GOOD
AFTERNOON!
CAN YOU SOLVE
TODAY’S PUZZLE?
Let’s share our answers:
◦ Identify how conscience as Capacity, Process and Judgement were at play int this scenario.
◦ Choose other similar instances from the life of a Grade 12 student and analyze the role of
conscience using the chart.
◦ Find all three meanings of conscience in the excerpt from Gaudium et Spes #16.
◦ Whenever you use the word conscience, do you mean capacity, process or judgement?
FREEDOM AND
MORALITY
Let’s Review:
◦ Natural law suggests that anyone who has rational powers
inherently knows what is true and good. Going against what is
true and good will trigger uneasy feelings or pangs of guilt in a
properly formed conscience.
◦ Conscience is something like an inner voice that tells you to
choose good and avoid evil, but it is something that requires
training and development. You can ignore it and never use it,
which you might compare to a muscle that atrophies because it
is never used. These concepts, along with today's topic of
freedom, serve like a bridge into our next unit on Social Justice.
Think about these:
1.What does it mean to say "I am free"?
2.How do we grow in personal freedom?
3.How do we deal with our human limitations?
Freedom and the Philosophers
◦ On the topic of freedom in general...
◦ According to St. Augustine (354-430), freedom creates something
of a paradox for Christians. Since we are “free”, it follows that we
are free to turn away from God (sin). René Descartes (1596-1650)
changed our understanding of freedom. He concluded that if the
self is the source of all thinking, then I am free to think and doubt
as I choose. Since the self is free, I might choose to see God as a
competitor, and I might think I am like God or that I don’t need
God.
◦ Freedom is our capacity to act, which distinguishes us from other
creatures. However, freedom tends to involve struggle because it
also brings great responsibilities.
On the topic of seeing ourselves as "free"...
◦ René Descartes argued that the “self” is not an object; the “self” is a
power. During his attempt to prove his existence, he concluded that
he must exist because he had the capacity to reason. He famously
stated, “I think, therefore I am.”
◦ So, according to Descartes, part of who we are comes from our ability
to think freely.
◦ Thinking of ourselves as free can be both good and bad. On one hand,
it helps us understand that each person is unique. We realize we have
dignity, which means we deserve to be treated with respect. This
leads us to stand up for our rights.
FREEDOM, MORALITY,
AND HOW THEY
DEVELOP OVER TIME...
Erikson's Theory of Cognitive Development
◦ Erikson's theory explains that we go through 8 stages of cognitive
development based on our relationships, each with its own "crisis." How
we resolve each crisis affects our progress and personality development.
Think of life as a journey where each unresolved crisis adds a "heavy
brick" to our metaphorical backpack, making subsequent stages more
challenging.
◦ Impact of Early Experiences: Our earliest interactions, especially with
primary caregivers, play a crucial role. Overly indulgent or neglectful
parenting can lead to challenges like entitlement or trust issues,
respectively. Erikson emphasizes the importance of balanced caregiving
to navigate early crises successfully, setting a strong foundation for
future stages.
Erikson's Theory of Cognitive Development
◦ Middle Ground and Socialization: The ideal approach to caregiving involves
being responsive to a child's needs while also setting boundaries, like
distinguishing between times for play and times for rest. As children grow,
teachers, peers, and society further influence their development. Successful
navigation through earlier stages leads to healthier, more adaptable individuals.
◦ Freedom Through Resolution: Resolving each stage's crisis effectively leads
to greater personal freedom and capacity to face life's challenges. Well-adjusted
adults have navigated their developmental stages without accumulating "heavy
bricks," enabling them to make choices and live more freely. This journey
illustrates the interconnectedness of socialization, personal development, and
the freedom to thrive as individuals.
Kohlberg's Theory of Moral Maturity
◦ Pre-conventional Stage: This is where moral decisions are made based on the desire
to avoid punishment or gain a reward. It's typical in children, where behaviors are
often guided by the prospect of getting something they want (like a prize) or avoiding
something they don't want (like time-out). It's a stage where actions are influenced
directly by external consequences rather than an internal moral compass.
◦ Conventional Stage: At this level, moral choices are made based on societal norms
and the desire to fit in or be accepted by a group. Most people operate within this
stage, following laws and social rules largely without questioning them, motivated by
the wish to maintain their social standing and avoid ostracism. It's about being law-
abiding and conforming to what's expected by one's social circle and society at large.
Kohlberg's Theory of Moral Maturity
◦ Post-conventional Stage: This is Kohlberg's highest level of moral development,
where individuals make decisions based on their principles and conscience, even if it
means facing criticism or rejection. People in this stage are driven by a sense of
justice and the greater good, willing to challenge societal norms and laws if they
believe them to be unjust. Activists like Angela Davis and Alexandria Ocasio Cortez,
who stand up for their beliefs in the face of adversity, exemplify this stage.
◦ Progression Through Stages: Kohlberg's theory suggests that as people mature,
their basis for making moral decisions evolves from external to internal. While not
everyone reaches the post-conventional stage, the development through these stages
reflects a deeper understanding of morality that transcends personal gain or societal
conformity, moving towards a more principled approach to right and wrong.
Summary
◦ Moral development is process. Although Christians believe that God embedded a
natural law within us, we also believe he gave us freedom. That freedom, however,
gives us the ability to reject God and his Laws. The presence of natural law does not
guarantee that we will develop and activate our conscience and use it to make moral
decisions. Our moral development happens in stages and is influenced by what and
who is around us. In fact, for Erik Erikson, it is possible to regress and apply child-
like reasoning in situations even though I know better and can do better.
◦ According to Erikson and Kohlberg, ethical people:
• Trust in the integrity of others
• Feel capable of acting morally
• Believe in objective truths and principles
• Believe we can overcome challenges
• Have a good sense of their identity
• Have a sense of autonomy in following conscience
• Pursue a meaningful life not just for themselves but for others
Review:
◦ Ethics vs Morality
◦ Ethical Responses
◦ Aristotle, Kant and Levinas
◦ Paul Ricoeur's "Conceptual Framework of Human Action”
◦ Natural Law
◦ Conscience
◦ Types of conscience
Case Study: "The Environmental Project"
Liam, a Grade 12 student passionate about environmental
conservation, is leading a group project in his Environmental Science Questions for Discussion:
class. The project's goal is to propose a sustainable initiative that could
be implemented in their school to reduce waste. The best projects will 1. Discuss the ethical implications of Liam's
be presented to the school board, with a chance of being adopted and dilemma. Should the potential
funded. environmental benefits of their project
Liam's group proposes to install a comprehensive recycling and justify manipulating data? Why or why
composting program throughout the school. While researching, they not?
discover the initial costs are high, and they worry this could dissuade 2. Explore the tension between adhering to
the school board from considering their proposal. Another group principles (honesty and integrity) and
member, Maya, suggests they could manipulate the data to show lower pragmatism (doing whatever it takes to
initial costs and higher short-term savings, making their project appear achieve a desirable outcome). How
more favorable and likely to be chosen for implementation. should Liam navigate this dilemma?
3. If Liam decides to keep the data accurate,
Liam is conflicted. On one hand, he believes in the project's long-term even if it might lessen their project's
benefits for the school and the environment. On the other, he knows immediate appeal, which stage of
that presenting manipulated data is dishonest and could undermine the Kohlberg's moral development is he
credibility of their proposal if the truth comes out. demonstrating? Explain your reasoning,
considering the moral principles Liam
would be upholding.
