MPW1153 Moral Studies

Lesson 04: The Moral Person

THE MORAL PERSON

A. How do we define someone as a moral person, and what are
the aspects or factors that we have to take into consideration?
B. Three major aspects that we have to consider; they are,
1. Moral Content societal rules and human traits
2. Moral Form
3. Moral Dimensions

MORAL CONTENT
A. Rules of Society
1. Humans require rules which place certain restraints on their freedom to act
in order that the safety and human rights of others can be protected.

A. Rules of Society (continued)

2. D. Emmet (1966) in his book, Rules, Roles and Relations
states that human rules do not exist by themselves, but are
compiled from old and new knowledge and experience in
human life.
3. Emmet further stated that people tend to observe
customary rules and traditional codes in their relationship
with other people.
4. These rules provide a reference for people when they make
choices or decisions in their daily life.

A. Rules of Society (continued)

5. Robert B. Ashmore (1987) in his book Building a Moral System says that
all matters in the natural world act according to certain rules or laws.

A. Rules of Society (continued)

6. Humans beside being able to follow the natural rules are able as well to
choose the way they react to certain rules and traditional codes, and
they are able to determine their objectives in life according to certain
situations, and to design rules to achieve those objectives.

A. Rules of Society (continued)

7. The 1st moral issues experienced by an individual will be the
customary rules and regulations that form the norms of the
society, or mores of the society.
8. These mores are habitual in nature and are validated by
members of the society. They have prescriptive force.

Mores - folkways of central importance accepted without

question and embodying the fundamental moral views of a group

A. Rules of Society (continued)

9.

Customary morality refers to standards or rules of our

ancestors that an individual accepts and acts accordingly
because they are prescribed norms. These rules cannot be
disobeyed or challenged.

A. Rules of Society (continued)

10. Reflective morality calls for reasoning and consideration of the
individual to be the basis in the formation of specific criteria to judge
the way to act (customary rules).
11. The main difference between the two is not what is believed but the
reason that belief is preserved.
12. In a moral system, the conduct of an individual is rule-governed, and
consistency and reciprocity mark the attitude of a moral agent
towards his own actions and that of another person by using moral
language like justice, honour, benevolence and temperance.

13. Functions of rules of society are;

1.
2.
3.
4.
5.
6.
7.
8.
9.

improve the standard of living of the people

develop the intellectual capacity of the people so that they function
more effectively.
protect human life and defend human rights and peoples welfare.
prevent degradation in behaviour and morals of the society.
stabilise conditions in the society
maintain peace and preserve social order
create and preserve social order
preserve social harmony, and
maintain peace in the society and save time and effort when
making decisions for oneself or other people.

14. Societal rules are sometimes hard to follow and as such not
all individual comply with the rules. This divergence if not
handled carefully may cause in the breakdown of the moral
system of a country.

e.g. people may choose to

stand up against something
they see as unjust, even
though this practice or
belief is rooted in social
values.

HUMAN CHARACTERISTICS
1.

A moral person can be distinguished by having virtuous characteristics

and these differentiate between a moral from a non-moral individual.

2. Richard B. Brandt (1979) in his book A Theory of the Good and the Right
says that all societies have a system of control over human behaviour
that is different from what is fixed by the law. Brandt called it moral code
or ethical code of an individual or society.
3. Individuals ethical codes is the conscience of the
individual, and not all persons have ethical codes.
4. Individuals ethical codes are the product of
environment and values taught through religious
education, moral instructions, or parental
upbringing.

5. Brandt lists out six (6) qualities of a virtuous individual;

5.1. Intrinsic Motivation
An individual has intrinsic desires or aversions to do or not to do
something in a certain way.
Intrinsic motivation can best be explained in an individual reluctance to
hurt or to kill another person, and a willingness to help save someone in
danger.

5.2. Feeling of guilt and disapproval.

When an individual acts in a manner contrary to his own intrinsic
motivation, he/she may feel uncomfortable, sinful, and remorseful.
Feelings of guilt and remorseful have positive results in individual
preventing them from doing actions not liked by other people.

5.3. Believed Importance

Conduct brought about by intrinsic motivation will become a part of an
individual morality to be included as part of their moral characteristics.

