DEVELOPING VIRTUE AS HABIT

Objectives: In this module, you will be able to:

1.Develop virtue as habit.
2.Explain how moral character is developed.
3.Identify each stage of moral development.
A virtue is considered a positive character trait or moral
excellence that is developed through consistent practice
and becomes a habitual way of acting, essentially making
"being virtuous" a part of one's character; it's about not
just doing the right thing occasionally, but consistently
acting in a morally good way by cultivating good habits like
honesty, courage, compassion, and fairness.
Aristotle defined virtue as a character
trait or disposition that enables a person to
act well and live a good life. He believed
that virtue could be learned and developed
through practice.
Formulation of Moral Character Moral Character (or personality)
●Is the composite of the moral qualities one has that uniquely
distinguishes one from others. Moral qualities are universal values of
traits or dispositions on how individuals act or express themselves.
●It defines a person.
●It is the sum of chosen good behaviors which are excellently practice
for a period of time and have become naturally, instantly, relevantly and
effectively responsive to moral situations.
●Psychologist Lawrence Pervin (definitions.net) defines moral character
as “a disposition to express behavior in consistent patterns of functions
across a range of situations.”
Key points about virtues and habit formation:
Philosophical roots:
The concept of virtues is deeply rooted in ancient Greek philosophy,
particularly the teachings of Aristotle, who believed that virtues are
developed through repeated actions and become ingrained in one's
character like a skill acquired through practice.
Key points about virtues and habit formation:
Habitual behavior:
When a person consistently chooses to act in a virtuous way, over time,
that behavior becomes second nature and is considered a virtue,
meaning they automatically react with integrity and moral goodness in
relevant situations without needing to consciously deliberate.
Example of virtue development:
Imagine someone wanting to develop the virtue of generosity. They
can start by making small, conscious efforts to donate to charity,
volunteer their time, or share with others, and gradually, through
consistent practice, this becomes a natural inclination to be
generous.
The "Golden Mean":
Aristotle also emphasized the idea of the "Golden Mean,"
suggesting that virtues are often found in the balance between
two extremes. For example, courage is the middle ground
between cowardice and recklessness.
How to develop virtues as habits
Self-awareness:
Identify which virtues you want to cultivate and understand how your current behavior aligns with those
values.

Intentional practice:
Actively make conscious choices to act in accordance with the desired virtue, even when it's challenging.

Seek feedback:
Ask trusted friends or family members for constructive feedback on your efforts to develop certain
virtues.

Reflect on your actions:

Regularly analyze your behavior to see where you can make improvements and consistently apply virtuous
actions in your daily life.
According to Mamawal (1993), the key factors impacting moral
character development include family dynamics, peer relationships,
school environment, religious beliefs, socio-cultural norms, personal
experiences, and media influence; essentially highlighting the
significant role of both internal and external social influences in
shaping a person's moral character.
 Family:
Considered the most crucial factor, as parents' values,
behaviors, and parenting style directly influence a child's
moral development.
 Peer Group:
Friends and social circles can significantly impact moral
choices through peer pressure and role modeling.
 School Environment:
The school curriculum, teacher expectations, and overall
school climate can shape moral values through education
and social interactions.
 Religious Beliefs:
Religious teachings and practices can provide a strong
foundation for moral principles.
 Socio-cultural Norms:
The prevailing values and expectations within a society can
influence moral decision-making.
 Personal Experiences:
Individual experiences, both positive and negative, can
shape a person's moral perspective.
 Media Influence:
Exposure to media content can impact moral development by
presenting different values and behaviors.

Key points to remember about Mamawal's perspective:

 Holistic Approach: Moral development is not solely dependent
on one factor but rather a complex interplay of various
influences.
 Early Childhood Importance: Family dynamics during early
childhood play a critical role in shaping moral character.
 Continuous Development: Moral development is an ongoing
process that continues throughout life.
Kohlberg’s 6 Stages of Moral Development
Lawrence Kohlberg, an American psychologist, was
among the pioneers of moral development research.
Building on from the original propositions of Jean Piaget,
Kohlberg theorized that humans develop their moral
judgements in 6 stages. To confirm his theory, Kohlberg
interviewed boys between the ages of 10 and 16. He then
analyzed how they would justify their decision when
confronted with different hypothetical moral dilemmas.
Superimposing the participants’ argumentation onto their
cognitive development, Kohlberg postulated, that humans
progress through the stages in a hierarchical order, as their
cognitive abilities develop.
Lawrence Kohlberg’s theory claims that our development of moral
reasoning happens in six stages. The stages themselves are structured in
three levels: Pre-Conventional, Conventional and Post-Conventional.
STAGE 1: OBEDIENCE AND PUNISHMENT

At stage one, we make moral judgments based on obedience and

punishment.
STAGE 2: SELF-INTEREST

At stage two, we are motivated by self-interest.

* She is asking herself: What’s in it for me?
STAGE 3: INTERPERSONAL ACCORD AND
CONFORMITY

At stage three, interpersonal accord and conformity guide our moral

judgments.
* She asks herself: What do others think of me?
STAGE 4: AUTHORITY AND MAINTAINING SOCIAL
ORDER

At stage four, we value authority and want to maintain social-

order.
* The teacher at that moment asks himself: How can I maintain law and order?
 STAGE 5: SOCIAL CONTRACT

At stage five, we understand rules as a social contract as opposed to a

strict order.
 STAGE 6: UNIVERSAL ETHICAL PRINCIPLES

At stage six, we are guided by universal ethical principles.

*He asks: What are the abstract ethical principles that serve my understandings of justice?
At the pre-conventional level, Finn is driven by fear and
Mary by self-interest. Both judge what is right or wrong by
the direct consequences they expect for themselves, and
not by social norms.
At the conventional level, Betty responds to peer pressure, and
the teacher follows the rules. Their morality is centered around what
society regards as right. At this level, the fairness of rules is seldom
questioned.
At the post-conventional level, Jessy knows that things are
complicated because individuals may disobey rules inconsistent
with their own morality. The headmaster follows a universal
ethical idea, at complete disconnect with what society thinks or
the rules say. To him everything is solved through compassion.
Reflection Essay:

What virtue would you like to

develop as a habit. Describe why this
virtue is important and how to
practice it consistently.