Moral Behaviour & Systemic Hipocracy

Brewing Knowledge Friday hosted by The English Book Depot

Discuss moral behaviour and the complexities of intelligence.

Key Takeaways

• Moral Action Gap: A gap exists between knowing what is right and doing it. People often choose conventional transgressions (e.g., stealing an eraser) over moral ones (e.g., wearing pyjamas to school) to avoid social disapproval.

• IQ vs. Success: The group debated the role of IQ in success, contrasting the book's view that IQ is a strong predictor with the argument that EQ (emotional intelligence) is equally vital for understanding people and the world's needs.

• Systemic Hypocrisy: School systems often undermine stated values. For example, sharing stationery is punished as a failure to be prepared, while competitive success is praised, creating a conflict between taught principles and enforced rules.

• IQ Test Limitations: IQ tests are not a fixed measure of intelligence. Scores reflect motivation, anxiety, and compliance, not just ability, and can be culturally biased, making them an unreliable sole metric for success.

Topics

Moral Behaviour & Systemic Hypocrisy

• The book defines responsible behaviour as the ability to make and act on decisions concerning others' welfare.

• Factors influencing moral action:

  • Awareness: Interpreting social cues and feeling empathy.

  • Reasoning: Knowing the right action to take.

  • Decision: Weighing personal costs/benefits against moral reasoning.

• The "High-Cost" Conflict: High-cost helping (e.g., anonymous donation) creates a conflict between personal desires and moral duty, which is resolved through reasoning.

• The "Should vs. Would" Gap: A study found children know what they should do but often choose a conventional transgression (e.g., wearing pyjamas) over a moral one (e.g., hitting a classmate) to avoid social disapproval.

• Systemic Hypocrisy in Schools: School environments often discourage the moral behaviour they claim to value.

  • Example (Maira): Sharing stationery is punished as a failure to be prepared, not praised as an act of generosity.

  • Example (Book): Helping a peer with homework is labelled "cheating," and competitive success is praised at the expense of others.

• Proposed Solution: Open dialogue between students and teachers in a trusting environment to discuss these complexities and allow students to develop their own moral sense.

The Intelligence Debate

• Measuring Intelligence: Creating a fair intelligence test is difficult because it must be culture-neutral, class-neutral, and literacy-independent. Most tests measure knowledge, not pure ability.

• The Bell Curve Controversy: A 1994 book claimed IQ is a stronger predictor of poverty than environmental factors.

  • Criticism: Correlation does not imply causation. Poverty can cause low IQ scores by creating deprived environments.

  • Moral Concern: Such claims fuel discriminatory movements like eugenics, which seeks to control reproduction to "improve" a population's average IQ.

• IQ vs. Success Debate:

  • Minakshi: Success requires both IQ and EQ (emotional intelligence) for understanding people and the world's needs.

  • Maira: An obsession with IQ limits creative fields (art, dance) and pressures students to conform to narrow academic standards.

  • Akansha (via chat): Some teachers equate IQ with being a top-ranker, leading them to neglect average students.

• IQ Test Limitations: An IQ score is not a fixed property. It reflects:

  • Ability to solve specific problem types.

  • Motivation and anxiety during the test.

  • Compliance and obedience.

  • Inherent measurement error.

• Defining Intelligence:

  • "G" Factor: The theory that intelligence is a single, general factor influencing all abilities.

  • Multidimensional View: Intelligence has multiple, distinct aspects (e.g., Howard Gardner's Multiple Intelligences).

Next Steps

• All: Reflect on personal experiences with the "should vs. would" gap in moral decisions.

• All: Consider how school systems can better align their practices with stated moral values.

• All: Continue the discussion on the definition and measurement of intelligence next Friday.

Moral Development And Reasoning

Brewing Knowledge Fridays

November 14, 2025  

To discuss moral development, socialisation, and effective teaching strategies.

Key Takeaways

• Kohlberg's theory is culturally limited. It fails to capture non-Western moral principles (e.g., ahimsa) and may measure verbal justification rather than actual moral development, explaining why few individuals reach its "post-conventional" stage.
• Empathy is innate, but guilt is a learned conflict. Research shows young children are born with empathy, but causing harm creates a conflict between helping and self-distress (the root of guilt), which is shaped by adult discipline.
• "Other-oriented reasoning" is the most effective teaching tool. It fosters empathy, works even when adults are absent, and promotes reconciliation. In contrast, "power assertion" (through threats and punishment) is counterproductive, fostering anger and dependency.
• Moral development is shaped by social context. Children in "toxic social environments" may learn that power, not fairness, dominates. However, strong community ties can provide a buffer, fostering moral strength even in poverty.

Topics

• Kohlberg's Theory & Cultural Limitations
• Kohlberg's theory, based on the "Heinz dilemma," proposes a universal sequence of moral reasoning stages:
• Pre-conventional: Self-interest, fear of punishment.
• Conventional: Upholding laws, social order.
• Post-conventional: Abstract ethical principles.

