From the research, babies have inbuilt moral standards. the baseline of these standards is based on their ability to acknowledge right or wrong. As surprising as this is, all the children have a set of morals most psychologists claim that they come by default though not scientifically proven. The surprising element is attributed to the fact that children do not communicate directly, it is, therefore, difficult to imagine babies having a preference and their definitions of right and wrong as soon as they are born (Lapsley, 2014) . The research presents more or less perfect conditions for analyzing these set of moral standards. However the presets are limited to babies at the ages of three months old at minimal, this is because the responses in babies are noticeable and can be easily attributed on their judgments.
According to Kohlberg’s Theory of moral development, every stage of development is evaluated base on judgments. In the same way, the default moral standards babies present is based on their judgments (Gibbs, 2013) . As they are presented with a diverse set of judgments, the standards grow into more advanced levels. Babies definition of good is based on support and nobility, according to the research over 70% of the babies established as a connection with the dolls that were supportive (Lapsley, 2014) . This is judgment based, acting niceness as a prerequisite for a good relationship with other elements. Bad on the other hand is based on the unwillingness to support; babies will deflect from such relationship. These are clear lines of proofs of good and bad, their ability to identify and choose the actions they can relate to is substantial proof of the presence of preset moral standards (Witt, 2017) . These standards are the baseline to human morality, all the other acquired moral aspects that are conditioned parents, adults, and schools. These institutions build on an already existing moral establishment, basing on the judgment that is considered noble and right, these institutions add on top of the default baseline.
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Hate and love are other aspects that come as part of the default moral code. Children naturally hate individuals or items that are not in line with their interests. In as much it is one of an unknown factors, it comes out when there a difference in interests. This can be attributed to some of the most contemporary issues in the society that is racism, terror, and tribalism. It is natural for someone to show more love to his kind and limit the love to a selected group of individuals. When a group of friend is not in agreement on the lines of interest that an in vividly has developed, hate builds up on the individual. This concept may be used to explain the racial and religious gaps in the society today.
When babies develop through the system to adult hood, certain aspects of the society become manipulate their moral stands, for instance, as a child grows he or she is taught right and wrong. They are not educated on the dynamics that may lead do to decisions that are completely against the set standards. When they come to face the realities of the world we become completely different people whose morals are purely based on the core morals that they were born with, all that they acquired over time is completely irrelevant to them. This explains that radicalism, in extremist groups (Witt, 2017) . A personal level, when exposed to challenges that don’t seem to have solutions, a person reverts to the default standards of morality, because all the buildup that the society has imparted have failed. Constant practice creates a more emotional burden that it is much easier to revert to the baseline moral codes, thus leading to selflessness, profound hate, and isolation.
References
Gibbs, J. C. (2013). Moral development and reality: Beyond the Theories of Kohlberg, Hoffman, and Haidt. London: Oxford University Press.
Lapsley, D. &. (2014). Moral development at the crossroads: new trends and possible futures. Developmental psychology, 50(1) , 1-10.
Witt, K. A. (2017). At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond . Ethical Theory and Moral Practice, 20(1) , 205-207.
