Moral Development Theory

By: Lawrence Kohlberg (1958)

- Includes the planes of moral adequacy conceived by Lawrence

Kohlberg to explain the development of moral reasoning.

- The theory was inspired by the work of Jean Piaget and a

fascination with children's reactions to moral dilemmas.
 - This theory holds that moral reasoning, which is the basis for ethical
behavior, has six identifiable developmental stages. He followed the development
of moral judgment beyond the ages originally studied by Piaget, who was
interested in the children’s moral reasoning. Ergo, he claimed that logic and
morality develop through constructive stages. Nonetheless, Kohlberg expanded
considerably on this groundwork, determining that the process of moral
development was principally concerned with justice and that its development
continues throughout the lifespan.
 - Lawrence Kohlberg looked at how people develop their morals versus
their overall development: emotional, physical, etc., throughout life.
- He aspired to find out the manners wherein moral reasoning changed as
people grew.

- Kohlberg used stories about moral dilemmas in his studies, and was
interested in how people would justify their actions if they were put in a similar
moral crux. He would then categorize and classify evoked responses into one of
six distinct stages. These six stages where broken into three levels: pre-
conventional, conventional and post-conventional.
 - Thereafter, he decided to look at, or study on children since childhood is
where a lot of the most captivating development and growth occur swiftly.
Subsequently, he deemed it to be useful in his study.

So, what did he do in his experiment?

- He told a bunch of children many stories wherein the characters had to

face dilemmas. He told these stories to children of all ages and he asked many
questions to discover how people excogitated their responses and reasoned
through these moral issues.
 - Notwithstanding, he told the most famous dilemma situation: the story of
Mr. Heinz, the avaricious chemist and Mr. Heinz’s cancerous wife.

The story is as follows:

- Mr. Heinz’s wife was on the verge of death due to a particular type of
cancer. Doctors said that a new drug might be able to save her. That certain drug
had been discovered by a local chemist, and Heinz desperately tried to buy some.
However, the chemist changed the money the drug costs tenfold. Mr. Heinz could
not afford the drug despite all the help he got from his friends and family.
 - Afterwards, he explained to the chemist that his wife was dying, and he
begged and asked for a cheaper price. Unfortunately though, the chemist refused
and said that he was the discoverer of that drug and he wanted it to be profitable.
Later on, due to the urgency of Mr. Heinz’s wife’s situation, Mr. Heinz broke into
the chemist’s office in the night and stole the drug.

- After telling the story, Mr. Kohlberg asked the children some dilemma
questions.

- Then, he compiled and analyzed the responses that the children gave.
Then, he posited there are 3 levels of moral reasoning.
 - Initially, there are six stages of moral development which later on were
grouped into three levels (two stages underlying each of the three levels):
preconventional, conventional, and post-conventional. Following Piaget's
constructivist requirements for a stage model, it is extremely rare to regress
backward in stages. Even still, no one functions at their highest stage at all times.
It is also not possible to 'jump' stages; each stage provides a new yet necessary
perspective, and is more comprehensive, differentiated, and integrated than its
predecessors.
 Think of the following as if it’s the ladder of morality or moral development.

3rd LEVEL
Morality Ladder:
2nd LEVEL (POSTCONVENTIONAL)
1st LEVEL (CONVENTIONAL) • Social Contract
(PRECONVENTIONAL)
• The Good Boy and Orientation
• Obedience and Good Girl Attitude • Universal Ethical
Punishment • Law and Order Principles
Orientation Morality
• Individualism and
People’s moral development can only pass through these levels
Exchange in the order listed (Kohlberg, 1958).
 Each new stage replaces the reasoning typical of the earlier stage.
Nevertheless, as per Kohlberg (1958), not all people can achieve the last stage of
morality development.

PREMORAL LEVEL
1. Obedience and Punishment Orientation – this deals with children or people
with a younger age. On this level, reasoning is based on physical
consequences of actions. Therefore, children only see rules as fixed and
absolute. For them, obeying the rules is a means to avoid getting punished.
Obedience signifies that a child is good, whereas punishment signifies that
a child has done something wrong.
Example:
Heinz should not steal the drug because stealing is against the law and is
prohibited by our elders. We could be punished by doing it, making us immoral.
2. Individualism and Exchange – this stage implies the What’s in it for me?
Position, and at this stage, right behavior is being defined by what it is in one’s
own best interest. Furthermore, in this stage, children recognize that there is not
just one right view that is handed down by the authorities. Hence, they start to
understand that different individuals have different viewpoints.
Example:
Heinz should steal the drugs to save his dying wife and be happy together.
 CONVENTIONAL LEVEL
1. The Good Boy and Good Girl Morality – in this stage, authority is internalized,
but not questioned, and reasoning is based on the norm of the group wherein the
person belongs. The self enters society by filling social roles. Individuals are
receptive of approval or disapproval from other people as it reflects society's
accordance with the perceived role. They try to be a good boy or good girl to live
up to these expectations. Since the individuals in this stage take other people’s
thoughts into account, there is emphasis on conformity. Being nice and having
consideration of how choices influence our relationships are important.
EXAMPLE:
Heinz should steal the drug because his wife expects him to do so, and he
wants to be seen as a heroic figure and good husband.
2. Law and Order Morality – this stage is mainly concerned on the maintenance of
the social order. Here, the child becomes aware of the wider rules of society. It is
important to obey laws, dictums and social conventions because of their
importance in maintaining a functioning society.
EXAMPLE:
Heinz should not purloin the drug because the law prohibits stealing.
 POSTCONVENTIONAL LEVEL
1. Social Contract Orientation – in this stage, the person looks at various opinions
and values of different people before coming up with the decision on the morality
of the action. This implies that we need to accept that everyone has different
views and that they should be respected. This is concerned about the greatest
good for the greatest number of people. This is attained through majority
decision, and inevitably compromise. To add, according to the people who have
reached this stage, protection of life is more important than taking heed of
infractions.
 EXAMPLE:
Heinz should steal the drug because everyone has a right to choose life,
regardless of the laws.
2. Universal Ethical Principles – the last step of moral reasoning (Kohlberg, 1958).
This orientation is when a person considers or makes universally accepted ethical
principles. The judgment may become innate and may even violate the laws and
rules as the person becomes attached to his own principles of justice. The person
who upholds and believes in this wholeheartedly has to be prepared to act and
defend these principles even though they’re going to face against the society and
have a slight change of incarceration.
 EXAMPLE:
Heinz should steal the drug because a human life has more value than the
property rights of someone else.
TEST:
1. What are the three levels of moral development? (Write them sequentially)
A.
B.
C.
2. What are the stages encompassed by your answer in number 1, letter A?
A.
B.
3. What are the stages encompassed by your answer in number 1, letter B?
A. B.
4. What are the stages encompassed by your answer in number 1, letter C?
A.
B.
5. Write a brief explanation about the 2 stages encompassed by your answer
in number 1, letter B. E.g., their commonalities, what they are about,
where they’re concerned on, etc.