Analytical Paper #2

Conflict and Transition in Moral Development by Elliot Turiel (1974)

Theory/Perspective: Progressive stage development; structural-development approach; transformational than additive
Hypothesis: Transition from stage to the next involves conflict/disequilibrium (progressive and self-constructed) which
when resolved constructs a new form of thinking.
Three forms of change that may lead to transformational judgment:
1. Cause by event(s) that cause a sudden transformation from one stage to the next
2. Addition of elements to current organization which produces a different organization
3. Transformation cause by deformation and formation
Regressive and Progressive Change
Regression-dedifferentiation/disorganization- the person is incapable (at least temporarily) of making
differentiations of more advanced stage (e.g., temporary regression because of pressure in college life)
Happens when the existing structure is not enough to deal with the conflict= confusion=compensatory
activity
confusion=new information-transformation/transition to new stage
Does not present a problem in development
Reflective and could be used for future decision; layer-cake model (retrievable)
Each new stage is a more adequate way of understanding moral problems and resolving the
conflicts/disequilibrium encountered; increased conflict means a condition of development
Study: Kohlbergs Moral Stages on Adolescents (high school and college students) to test stage transition through
transformational judgments (organization of thoughts) Stage 4 and Stage 5; used Moral dilemmas and interview on social
norms and conventions
Disequilibrium and Development
1. Differentiation of the moral and the conventional
Transitional subjects are conflicted by their own recognition of differences in these two realms
2. Conceptions of relativism and moral judgments
There is rejection of one conception of morality (Stage 4) while another conception (Stage 5) is not fully
formulated
The inconsistency stems from the notion that a) people hold different values, b) individuals and societies
have the right to hold their own values
The conception of the equal worth of all individuals which is not recognized as a universal value leads to
relativism.
3. Perspectives take from the individual and society
Discrepancy made between the individual and society as moral agents
Insight:
The changing environment (history and society) indeed affect ones psychological processes. As Turiel puts it,
past information/constructs/elements do not totally disappear but are retrievable for reformation of new and higher level
way of thinking. Also, conflicts/challenges/discomforts that we go through are not even hurdles but are catalyst for
improved psychological stage of development.

Moral Development in Adolescence by Daniel Hart and Gustavo Carlo (2005)

The Intersection of Morality and Adolescence
Perceived Problem: Adolescents are morally deficient (e.g. failure to learn moral values)

Theme: The Intersection of Morality and Adolescence

Why Study Adolescents Moral Development?

Adolescence is the foundation for adulthood.

Adult moral character is given shape by the characteristics of the adolescents.
Moral character can be transformed between childhood and adulthood.

What constitutes moral in the study of moral development?

1.
2.
3.
4.
5.

Pro-social moral reasoning (emotional components)

Sustained pro-social action
Civic participation
Beliefs about anti-social and delinquent activities
What is the right thing to do?
How is the best possible state of affairs achieved?
What qualities make for a good person?

How Moral Development in Adolescence Best Be Studied?

1. Self-reports/personal narratives
2. Longitudinal-Correlational
Theres a need for research of other designs.
Major Influences of Morality in Adolescence
1. Puberty, hormonal changes
2. Peersprovides role-taking opportunities, expose co-peer to novel moral behaviors (e.g., on intimate and
romantic relationship)
3. Social roles and responsibilities
Moral Culture of Adolescence
1. Differs across societies (e.g. culture and practices)
2. Could be understood in different context like home, school, work, neighborhood
3. Could be observed with its agents of influence like peers, family, media, biological
Insight:
Given a changing society, moral development is one important individual progress to watch out, for it will affect
the social health of its context. This article is indeed helpful for researchers and policy makers on what to consider in
studying adolescents on their moral development.
From the findings of the many researches mentioned, I wonder, how else I could study adolescents to better
understand them? Maybe I could look at their development using the life course perspective or maybe in the context
of their SES, religion and region.

Eisenberg concentrated on pro-social moral reasoning: acting in a positive way when someone is in need. Eisenbergs
theory concentrates on the emotional component of moral understanding.
She argued that:

Empathy is a fundamental part of moral development. Empathy is the power to feel as someone else does and
therefore to understand how they are feeling. There are two components of empathy:
o Sympathya feeling of sorrow or concern for someone else.
o Personal distressa feeling of discomfort, misery, or anxiety to someone elses situation.
Sympathy leads to pro-social behavior whereas personal distress does not.
Moral reasoning progresses in stages that parallel cognitive abilities.