The seriousness of a lie is judged in terms of betrayal of trust. It could be that they made a mistake or that this is a difference of opinion. With regard to punishment the emphasis now moves from retribution to restitution. In other words punishment should be aimed at helping the offender understand the harm s he has caused so that s he will not be motivated to repeat the offence and, wherever possible, punishment should fit the crime — say for example when a vandal is required to make good the damage s he has caused.
Older children also recognise that justice in real life is an imperfect system. Sometimes the guilty get away with their crimes and sometimes the innocent suffer unfairly. For younger children collective punishment is seen as acceptable. For example they would not disagree with a whole class being punished for the misdeeds of a single child. For the older children it is always considered wrong to punish the innocent for the misdeeds of the guilty. Overall Piaget describes the morality of the older child as an autonomous morality i.
In place of the unilateral respect the younger children owed to their parents an attitude of mutual respect governs relations between peers. As such his theory here has both the strengths and weaknesses of his overall theory. Piaget uses qualitative methods observation and clinical interviews. His research is based on very small samples. His methods are not standardised and therefore not replicable. It is impossible to say from his research how generalizable the results are.
His is exploratory research, which is useful for generating new ideas rather than for the rigorous testing of hypotheses. Is Piaget testing what he thinks he is testing? However it may be that the answer the children give is based on their view of what would actually happen in such circumstances not what they think should happen. Other research suggests that children develop an understanding of the significance of subjective facts at a much earlier age. Nelson found that even 3-year olds could distinguish intentions from consequences if the story was made simple enough.
Do they understand the story? Are they able to remember it correctly? Do they give the answer that they think will please the experimenter? Is their reply governed by the substantive aspects of the story what actually happens or by the moral principle embedded in it? Many psychologists argue that what is far more important is not what children think about moral issues but how they actually behave.
And we should not forget that there is no one to one relationship between attitudes and behavior. La Pierre proved that in his research with the Chinese couple driving round America. Nelson, S. Factors influencing young children's use of motives and outcomes as moral criteria. Piaget and Kohlberg's theory of thinking is profound, though related, but self-contained, first with their research methods closely linked.
This article from the outset the philosophy of moral psychology research methodology and specific methods for two-level theoretical study of two methods Pico do a comparative study. Pointed out that the methodology in philosophy, both are structuralism, specifically in the unity of structure and function, structure, and constructivism unity; in the specific methods, the story Piaget used the indirect method, Kohlberg method uses a dilemma story, which is still the basis to establish a set of detailed criteria to measure moral judgment approach.
Piaget was the first psychologist to postulate a stage theory of cognitive development. For Piaget, children develop intellectually in a hierarchical manner, in four specific stages ranging from infancy to adolescents. These are also hierarchical but unlike Piaget do not specify age ranges. Notice that for Kohlberg stages of moral development stem from socialization. Rebeca Renata has been writing since and has been published on various websites. She specializes in writing about clinical social work and social services.
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