Jay W' Brandenberger, Ph'D'

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Development and Moral Education in Adolescence

• Jay W. Brandenberger, Ph.D.
• Center for Social Concerns
• Department of Psychology
• University of Notre Dame

EDU 546A Summer 2003
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Class Rules
a) the teacher teaches and the students are
taught b) the teacher knows everything and the
students know nothing c) the teacher thinks and
the students are thought about d) the teacher
talks and the students listenmeekly e) the
teacher disciplines and the students are
disciplined f) the teacher chooses and enforces
his choice, and the students comply g) the
teacher acts and the students have the illusion
of acting through the action of the teacher h)
the teacher chooses the program content, and the
students (who are not consulted) adapt to it i)
the teacher equates the authority of knowledge
with his own professional authority, which he
sets in opposition to the freedom of the
students j) the teacher is the Subject of the
learning process, while the pupils are mere
object (Rules adapted from P. Freire, 1970)
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Human Development
Development is multifaceted, interactive,
complex, amazing Goal Respect/awe for of human
beings in development Important Nature vs.
Nurture is a tired argument Research
Nature interacts with nurture throughout
the lifespan http//www.time.com/time/cover
s/1101030602/story.html The latest science
says genes and your experience interact
for your whole life
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Adolescence
Early frames for understanding adolescence
Plato all that young child hears can enter
indelibly, so first models need to be virtuous
(page 3 in Muuss) rational and critical
thought develop mainly in adolescence
Aristotle choice is key attribute of
adolescence, self-determination
important Rousseau children are not
mini-adults
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• Theories of Adolescence
• Classic Texts Theories of Adolescence
• Rolf Muuss, 1996 (6th edition)
• Psycholanalytic, feminist,
• Ecological, anthropological,
• Perspectives inherent to this course
• Lifespan
• Contextual/ecological
• Constructive

Describe your adolescence? In one word!
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The Moral Domain
The Definition of Morality http//plato.stanford.
edu/entries/morality-definition/ Descriptive vs.
normative codes Personal/conventional vs.
moral Focus on consequences vs. inherent
value/intention Habit vs. Moral Judgment
Thinking And the Role of Character
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MAP SOCIAL CONTEXTS AND MORAL ECOLOGY
National/World Challenges Potentials
Student Development Cognitive Social
Moral Identity Spiritual  Epistemological
Teachers/Faculty
Personal journeys Multiple expectations  
Schools  Diversity of contexts and
resources  Separation of knowledge action
Communities Assets Needs
Globalization, Social Change, Connexity
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CONNEXITY How To Live In A Connected World
Geoff Mulgan We are more linked/connected
than ever, and more than we realize Creative
tension Freedom ?? Independence.
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• Online Syllabus
• http//www.nd.edu/jbranden/adolmoraldev/
• Class Listserv
• Archive
• A look at the Developmental Standards
• http//www.IN.gov/psb/archive/standards/
• Students/Web Pages IrishLink

