In 1932, the moral theory was proposed by Jean Piaget. Piaget was interested in what think of children. Morality is a set of principles or ideals. These principles or ideals help the individual to distinguish right from wrong. Piaget’s moral theory explains that moral development occurs in stages. According to Jean Piaget’s moral theory, moral development has two aspects of moral reasoning. They are- respect for rules and conceptions of justice.
The aspect of Moral Reasoning
In Piaget’s moral theory, two aspects of moral reasoning. They are- Respect for rules and Conceptions of justice.
- Respect for rules In moral theory, it is the first aspect of moral reasoning. In this aspect, Piaget asked children about respect for rules. These questions are-
- Where do these rules come from?
- Must everyone obey a rule?
- Can these rules be changed?
- Conception for justice According to Piaget’s moral theory, it is the second aspect of moral reasoning. In this aspect, Piaget gives them moral-decision stories.
- Respect for rules In moral theory, it is the first aspect of moral reasoning. In this aspect, Piaget asked children about respect for rules. These questions are-
In this moral theory, according to Piaget, in premoral period, preschool children are little aware of rules. Premoral children seem to make up their own rules. So this process is called premoral development.
Types of Morality
In this moral theory, according to Piaget’s moral theory, two types of morality. They are- heteronomous morality and autonomous morality.
Heteronomous Morality ( 5-10 years)
In Piaget’s moral theory, this morality occurs between 5 to 10 years. Heteronomous morality is also known as moral realism. In this morality, children have a solid respect for rules.
In heteronomous morality, children believe that rules are made by popular authority figures such as police, teachers, parents, and the head of the family. These rules are sacred and unalterable. In this moral theory, moral realism is enforced from the outside. Heteronomous children believed in two approaches-right and wrong.
- Right Approach This approach always follows the rules.
- Wrong Approach This approach is to any moral issues.
In this Piaget’s moral theory, heteronomous children favor two types of punishment. The punishments are expiatory punishment and immanent justice.
- Expiatory Punishment According to Piaget’s moral theory, according to heteronomous children, expiatory punishment is punishment for himself/herself with no concern. Example:-A Child broke a window and a 6-year child can favor spanking (punishment) a boy who had broken a window than making a payment. So, this example shows that heteronomous children are in favor of expiatory punishment.
- Immanent Justice In moral theory, according to heteronomous children, immanent justice leads to automatically following bad behavior.
Immanent Justice In this example, according to heteronomous children, bad work and habits lead to punishment. Heteronomous children are fair and justice.
Autonomous Morality (10-11 years)
In Piaget’s moral theory, this morality occurs between 10 to 11 years. Autonomous children realize that social rules are arbitrary. These rules can be challenged and changed according to environmental circumstances. They favored reciprocal punishment. Autonomous children do not believe in immanent justice and expiatory punishment. Example:- A child breaks the toy. Other children favor reciprocal punishment related to making a pay rather than spanking.
Criticism of Piaget’s Moral Theory
- In Piaget’s moral theory, Piaget used qualitative methods( observation and Interview)
- This research has a very small sample.
- This theory is based on exploratory research. This research is not useful for testing hypotheses.
- In moral theory, Piaget ignored cultural values, norms, and traditions.
- The telling moral stories process is very long and children have very little attention.
- The research process is not systematic.
Educational Implication of Piaget’s Moral Theory
- With the help of Piaget’s moral theory, teachers identify the children’s morality.
- Morality makes the child a truthful and honest person.
- Moral values set a positive mind in the child.
- The teacher starts learning only after understanding the child’s moral values.
- The teacher can understand many mental problems of children.
See Also
Piaget’s Cognitive Development Theory
Vygotsky’s Psychosocial Theory