Here's an example of the Powerpoints I use in my Ed Psych class.

1. PSY 200- EDUCATIONAL
PSYCHOLOGY
Prof. Frick
Class 5
Ch. 3 Continued

2. Chapter 3, Continued:
Understanding others and moral development
What is Moral Development?
• Learning about right and wrong while
at the same time seeking out our own
identity and forming an image of
ourselves
• Understanding the “significant others”
around us
• Learning how to interpret what others
are thinking and feeling

3. Theory of Mind
• By age 2 or 3, children begin to develop the understanding
that other people are people too, with their own minds,
thoughts, feelings, beliefs, desires, and perceptions.
• This understanding is called a Theory of Mind. (Why is my
brother crying? Why is my Mom angry? Why is everyone so
excited??)

4. Theory of Mind
• Children need a theory of mind to make sense of other
peoples' behavior. Around age 2, children develop a sense of
intention (ie. "I wanna have a cookie.") Children also begin
to learn at this age that other people have intentions of their
own.

5. Why a “theory” of mind?
• The mind is not directly observable
• Mental states are the cause of a person’s
behavior
• Develops over time; social interaction
and experience plays a role in its
development
• Empathy is part of a Theory of Mind-
being able to put yourself “in someone
else’s shoes”
• Scientists study ToM in different
populations- human, animal, adults,
children, normal and abnormal.

6. • Perspective-Taking Ability: With a developing theory of
mind, children are increasingly able to understand that other
people have different feelings and experiences, and
therefore may have a different viewpoint or perspective.
• (Think back to Piaget's Stages- where does the perspective-taking ability
come into play??)
• The “False Belief Test”

7. Distributive Justice- Group Discussion
• Organ Transplants:
• How do we go about allocating a future for people who will die
without a transplant? How do we go about denying it? What if the
recipient is a child? A convicted felon?
• When so many are waiting for their shot at a life worth living, is it fair
to grant multiple organs or multiple transplants to a person whose
chance for survival is slim to none?
• Immigration:
• As Americans, how far should our benevolence extend beyond our
borders?
• Are we responsible for seeing that the needy who come to America for
help receive their chance, or are we morally responsible to assist only
our own citizens?

8. • Distributive Justice- One of the earliest developmental
conflicts in moral reasoning- beliefs about how to divide
materials or priveleges fairly among members of a
group.
• John Rawls- Distributive Justice and the “Original Position”
• Suppose I told you that I was going to give you an
assignment. It could be anything from writing a paper to
digging ditches. You, however, get to decide how much the
assignment should count toward your grade. What
percentage of your grade should depend on this assignment?

9. Moral Development- Moral Dilemmas
• Along with an advanced theory of mind and
ability to take perspective comes a sense of
right and wrong.
• A man’s wife is dying. There is one drug that
could save her, but it is extremely expensive,
and the scientist that invented it, and the
pharmacy that carries it, will not sell it at a
low enough price for the man to afford. The
man becomes so desperate that he
considers stealing the drug for his wife.
What should he do, and why?

10. KOHLBERG'S THEORY OF Moral Reasoning
• LEVEL 1: Pre-conventional Moral
Reasoning- Judgement is based
on personal needs and
perceptions
• Stage 1: Avoid punishment- A good or bad action is
determined by physical consequences
• Stage 2: Personal gain- Getting what one
wants/needs. (You scratch my back, I'll scratch yours)

11. KOHLBERG'S THEORY OF Moral Reasoning
•LEVEL 2: Conventional Stages- Judgement
is based on others' approval, family
expectations, traditional values, the laws of
society, and loyalty to country.
3: Good boy/Nice girl- Good=Nice.
• Stage
A focus on what pleases, aids, and is
approved by others.
4: Law & order- Laws are absolute-
• Stage
Authority must be respected and social
order maintained.

12. KOHLBERG'S THEORY OF Moral Reasoning
Post-conventional Stages-
• Level 3:
Conventions are useful but changeable
too- based on abstract principles like
justice and mercy
• Stage 5: Social contract- Personal
rights/Consensus- good is determined by
socially-agreed-upon standards of
individual rights.
• Stage6: Universal ethical principles- Good and
Right are matters of individual conscience and
involve abstract concepts of justice, human dignity,
and equality.

13. ACTIVE CONSTRUCTION OF MORAL JUDGEMENTS
Age 5-6- Based on equality (ie "Kendra got more than I did!!")
At this stage, rules simply exist, are absolute, and connot be
changed. Piaget called it Moral Realism.
•Age 6-7- Based on merit- those who perform better get more.
•Age 8+- Based on benevolence- some students may get more
time or resources because they might have special needs
• Teen- Adult: Last stage is Morality of Cooperation- Stage of
development where children realize that people make rules
and people can change them

14. MORAL AND CONVENTIONAL DOMAINS
• Moral Domain- Issues of right and wrong, fairness, justice
• What are some examples of school rules that fall within the moral
domain?
• Conventional Domain- Rules needed to maintain order-
people in charge make the rules
• What are some examples of school rules that fall within the
conventional domain?

15. CREATING A MORAL ATMOSHPERE IN
YOUR CLASSROOM:
• Responses to moral problems:
• when an act is inherently hurtful or unjust, emphasize the harm done
to others; "John, that really hurt Jamal."
• Encourage perspective-taking: "Chris, how would you feel is someone
stole from you?"

16. CREATING A MORAL ATMOSHPERE IN
YOUR CLASSROOM:
• Responses to conventional problems:
• Restate the rule- "Lisa, you are not allowed out of your seat during
announcements."
• Command- "Russell, stop swearing!"

17. MORAL TRANGRESSION ACTIVITY
• put the strips in order of most to
least morally offensive, according
to our cultural and societal
standards.
• One group member should write
down the order of the letters as
they appear on each moral
transgression.

18. DIVERSITY and CONVERGENCES (p.105)
• Diversity:
• Some cultures more traditional
• Traditions/customs change fast in modern cultures
• Self concepts – different patterns boys/girls
• Identity – racial differences
• Convergences
• All individuals are influenced by social/cultural contexts
• Peer rejection is harmful to all students

19. Mr. Bedley’s Classroom: Observation 2
• How are Mr. Bedley’s students using
their Theory of Mind, Moral
Reasoning, and concepts of
Distributive Justice in this clip?