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Theory Matters
Concern lots of speculation in field about human
growth and development Challenge is to
develop a theory that can explain the complexity
of individual development in relation to complex
social concerns inherent to moral development
(Brandenberger, 1998) Cognitive Development
Psychosocial/Identity Development Moral
Development Meaning and Faith Development
Ways of Knowing
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Begin with a Developmental Perspective
Practice and reform in education are too often
atheoretical Need to draw from well-developed
knowledge of human learning and development
(see Vaill, 1996) Consider
constructivist-developmental models in education
contexts
nothing is so practical as a good theory
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The Moral Stake in Education Joan Goodman and
Howard Lesnick 2001
1. Do you agree that schools are saturated with
moral issues? How and where are moral issues
most prevalent? 2. In teaching, do you tend to
avoid moral issues to focus on content, or
integrate them to infuse content with meaning?
Why? 3. Is morality simple or complex? Why?
Does one need to fall into perplexity to be
moral, or is there a simplicity of truth?
(Note Dewey, reflective judgment) 4. What are
the boundaries of morality? Do your students
challenge you on what is simply a matter of
convention or personal taste?
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5. Where do you stand regarding the debate framed
by Rouseau and Durkheim? Is discipline from
natural consequences sufficient? What is the
purpose of rules? 6. What is your reaction to
the Japanese school described in chapter 2?
Would elements of such methods be appropriate/
effective in American high schools? 7. Describe
incidents/issues youve encountered that are
similar to those discussed by the teachers in the
book. How did you handle them, and why? Would
you do things differently in the future?
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8. How do your students justify their moral
claims what reasoning, authority, or experience
do they put forth consistently? 9. Do we live in
a world where moral relativism is rampant? What
is on the other side of relativism? Do current
students have absolutophopia? 10. How do
assumptions about human nature affect our moral
reasoning? p. 85 11. How do students, teachers,
philosophers, parents, and religious leaders
differ on the role of authority in moral matters?
What can unite or integrate the differing views?
p. 97 12. What is your reaction to using virtues
as a basis for moral education, and to the
Kohlbergian emphasis on moral reasoning?
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Defining the Moral Domain

• Moral
•  Code of conduct descriptive or normative
  http//plato.stanford.edu/entries/morality-definit
  ion/
•  Thoughts feelings and behaviors regarding
  standards of right and wrong (Santrock)
• The domain of the moral begins where the
  domain of the social begins (Durkheim)
• To act morally is to act in ems of collective
  interest (Durkheim, p. 43 in G/L)
• Actions involving other human beings and their
  welfare (S. Callahan, p. 43 in G/L)
• Ethic(s)
•  A system of moral standards or principles
  (dictiorary)
• Prosocial
•  Proactive/altruistic actions to enhance human
  welfare

Etiquette Law Social Convention Preference Taste
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Teaching and Schooling Effects on
Moral/Prosocial Development by D. Solomon
et al. Ambitious review Notes Rests four
component model Highlights interacting domains
Cognitive Affective Behavioral Per
sonality Integrative prosocial-moral-ethical
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Moral Civic Development Theory

• Cognitive-Developmental Perspectives
  
• (Piaget, Kohlberg, Rest, Gilligan, Vygotsky)
• Four Component Model (outlined by J. Rest)

Moral Sensitivity Moral Motivation Moral
Reasoning/Judgment Moral Character/Behavior

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Moral Sensitivity/ Awareness
First we must notice moral issues in
context We must see, look about, interpret
events. (Lapsley) Cognitive processes
Perception, appraisal, interpretation Affecti
ve aspects Anger, anxiety, empathy,
apathy Narvaez research those using principled
reasoning (DIT) recalled more high-level
arguments from characters statements they read
The heart cannot feel what the eyes have not seen.
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Moral Reasoning
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Creative Moral Reasoning Compliments of Gary
Larson
4(Wr)2 - 2(Wr)4
(x-y)2 (y-x)
Yes, yes, I know that, Sidney everybody knows
that! But look four wrongs squared, minus two
wrongs to the fourth power, divided by this
formula, do make a right
From The Far Side (Universal Press
Syndicate)
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Developmental Theorists Moral Reasoning
Jean Piaget 1986-1980 Piaget, J. (1932). The
Moral Judgment of the Child Piaget, J. (1970).
Science of Education and the Psychology of the
Child See also L. Vygotsky L.
Kohlberg 1927-1987 Integrated cognitive
development theory of Piaget with Kantian
philosophy
Views consistent with work of Dewey
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Moral Reasoning/Judgment
Is enhanced via interaction with
people/environment
Dewey gt Piagetgt
Is a constructive process Individuals construct
moral meaning
How may educators provide oppor-tunities for
interpersonal interaction and the construction of
moral understanding?
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Kohlberg Theory Stages of Moral Development
LEVEL STAGE SOCIAL
ORIENTATION Pre-conventional 1
Obedience and Punishment 2
Individualism, Instrumentalism,
and Exchange
Conventional 3 "Good
boy/girl" 4
Law and Order Post-conventional 5
Social Contract 6
Principled Conscience
Stages 5 and 6 represent principled moral
thinking, as measured by the DIT
Adapted from R. Barger http//www.nd.edu/rbarger
/kohlberg.html
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Postconventional Moral Reasoning
At higher levels of moral reasoning (stages 5-6),
individuals are able to

