happens at home, especially during growing-up years, iscritical to personality
development.
Parenting Styles
In raising their children, parents use different
strategies called parenting styles.
DIANA BAUMRIND, in 1967 she came up with
parenting styles, namely AUTHORITARIAN,
AUTHORITATIVE AND PERMISSIVE.
Authorotarian
Parents attempt to shape, control and evaluate the behavior and
attitudes of their children in accordance with an absolute set of
conduct standards that usually comes from religious or respected
authorities.
•  Use harsh discipline and punishment
•  Obedience becomes a virtue
•  Do not communicate well with their children
•  Do not explain the rationale behind the rules and the
consequences of their actions
•  Do not listen to viewpoint of their children
•  Use force to ensure compliance
Authoritative
Parents direct their children’s activities in a
rational and intelligent way.

 They are supportive, loving and committed

 Support a give and take relationship
 Discuss their rules and policies with their
children
 Encourage children to present their
viewpoints
 They offer explanations for rules and
consequences
Permissive
Parents are less controlling and behave with an
accepting and non-punishing attitude towards
their children’s desire, actions and impulses.

 They use reason rather than direct power

 They are warm and supportive but tend to
enforce rules
 Because discipline is lacking, children tend to
make their own rules even if they can benefit from
parental rules.
UNINVOLVED OR NEGLECTFUL
PARENTS by Maccoby and Martin in
1983.

Parents who take on a “hands-off” stand

in the affairs of their children.
EFFECTS OF PARENTING STYLES
Parenting style influence the development
of children’s personality. Children exhibit
distinct characteristics which they imbibe
from the way their parents raise them.
 1. Authoritarian parents are demanding, and
their children have less behavioral problems
which are easily prevented. However, studies
show that children reared under autocratic
parents tend to become withdrawn, fearful and
dependent. These children nay suffer from low
self-esteem. Theymay carry these traits until
adolescence or adulthood.
 2. Authoritative parents have
children who are independent,
reliable, rationale and confident.
These children generally feel
good about themselves.
3. Permissive parents rarely impose
rules and are non-punishing. Thus, they
tend to have children who do not put
structure and order in things that they
do. For these, children anything goes.
 4. Uninvolved parents detached and indifferent
to the needs of their children. As such, children
grow up feeling unloved and cannot follow
instructions. Some also fall prey or resort to
substance abuse as a form of distraction or a way
to get attention.
It must be noted that the kinds of parenting styles represent
the dominant practices applied by parents in dealing
dealing with their children.

It is important that when children misbehave, they are

made to realize the consequences of their behavior.
Thank you!