This is a classic case of police misbehavior based on the erroneous belief that if they ignored the evidence of lawbreaking, it would just go away. Works Cited CBS News. (2012)
The person who is morally developed means that he or she is properly following the pre-defined norms, rules and ethical conduct. In this regard, one of the Greek philosophers Aristotle has also stated that the ultimate purpose of studying ethics is to become good (Boss, 2010)
On the other hand, it has been believed that many of the American adolescents fail to learn moral values, due to which they are still in the earlier stages of the second level. However, the educational institutions are moreover focusing on conventional stage of moral development that accentuates on living up to social expectations (Daft, 2008)
The actions of the individuals determine their levels of mortality and to what extent moral developed is learned. Moral development, in this regard, is one of the concepts that lay key emphasis on the principles and ethics of humanity which is learned and practiced by an individual throughout his life from the early years throughout the adulthood period (Gibbs, 2003)
Role of Moral Reasoning When deeply considering the process of moral development, moral reasoning is a part this process that is involved with the thinking practice that can help the person determine if they are going on the correct direction or the wrong direction. Before a person can determine the right or wrong, he or she needs to analyze the intention of the thing that needs to be accomplished (Killen & Smetana, 2006)
However, an action does not have a concrete starting point, as any action is initiated or performed with either a situation or a question. Praxis is therefore, the practical exercise or performance of moral action to act truly and rightly that can lead to further human well being and a good life (Rowe, 2009)
Kohlberg's theory of moral development presents three levels with two stages each of moral reasoning. The reason or motive for the behavior of an individual is what defines each stage (Crain, 1985)
This way he was able to demonstrate that people's moral reasoning progressed through a series of stages as discussed hereunder: The first level is referred to as the "pre-conventional moral reasoning" and is typically related to children of about the age of 10 years. At this stage the individual does not internalize morals and the reasoning is externally influenced (Jeremy et al
At this stage the individual determines what is right or wrong by the reward that is attached to it. McDevitt and Ormrod (2007) explain that whenever an action feels good to the individual and is also rewarding then it is categorized as good, the individual will get concerned about others' needs if they have something to gain from that and not out of loyalty, justice or gratitude
Stage one is where punishment and obedience influence actions, at this stage moral decisions made by individuals are based on the fear of punishment. Individuals evaluate their actions not in terms of goodness or badness but rather in terms of possible punishment, and the emphasis is on obeying power (McDevitt and Ormrod, 2007)
With a decline in egocentrism, the individual now tends to consider others in moral reasoning. Instead of viewing morals with respect to personal consequences, the individual now considers other's ethics in making moral decisions such as others' approval, loyalty to the family, obeying the set laws, and conforming to the social order (Power et al
The individual believes that the law can be less important that some values such as freedom. Rational analysis and mutual agreement is the basis for supporting laws and rules, and that the existing rules can be questioned (Reed, 1997)
" Research also indicates morality is best taught as an integral part of the curriculum rather than on its own. Studies by Piaget (1932); Kohlberg (1984); (Nucci (1982); Turiel (1983) and Turiel et al
However, Kohlberg furthered emphasized the development of morality through social interactions. More recent literature has shown that moral development can in part be fostered through role-taking, therapy, and exposure (Mwamwenda, 1992; Paone, Packman, Maddux, Cleborne, & Rothman, 2008)
The theory may contribute to counter transference in viewing the client as less developed person. However, more current research has shown that individuals may function at different levels based on a situation (Paone et
Thus, being aware of one's viewpoints of moral development is crucial is developing proper treatment. Additionally, the belief that all must reach a universal morality is misleading and culturally biased (Sachdeva, Singhz, & Medin, 2011)
In the first stage of Level I, the child has no independent view of morality and merely memorizes whatever his parents and other adults tell him. By stage 2, the child has begun to apply independent reasoning although there is not necessarily any logically coherent or consistent ability to do so effectively (Crain, 1985)
KOHLBERG'S THEORY of MORAL DEVELOPMENT Kohlberg's Theory of Human Moral Development Kohlberg's Theory of Moral Development consists of three specific stages: Level I or "Preconventional Morality," Level II or "Conventional Morality," and Level III or "Postconventional Morality" (Gerrig & Zimbardo, 2008)
In some respects, Kohlberg's Level II (stage 3) is similar to Level I stage 1, in that the adolescent may substitute the messages and expectations of family and community for those of any adult; however, in terms of the degree of independent moral reasoning, there is not necessarily much difference in the process of absorbing moral beliefs. Whereas young children accept whatever adults tell them, adolescents accept whatever their family and community define as morality (Hockenbury & Hockenbury, 2007; Pinker, 2002)
By the final stage (6) of Level III, the individual strives to consider even more abstract questions about the basis of laws and the respective balance between concepts such as individual autonomous rights and the various conceptual and theoretical justifications and limitations of the right of society to dictate individual behavior (Crain, 1985; Pinker, 2002). Not all individuals necessarily ever reach stage 6, mainly because the intellectual processes involved are highly dependent on abstract forms of intelligence such as logical reasoning that are not shared by everyone equally (Pinker, 2002)