• Separate self from social conventions
• See issues in multiple perspectives
• Use complex problem-solving skills

consistent with goals of service-learning
Research by J. Boss
Cognitive disequilibrium social
disequilibrium led to significant advancement on
measure of moral development (DIT) for
participants in ethics courses
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Resources W. Crain (1985) Chapter re Kohlberg
Schema http//faculty.plts.edu/gpence/html/kohlber
g.htm R. Barger Summary of Moral
Stages http//www.nd.edu/rbarger/kohlberg.html
The Center for the Study of Ethical
Development http//education.umn.edu/CSED/default.
html Facilitates research with the Defining
Issues Test Large data and resource collections
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Measuring Moral Development  Moral Judgment
Interview (developed by Kohlberg, Power, et
al.)  Defining Issues Test (DIT and DIT2)
(developed by James Rest and colleagues) Note
the impact of the means of measurement
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MORAL REASONING ltgt DIT2 SCORES
Higher DIT2 Scores were significantly associated
with

• Participation in experiential/service learning
  courses
• Intention to do volunteer work upon graduation
  (10 of ND grad class)
• Increased sense of personal efficacy Less
  agreement that
• Realistically, there is little an individual
  can do to bring
• about changes in society. (CIRP CSS item)
• More positive view of human nature
• Agreement that helping poor, homeless, is
• everyones business

n 366 undergraduates, 1998/1999 analyses of
variance p lt .05
Remember Stats 101 correlation ? causation!
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Student Values Associated with DIT2 Scores
Higher levels of moral reasoning were
significantly associated with
Increased importance of influencing the
political structure influencing social
values helping others developing a
meaningful philosophy of life participating
in a community action program promoting
racial understanding Decreased importance of
being well-off financially

CIRP/HERI items 17 values listed n
340 analyses of variance plt.05
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Moral Development (DIT2) Study
Pre- and Post- Comparison of SSPI Students and
those with no Participation in Center for Social
Concerns Seminars
DIT scores range from 0 to 80 higher scores
indicate more frequent use of principled
reasoning. College students often score in the
low 40s.
Posttest
SSP Intent
Posttest
No SSP Intent
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William Perrys Scheme of Intellectual and
Ethical Development Dualism Relativism
Commitment in Relativism 1 2 3 4 5 6 7 8 9 The
Risks of Caring for Students gtgtgt Prompt
development Faculty Institutions

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• Reflective Judgment
• Model by P. King K. Kitchener (1994)
• Importance of Epistemic Assumptions
• As individuals develop, they become better
  able to evaluate knowledge claims
• and to explain and defend their points of
  view on controversial issues. p. 13
• Recognition of uncertainty and willingness to
• engage with ill-structured problems
• Dewey observed that true reflective
  thinking is initiated only after there
• is recognition that a real problem exists
  (King and Kitchener, pages 8, 13)

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Moral Motivation

• Motivation to implement moral judgment,
• take moral action
• Goals and values
• Interests, convictions Colby et al., 2003, p.
  99
• Commitments
• Ability to persevere
• Self-efficacy
• Emotions compassion, hope, inspiration
• Moral identity

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Erikson key challenge of adolescence/youth is
identity formation must be understood in
historical and cultural context Moral Identity
What place do moral and civic values,
feelings, and goals have in ones sense of self?
(Colby et al, p. 116) Moral Exemplars Colby
and Damon Some do Care
See also work of McAdam Yates and Youniss
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• Those who come to believe that their prosocial
  behavior reflects values or dispositions in
  themselves have internal structures that can
  generate behavior across settings and without
  external pressures.
• 
  (Grusec and Dix in Kohn, p. 92,
  1990)
• What are the best ways to foster moral identity?
  Share examples?

