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|Other Titles:||The Moral Development Views and Educations of Social Learning Theory|
Department of Civil Education and Leadership, NTNU
Social learning theorists believe that the society determines what is right and what is wrong, what is good and what is evil. Society takes as its highest priority its own survival, and for this reason the preservation of the social order becomes the greatest good and the destruction of the social order becomes the greatest evil. To be moral is to act in ways that benefit the society; to be immoral is to act in ways that harm the society. Moral behaviors are learned responses, and the learning does not differ in kind from the learning of all other behaviors. Moral behaviors are learned when the child is in a good environment. The amoral infant becomes capable of morality by training, example, reward, and punishment. By imitating the actions of appropriate models and by being reinforced for behaviors deemed bad by the society, the child learns to be a moral person. Consistent and extensive training in good behaviors will result in good habits that persist into adulthood. Social learning theorists account for developmental changes in moral judgments by changes in a child's criteria for judgment, such as intentions, clumsiness, amount of damage, and long-range consequences. Moral judgment involve a complex process of considering and weighing various criteria in a given social situation. Thus, moral judgment are expected to be much more variable from time to time and from situation to situation within a social learning framework. In some situations the child makes subjective judgment and in other situations makes objective judgments. This is true from preschool age through adulthood.
|Appears in Collections:||公民訓育學報|
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