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Morality and culture
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Moral relativism
Moral relativism, also called “cultural relativism,” suggests that morality is relative to each culture. One cannot rightly pass moral judgement on members of other cultures except by their own cultural standards when actions violate a moral principle, which may differ from one’s own. It opposes to the attitude of moral superiority and ethnocentrism found in moral absolutism and the views of moral universalism. The term is also different from moral subjectivism which refers to the view that moral truth is relative to the individual. Moral relativism can be identified as a form of moral skepticism and is often misidentified as moral pluralism.

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Religion
The role of religion in a culture may have an impact on a child's moral development and sense of moral identity. Values are transmitted through religion, which is for many inextricably linked to a cultural identity. Religious development often goes along with moral development of the children as it shapes the child's concepts of right and wrong. Intrinsic aspects of religion may have a positive impact on the internalization and the symbolism of moral identity. The child may internalize the parents' morals if a religion is a family activity or the religious social group's morals to which the child belongs. Religious development mirrors the cognitive and moral developmental stages of the children. Nucci and Turiel (1993), on the other hand, proposed that the development of morality is distinct from the understanding of religious rules when assessing individuals' reactions to whether moral and nonmoral religious rules was contingent to God's word and whether a harmful act could be justified as morally right based on God's commands. Children form their own understanding of how they see the world, themselves or others and are able to understand that not all religious rules are applied to morality, social structures or different religions.

In Indigenous American communities
In Indigenous American communities, morality is taught to children through storytelling. It provides children guidelines for understanding the core values of their community, the significance of life and ideologies of moral character from past generations. [60] Storytelling shapes the minds of young children in these communities as well as forms the dominant means for understanding and the basic foundation for learning and teaching.

Storytelling in everyday life is used as an indirect form of teaching. Stories embedded with lessons of morals, ideals, and ethics are told alongside daily household chores. Most children in Indigenous American communities develop a sense of keen attention to the details of a story with the goal of learning from them, and to understand why people do the things they do.[61] The understanding gained from a child's observation of morality and ethics taught through storytelling allows them to participate within their community appropriately.

Specific animals are used as characters to symbolize specific values and views of the culture in the storytelling where listeners are taught through the actions of these characters. In the Lakota tribe, coyotes are often viewed as a trickster character, demonstrating negative behaviors like greed, recklessness, and arrogance [60] while bears and foxes are usually viewed as wise, noble, and morally upright characters from which children learn to model. [62] In the stories, trickster characters often get into troubles, thus teaching children to avoid exhibiting similar negative behaviors. The reuse of characters calls for a more predictable outcome that children can more easily understand.