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Moral Behavior/Practice Or The road to hell is
paved with good intentions
Moral action requires courage, perseverance,
ego strength, and competence
(Lapsley, 1996)

Schools can provide opportunities for action,
reflection and skill-building

• Effective Citizenship Requires Skills
• Communication
• Moral and political discourse
• Political skills
• Capacity to work effectively with different
  persons
• Organizational skills Colby et al, p. 100

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Moral Imagination

• If higher education is to initiate the young
  adult into a conversation with the full force
  field of life, typically the students experience
  must be enlarged. The imagination must have
  plenty of experience to work upon if truth is to
  be appreciated. This encounter is most
  powerfully achieved when the learner is not a
  detached observer but a responsible participant.
  (Parks, p. 143)
• See also Moral Imagination, M. Johnson,
  1993

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• Solomon et al. (cont.)
• What stands out for you regarding the research
  summaries presented? Among the many findings,
  what are common threads that you can take back to
  the classroom?
• What are the respective advantages and
  disadvantages of the direct and indirect
  approaches to moral education? pp 582-

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Character Education

• Direct and Indirect Approaches
• Kohn critique of
• indoctrination
•  bonus bucks, rewards, awards
• Intrinsic vs. extrinsic motivation
• Individual success vs. experience of community

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HWJT
Alfie Kohns analysis of the foundational
assumptions of character education

• 1. Personal characteristics matter more than
  political and economic realities (Note
  fundamental attribution error)
• Kids need fixing. Dark views of human nature.
• Desire to preserve tranquil status quo, vs.
  fostering visions of social justice
• Unquestioning acceptance of certain values and
  individualistic frame
• Reliance on pedagogies of telling and
  compelling that manage (vs. engage) children
  emphasis on compliance

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Kohn on constructivism the process of
learning does indeed require that meaning,
ethical or otherwise, be actively invented and
reinvented, from the inside out. It requires
that children be given the opportunity to make
sense of such concepts as fairness or courage,
regardless of ho long the concepts themselves
have been around. (p. 435, 1997) Adults still
have key role to play. The romantic view that
children can basically educate themselves is
not take seriously by any constructivists I know
p. 435 Question what is appropriate role of
religion with respect to character education?
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Human Nature
The Brighter Side of Human Nature Alfie Kohn
Altruism and Empathy in Everyday Life 1990

Consider this curious set of facts about our
culture someone who thinks well of himself is
said to have a healthy self-concept and is
envied. Someone who thinks well of his country is
called a patriot and is applauded. But someone
who thinks well of his species is regarded as
hopelessly naïve and is dismissed. The
phrase human nature, meanwhile is reserved, as
if by some linguistic convention, for what is
nasty and negative in our repertoire. We invoke
it to explain selfishness rather than service,
competition rather than cooperation,
egocentricity rather than empathy. On any given
day we may witness innumerable gestures of
caring, ranging from small acts of kindness to
enormous sacrifices, but never do we shrug and
say, Well, what did you expect? Its just human
nature to be generous. Kohn, p. 3
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Those who dwell preponderantly upon the selfish
aspect of human nature and flout as sentimental
ism the altruistic conception of it, make their
chief error in failing to see that our self
itself is altruistic. the improvement of
society does not call for any essential change in
human nature, but, chiefly, for a larger and
higher application of its familiar impulses.
Charles Horton Cooley, 1909 Man depends, to a
very great extent, on the idea he has of himself,
and ... this idea cannot be degraded without at
the same time degrading man. Gabriel Marcel
(1951)
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A Growing List of Character Resources
Character Counts website Character Education
Curriculum Heartwood Curriculum Jefferson
Center Child Development Project http//www.devst
u.org/cdp/index.html