Jean Piaget's theory of moral development

The human being lives in society, interacting continuously with his peers and having his own actions consequences on others. In this context, a whole code has been developed, not only normative, but also moral, based on shared beliefs about what is acceptable or not, or the values ​​we follow.

Although from the moment we are born we are immersed in it, the truth is that morality does not arise spontaneously but develops little by little throughout our evolution and maturation. This is of enormous scientific interest, and many authors have explored and developed theories regarding how morality appears in human beings. Among them we can find Jean Piaget's theory of moral development, which we are going to talk about throughout this article.

• Related article: "Jean Piaget's Theory of Learning"

Piaget and mental development

Jean Piaget is one of the most recognized authors when it comes to the child development study, being one of the parents of the Evolutionary Psychology.

One of his most important contributions is his theory of cognitive development, in which the child goes through different stages of development (sensorimotor, preoperational, concrete operations and formal operations) in which he reconfigures his own cognition as he organizes or assimilates information, thus What

acquiring different faculties and mental abilities and the thought of him becoming more and more complex.

But although Piaget focused on the development of mental faculties and thinking / reasoning, he also valued and generated a theory of moral development.

Piaget's theory of moral development

Piaget's theory of moral development is deeply linked to his theory of cognitive development. Morality is valued as a set of rules that the minor is able to obey and understand to a greater or lesser extent, generally linked to the idea of ​​justice.

The author considers that in order to be able to talk about morality, it will be necessary to acquire a level of development equivalent to two years of age, equivalent to the preoperational period (previously it is considered that there is not enough mental capacity to talk about something similar to the moral).

From that point on, the human being will develop an increasingly complex morality according to his cognitive capacity is becoming greater and with the capacity for abstract and hypothetical-deductive. Thus, the evolution of morality depends on that of one's own cognitive abilities: to move forward it is necessary go reorganizing and adding information to previously existing diagrams, in such a way that an increasingly deep and critical knowledge can be developed with the consideration that a certain behavior deserves.

In addition to this, interaction with their peers will be necessary, as the main mechanism to acquire information and put aside the self-centeredness typical of the first stages of life. Finally, it is essential that, little by little and as the capacities and hypothetico-deductive thinking are acquired and mastered, a progressive estrangement and independence from parents and their point of view, this being necessary for the development of a certain relativism and critical capacity own.

Although Piaget's theory of moral development is not currently the best considered, it is It is true that his studies served as inspiration and even as a basis for the development of other many. This includes Kohlberg's theory, probably one of the best known.

• You may be interested: "Lawrence Kohlberg's Theory of Moral Development"

Stages of moral development according to Piaget

In Piaget's theory of moral development, the author proposes the existence of, as we have said, a total of three phases or stages (although they are both last, those that would be properly moral), which the minor goes through as he acquires and integrates more and more information and skills cognitive. The three stages or stages proposed are as follows.

1. Premoral or adult pressure stage

In this first stage, which corresponds to a level of development equivalent to that of a child between two and six years of age, language emerges and they begin to be able to identify their own intentions, although there is no understanding of the moral concept or norms.

The patterns of behavior and the limitations to it depend entirely on the external imposition by part of the family or authority figures, but the moral rule or norm is not conceived as relevant per se.

2. Solidarity among equals and moral realism

The second of the stages of moral development occurs between the ages of five and ten, the rules appearing as something from abroad but understood as relevant and mandatory, being something inflexible.

Breaking the norm is seen as entirely punishable and seen as a fault, thus being frowned upon. The idea of ​​justice and honesty arises, as well as the need for mutual respect among equals.

Lying is frowned upon, and punishment for dissent is accepted regardless of possible mitigating variables or intentions, being the relevant the consequences of the behavior.

Over time the rules are no longer seen as something imposed by others but still relevant per se without requiring an external motivation.

3. Autonomous morality or moral relativism

This stage arises from approximately ten years of age, in the stage of concrete operations and even at the beginning of formal ones. At this stage the child has already reached the capacity to use logic when establishing relationships between information and phenomena that you experience.

After approximately twelve years of age, there is already the ability to operate with abstract information. This gradually brings about a greater understanding of situations and the importance of different factors when taking into account the rules, such as intention.

It is at this stage that critical morality is reached, becoming aware that the rules are interpretable and that obeying them or not can depend on the situation and one's own will: it is no longer necessary that the norm is always obeyed but will depend on the situation.

Individual responsibility and the proportionality between action-punishment are also valued. Lying is no longer seen as negative per se unless it involves treason.

Bibliographic references:

• Piaget, J. (1983). The moral judgment of the child. Editorial Fontanella.
• Sanz, L.J. (2012). Evolutionary and educational psychology. CEDE PIR Preparation Manual, 10. CEDE: Madrid.
• Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press.