Professional Documents
Culture Documents
Art10 PDF
Art10 PDF
Art10 PDF
MORAL REASONING
349
Interactional Morality
Haan maintains that morality is socially constructed. It involves the negotiation of
moral balances, or mutually acknowledged agreements (usually informal), through processes of moral dialogue. Mature dialogue is guided by an effort to give all people's moral
desires and perspectives equivalent consideration over time. However, because people differ
in their interests, needs, resources, and abilities, morality cannot be guided by a strict
model of equality. Any given moral balance may not reflect all people's interests equally.
Within our contemporary society, affirmative action programs and a progressively structured tax system are examples of the tendency to seek equalization rather than a strict
equality.
Different levels of moral development involve varying understandings of appropriate moral balances. Haan's model portrays development as moving from an assimilative,
350
Accommodation Phase
Level 3: Harmony Balancing. The person differentiates others' interest from selfinterest, but assumes that a harmony of these interests can be found since most people
are believed to possess essentially altruistic motives. Balances are sought which rest on
the good faith of all. People of bad faith are considered odd and dismissed from moral
consideration.
Level 4: Common Interest Balancing. The person differentiates all parties' selfinterests from the common interest of the group. Balances of compromise are sought which
conform to the system-maintenance requirements of the group. Because the moral culpability
of all is recognized, externally regulated patterns of exchange are sought which benefit
all while limiting personal vulnerability.
Equilibration Phase
Level 5: Mutual Interest Balancing. The person coordinates all parties' self-interests
and the common interest of the group, searching for a situationally specific moral balance
which will optimize everyone's interest. In such a search, the person recognizes the need
to consider specific values and desires, strengths and vulnerabilities, of all parties involved. Solutions may achieve harmony of interests or may represent compromises of interest,
whatever the particularities of the situation and participants allow.
Moral dialogues are not all equally effective. Moral balances may be called into
question because they are based on inadequately structured dialogues. Haan maintains that
people share common understandings about the processes of dialogue which lead to
legitimate moral agreement. "Truth identifying dialogues" must meet the following conditions: dialogues must include all who will be affected by the agreements reached, the
agreements must be reached consensually and without domination, and all participants
must have equal access to pertinent information.
MORAL REASONING
351
Many aspects of the sport setting systematically constrain moral dialogue: Power
is concentrated in the hands of a few (e.g., coaches and officials), the competitive, highly
conventionalized structure discourages dialogue among relevant parties (e.g., team members
seldom converse with opponents), and relevant information about risks, rights, and responsibilities is often lacking or withheld (e.g., athletes may be encouraged to sacrifice their
personal welfare for the good of the team).
In addition to systematically constraining moral dialogue, the sport structure is
characterized by a strategic competitive orientation which may be dysfunctional for the
formulation of high-level moral responses. Within the clearly demarcated spatial and temporal boundaries of competitive sport, participants are offered incentives to seek their own
gain, or the gain of their team, to the relative neglect of the interests and needs of opponents.
Sport may differ from everyday life in its simplified and idealized structure, its
play spirit, and its nonconsequential nature. These contextually specific properties may
create a unique moral setting in which participants and nonparticipants alike consensually
legitimate the temporary bracketing of typical moral concerns. Thus, in contrast to other
heteronomous or authority-centered institutions, sport may foster a lower level of moral
reasoning that is less a grudging necessity dictated by contextual constaints than a positive
and legitimated feature of the context. Sport may represent an "institution of release"
(Emis, 1976) in which the suspension of everyday life moral obligations in favor of a
more egocentric style of moral engagement may be an enjoyable and nonserious moral
deviation.
The hypothesis in the present study was that levels of moral reasoning about sport
dilemmas would be significantly lower than levels of reasoning about life dilemmas. If
the competitive sport structure is understood in our culture to encourage context-specific
self-interests while discouraging moral dialogue, sport dilemmas may elicit lower levels
of moral reasoning as contextually appropriate responses.
Method
Subjects
The 120 subjects far this study included 50 high school students (20 nonathletes
and 30 basketball players) and 70 college students (20 nonathletes, 30 basketball players,
and 20 swimmers). There was an equal distribution of females and males in each subgroup.
Although the majority of subjects were white caucasians (62%), a variety of ethnicities
were represented, including black (14%) Asian (10%) and Chicano (8%). Together the
subjects represented two high schools and five colleges or universities.
