The Cognitive versus Psychodynamic Debate about Morality

Henry, Rachael M.

doi:10.1159/000272880

Cited by 5 publications

(7 citation statements)

References 19 publications

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“…Therefore, it seemed that taking a more authority-related approach to morality would clarify the relation of religiosity with morality. Moral authority theory, which is a psychodynamic approach to morality, was reformulated by Henry (1983), who emphasized the content of moral reasoning rather than its form. Content of morality refers to the sources of individuals' moral judgment, meaning that the question 'who or what' is more commonly used to judge moral or social issues.…”

Section: Current Studymentioning

confidence: 99%

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Relationship between dimensions of religiosity, authoritarianism, and moral authority

2014

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The authors' purpose is to investigate the relationship between religiosity, authoritarianism, and moral authority by considering religiosity as a multidimensional construct and morality from its sources of influence. Religiosity, authoritarianism, and moral authority scales were applied to a sample of 109 students from one high school and one university college in Semirom city in the province of Isfahan, Iran. Results showed that religious beliefs, feelings and consequences are related to external sources but only religious beliefs and feelings correlate with the principal source of moral authority. Findings also demonstrated a significant relationship between religious consequences and authoritarianism, and that their combination significantly predicts the external source of moral authority. Findings are discussed in relation to previous studies and we argue that previous conclusions about the authoritarian tendency of religious people and their reliance on external sources of moral reasoning are mostly about the religious consequences dimension.

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Section: Current Studymentioning

confidence: 99%

“…Based on the psychodynamic perspective of morality of Henry (1983), White (1996; developed the MAS-R, which assesses individuals' attributions of moral authority to different sources. The MAS-R captures information about 'who or what' and to what extent different sources have influence on moral judgment.…”

Section: Moral Authority Scale (Mas-r)mentioning

confidence: 99%

Relationship between dimensions of religiosity, authoritarianism, and moral authority

2014

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“…This is the environment of large institutions where loyalty to the group and its rules is rewarded and hierarchy respected. It appears to corre spond to Kohlberg' s stage 4, the society main taining orientation in which 'there is an orientation toward authority, fixed rules, and the maintenance of the social order ... for its own sake' [Kohlberg, 1981. p [Henry, 1983;Mischel and Mischel, 1976], then it is probably the case that a stage 2 moral justification orientation would be held in disfavor in any of the Douglas-type envi ronments, with the possible exception of type D, at least for adults in complex socie ties.…”

Section: Douglasmentioning

confidence: 99%

“…There has been increasing criticism by those who have found theoretical, philosoph ical, and empirical grounds to challenge and dispute Kohlberg' s [1958] thesis that the de velopment of moral judgment can be ex plained within the cognitive-developmental framework, an extension of Piaget' s [1932] work on morality [Buck-Morss, 1975;Carroll and Rest, 1982;Edwards, 1975Edwards, , 1981Gibbs, 1977Gibbs, , 1979Gilligan, 1982;Henry, 1983;Much and Shweder, 1978;Shweder, 1982aShweder, . 1982bSimpson, 1974], Many of these criti cisms are aimed implicitly at Kohlberg's em phasis on the self-construction of morality, which Youniss [1978] says represents an overly individualistic usage of Piaget's earlier work.…”

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confidence: 99%

An Anthropological Reinterpretation of Kohlberg’sStages of Moral Development

Reid¹

1984

Human Development

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Kohlberg’s stages of moral development may be better understood within the grid/group theory advanced by Douglas than within the cognitive-developmental framework. A reinterpretation is proposed which specifies two factors in social relationships, grid and group, which influence moral reasoning and behavior. Using Douglas’s method permits us to place the individual into one of four social environments, as determined by grid/group dimensions, each of which entails a specific moral orientation. From the grid/group perspective, changes in moral reasoning are viewed as a result of changing social environments, in contrast to Kohlberg’s thesis that changes in moral judgment come about through qualitative advances in the logical structuring of moral knowledge. Application of grid/group analysis to Kohlberg’s findings explains moral stages by linking them to specific social environments.

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“…Rule-violations are influenced not only by low levels of moral judgement but, for girls at least, by a self-definition influenced by weak, undifferentiated, or negative perceptions of others (Siegal & Francis, 1984). Situations may exist in which moral reasoning and judgements are merely post-hoc rationalizations of behaviour (Henry, 1983).…”

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confidence: 99%

Social cognition and the development of rule-guided behaviour

Siegal

1984

Australian Journal of Psychology

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The weak to modest relationship between cognitive measures ofjudgement and reasoning and children's behaviour has led to a search for more satisfactory predictors of behaviour. One proposal is to integrate cognitive-developmental theory with children's perceptions of the self and others. In this regard, cross-sectional and longitudinal evidence indicates that children's "identification" as expressed by self-reports of parents' attractiveness and similarity to the self is correlated with their rule-guided behaviour. These relationships reflect the effects of sex-typing. In a study of behaviour in a naturalistic setting, Grade 1 girls' identification with the mother was correlated with a resistance to others' ruleviolations in Grade 2. Boys' self-initiated violations in Grade 2 were correlated with father identification in Grade 3. Given that behaviour can be mediated by perceptions of parents in relation to the self, and that effective socialization may reflect perceptions ofcontrol and a willingness to obey, a study of children's evaluations of maternal discipline techniques is reported. Findings were that children of all ages prefer an authoritative parent who displays firmness and flexibility in dealing with the situation at hand. The implications for theories of social development are discussed. Bidirectional influences in parent-child relations are considered as well as age-related changes in the connection between behaviour and sources of perceived control. Processes by which perceptions of control form a basis for autonomy and responsibility are examined.

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The Cognitive versus Psychodynamic Debate about Morality

Cited by 5 publications

References 19 publications

Relationship between dimensions of religiosity, authoritarianism, and moral authority

Relationship between dimensions of religiosity, authoritarianism, and moral authority

An Anthropological Reinterpretation of Kohlberg’sStages of Moral Development

Social cognition and the development of rule-guided behaviour

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