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Jean Piaget developed two phases of moral development, one common among children and the other common among adults. The first is known as the Heteronomous Phase. [7] This phase, more common among children, is characterized by the idea that rules come from authority figures in one's life such as parents, teachers, and God. [7]
Arguing that his theory measures moral reasoning and not particular moral conclusions, Kohlberg insists that the form and structure of moral arguments is independent of the content of those arguments, a position he calls "formalism". [2] [9] Kohlberg's theory follows the notion that justice is the essential characteristic of moral reasoning.
Moral affect is “emotion related to matters of right and wrong”. Such emotion includes shame, guilt, embarrassment, and pride; shame is correlated with the disapproval by one's peers, guilt is correlated with the disapproval of oneself, embarrassment is feeling disgraced while in the public eye, and pride is a feeling generally brought about by a positive opinion of oneself when admired by ...
Real life issues that need solutions do need both rationality and emotion to be sufficiently moral. One uses rationality as a pathway to the ultimate decision, but the environment and emotions towards the environment at the moment must be a factor for the result to be truly moral, as morality is subject to culture.
The Heinz dilemma is a frequently used example in many ethics and morality classes. One well-known version of the dilemma, used in Lawrence Kohlberg's stages of moral development, is stated as follows: [1] A woman was on her deathbed. There was one drug that the doctors said would save her.
Moral conversion, according to Lonergan, is one of three different types of conversion along with the intellectual and the religious conversion. [9] From a causal point of view, it is the difference between varying levels of consciousness leading to a higher sense of responsibility for the world. [10]
A moral hierarchy is a hierarchy by which actions are ranked by their morality, with respect to a moral code. It also refers to a relationship – such as teacher/pupil or guru /disciple – in which one party is taken to have greater moral awareness than the other; [ 1 ] or to the beneficial hierarchy of parent/child or doctor/patient.
Potter was a theologian when he developed this moral reasoning framework. The Potter Box uses four dimensions of moral analysis to help in situations where ethical dilemmas occur: Facts, Values, Principles, and Loyalties as described below. The Potter Box consists of a few simple steps, which can be completed in any order.