Critiques:

Cultural Bias: Fails to capture non-Western principles.

Jyotsna Vasudev & Raymond Hummel found that Indians use principles like ahimsa (sacredness of life) and prioritise social issues over individual lives.

Methodological Flaw: May measure verbal justification, not actual moral development.

This explains why few people worldwide reach the "post-conventional" stage.

Innate Elements of Morality

Evolutionary arguments suggest humans have both aggressive (e.g., grabbing toys) and cooperative instincts.

Empathy: Present from birth; babies match emotional expressions and cry in response to others' distress.

Marion Radke-Yarrow's Study (1-year-olds):

Children increasingly responded to distress with pro-social acts (hugging, helping) and empathic concern.

When children caused the distress, they still helped but also showed more enjoyment, aggression, and self-distress (crying).

Conclusion: Early helping stems from empathy, not remorse. The conflict between empathy and causing harm is the root of guilt.

Socialization & Internalization

Internalisation: The process by which external rules become internal values.

Effective Discipline (Grusec & Goodnow):

Requires accurate perception and acceptance of the adult's viewpoint.

Must be flexible (contingent on situation/temperament) but not inconsistent.

"Other-oriented reasoning" is most effective. It builds empathy and encourages repair.

Ineffective Discipline ("Power Assertion"):

Threats, force, or withdrawing affection.

Negative Outcomes: Insecurity, anger, aggression, and dependency on the adult's presence for moral behaviour.

Social Context & Moral Development

William Arsenio's Research ("Toxic Social Environments"):

Children in disadvantaged Western contexts may learn that power, not fairness, dominates, leading to aggression.

Robert Coles's Research (Poverty):

Found moral strength (e.g., not wronging others, caring for the helpless) in children from Brazilian favelas.

Hypothesis: Strong family and community ties can provide a buffer against the negative effects of social injustice.

Next Steps

All Participants:

• Reflect on personal experiences with "other-oriented reasoning" in adult relationships.
• Consider the factors that prevent students from reporting a teacher's scoring error.

Neelashi M:

Continue reading the book, "What did you ask at school today?" in the next session.

AI-generated notes 

What Did You Ask At School Today? - Learning Style and Moral Development

Brewing Knowledge Friday, 8th of November 2025, hosted by Neelashi Mangal for The English Book Depot. Reading Kamala Mukunda's book, What Did You Ask At School Today? The group explored connections between learning styles and model development, including discussions about moral reasoning and the influence of education on children's behaviour. They examined cultural differences in teaching moral values and debated the effectiveness of different teaching methods, including positive reinforcement and punishment. The conversation concluded with insights about adapting teaching approaches to other cultural contexts and the development of moral reasoning through various theoretical frameworks.

Learning Styles and Moral Development

The group discussed connections between learning styles and model development, with Minakshi explaining that model development involves discriminating between right and wrong in subjective situations. They read a passage about a fictional tribe and explored how education influences moral development, with Neelashi and Minakshi agreeing that children's natural tendencies can be shaped by societal influences. The discussion concluded with a question to Maira about the moral lessons she had observed at her school, although she did not respond to it in the transcript.

Moral Development in Children

The discussion focused on moral development in children, with Minakshi explaining that while children are naturally demanding, they need to be moulded to develop caring behaviours. Neelashi and Minakshi debated the effectiveness of positive reinforcement and punishment in teaching moral values, with Minakshi cautioning that excessive praise could lead to the development of negative personality traits. The conversation also explored cultural differences in ethical and conventional rules, with Schweder's research highlighting how children in different societies perceive certain behaviours as moral rather than traditional.

Cultural Perspectives on Moral Development

The discussion focused on children's moral development and cultural differences in teaching values. Minakshi shared insights about Indian parents' reactions to questions about universal versus relative moral norms, particularly regarding clothing and physical interactions, noting that such questions would be controversial with parents but potentially more open-minded with students. The conversation underscored the importance of adapting teaching methods to cultural contexts while examining the progression of moral reasoning through various stages, as outlined by Freud, Piaget, and Kohlberg.

AI can make mistakes. Review for accuracy.

Copy vs Not to Copy: A Moral Lesson

In a thought-provoking and engaging scene enacted by three teachers, students are taught the importance of integrity and the consequences of dishonesty during examinations. The short play "The Choice is Yours" explores the dilemma of copying versus honest effort and leaves a lasting impact on everyone who watches it.

The scene is set in a classroom during an examination. Teacher 1, known for strict but fair demeanour, reminded the students about the importance of honesty, urging them to rely on their preparation and trust in their abilities. Shortly the teacher stepped out, leaving the students under the supervision of Teacher 2, a lighthearted and mischievous character. Teacher 2, pretending to represent the tempting voice of shortcuts, humorously encouraged the idea of peeking at a friend’s answers, suggesting it was a harmless and quick solution.

