JCE Moral Education 18 flashcards
JCE Moral Education 18 · Build recall with a focused review session.
33 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Preconventional morality
- Kohlberg's first level, where moral judgment is driven by avoiding punishment and satisfying self-interest through instrumental exchange, without internalized social norms.
- Conventional morality
- Kohlberg's second level, where individuals conform to social expectations, uphold laws and authority, and value maintaining the social order and others' approval.
- Postconventional morality
- Kohlberg's highest level, where moral decisions rest on social contracts, agreed rights, and universal ethical principles that may transcend existing laws.
- Heteronomous morality
- Piaget's early stage in which children treat rules as fixed, sacred, and imposed by authority, judging wrongdoing mainly by the size of consequences.
- Autonomous morality
- Piaget's later stage in which children understand rules as mutual agreements that can be changed, and judge actions by intentions as well as outcomes.
- Ethics of care
- Gilligan's framework emphasizing relationships, empathy, and contextual responsibility, criticizing justice-based reasoning for overlooking care and connection.
- Moral sensitivity
- Rest's first component: the capacity to notice that a situation contains a moral issue and to interpret how one's actions could affect others.
- Moral judgment
- Rest's second component: the reasoning process used to decide which available action is morally right in a given situation.
- Moral motivation
- Rest's third component: the degree to which a person prioritizes moral values above competing personal interests and pressures.
- Moral character
- Rest's fourth component: the perseverance, courage, and self-regulation needed to carry out a chosen moral action despite obstacles.
- Domain theory
- Turiel's account distinguishing moral judgments about harm, justice, and rights from social conventions that depend on authority and can be changed.
- Virtue ethics
- An approach locating morality in cultivated character traits and practical wisdom, aiming at human flourishing rather than rules or outcomes alone.
- Categorical imperative
- Kant's deontological test: act only on maxims that could be consistently universalized and that treat persons as ends, never merely as means.
- Utilitarianism
- A consequentialist framework judging actions by their outcomes, holding that the right action maximizes overall well-being or the greatest good for the greatest number.
- Values clarification
- Raths's process helping learners identify values through choosing freely, prizing, and acting consistently, without prescribing particular moral content.
- Indoctrination
- Teaching that instills beliefs while suppressing critical examination, thereby undermining learner autonomy and contrasting with genuine moral education.
- Plus-one matching
- Kohlberg's strategy of presenting reasoning one stage above a learner's current level to create cognitive conflict and stimulate moral stage development.
- Just community
- Kohlberg's school model in which students and teachers share democratic decision-making and jointly uphold fairness norms, fostering moral development.
- Restorative practice
- A response to wrongdoing that focuses on repairing harm through dialogue, accountability, and restitution rather than solely punitive consequences.
- Service learning
- An instructional approach pairing community service with structured reflection, connecting moral reasoning and civic responsibility to real action.
- Hidden curriculum
- The implicit norms, values, and behaviors conveyed through school routines, teacher expectations, and institutional structures rather than formal lessons.
- Character education
- A school approach cultivating virtues through direct teaching, modeling, service, and a caring community, targeting cognitive, affective, and behavioral dimensions.
- Eudaimonia
- Aristotle's term for human flourishing or living well through the exercise of virtue and practical wisdom, the ultimate aim of ethical life.
- Phronesis
- Aristotle's practical wisdom: the capacity to discern the right action in particular circumstances, balancing general principles with context.
- Moral dilemma discussion
- A classroom method presenting conflicting-value situations and structured peer dialogue to develop reasoning, perspective-taking, and justification skills.
- Golden rule
- The principle of treating others as one would wish to be treated, a cross-cultural reciprocity norm used to ground fairness and empathy.
- Social contract orientation
- A postconventional mode of reasoning viewing laws as agreements serving common welfare, revisable when they violate fundamental rights.
- Perspective taking
- The cognitive capacity to understand another's viewpoint and feelings, a mechanism underlying empathy and moral judgment development.
- Moral disengagement
- Bandura's concept describing cognitive mechanisms such as blaming victims or diffusing responsibility that allow people to act against moral standards without self-censure.
- Formative moral assessment
- Ongoing evaluation of moral learning through observation, reflective journals, and discussion, used to guide instruction rather than rank students.
- Care-based classroom climate
- A school environment characterized by warm relationships, safety, and mutual respect, which models and reinforces prosocial moral behavior.
- Socioemotional learning
- A framework developing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, overlapping with moral education goals.
- Cultural relativism in values
- The view that moral standards vary by culture, cautioning educators against treating one framework as universally correct in diverse classrooms.