TOPIC: PIAGET THEORY OF MORAL DEVELOPMET & KOHLBERG THEORY OF

MORAL DEVELOPMENT

INTRODUCTION:

Piaget believed that children move through levels of morality as they develop and mature. He
studied the process of moral development, basing his research on patterns of children's reasoning
about moral decisions. His theory is very similar to that of Lawrence Kohlberg, and his research
shows the stages individuals go through in achieving morality. Piaget believed that moral
development is linked to cognitive growth, saying that children make better moral judgment’s
when they are cognitively mature enough to see things from more than one perspective. He
undertook a number of experiments and research to determine how children reason, focusing on
areas such as clumsiness, stealing and lying, and he made up stories about each issue that asked
the child to make a judgment about behavior that society frowned upon. Piaget (1932) suggested
two main types of moral thinking:

1. Heteronomous morality (moral realism)

2. Autonomous morality (moral relativism)

Piaget's Theory of Moral Development

Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to
change as they got older. In other words just as there were stages to children’s cognitive
development so there were also universal stages to their moral development (Gordon, 2007)

Heteronomous Morality (5-9 yrs)

 The stage of heteronomous morality is also known as moral realism – morality imposed
from the outside. Children regard morality as obeying other people's rules and laws,
which cannot be changed.
  They accept that all rules are made by some authority figure (e.g. parents, teacher, God),
and that breaking the rules will lead to immediate and severe punishment (immanent
justice)

 The function of any punishment is to make the guilty suffer in that the severity of the
punishment should be related to severity of wrong-doing (expiatory punishment)
(Mcleod, 1970).

 During this stage children consider rules as being absolute and unchanging, i.e. 'divine
like'. They think that rules cannot be changed and have always been the same as they are
now. Behavior is judged as “bad” in terms of the observable consequences, regardless on
the intentions or reasons for that behavior. Therefore, a large amount of accidental
damage is viewed as worse than a small amount of deliberate damage ( Follow, 2013)

Autonomous Morality (9-10 yrs)

 The stage of autonomous morality is also known as moral relativism – morality based on
your own rules. Children recognize there is no absolute right or wrong and that morality
depends on intentions not consequences (Carpendale, 2009)

 Piaget believed that around the age of 9-10 children’s understanding of moral issues
underwent a fundamental reorganization. By now they are beginning to overcome the
egocentrism of middle childhood and have developed the ability to see moral rules from
other people’s point of view (Gordon, 2007).

 A child who can decenter to take other people’s intentions and circumstances into account
can move to making the more independent moral judgments of the second stage. As a
result children’s ideas on the nature of rules themselves, on moral responsibility and on
punishment and justice all change and their thinking becomes more like that of adults
(Follow, 2013).

Example:
An example would be two teens who got into a car accident. Suppose one teen was driving
while drunk and hit the other teen's vehicle as a result of running a red light. The other
teenager's car was totaled. If we were to evaluate the situation heteronomous, the teen who
was obeying the law should be punished more because his car received the most damage.
However, if we were to look at the situation autonomously, it would be the drunken teen that
should be punished more because he was disobeying the law when he hit the other driver. We
typically grow out of heteronomous thinking into autonomous by age ten. This is when we
start to develop our own sense of morality (Carpendale, 2009).
In the end, Piaget observed something that is quite well-known today. A young child doesn't
have very strong powers of observation, and can sometimes see the world in black and white.
As a child grows older, so does their brain, and they begin to see shades of gray in
everything. An action isn't necessarily right because everyone says it's right, and vice versa.
They soon develop their moral code and principles, and that's the sign that a child is
beginning their transition to a full-fledged adult (Mcleod, 1970).

Critical Evaluation:

 Piaget uses qualitative methods (observation and clinical interviews). His research is
based on very small samples. His methods are not standardized and therefore not
replicable.

 Piaget argues that the shift from “moral realism” to “moral relativism” occurs around
the age of 9 to 10 and that children younger than this do not take motives into account
when judging how much someone is to blame (Gordon, 2007).

 Piaget’s research is about children’s moral reasoning. Many psychologists argue that
what is far more important is not what children think about moral issues but how they
actually behave.

 And we should not forget that there is no one to one relationship between attitudes
and behavior. La Pierre (1934) proved that in his research with the Chinese couple
driving round America (Sevilla, 2013).
 KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-
conventional. Each level is associated with increasingly complex stages of moral development.

LEVEL 1: PRECONVENTIONAL

Throughout the pre conventional level, a child’s sense of morality is externally controlled.
Children accept and believe the rules of authority figures, such as parents and teachers. A child
with pre-conventional morality has not yet adopted or internalized society’s conventions
regarding what is right or wrong, but instead focuses largely on external consequences that
certain actions may bring (Gordon, 2007).

Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an
action is perceived as morally wrong because the perpetrator is punished; the worse the
punishment for the act is, the more “bad” the act is perceived to be.

Example: It would be bad for me to take my friend's toy because the teacher will punish me.