However, Teacher 3, the calm observer, questioned this mindset, and pointed out the deeper implications of such actions, asking whether copying truly helped in the long run or merely set students up for failure when no one was there to assist them.

The turning point came when Teacher 1 returned and caught a student (imagined) red-handed in the act of copying. They sternly explained the consequences, underscoring that dishonesty leads to failure and regret. Teacher 2, acting as the enabler, tried to defend the action, suggesting that it was common and insignificant. Teacher 3, in a composed manner, delivered the moral of the story, stating that true growth comes from hard work and honest effort, not shortcuts.

The scene concluded with a powerful message from all three teachers. They highlighted the importance of choosing integrity over dishonesty, even when it feels challenging. The enactment ended with a meaningful quote:

“Integrity is doing the right thing, even when no one is watching.” – C.S. Lewis

The impactful performance a reminder to the students that while the path of honesty may be difficult, it is the only one that leads to true success and self-respect. It encouraged everyone to embrace integrity as a core value in their academic journey and beyond.

Reeta Tiwari, Sneha Singh and Sanyogita Dubey 
Sunbeam English School Bhagwanpur, Varanasi

Courage - Prerna Rathod

Courage means an act of bravery.  It is to do something that you are frightened of. Courage has different meanings for different people. For example, for a dancer, courage is to be able to perform in front of everyone. For a speaker, it is to convey his views in front of everyone. For a leader, it is to keep up the team spirit in difficult times. But,  most importantly, courage is to take a stand for the right cause. 

We need the courage to conquer our fears. When we are trying to climb the steps of success, we must have the courage to face failure and accept it. It is only courage that will help us to try again and achieve success in our life.

 
There are 6 types of courage:
1.  Physical Courage: It means to do something against your fear like entering a dark room even if you are afraid of darkness. 
2.  Social Courage:  It means standing against others for what a correct cause. It may be to stand against your parents, society, for example, like organising a charity event, standing up to peer pressure.
3. Intellectual Courage involves asking questions and giving ideas during discussions or taking a risk in life to become successful. 
4. Moral Courage:  It means using our values into doing the right thing like helping a blind man cross the road or picking up litter and not caring what others will others say. 
5. Emotional Courage:  This implies always having positive emotions even if you are surrounded by negative ones. For example, caring for injured animals, helping friend grieve over the loss.
6. Spiritual Courage: This means asking questions or finding answers to questions like is there life after death? What is life? And so on.  It means opening to mysteries of life.

As Educators and parents, you must make our children understand why courage is important in our life. We can give them examples of our freedom fighters, who sacrificed their lives to achieve freedom for India. We must make our children understand that it was due to their courage to live in free India.

If children are taught to be courageous from an early age, then they will be confident to take the risk in their life. I would like to end with Walt Disney's quote "All your dreams can come true if you have the courage to pursue them".

Prerna Rathod 
The Fabindia School 
prd@fabindiaschools.in

Honesty - A cherished virtue - Dr Mona Khanna

Amidst trickery and moral turpitude, incidents related to honesty restore our hope in good over evil. So, it did when the manager at Woodland Store in Delhi, Kohat Enclave branch, returned an envelope of INR 48,000 to me that I forgot at the counter while shopping for my son. I was fumbling through my purse to look for the credit card to make the payment, and that is when I accidentally took out the envelope containing the money and left it at the counter. It was only at night when I had to go home to catch the night train to Dehradun, and I wanted to give both the kids money, and I noticed that the packet was missing.

I went back to that area even though I wasn’t very hopeful. Despite the late hour, Woodland was open. I entered the store and asked them if they had found any packet. I could see the relief and smile on their faces. They told me that they had kept the store open anticipating the customer to return looking for the envelope. After asking a few questions regarding the envelope’s details, the manager handed over the envelope. I profusely thanked them and took out some money as a token of appreciation, but the entire staff refused to take any, saying they were only doing what their call of duty expected them to. I understood that their conscience would never let them do anything wrong.

I wrote a note of appreciation and later sent an email to their country head talking about the entire episode of leaving the strain of honesty intact. Honesty and respect are interlinked concepts. The above incident earned so much goodwill and respect for the staff of that store. To date, I never miss a chance to go back and show my gratitude to them.

We, as teachers, should strive to articulate expectations about academic integrity and the consequences of cheating. Explicit norms and expectations stating that dishonesty is not an acceptable trait should be laid down. Let us create a culture that rewards success beyond grades. If students are also rewarded for their honesty, hard work, determination, and respect for teachers and peers, they shall begin to value the process of learning. This kind of culture fosters academic honesty and discourages plagiarism.

