Dianne Mae L. ForlalesPSY612M /Integration Seminar on Human DevelopmentTerm 1, 2015-16; TH 1800-2115; M305

Analytical Paper #2Conflict and Transition in Moral Development by Elliot Turiel (1974)Theory/Perspective: Progressive stage development; structural-development approach; transformational than additiveHypothesis: Transition from stage to the next involves conflict/disequilibrium (progressive and self-constructed) which when resolved constructs a new form of thinking.Three forms of change that may lead to transformational judgment:1. Cause by event(s) that cause a sudden transformation from one stage to the next2. Addition of elements to current organization which produces a different organization3. Transformation cause by deformation and formationRegressive and Progressive ChangeRegression-dedifferentiation/disorganization- the person is incapable (at least temporarily) of making differentiations of more advanced stage (e.g., temporary regression because of pressure in college life) Happens when the existing structure is not enough to deal with the conflict= confusion=compensatory activityconfusion=new information-transformation/transition to new stage Does not present a problem in development Reflective and could be used for future decision; layer-cake model (retrievable) Each new stage is a more adequate way of understanding moral problems and resolving the conflicts/disequilibrium encountered; increased conflict means a condition of developmentStudy: Kohlbergs Moral Stages on Adolescents (high school and college students) to test stage transition through transformational judgments (organization of thoughts) Stage 4 and Stage 5; used Moral dilemmas and interview on social norms and conventionsDisequilibrium and Development1. Differentiation of the moral and the conventional Transitional subjects are conflicted by their own recognition of differences in these two realms2. Conceptions of relativism and moral judgments There is rejection of one conception of morality (Stage 4) while another conception (Stage 5) is not fully formulated The inconsistency stems from the notion that a) people hold different values, b) individuals and societies have the right to hold their own values The conception of the equal worth of all individuals which is not recognized as a universal value leads to relativism.3. Perspectives take from the individual and society Discrepancy made between the individual and society as moral agentsInsight: The changing environment (history and society) indeed affect ones psychological processes. As Turiel puts it, past information/constructs/elements do not totally disappear but are retrievable for reformation of new and higher level way of thinking. Also, conflicts/challenges/discomforts that we go through are not even hurdles but are catalyst for improved psychological stage of development.

Moral Development in Adolescence by Daniel Hart and Gustavo Carlo (2005)The Intersection of Morality and Adolescence Perceived Problem: Adolescents are morally deficient (e.g. failure to learn moral values)Theme: The Intersection of Morality and AdolescenceWhy Study Adolescents Moral Development? Adolescence is the foundation for adulthood. Adult moral character is given shape by the characteristics of the adolescents. Moral character can be transformed between childhood and adulthood.What constitutes moral in the study of moral development?1. Pro-social moral reasoning (emotional components)2. Sustained pro-social action3. Civic participation4. Beliefs about anti-social and delinquent activities5. What is the right thing to do? How is the best possible state of affairs achieved? What qualities make for a good person?How Moral Development in Adolescence Best Be Studied?1. Self-reports/personal narratives2. Longitudinal-CorrelationalTheres a need for research of other designs.Major Influences of Morality in Adolescence1. Puberty, hormonal changes2. Peersprovides role-taking opportunities, expose co-peer to novel moral behaviors (e.g., on intimate and romantic relationship)3. Social roles and responsibilitiesMoral Culture of Adolescence1. Differs across societies (e.g. culture and practices)2. Could be understood in different context like home, school, work, neighborhood3. Could be observed with its agents of influence like peers, family, media, biologicalInsight:Given a changing society, moral development is one important individual progress to watch out, for it will affect the social health of its context. This article is indeed helpful for researchers and policy makers on what to consider in studying adolescents on their moral development. From the findings of the many researches mentioned, I wonder, how else I could study adolescents to better understand them? Maybe I could look at their development using the life course perspective or maybe in the context of their SES, religion and region.

Eisenberg concentrated on pro-social moral reasoning: acting in a positive way when someone is in need. Eisenbergs theory concentrates on the emotional component of moral understanding.

She argued that: Empathy is a fundamental part of moral development. Empathy is the power to feel as someone else does and therefore to understand how they are feeling. There are two components of empathy: Sympathya feeling of sorrow or concern for someone else. Personal distressa feeling of discomfort, misery, or anxiety to someone elses situation. Sympathy leads to pro-social behavior whereas personal distress does not. Moral reasoning progresses in stages that parallel cognitive abilities.