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person's "shoes," before making a moral decision. This concept is best illustrated by the
following example:
Suppose Maria, age 14, was looking out the living room window one day and happens to
see her older sister, Ava, backing the family's car out of the driveway. As she was
watching, Maria saw Ava accidently bump into the mailbox just as she was pulling out
into the street. Next, Maria saw Ava get out of the car and examine the damage to the
car and mailbox. But, instead of coming back into the house to tell her parents, Ava just
drove away.
At a younger age, Maria would have immediately run off to tell her parents about Ava's
accident because she knows it is wrong for Ava to drive away without telling her parents
what happened. Instead, if Maria has reached ideal reciprocity she will stop herself and
imagine what the experience must have been like for Ava. She might realize that if she
were in Ava's shoes, she might have done the same thing because she would be
embarrassed and scared to tell her parents about the accident. Furthermore, she might
decide that Ava would probably prefer to tell her parents about the accident herself,
rather than having her little sister "tattle" on her. Therefore, Maria would wait until Ava
comes home so she can talk to Ava. During this discussion Maria would encourage Ava to
go to her parents with the truth in order to make things right. Thus, ideal reciprocity
would enable Maria to examine the problem from her sister's perspective and to make a
moral decision based upon the "Golden Rule."
According to Piaget, once ideal reciprocity has been reached moral development has been
completed. However, we now know that many youth will continue to refine their moral
decision-making process well into early adulthood. So although Piaget pioneered our
initial understanding of moral development, research has not always been able to confirm
certain portions of his theory. For instance, not only do youth continue refine their criteria
for moral decisions into adulthood, but they also continue to improve their ability act
according to these criteria. In other words, their moral compass operates to guide their
choices and to direct their behavior. Piaget also under-estimated the age at which
children are able to take into account another person's moral intention. Piaget believed
that this ability did not develop until late childhood, or early adolescence. However, more
recent research indicates that this ability develops sooner that Piaget once believed.
Younger children are able to recognize the importance of someone's intentions when
evaluating the morality of a decision; but, younger children tend to be quite nave in their
belief that people's best intentions will dictate the actual choices people make. Despite
these weaknesses, Piaget's contributions were very significant because they heavily
influenced the later work of Lawrence Kohlberg who published his theory of moral
development during the 1950's. Unlike Piaget's earlier theories, Kohlberg's theory of
moral development has generally been supported by contemporary research. Kohlberg's
theory is discussed in the next section.