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| conduct that is coerced by rules or authority |
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| conduct that is regulated by mutual respect and consent |
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| judgments based solely on the consequences of wrongdoing |
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| judgments that take into account intentions or motives |
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| the earlier of Piaget's two stages of moral development, in which individuals slavishly follow the rules they are given |
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| the latter of Piaget's two stages of moral development, in which individuals make their own moral judgments rather than blindly follow rules |
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| the child's belief that immoral behavior inevitably brings pain or punishment as a natural consequence of the transgression |
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| preconventional moral reasoning |
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| according to Kohlberg, the first level of development of moral thought, based on reward and punishment |
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| the more primitive level of preconventional moral reasoning, in which one acts so as to avoid negative consequences |
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| instrumental hedonism orientation |
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| the more advanced of the two preconventional reasoning levels, in which one acts so as to gain a future reward |
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| conventional moral reasoning |
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| according to Kohlberg, the second level of development of moral thought, based on the desire to conform to social convention |
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| good girl-good boy orientation |
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| the first of the two levels of conventional moral reasoning, in which one acts so as to win others' approval |
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| law and order orientation |
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| the more advanced type of conventional moral reasoning, in which one unquestioningly obeys society's rules and laws |
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| postconvnetional moral reasoning |
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| according to Kohlberg, the third level of development of moral thought, based on adherence to the universal principles |
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| social contract orientation |
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| the type of postconventional moral reasoning in which one believes that individual actions should serve the greater good |
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| universal principled reasoning |
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| the highest form of moral reasoning, in which one acts according to his or her abstract moral principles |
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| the ability to think about one's own thought process |
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| social-cognitive domain model |
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| an approach to moral development that stresses the contextual nature of moral decisions and distinguishes social conventions from moral rules |
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| social rules that are concerned with how people behave toward one another |
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| social rules that dictate what is appropriate and expected |
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| aspects of behavior that involve independent choices with which others have no right to interfere |
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| actions that benefit, help, and bolster others |
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| the ability to stand up for one's values, especially those concerning fairness. |
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| the resources available to an individual through his or her interpersonal connections |
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| the activation of neural pathways so that ambiguous or neutral stimuli are perceived as similar to what has been previously perceived |
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| the right to have one's own opinions and make on'e own descisions |
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| an approach to moral education that teaches students to accept specific moral values, such as honesty and trustworthiness |
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| an approach to moral education that uses moral dilemmas and the like to give youths experience in higher-level reasoning |
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| a method of teaching values that helps students become aware of their own beliefs and values |
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| an approach to moral education that emphasizes using logical reasoning to solve social dilemmas |
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| an approach to moral education that emphasizes community service |
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