Moral Sensitivity

Description:

High ability students tend to develop interests in philosophical and social issues. They also have strong feelings of fairness and injustice. Starting at a young age, many high ability students show a moral sensitivity. These children tend to care about others, want to relieve pain and suffering or show advanced ability to think about such abstract ideas as justice and fairness. The beginnings of moral sensitivity are found in the development of empathy between child and care-taking parent. This is also the basis of identity formation and development of the self. This article also includes a discussion of how the phenomenon of asynchrony manifests in moral development of gifted children and the paradigms these children develop to give form to their moral concerns.

Lovecky, D.V. (1997). Social/Emotional Development: Social Values/Behavior. Roeper Review, 20, 90-94.

Why is this important?

This is a common characteristic of high ability and gifted students. This is essential to welfare of the entire society. It's important to note high ability students who are advanced in their perceptions of fairness and justice can feel quite different then their peers, or may even stand up to their peers over moral infractions and can further isolate themselves. High ability students are aware of the imperfections in their parents, teachers, and political leaders. They can try to grasp the enormity of injustice, war, natural disasters, etc...and may respond with sadness, anxiety, anger, or even indifference when the burden seems too overwhelming.

Tips/Suggestions:

• Accept and validate their emotions: Help them recognize that although others may not see the world as they do, they still need to find their way. Help them develop a strategy for navigating within a system that may seem imperfect.
• Help young children understand their emotions: Their reactions to events may seem extreme, and this calls for even more support and encouragement; however, this does not mean focusing excessively on their fears. Put their worries in an age-appropriate context they can understand.
• Channel their intensities: Offer community service or volunteer activities, so they can feel that they are helping others or confronting injustice. Even small efforts, such as encouraging letter-writing to challenge an unfair ruling, can help them feel a sense of accomplishment.
• Accept that they WILL challenge authority: HA students might question rules and norms that seem unfair. Whenever possible, provide a rationale for rules and procedures. When this is not possible, gifted adolescents may need support to accept the reality that sometimes they have to tolerate situations that seem unfair.
• Teach them to give back: Help them recognize that their “gift” includes the ability to perceive injustice when it exists, to identify creative alternatives, and to use their intellectual skills toward finding solutions. Many gifted adults feel enriched when they use their talents to shape a better world for others.

Silverman, L.K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17, 110-116.