Module 5

THE MORAL AGENT: MORAL DEVELOPMENT

 The notions of morality development have been
developed over centuries, the earliest came from
philosophers like Confucius, Aristotle,
and Rousseau, who all took a more humanist
perspective and focused on the development of the
conscience and sense of virtue.
Moral Development

It focuses on the emergence, change, and

understanding of morality from infancy through
adulthood.
 Morality develops across a lifetime and is
influenced by an individual's experiences and their
behavior when faced with moral issues through
different periods‘ of physical and cognitive
development.
 Morality in itself is often a synonym for
"rightness" or "goodness". It refers to a certain code
of conduct that is derived from one's culture,
religion or personal philosophy that guides one's
actions, behaviors and thoughts.
 In the modern day, empirical research has
explored morality through a moral psychology lens
by theorists like Sigmund Freud and its relation to
cognitive development by theorists like Jean
Piaget, Lawrence Kohlberg, and B. F. Skinner.
 Levels of Moral Reasoning

 Pre-conventional
 Conventional
 Post-conventional
Pre-conventional Level

It is where a child’s sense of morality is

externally controlled. Children accept and believe
the rules of authority figures, such as parents and
teachers.  
Conventional Level

It is where a child’s sense of morality is tied to

personal and societal relationships. Children
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.
Post-conventional Level

It is where 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 eliminated.
 Stages of Pre-conventional Level of Moral
Reasoning

Stage 1

Obedience/Punishment Orientation

Stage 2

Instrumental Orientation
Stage 1 Obedience/Punishment Orientation

It 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.
Stage 2: Instrumental Orientation

It 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.
Stages of Conventional Level of Moral Reasoning

Stage 1

Good Boy / Good Girl Orientation

Stage 2

Law and Order Orientation

Stage 1: Good Boy / Good Girl Orientation

In this stage, children wants the approval of others

and act in ways to avoid disapproval. Emphasis is
placed on good behavior and people being “nice” to
others.
Stage 2: Law and Order Orientation

In this stage, 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.
 Stages of Post-conventional Level of Moral
Reasoning

Stage 1

Social Contract Orientation

Stage 2

Universal Ethical Orientation

Stage 1: Social Contract Orientation

In this stage, 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.
Stage 2: Universa-Ethical-Principal Orientation

In this stage, 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.
Conscience

It refers to the inner sense or consciousness of the

moral goodness or blameworthiness of one’s own
conduct , intentions, or character together with a
geeling of obligation to do right or to be good.
Conscience-Based Moral Decision

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.
 In this type of decision, laws are valid only
insofar as they are grounded in justice, and a
commitment to justice carries with it an
obligation to disobey unjust laws.
References

Corpus, R.M., de la Cruz, R.G., & Tabotabo, C.V.

(2011). Standards of Human Conduct: Ethics for
Filipinos. Quezon City: C & E Publishing Inc.
Corpus, R.M., de la Cruz, R.G., Estoque, R.S., &
Tabotabo, C.V. (2008). Introduction to Logic: A
Modular Approach. Intramuros, Manila:
Mindshapers Co., Inc.
Lombo, J.A., Russo, F. (2014). Philosophical
Anthropology: An Introduction. Illinos: Midwest
Theological Forum
Sheerean, Patrick J. (1983). Ethics in Public
Administration: A Philosophical Approach. Santa
Barbara, CA: Praeger