The 80 athletes were juniors or seniors in high school or college and had competed
in organized basketball or swimming for at least 6 years. Of the 80 athletes, 46 began
competing in their respective sport areas before the fifth grade, 21 became involved in
grades five and six, and the remaining 13 started participating in grades seven, eight, or
nine. The athletic subjects were recruited from randomly selected schools, colleges, and
universities in a large urban area in Northern California. All team members who were
juniors or seniors and who met the length of participation requirement were invited to
participate. The 40 nonathletes, also juniors or seniors in higher school or college,
represented the same institutions as the athletes. All students enrolled in randomly selected
required academic courses who described themselves as having never participated in organized, competitive sport were invited to participate.
352
Procedures
After responding to a brief biographical questionnaire, each subject was interviewed individually for about 60 minutes. The interview consisted of four hypothetical
moral dilemmas: two standard Haanian stories and two stories constructed by the present
investigators which focus on moral situations set in a sport context.' One life and one
sport story involved male protagonists, and the other life and sport stories involved female
protagonists. Sport and life stories were alternated. (Later, subjects were debriefed and
thanked for their participation in the project.)
The eight research assistants who interviewed subjects and scored protocols had
previously completed an intensive 8-week training program on Haan's interactional model
of moral development. Interviewers never scored their own protocols and each protocol
was evaluated independently by two raterrs.
Scoring
Predominant and secondary scores were assigned to each story by each of the two
raters. These scores reflected raters' evaluations of the most prevalent moral reasoning
levels employed by a subject to resolve a particular dilemma. Scores were combined by
weighting the major score 2 and the minor score 1. Subjects were assigned a "life score,"
representing an average level of moral reasoning about the two life dilemmas, and a "sport
score," representing an average reasoning score on the two sport dilemmas. Profiles of
moral reasoning were also established for various groups by determining the percentage
of reasoning employed at each moral level for life and sport dilemmas.
An additional rater was recruited if the original two raters did not agree on their
scoring. To determine rater agreement, modal designations for each story were transformed
to continuous scores on a 19-point scale through use of a conversion chart which took
into account both the major and minor scor6 designations. Agreement was defined as scores
which were within 4 scale points. Agreement among original raters for the 480 stories
was 90%, reflecting comparatively high reliability (Haan, 1978). A fourth rater was never
required.
Data Analyses
To test the main hypothesis that moral reasoning about sport would be significantly
lower than used to resolve everyday life dilemmas, paired t-tests for correlated samples
(life and sport scores) were employed. The t-tests were used to make two types of comparisons. First, group means for moral reasoning about life and sport dilemmas (life reasoning and sport reasoning) were compared. Second, moral profiles were examined by using
t-tests at each moral level to determine whether significant differences existed between
the percentage of life and sport reasoning. Follow-up tests of differences between groups'
life-sport reasoning divergence were conducted for the high school and college samples
separately. The developmental nature of Haan's model justifies this strategy, and t-tests
indicated significant school rank reasoning differences in life, t(118) = 3.94, p < .001,
and sport t(118) = 3.58, p < .001, with college students demonstrating significantly more
mature reasoning.
Two analyses of variance were employed to examine between-group differences
for the high school and college samples, each utilizing a 3-factor design (athletic standing
'Copies of the four hypothetical dilemmas may be secured by contacting the first author.
MORAL REASONING
353
x sex x moral reasoning) with a repeated measure on the moral reasoning factor reflecting the life and sport scores. Athletic standing for high school students referred to a distinction between nonathletes and basketball players; the college sample included nonathletes,
basketball players, and swimmers.
Group
High school
50
College
70
M
SD
Female
60
M
SD
Male
60
M
SD
Nonathlete
40
M
SD
Athlete*
80
M
SD
Total
120
M
SD
2.86
.35
3.14
.40
3.09
.36
2.96
.44
3.05
.48
3.01
.37
3.02
.41
T-Test summary
t Ratio
df
P
2.66
.34
2.96
.44
2.91
.36
2.71
.45
2.91
.49
2.76
.37
2.81
.42
*This category includes high school basketball players and college basketball players and
swimmers.
354
ple, as indicated by a paired t-test, t(119) = 7.01, p < .001. Also, within groups representing
different sex, athletic standing, and school rank distinctions, sport reasoning was significantly
lower than life reasoning.
