Chapter 13 Learning Objectives

Moral Development, Values, and Religion

1. Moral Development

1. Define moral development
2. Define and distinguish the three domains of moral development: thought, behavior, feelings.
3. Describe Jean Piaget's approach to the study of moral development.
4. Define and distinguish heteronomous morality and autonomous morality.
5. Explain why peer relations rather than parent-child relations are more likely to advance moral development according to Piaget.

State Hoffman's concept of cognitive disequilibrium theory.

2. Lawrence Kohlberg

1. Outline Kohlberg's approach to studying moral development.
2. Define and discuss Kohlberg's concept of internalization.
3. Define, distinguish, and give examples of the three levels of moral reasoning in Kohlberg's theory and the stages of moral development associated with each level.
4. Sketch evidence about the developmental progression, age norms, and universality associated with Kohlberg's theory.
5. Explain how modeling, cognitive conflict, peer relations, and role-taking opportunities may influence moral development.

3. Kohlberg's Critics

1. Explain why critics think Kohlberg's theory places too much emphasis on moral thought as opposed to moral behavior.
2. Describe Rest's attempts to assess moral development.
3. Indicate evidence that moral dilemmas in Kohlberg's stories do not match real life settings and situations.
4. Indicate how having adolescents recall moral dilemmas may be valuable.
5. Evaluate the claim that Kohlberg's theory is culturally biased.
6. Define and distinguish between the justice perspective and the care perspective, and explain how Gilligan uses these to criticize Kohlberg.

Evaluate Gilligan's criticism of Kohlberg.

4. Moral reasoning and Social Conventional Reasoning

1. Define and distinguish between social conventional reasoning and moral reasoning.

5. Moral Behavior

1. Summarize how processes of reinforcement, punishment, and imitation cause moral behavior.
2. Cite evidence of the discrepancy between moral behavior and moral thought in adults.
3. Define the cognitive social learning theory of moral development, and summarize the relationship between moral thought and moral behavior from varying perspectives.

6. Moral Feelings

1. Review Freud's conception of the development and function of the superego.
2. Define and distinguish between ego ideal and conscience.
3. State the role of parents in moral development according to Piaget and Kohlberg.
4. Define and distinguish between love withdrawal, power assertion, ad induction.
5. Explain why Hoffman recommends induction, and evaluate his position.
6. Summarize contemporary views on the role of emotions in moral development.

7. Moral Education

1. Define and give examples of the hidden curriculum.
2. Define and provide examples of direct moral education dn indirect moral education.
3. Define and distinguish between values clarification and cognitive moral education.
4. Outline the 6 principles of Damon's approach to moral education.
5. Define and distinguish Rest's concepts of moral sensitivity, moral judgment, moral motivation, and moral character.

8. Values, Religion, and Cults

1. Identify and describe trends in the values held by adolescents over the past two decades.
2. Describe the three major aspects of adolescent community service researchers have studied.
3. Discuss evidence that religious indoctrination works.
4. Cite evidence that religious issues are important to adolescents.
5. Explain why adolescence is an important juncture in religious development.
6. Discuss religion's influence on several aspects of adolescent sexual behavior.
7. Describe the six stages of Fowler's theory of religious development and cite some concerns of this theory.
8. Indicate the incidence and names of cults and describe critics concerns.
9. List and give examples of six characteristics of youth who are vulnerable to cults.