The Moral Self and Acquistion of Values in Children
One important ingredient in self-development is the acquisition of values. Colby and Damon (1992) found that adults who lead exemplary lives tend to have very clear beliefs about what is right, and they consider those beliefs to be a central feature of their own identities. Their self-esteem hinges on acting in responsible ways, consistent with their beliefs. Even for children in the middle years, behavioral conduct is an important self-concept domain that is linked to global self-esteem. Generally, moral beliefs are increasingly central to self-definition as children get older, influencing them to act in responsible ways, but as Damon points out,
the development of the self can take many paths, and persons vary widely in the extent to which they look to their commitments and convictions in defining their personal identities. . . . For some . . . morality may always remain peripheral to who they think they are. (Damon, 1995, p. 141)
Let’s begin by specifying what we mean by a moral sense, or morality. First, it is a capacity to make judgments about what is right versus what is wrong, and second, it is preferring to act in ways that are judged to be “right.” In other words, morality involves both an “evaluative orientation” toward actions and events (Damon, 1988) and a sense of obligation or commitment to behave in ways that are consistent with what is right. Early on, this sense of obligation is partly influenced by rewards or punishments from parents, teachers, and other adults. Gradually, a slate of standards and principles—a conscience—is internalized and becomes the primary guide to action, so that a moral adult could even behave in ways that are disapproved by others if she judged the behavior to be right.
It is also important to recognize that moral development and religious experience are not the same thing. Religions do, of course, address issues of morality, and they prescribe standards of conduct. But moral development is part of normal self-development in all individuals, regardless of whether or not they are practitioners of a religious faith or whether or not they receive formal religious training.
© ______ 2006, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
Add your own comment
Today on Education.com
WORKBOOKSMay Workbooks are Here!
WE'VE GOT A GREAT ROUND-UP OF ACTIVITIES PERFECT FOR LONG WEEKENDS, STAYCATIONS, VACATIONS ... OR JUST SOME GOOD OLD-FASHIONED FUN!Get Outside! 10 Playful Activities
- Kindergarten Sight Words List
- The Five Warning Signs of Asperger's Syndrome
- What Makes a School Effective?
- Child Development Theories
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- 10 Fun Activities for Children with Autism
- Test Problems: Seven Reasons Why Standardized Tests Are Not Working
- Bullying in Schools
- A Teacher's Guide to Differentiating Instruction
- Steps in the IEP Process