5.4. Admiration or esteem

- Normally arises from selfless-acts that goes beyond the
boundary of ordinary. In moral, this sort of act is called acts of
supererogation.

5.5. Special terminology

It is ones ethical codes that controls ones actions and that permits
ones to communicate his motivation, action and feeling.
5.6. Believed justification
Each individual moral and ethical outlooks must be justified.
Example, religious justifications that forbade ones from doing actions
that may be opposed to the societys moral codes and thus ones own
interest.

6.

G.J. Warnock (1976), stresses justice, love and the

reluctance to hurt others physically and mentally.

7.

Why virtuous characteristics are important for the formation of

a moral person and how this helps the individual to live a
meaningful and honourable life?

8. Conclusion a virtuous person who has virtuous character will

benefit to himself and the people around him. Happiness and
welfare of the society largely depend on virtuous qualities.

MORAL FORMS
The decisions one takes must be determined by moral
principles, especially justice and altruism which are basic
values and mother to other values.
-

Every person in a society cannot run away from ones

morality questions, and sometimes one has to face moral
dilemmas that need careful consideration in order to have the
dilemmas resolved.

R.A.Wesserstrom (1979), states that only with virtuous

characteristics one can deal with ones moral problems.

V. Grassian (1981), suggests that in order to resolve a moral

dilemma, apart from using ones intelligence and by referring
to societal rules, one needs to consider the moral principles
which one consistently used.

One has to formulate hierarchy and to find basic moral

principles that can be used to justify some moral actions.

Grassian classified two ethical forms; namely,

A. Principalistic Ethics Form
B. Situational Ethics Form

PRINCIPALISTIC ETHICS FORM

- This ethical form is based on justice or justus in Latin
which means law, right. Todays term defined justice as the quality
of being righteous; rectitude impartiality; firmness.
- Justice in todays world is also being equated or related to the
question of basic human rights and of autonomy of an
individual.

Though individual has basic rights and can make choices and decision
freely but all his actions are still being subjected to limitations imposed
by the countrys laws and rules of society.

Thomas Nagel (1970) in his book The Possibility of Altruism explains

altruism as an attitude or action which pleases or benefits other
people.

An altruistic person must be

emphatic, the ability to place
oneself in other peoples position
and thus being able to feel their
feelings and emotions as if those
feelings are his own, besides
being open-minded and tolerant.

W.K. Frankena (1973) says Yes, we do that for other people,

but derive satisfaction from that act. This satisfaction is ours
for doing that. Doing it is a way of getting satisfaction.
Therefore, it is also important to ourselves.

Justice is a matter (an action, behaviour, conduct) whereas

altruism is a quality that is not just noble, but very noble.

Altruism is considered a noble characteristic that is super

human and extraordinary.

These principles are the bases for the formation of other moral
values, such as fairness, intelligence, bravery, patience,
industry and thus allowing one to act more effectively when
confronted with an unusual situation like a moral dilemma.

SITUATIONAL ETHICS FORM

-

Certain situations demand an individual to make decisions and act

based on the situations one is in (V. Grassian, 1981)
This situational ethics form sometime creates problem or moral dilemma.
(Case of Sheri Fishbern)
The dilemma is which principle to follow or appropriate either ethical
principle or ethical situation.

Educationists like W.K. Frankena, V.Grassian prefer using ethical

principle rather than ethical situation since decisions based on ethical
principle are more consistent and less controversial.

Conclusion one can make decision and take moral action to

resolve moral conflict by considering the situation with the guidance
of basic moral principles and values that one has in one.

MORAL DIMENSIONS
-

Ethical dimensions can be divided into three (3) dimension; namely,

reasoning, feeling, and performance.
A. Moral reasoning can best be defined as the ability to make moral
reasoning based on thinking logically and judging rationally and freely
certain situations.
B. Moral feeling is the ability to have moral emotions like conscience
and sensitivity over feelings of what is wrong or shameful, of anxiety,
sympathy, empathy, generosity, love, compassion, motivated by what is
altruistic and correct.
C. Moral performance is the ability to conduct oneself in a manner that
is morally correct, to act responsibly based on careful reasoning and
proper moral emotions.

