Current Directions in Psychological Science
http://cdp.sagepub.com/ Children's Social and Moral Thinking About Exemption Melanie Killen Current Directions in Psychological Science 2007 16: 32 DOI: 10. 1111/j. 1467-8721. 2007. 00470. back button The online variation of this article can be found: http://cdp.sagepub.com/content/16/1/32
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CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
Children's Social and Moral Reasoning About Exemption
Melanie Killen University of Maryland
research on cultural and meaningful reasoning regarding exclusion features utilized a social-domain theory, in contrast to a global stage theory, to investigate kids evaluations of gender- and race-based expert exclusion. The social-domain style postulates that moral, social-conventional, and personal reasoning coexist in children's assessments of inclusion and exclusion, and that the concern given to these forms of decision varies by the age of the child, the circumstance, and the target of exclusion. Findings from developmental intergroup research studies disconп¬Ѓrm a general-stage-model approach to morality in the kid, and provide scientific data within the developmental beginnings and breakthrough of intergroup attitudes with regards to prejudice, bias, and exemption. KEYWORDSвЂ”social ABSTRACTвЂ”Developmental
reasoning; exemption; intergroup thinking; moral view How early on do individuals become able of moral thinking? What is evidence for values in the kid? Over the past two decades, research upon children's moral judgment is promoting dramatically, featuring new hypotheses and methods for analysis. In brief, the alter has been from a global level model toward domain-specific types of development. In respect to Kohlberg's foundational stage model of meaningful development (Kohlberg, 1984), which in turn followed Piaget's research in moral view (Piaget, 1932), children warrant acts as correct or incorrect п¬Ѓrst on such basis as consequences for the self (preconventional), then when it comes to group best practice rules (conventional), and п¬Ѓnally in terms of a rights perspective by which individual guidelines of how to deal with one another are understood (postconventional). This approach included assessing could be general plan (organizing principle) for evaluating social challenges and dilemmas across a number of situations.
Address correspondence to Melanie Killen, 3304 Benjamin Building, Department of Human Development, University of Maryland, College or university Park, MD 20742-1131; email-based: [email protected] edu.
By the mid-1980s, however , research of contextual variation in judgments supplied extensive data contesting broad stages (Smetana, 2006; Turiel, 1998). For instance , young kids evaluations of transgressions and social situations reп¬‚ect concerns of the home, the group, and rights; these factors do not come up hierarchically (respectively) but together in creation, each with its own individual developmental flight (e. g., self-knowledge, group knowledge, and moral knowledge). Thus, multiple forms of thinking are used on the evaluations of social dilemmas and interactions. Sociable judgments do not reп¬‚ect 1 broad theme or level, such as Kohlberg's preconventional stage to define childhood values. Instead, children use different forms of reasoning, moral, standard, and mental, simultaneously when evaluating transgressions and social events. One area of recent empirical request pertains to cultural and meaningful evaluations of decisions to exclude others, especially on...
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