Moral Development Theory And Bullying: Bullying Is Not A New

Moral Development Theory And Bullyingbullying Is Not A New Phenomenon

Moral development theory and bullying are interconnected subjects that have gained renewed significance in the context of modern technology. While bullying is not a new phenomenon, the advent of social media and digital communication has transformed its scale, scope, and impact. This discussion explores the application of a moral development theory to understand bullying behavior, specifically within the realm of cyberbullying and social media. Additionally, it examines how bullying has evolved and persisted despite technological advancements, highlighting both continuities and changes over time.

Introduction

Bullying, characterized by repeated aggressive behavior intended to harm or disturb another individual, has been documented throughout history. However, the emergence of digital communication platforms has redefined how bullying manifests, particularly among adolescents—a demographic heavily engaged in social media. Understanding the psychological and moral processes underlying bullying can provide insights into prevention and intervention strategies. Lawrence Kohlberg's theory of moral development offers a comprehensive framework for examining how moral reasoning influences aggressive behaviors, including bullying, especially in its cyber form.

Kohlberg’s Theory of Moral Development and Its Connection to Bullying

Kohlberg’s moral development theory articulates stages of moral reasoning that individuals progress through as they develop a sense of right and wrong. These stages are divided into pre-conventional, conventional, and post-conventional levels, each characterized by distinct moral logic (Kohlberg, 1981). In the context of bullying, particularly cyberbullying, this theory helps explain how adolescents' moral reasoning influences their susceptibility to engaging in or condoning such behaviors.

In the pre-conventional stage, moral reasoning is driven by self-interest and the desire to avoid punishment. A young person engaging in cyberbullying may do so because they seek peer approval or because they believe they can escape accountability through online anonymity. As they transition to the conventional level, moral reasoning becomes centered on conforming to social rules and norms. Here, adolescents might recognize that bullying is wrong but still participate due to peer pressure or a desire to maintain social status. Finally, in the post-conventional stage, moral reasoning involves internal principles of justice and respect for others. Individuals at this stage would be less likely to engage in cyberbullying because they understand its harm and prioritize moral values over social acceptance (Rest & Narvaez, 1998).`

Cyberbullying, however, complicates this moral reasoning process. The anonymity and distance provided by online platforms often diminish empathy and moral accountability, facilitating behaviors that individuals might refrain from in face-to-face interactions. For instance, adolescents operating at the pre-conventional level may justify their cyberbullying actions because they perceive fewer consequences, whereas those at higher moral stages might recognize the harm inflicted and choose to abstain. Moreover, social media platforms often amplify peer influence, prompting conformity to group norms that may endorse aggressive behaviors, potentially hindering moral development at critical stages.

How Bullying Has Changed and Remained the Same with Modern Technology

Despite technological advancements, the fundamental dynamics of bullying remain consistent: an imbalance of power, intent to harm, and repetitive behavior. Yet, modern technology has enhanced the reach, permanence, and visibility of bullying behaviors, particularly through cyberbullying.

Changes in Modern Bullying

The primary changes include the following:

• Expanded reach and anonymity: Social media allows bullies to target victims beyond physical proximity, often reaching a global audience. Anonymity online reduces accountability, emboldening individuals to behave aggressively without fear of immediate repercussions (Kowalski et al., 2014).
• Perpetuity of content: Cyberbullying content can be stored indefinitely, making it difficult for victims to escape the shame and harm caused by malicious posts or messages.
• Diffusion of bullying instances: Social platforms facilitate rapid dissemination of harmful content, enabling collective participation or bystander involvement, which can amplify the victim’s distress (Hinduja & Patchin, 2018).

Persistence of Traditional Bullying Elements

Despite these technological changes, traditional elements of bullying persist:

• Power imbalance: The core definition of bullying as an abuse of power remains central, whether via physical, social, or digital means.
• Repetition and targeting: Cyberbullying often involves repeated attacks or harassment, echoing traditional bullying patterns (Smith et al., 2018).
• Social influences: Peer dynamics, social hierarchies, and conformity continue to underpin bullying behaviors, whether offline or online.

Implications and Conclusion

Understanding bullying through the lens of moral development highlights the importance of fostering moral reasoning at higher stages to counteract aggressive behaviors, particularly in digital environments. Interventions that emphasize moral education, empathy development, and digital literacy can promote healthier online interactions. Recognizing the continuity of certain bullying elements amidst the shifts brought by technology reinforces the need for comprehensive prevention strategies that address both traditional and cyberbullying.

In conclusion, while social media and communication technologies have transformed how bullying manifests, it remains rooted in enduring social and moral principles. The application of moral development theories, like Kohlberg’s, provides valuable insights for understanding adolescents’ moral reasoning and guiding effective anti-bullying efforts in the digital age.

References

• Kohlberg, L. (1981). Essays on Moral Development, Vol. One: The Philosophy of Moral Development. Harper & Row.
• Hinduja, S., & Patchin, J. W. (2018). Connecting adolescent suicide to cyberbullying. Journal of School Violence, 17(3), 341-356.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the Digital Age: A Critical Review and Meta-Analysis of Cyberbullying Research. Psychological Bulletin, 140(4), 1073–1137.
• Rest, J. R., & Narvaez, D. (1998). Moral development in the professions: Psychology and applied ethics. Psychology Press.
• Smith, P. K., Mahdavi, J., Carvalho, M., & Tippett, N. (2018). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.