As a little child, I was made to do this activity from The Abraham Lincoln Center for Character Development to instill honesty, which has left a lasting impression on my mind.

Activity – The Lie Trap

• Target grade level: till Grade 5

• Character quality: Honesty

1. Head outdoors with the kids and hunt for a spider’s web, watch how a bug becomes entangled in the web, catch a fly, put it in the web to see what happens, or find a video online of that occurrence instead. The more the insect struggles, the more entangled it becomes. If you are fortunate, you might even see the spider come and wind the bug up in a more sticky thread.

2. Ask students what happened every time the insect struggled and what happened because of that struggle. Explain that the same thing happens when we do not tell the truth and become entangled in lies.  Ask students if they think the insect regrets getting trapped in the web (and a lie) and what should have been done instead (tell the truth).

We all make a conscious effort to instil ethical standards and practices in our children. However, they take time to imbibe the same and do tend to falter occasionally (don’t we as adults?!?!). We should forgive their mistakes, resulting in self-realization, and help them take corrective measures. Once they have realized their mistake and borne the consequences, I am of the firm opinion that we should not judge them on their past moral failings. Our intention should be to correct the wrong and not the doer. The intention should be to use dishonest behaviour as a teachable moment. Teach them to be candid with a fault. The students should be taught to introspect, reflect, and learn from their behaviour. We, as teachers, should be instrumental in helping them transform as better human beings. They will turn into young men and women who shall hold their teachers in high regard for placing their trust in them. I vividly remember several students who have become exceptionally ethical, principled gentlemen of high integrity.

I always give the example of Abraham Lincoln as the epitome of honesty. To many kids, and even some adults, Abraham Lincoln remains “Honest Abe.” Lincoln was far from a perfect individual. He possessed human flaws and made many mistakes in his life, as we all do.  However, he learned from his mistakes and learned to compensate for his shortcomings. He honed and practised and developed them daily, and so should we. Powerful innumerable lessons from his life on honesty must be continuously encouraged and integrated into every fabric of society, and into both young and old. And let me pass along Lincoln’s own words on the topic- “Resolve, to be honest at all events; and if, in your own judgment, you cannot be an honest lawyer, resolve to be honest without being a lawyer. Choose some other occupation.”

I want to conclude with a piece of advice I gave to my tutorial group. The boys at the Doon School once asked me about the fine line between honesty and deception and how to ensure that they were treading the right path. I quoted from the famous collection ‘Letters from a Father to his Daughter’- “Let us make friends with the sun and work in the light and do nothing secretly. And if you do so, my dear, you will grow up a child of the light, unafraid and serene and unruffled, whatever may happen.”

- Dr Mona Khanna, Vice Principal at Unison World School, she has joined the PLP Cohort for the Joy Of Learning Program at the John Martyn Memorial School in Salan Gaon near Dehradun, India Dr Khanna's professional profile - linkedin.com/in/mona-khanna-244198175 

Image Courtesy https://images.app.goo.gl/ivrq3WTLbjDUZksk6 

Be Virtuous and Sensible - Sharmila Vijayvargi

My Book of Positive Thoughts by Anil Kumar

Virtuous persons are those who adopt a high moral standard. Their behaviour is morally good and desirable, and their character is a bundle of virtues. Such persons are sensible, that is, they are wise and prudent. They can distinguish between the right and the wrong and always stand by and for the right.

We should do our best to be virtuous and sensible. Simplicity, humility, love, compassion, politeness and courtesy are the hallmarks of a virtuous and a sensible person. We should develop them in us. We must not allow anger, hatred, pride, boastfulness, meanness and evil thoughts to affect our virtues and sensibility. 

Our virtues and sensibility get expressed in our manners and etiquette. We are nothing but our manners and etiquette, which our conduct always exhibits wherever we go and whatever we do. For a start, we must learn to be always cheerful, polite and courteous in our behaviour. We ought to obey and respect our parents, elders and teachers and everyone around us. Little words of gestures such as 'please', 'thanks', and excuse me for making our speech courteous.

We must also avoid criticizing others for any reason. If we must disapprove of others'  unbecoming behaviour, we must choose our words carefully. Unnecessary criticism of others can seriously affect our relationships. We have no right to indulge in scandalous talk about others and spoil their name and harm their reputation. Since ours is a democratic country, people are free to have different views, opinions and beliefs. 

Therefore, we may disagree with others on all matters, but we must respect the freedom of thought and expression. We must learn to understand and appreciate the views of others, and for this, we should develop the fine art of listening to others with patients and compassion.

Finally, a word about our speech: a polite and courteous speech is an index of our mind and character. It can win us friends, respect and a good reputation and if it is the other way round, we may develop a lot of enemies around us. Therefore, always be polite, courteous and well mannered. 

Sharmila Vijayvargi

The Fabindia School

svi@fabindiaschools.in