Engineering Ethics - Moral Autonomy

Acting independently without the influence or distortion of others. The moral autonomy
relates to the individual ideas whether right or wrong conduct which is independent of
ethical issues. The concept of moral autonomy helps in improving self-determination.
Moral Autonomy is concerned with independent attitude of a person related to
moral/ethical issues. This concept is found in moral, ethical and even in political
philosophy.

Moral Autonomy – Skills Needed

In this section, let us discuss the skills needed for moral autonomy.
• Ability to relate the problems with the problems of law, economics and
religious principles − It is essential to have the ability to analyze a problem and
finding the relation with the existing law or the topic of issue with the existing
principles on that topic. The ability to distinguish between both of them and finding
the moral reasons.
• Skill to process, clarify and understand the arguments against the moral
issues − If the issue is against some moral values or the ethical values to be
followed in the society, then clarity should be maintained about the differences and
similarities. Both of these differences and similarities are to be judged based on
why they are a matter of concern and in what aspect.
• Ability to suggest the solutions to moral issues on the basis of facts − If the
moral issues are not fulfilling and needs to be, then the solutions are to be
suggested according to the moral issues based on the facts and truths of the
issue. These suggestions must be consistent and must include all the aspects of
the problem. No partiality is to be allowed in any such aspect.
• Must have the imaginative skill to view the problems from all the viewpoints −
After having known about the facts and illusions of the issue, a clear
understanding is attained in viewing the problem in all kinds of viewpoints. This
enables one to be able to suggest a proper alternative solution.
• Tolerance while giving moral judgment, which may cause trouble − When the
whole analysis is made considering all the viewpoints of the issue, the final output
might be or might not be pleasing to the persons involved. Hence while declaring
the judgment or the decisions taken, a detailed description of the actions done
should be given, while the actions ought to be done should be presented in a
better way, to ensure others that the decisions have been taken without any
partialities towards any party.
• Tolerance while giving moral judgment, which may cause trouble − When the
whole analysis is made considering all the viewpoints of the issue, the final output
might be or might not be pleasing to the persons involved. Hence while declaring
the judgment or the decisions taken, a detailed description of the actions done
should be given, while the actions ought to be done should be presented in a
 better way, to ensure others that the decisions have been taken without any
partialities towards any party.

Skills for Improving Moral Autonomy

Moral autonomy reflects the concept of individuality. This relates to the idea of building
one’s self with the moral values one has while developing psychologically.
To have moral autonomy in all the aspects, one should have a lot of patience and
interest. One should adhere to the basic principles of humanity and should be strict with
the Don’ts he has in mind and liberal with his Do’s. The kindness towards his fellow
beings is also an important concept to be kept in mind. Inculcation of all these important
qualities, enhances the skills of Moral autonomy in a person.
A Person must have adequate knowledge and understanding about the use of ethical
language so as to defend or support his views with others. He must have better
knowledge in understanding the importance of suggestions and better solutions while
resolving moral problems and also about the importance of tolerance on some critical
situations.
Above all, one must understand the importance of maintaining moral honesty and
should be liberal to understand the human behavior under certain circumstances.
Lawrence Kohlberg was a professor at Harvard University during the early 1970s and
was famous for his works on developmental psychology. He conducted many studies at
Harvard’s Center for Moral Development and proposed a theory on moral development
which is popularly known as Kohlberg’s theory.
His theory of moral development was dependent on the thinking of the Swiss
psychologist Jean Piaget and the American philosopher John Dewey. He was also
inspired by James Mark Baldwin. These men had emphasized that human beings
develop philosophically and psychologically in a progressive fashion.
Lawrence Kohlberg was a professor at Harvard University during the early 1970s and
was famous for his works on developmental psychology. He conducted many studies at
Harvard’s Center for Moral Development and proposed a theory on moral development
which is popularly known as Kohlberg’s theory.
His theory of moral development was dependent on the thinking of the Swiss
psychologist Jean Piaget and the American philosopher John Dewey. He was also
inspired by James Mark Baldwin. These men had emphasized that human beings
develop philosophically and psychologically in a progressive fashion.

Lawrence Kohlberg’s Theory

Kohlberg proposed that people progress in moral reasoning based on their ethical
behavior. He postulated this theory based on the thinking of younger children throughout
their growing period as adults. He conveyed that younger children make judgment based
on the consequences that might occur and the older children make judgment based on
their intuitions.
He believed that there are six stages of moral development which are further classified
into three levels. The following illustration shows the different levels.
The process being discussed here is about the judgment made by the thinker about the
protagonist in a given situation. The steps of the thinking process show the moral
development of the thinker.

Pre-conventional Level
This can be understood as the first level of moral thinking, which is generally found at
Elementary school level. The thinker at this stage tends to think and behave based on
the direct consequences that might occur. There are two sub-stages in this.
Avoid Punishments
A thinker at this stage generally thinks and believes that the judgment are to be made as
per the socially acceptable norms as they are said so by some higher official (a teacher
or a parent). This is a child-like obedience, in order to avoid punishments.
These thoughts are based on the idea that the protagonist should not disobey the law or
rules.

Self–interest
A thinker at this stage, shows interest in making decisions according to the rewards they
get in exchange. This second stage is characterized by a view that right behavior means
acting in one's own best interests.
In this stage, they tend to follow the rules of authority because they believe that this is
necessary to ensure positive relationships and societal order.

Conventional Level
This can be understood as the second level of moral thinking, which is generally found
at the primary and high school level. The thinker at this stage tends to think and behave
based on the want to please others. There are two sub-stages in this.
Getting people to like them
At this stage, the ideas of the society are considered. This level can be that where the
protagonist behaves on account of the moral grounds which people decide for decision
making. This decision may or may not support the law. Whatever the result is, the
thinking process is based on how to impress others or society and on how to please the
people around.

Maintain functioning in society

A thinker at this stage, considers to follow the rules for the good of the society. The
moral grounds on how people in the society will consider the job done will be the
priority, because the thinker believes that a social order is maintained by abiding by the
rules.
Hence a thinker sticks to the idea that the protagonist should follow the moral values.
The thinker’s behavior is driven by the authority while his thinking conforms to the social
order.

Post-Conventional Level
This can be understood as the third level of Moral thinking, which is generally found after
the high school level. The thinker at this stage tends to think and behave based on a
sense of justice. There are two sub-stages in this.
Reject rigidity of laws
In this level, the thinker uses his moral thinking skills at a commendable pace. He starts
to feel for the protagonist based on moral grounds. He also might have an opinion that
the rules have to be changed according to humanitarian values. The thinker rejects the
rigidity of the existing laws and rules at this stage.

Sense of justice
This is the pinnacle stage of Moral development where the thinker feels a sense of
justice for the protagonist. The thinker has great moral values that he keeps himself free
from the external factors that might influence his thinking process.
These are the three main sections of moral development proposed by Lawrence
Kohlberg. Let us now try to have some detailed idea on this with an example.