When further analyses were conducted for each subgroup within the sample, the
means continued to reflect lower sport than life reasoning, but results reached statistical
significance only for basketball players and high school female nonathletes (Table 2). Thus,
the third component of the hypothesis was supported only in part.
A comparison between the life reasoning profile and the sport reasoning profile
for the total sample helped to underscore the distinction between life and sport moral reasoning. Level 1 reasoning was not represented among participants in this study, but paired
t-tests demonstrated that the profile of reasoning about life differed significantly from the
profile of reasoning about sport at the other four levels. Level 2 reasoning was used
significantly more to resolve sport dilemmas than life dilemmas, t(119) = 6.91, p < .001.
The reverse was true for reasoning at the accommodative and equilibrative levels; levels
3, t(119) = 3 . 1 3 , ~< .002, 4, t(119) = 2 . 4 8 , <
~ .014, and 5 t(119) = 2 . 7 5 , <
~ .001
were used significantly more to resolve life dilemmas than sport dilemmas.
The results of these analyses may reflect the hypothesized differential effects of
sport and life contexts on moral reasoning. Among the subgroups, sport reasoning was
always lower than life reasoning, but this clear trend was only statistically significant for
Table 2
Life-Sport Divergence: Paired T-Test Results
of Differences Within Subgroups
Subgroup
High school female
nonathlete
High school female
basketball
High school male
nonathlete
High school male
basketball
College female
nonathlete
College female
basketball
College female
swimming
College male
nonathlete
College male
basketball
College male
swimming
T-Test summary
t-Ratio
df
P
MORAL REASONING
355
basketball players and high school female nonathletes. These results, with the exception
of the female nonathletes, may suggest that stimulus familiarity contributes to the contextual adaptation of moral reasoning. Athletes are more likely than nonathletes to be familiar
with the nature of competitive sport, a context in which strategic patterns of thought may
require an assimilative style of moral reasoning. Competitive sport experience may
familiarize participants with consensually legitimated forms of sport reasoning, but it may
also encourage and reinforce assimilative reasoning patterns.
Sport, however, is not a uniform context. When swimmers' responses were analyzed separately, the difference between their life and sport reasoning did not reach
significance. Two factors may have contributed to this finding: (a) the hypothetical sport
dilemmas used to assess sport moral reasoning both involved contact team sports (basketball and football) with which swimmers were probably less familiar; and @) swimming
involves a parallel, individualistic structure of competition which does not necessitate direct
interaction among competitors and, consequently, may require less adaptation of moral
reasoning than the interactive team sport of basketball, a sport involving body contact and
other forms of nonverbal communication.
A significant divergence in life-sport reasoning also characterized the high school
female nonathlete subgroup. This finding was something of an anomaly, for it was inconsistent with the life-sport reasoning pattern of other nonathletes.
Conclusions
In summary, results generally confirmed the hypothesis that hypothetical sport
dilemmas would elicit lower levels of moral reasoning than dilemmas presented within
an everyday life coritext. The conclusion that sport contexts elicit lower level moral reasoning
than everyday life contexts must be qualified, however, by noting that this relationship
356
was statistically significant only for the high school female nonathletes and the basketball
subgroups.
The need for a developmental approach to the question of life-sport moral reasoning divergence is underscored by the combination of (a) the significant difference between collegiate basketball players and nonathletes and (b) the nonsignificant athletic standing effect for high school students. Also, the finding that collegiate swimmers did not
differ significantly from either collegiate basketball players or nonathletes highlights the
diversity of sociomoral dynamics involved in various sport settings.
The relatively lower level of sport moral reasoning identified in the present study
may reflect consensually legitimated and contextually limited moral regression, a temporary deviation from typical patterns of processing moral information. Haan's (1983)
model of moral development presupposes the influence of person-context interactions, so
variations from the normative form of moral balancing are not inconsistent with her model.
As an illustration, Haan has noted that power differentials between participants in moral
exchange create special forms of moral balance. When a moral dialogue is dominated by
one party using force to achieve a resolution, then the result is an illegitimate imbalance.
In contrast, legitimate imbalances occur, for example, between parent and child. Perhaps
there are also forms of bracketed morality in which the usual moral obligations of everyday life are temporarily set aside. Game reasoning may reflect a special form of bracketed
morality in which the competitive strategic setting of sport encourages the temporary adoption of egocentric morality. A detailed understanding of the psychological dynamics of
game reasoning may provide insight into the sociomoral reasoning patterns operative in
other contexts (e.g., war) which are framed as distinct from everyday life.
