Chapter 8 - Rites of Passage
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Transcript Chapter 8 - Rites of Passage
Physical and Cognitive
Development in Adolescence
Physical
growth and maturation
Neurological growth
Psychological changes
Piaget’s Theory
of Cognitive
Development
• Abstract thinking
Information
Processing Perspective
More sophisticated working memory and faster
processing ability
Quantitative advances in long-term memory
Working Memory and Processing Speed
• Have adult-like working memory and processing speed,
enables them to process information efficiently
Content Knowledge, Strategies, and Metacognitive Skill
• Greater knowledge of the work facilitates understanding
and memory of new experiences
• Better able to identify task-appropriate strategies and
monitor effectiveness of those strategies
Problem Solving and Reasoning
• Solve problems analytically by relying on math or logic,
able to detect weaknesses in scientific evidence and logical
arguments
Kohlberg’s Theory
Cultural
of Moral Development
variations
Gilligan’s Progression of Moral
Development
Created narratives of moral dilemmas and
studied the reasoning process that people
underwent when considering the problem
All possible choices have both positive and
negative consequences
Classic (1969) story of Heinz and his dying wife
Presented narratives to people of different ages
Developed stages of moral reasoning to reflect
qualitative changes at different stages
Kohlberg’s Stages of Moral Reasoning
Level 1
Preconventional Level
Punishment and
Reward
• Stage 1
Obedience Orientation
Obedience to authority
• Stage 2
Instrumental
Orientation
Nice behavior in
exchange for future
favors
Level 2
Conventional Level
Social Norms
• Stage 3
Interpersonal Norms
Live up to others’
expectations
• Stage 4
Social System Morality
Follow the rules to
maintain order
Level 3
Postconventional
Level
Moral Codes
• Stage 5
Social Contract
Adhere to a social
contract when it is valid
• Stage 6
Universal Ethical
Principles
Personal moral system
based on abstract
principles
Kohlberg’s
theory is very Western and
reflects Judeo-Christian values not
shared in all cultures, leading to different
responses to moral dilemmas.
Gilligan
also noted that women might have
different motivations behind their moral
reasoning than men.
• Women = emphasis on concern for others
• Men = emphasis on justice
• Stage 1: Preoccupation with one’s own needs
• Stage 2: Caring for others, especially those in need
• Stage 3: Uniting of caring for others and caring for
self; caring for all
Factors
that can promote more sophisticated
moral reasoning:
• Noticing one’s current thinking is inadequate
• Observing others reasoning at a more advanced
levels
• Discuss moral issues with peers, teachers, parents
• Involvement in a religious community that connects
adolescents to a network of caring peers and adults
• Not all people achieve the highest stages of moral
reasoning