Nurture and Environment: Moral Outcomes

Nurture and Environment: Moral Outcomes

A person’s morality is developed over their lifetime, and it can be either good or bad (Devries, 1994). The state of someone’s morality depends on how they handle different situations at each stage of moral development. Children are faced with different moral dilemmas as they grow up.

According to Jean Piaget, at first, children start by following rules and regulations strictly and obey any form of authority (Monica Keller, 1993). Children at this stage are more anxious with the upshots of an action more than the intents of doing the action. This is because they have a one-way view of rules and regulations allied to adult moral thought and with the different forms of moral pragmatism. The way children are nurtured has a big influence on their morals in their lifespan. If the outcome of certain actions is bad, then they are likely to refrain from partaking in that action. If the nurturer does not control the children’s actions, then the children might grow up having bad morals.

The environment also plays a role in the moral outcomes of people (Gilligan, 1982). The association children have with adults in whatever setting directly affects their morals in their lifespan. In the normal society, power is handed from the elders, so when children interact with other children who are used to receiving orders from adults sometimes have challenges (Gosling, 1969). With these new challenges, children start balancing their actions to find a fair landing with their peers. How these children consider the different options to come up with the solutions contributes to the morals they have in their lifetime.

In conclusion, both nurture and environment contribute to the morals of a person. A nurturer teaches a child good and bad by giving different outcomes to different actions. The environment is an important factor because it is where they learn to interact with others ad the decisions they make dictate the morals they will have.




Devries, R. A. (1994). Moral Classrroms, Moral Children: Creating a constructivist Atmosphere in Early Education. New York: Teacher’s College Press.

Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Developmennt. Cambridge: Havard University Press.

Gosling, D. A. (1969). Stage and Sequence: The Cognitive-Development Approach to Socialization. Chicago: Rand McNally.

Monica Keller, E. W. (‘1993). The Development of the Moral Self From childhood to Adolescence ‘In Moral Self. Cambridge: MIT Press.

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