MORAL AGENT OR MORAL RECIPIENT

-

Ashmore (1987) states that only human beings are qualified

to become moral agents or moral recipients.
Human beings have rational reasoning, free-feeling and
emotions which can influence their behaviour and actions;
unlike animals which acted instinctually.

RELATIONSHIP BETWEEN ETHICAL DIMENSIONS

-

Human beings power of reasoning, action and feeling allow humans to

exercise caution to ensure that whatever they do is according to the
norms or the normative dictates of the place or situation they are in.

Kupperman (1983) states that an immoral persons may not be stupid or

less clever but what they are lacking is or suffering from is the absent of
moral feelings.

- Actions taken after rational and free reasoning and which is influenced by
ones emotions and feeling will be moral.
- On the other hand, reasoning that is not rational and free will produce
action which is not autonomous.
- The three dimensions must interact and influence one another to build a
moral person. A moral person is one who is autonomous, rational, and
free in his reasoning, feeling and actions.
Reasoning

Feeling
Performance

SUPPLEMENTARY NOTES

Moral Development
1. Moral Development as socialization:
Children develop morals as a result of gradual immersion and
socialization into the adult world (Leman, 2001).
Social learning theorist (Bandura) we learn to behave in moral or
immoral ways primarily by observing others.

Moral Development (continued)

2. Moral Development as moral reasoning:
Children actively construct their own ways of understanding the
world, including what is right and wrong, good and bad.
Moral reasoning involves analytical thinking about why we
respect and follow moral rules (Piaget, 1932)
Piaget proposed that cognitive development is
connected to the individuals ability to reason
morally.

2.1 Piaget and moral reasoning:

Piaget described 2 types of moral reasoning:
a.Heteronomous morality
b.Autonomous morality

a. Heteronomous morality:
Moral decisions based on the rules of authority figures such as
parents.
Typically for young children (aged 4 to 10 years).
They dont consider the motives or intentions behind actions.

b. Autonomous morality
Moral reasoning that appreciates the perspectives of others and
motives behind their words and actions.
Typically occurs at approximately 10 -11 years old and continues
through adulthood.

2.2 Kohlbergs theory of moral development:

Kohlberg expanded on Piagets theory. He proposed a complex 6-stage
sequence of moral development taking place within 3 broad levels.
Progress from one stage to the next comes about through a
combination of cognitive development and socialization.
i.e. as we interact with others, learn to appreciate differing
viewpoints and have our own views challenge, our mental processes
are stimulated and we develop new ways of interpreting the world and
making moral judgments.

Kohlbergs Stage Morality

Level I: Preconventional morality
Stage 1 Heteronomous Morality
Avoidance of breaking rules for fear of punishment
Obedience for obediences sake
Stage 2 Individualism, instrumental purpose and exchange
Acting in accordance with individual interests fairness is an equal
exchange based upon motivations of self-interest.
Level II: Conventional morality
Stage 3 Heteronomous Morality
Living up to what is expected of you
Mutual relations of trust and respect should be maintained provided
they conform to your expected social role.
Stage 4 Social system and conscience
Rules are to be upheld except when they conflict with other social
duties
Right is contributing to society and fulfilling social duties

Kohlbergs Stage Morality (continued)

Level III: Universal ethical principles
Stage 5 Social contract or utility and individual rights
Awareness of the social contract between individuals, but also of the
different moral perspectives of others
Some individual rights, however, transcend the different
perspectives of others and therefore should be upheld
Stage 6 Universal ethical principles
Following self-chosen ethical principles
When such principles conflict with existing moral standards, these
principles should be upheld regardless of majority opinion.

Moral development in education

Role of an educator:
Develop ways of enhancing students capacity for critical moral
reflection and debate within the safety and support of educators
classroom (Nucci, 2001).
Modelling and demonstrating an ethos of care and respect by
upholding these values in relationships with students (Noddings,
1990)
Classroom characterized by predictability, trust, emotional warmth,
and reciprocal respect is conducive to the development of the moral
self (Arsenio & Lover, 1995).

Think about and share with the class:

What kinds of values do you remember learning about at school?
How will these affect your own teaching?
What are your strategies for fostering moral development and values
with your students/ children under your care?