Stage 2: Instrumental Orientation

Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by
whatever the individual believes to be in their best interest. Stage two reasoning shows a limited
interest in the needs of others, only to the point where it might further the individual’s own
interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a
“you scratch my back, and I’ll scratch yours” mentality (Sevilla, 2013).

Example 1 would be when a child is asked by his parents to do a chore. The child asks “what’s
in it for me?” and the parents offer the child an incentive by giving him an allowance.

Example 2: If Katy is nice to me, I'll be nice to her, but if she is mean to me, I won't feel bad
about being mean too

LEVEL 2: CONVENTIONAL
Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to
their belief that this is necessary to ensure positive relationships and societal order. Adherence to
rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or
fairness is seldom questioned ( Follow, 2013).

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis
is placed on good behavior and people being “nice” to others (Sevilla, 2013)

Example: I better not drink and drive because my friends will think less of me and I, in turn, will
think less of myself.

Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in
maintaining a functioning society. Rules are seen as being the same for everyone, and obeying
rules by doing what one is “supposed” to do is seen as valuable and important. Moral reasoning
in stage four is beyond the need for individual approval exhibited in stage three. If one person
violates a law, perhaps everyone would—thus there is an obligation and a duty to uphold laws
and rules. Most active members of society remain at stage four, where morality is still
predominantly dictated by an outside force (Mcleod, 1970).

Example: I am personally against the war, but would never publicly protest it on campus
without the administration's permission.

LEVEL 3: POSTCONVENTIONAL

Throughout the postconventional level, a person’s sense of morality is defined in terms of more
abstract principles and values. People now believe that some laws are unjust and should be
changed or eliminated. This level is marked by a growing realization that individuals are separate
entities from society and that individuals may disobey rules inconsistent with their own
principles. Post-conventional moralists live by their own ethical principles—principles that
typically include such basic human rights as life, liberty, and justice—and view rules as useful
but changeable mechanisms, rather than absolute dictates that must be obeyed without question.
Because post-conventional individuals elevate their own moral evaluation of a situation over
social conventions, their behavior, especially at stage six, can sometimes be confused with that
of those at the pre-conventional level. Some theorists have speculated that many people may
never reach this level of abstract moral reasoning (Sevilla, 2013).

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such
perspectives should be mutually respected as unique to each person or community. Laws are
regarded as social contracts rather than rigid edicts. Those that do not promote the general
welfare should be changed when necessary to meet the greatest good for the greatest number of
people. This is achieved through majority decision and inevitable compromise. Democratic
government is theoretically based on stage five reasoning ( Follow, 2013).

Example: It can't be right that huge corporations sometimes pay no taxes; that law needs to be
changed, so that the burden of taxes falls more equally on everyone's shoulders.

Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles.
Generally, the chosen principles are abstract rather than concrete and focus on ideas such as
equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a
commitment to justice carries with it an obligation to disobey unjust laws. People choose the
ethical principles they want to follow, and if they violate those principles, they feel guilty. In this
way, the individual acts because it is morally right to do so (and not because he or she wants to
avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously agreed
upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals
who consistently operated at that level (Mcleod, 1970).

Example: I refuse to obey a law which treats a large portion of the population as second-class
citizens.
Critiques of Kohlberg’s Theory

 Kohlberg’s theory has been criticized for emphasizing justice to the exclusion of other
values, with the result that it may not adequately address the arguments of those who
value other moral aspects of actions.
 Similarly, critics argue that Kohlberg’s stages are culturally biased—that the highest
stages in particular reflect a westernized ideal of justice based on individualistic thought.
This is biased against those that live in non-Western societies that place less emphasis on
individualism (Sevilla, 2013)
 Gilligan instead suggested that Kohlberg's theory overemphasizes concepts such as
justice and does not adequately address moral reasoning founded on the principles and
ethics of caring and concern for others.
 Another criticism of Kohlberg’s theory is that people frequently demonstrate significant
inconsistency in their moral judgments. This often occurs in moral dilemmas involving
drinking and driving or business situations where participants have been shown to reason
at a lower developmental stage, typically using more self-interest driven reasoning (i.e.,
stage two) than authority and social order obedience driven reasoning (i.e., stage four).
Critics argue that Kohlberg’s theory cannot account for such inconsistencies (Carpendale,
2009)
REFERENCES:

Carpendale, J. I. (2009). Piaget’s Theory of Moral Development. The Cambridge Companion to

Piaget, 270-286. doi:10.1017/ccol9780521898584.012

Gordon, M. (2007). "How Do I Apply This to My Classroom?" Bridging Theory and Practice in

Teacher Education, 119-131. doi:10.1163/9789087900991_010

Mcleod, S. (1970). Piaget's Theory of Moral Development. Retrieved October 28, 2020, from

https://www.simplypsychology.org/piaget-moral.html

Ruth Hewitt Follow. (2013). Theories of moral development. Retrieved October 28, 2020, from

https://www.slideshare.net/ruthhewitt125/theories-of-moral-development-24208613

Sevilla, V. (2013). Lawrence kohlberg's moral development theory. Retrieved October 28, 2020,

from https://www.slideshare.net/VirginiaSevilla/lawrence-kohlbergs-moral-development-

theory