Future empirical research and philosophical reflection is required to determine the
legitimate boundaries for bracketed morality. Haan would argue that the legitimation is
to be viewed as a social process in which tentative conclusions are dialogically and
pragmatically tested by participants and nonparticipants alike. Social scientists may contribute to an understanding of legitimate bracketed morality by carefully investigating patterns of reasoning exhibited by morally mature individuals who reason about issues set
in contexts that are framed differently than everyday life.
A closely related issue for sport social scientists involves the relationship between
life-sport reasoning divergence and the structural characteristics of specific sport areas.
A typology of sport structures-such as that developed by Schneider and Eitzen (1983)
to examine sport violence-may reveal important information regarding contextual dynamics
that encourage moral adaptations in reasoning about sport.
References
Bredemeier, B. and D. Shields
1984 Game reasoning about athletic aggression. Manuscript submitted for publication.
Coakley, J.J.
1981 "The sociological perspective: alternate causations of violence in sport." Arena Review,
5(1):44-56.
Davidson, P., E. Turiel and A. Black
1981, April. The effect of stimulus familiarity on the use of criteria and justifications in children's
social reasoning. Paper presented at the Bienniel Meeting of the Society for Research
in Child Development, Boston.
MORAL REASONING
Ennis, P.H.
1976, April Expressive symbol systems and the institutions of release. Paper presented at the Third
Annual Conference on Theory and the Arts, SUNY, Albany.
Ferguson, T.J. and B.G. Rule
1982 "Influence of inferential set, outcome intent, and outcome severity on children's moral
judgments." Developmental Psychology, 18(6):845-851.
Fischer, K.W.
1980 "A theory of cognitive development: the control and construction of hierarchies of skills."
Psychological Review, 87:477-53 1.
Ganvood, S., D. Levine and L. Ewing
1980 "Effect of protagonist's sex on assessing gender differences in moral reasoning." Developmental Psychology, 16(6):677-678.
Goffman, E.
1974 Frame Analysis: An Essay on the Organization of Experience. New York: Harper & Row.
Haan, N.
1977 A manual for interactional morality. Unpublished manuscript, Institute of Human Development, Berkeley.
1978 "Two moralities in action contexts: relationship to thought, ego regulation, and development." Journal of Personality and Social Psychology, 36:286-305.
1983 An interactional morality of everyday life. In N. Haan, R. Bellah, P. Rabinow and W.
Sullivan (Eds.), Social science as moral inquiry. New York: Columbia University Press.
1984 Systematic variability in the quality of moral action, as defined in two formulations. Manuscript submitted for publication.
Hall, E.
1981 Moral development levels of athletes in sport specific and general social situations. Unpublished doctoral dissertation, Texas Woman's University.
Huizinga, John
1955 Homo Ludens: A Study of the Play-Element. Boston: Beacon Press. (Original work published in 1944).
Kohlberg, L.
1969 "Stage and sequence: the cognitive-developmental approach to socialization." Pp. 347-480
in D.A. Goslin (ed),Handbook of socialization theory and research. Chicago: Rand McNally.
Kohlberg, L., M. Kauffman, P. Scharf and J. Hickey
1972 "The justice structure of the prison: a theory and an intervention." The Prison Journal,
51(2).
Morgan, J. and A . Joniak
1979 "Effects of language on preference for responses to a moral dilemma." Developmental
Psychology, 15(3):337-338.
Piaget, J.
1932 The moral judgment of the child. New York: Free Press.
1954 The construction of reality in the child. New York: Basic Books.
Schneider, J. and D.S. Eitzen
1983 "The structure of sport and participant violence." Arena Review, 7(3):1-16.
Sobesky, W.E.
1983 "The effects of situational factors on moral judgments." Child Development, 54575-584.
Surber, C.F.
1982 "Separable effects of motives, consequences, and presentation order on children's moral
judgments." Developmental Psychology, 18(2):257-266.
Turiel, E.
1983 "Domains and categories in social-cognitive development." In W. Overton (ed.), The
Relationship Between Social and Cognitive-Development. Hillsdale, NJ: Erlbaum.