LESSON 6: STAGES OF MORAL DEVELOPMENT

INTRODUCTION: (WABAN)

What Is Moral Development?

 Moral development is the process through which children develop proper attitudes and behaviors toward
other people in society, based on social and cultural norms, rules, and laws.
 With that, how do people develop morality? This question has fascinated parents, religious leaders, and
philosophers for ages, but moral development has also become a hot-button issue in psychology and
education. Do parental or societal influences play a greater role in moral development? Do all kids
develop morality in similar ways?
Moral development is a concern for every parent. Teaching a child to distinguish right from wrong and
to behave accordingly is a goal of parenting. It is a complex issue that—since the beginning of human
civilization—has been a topic of discussion among some of the world's most distinguished psychologists,
theologians, and culture theorists. It was not studied scientifically until the late 1950s.
American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of
these basic questions. His work modified and expanded upon Jean Piaget's previous work but was more
centered on explaining how children develop moral reasoning. It is a comprehensive stage theory
of moral development based on Jean Piaget’s theory of moral judgment for children (1932) and developed
by Lawrence Kohlberg in 1958. Kohlberg's theory of moral development is a theory that focuses on how
children develop morality and moral reasoning.

How did the two theories differ? Piaget described a two-stage process of moral development. Kohlberg
extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the
lifespan. His theory outlines six stages of moral development within three different levels.
But before we delved into the Kohlberg’s Theory and its stages of moral development, let us first know
who is Lawrence Kohlberg.

ABOUT LAWRENCE KOHLBERG (SAMUYA)

 An American distinguished psychologist

 He was well known for developing the theory about the stages of moral development.
 Born on October 25th, 1927
 He graduated from University of Chicago.
 He identified his area of interest in moral development despite the fact that it was a rare subject to study
and research in that era.
 His area of interest created a new field of psychology known as moral development. He started his
career by teaching at Yale University as an assistant professor.

Lawrence Kohlberg was a 20th century developmental psychologist and moral philosopher. When he was the
director of Harvard’s Center for Moral Education, Kohlbergs researched focused on the moral development of
children particularly on how they develop a sense of what is right or wrong, as well as justice. He observed that
children move through what he believed as definite stages of moral development.

KOHLBERG’S THEORY (CABUNOC)

Lawrence Kohlberg studied morality using a very interesting (if controversial) technique. In his
research, he would ask children and adults to try solve moral dilemmas in short stories and asked the
participants to think out loud so he could follow their reasoning. The reason for this was that Kohlberg was not
interested with specific answers to the dilemma. He wanted to know how the person got to his or her answer.

His theory holds that moral reasoning, which is basis for ethical behaviour, has identifiable
developmental stages and each become more adequate at responding to moral dilemmas as the person
progresses from one stage to the next. Kohberg asserted that the process of moral development was principally
concerned with justice, and that process goes on throughout the individual’s lifetime.

Kohlberg's theory proposes that there are three levels of moral development, with each level split into
two stages. Kohlberg suggested that people move through these stages in a fixed order, and that moral
understanding is linked to cognitive development. The three levels of moral reasoning include pre-conventional,
conventional, and post-conventional. By using children's responses to a series of moral dilemmas, Kohlberg
established that the reasoning behind the decision was a greater indication of moral development than the actual
answer.

HOW KOHLBERG DEVELOPED HIS THEORY (SAMUYA)

Kohlberg based his theory on a series of moral dilemmas presented to his study subjects. Participants
were also interviewed to determine the reasoning behind their judgments in each scenario.

One example was "Heinz Steals the Drug." In this scenario, a woman has cancer and her doctors believe
only one drug might save her. This drug had been discovered by a local pharmacist and he was able to make it
for $200 per dose and sell it for $2,000 per dose. The woman's husband, Heinz, could only raise $1,000 to buy
the drug.

He tried to negotiate with the pharmacist for a lower price or to be extended credit to pay for it over
time. But the pharmacist refused to sell it for any less or to accept partial payments. Rebuffed, Heinz instead
broke into the pharmacy and stole the drug to save his wife. Kohlberg asked, "Should the husband have done
that?"

Kohlberg was not interested so much in the answer to whether Heinz was wrong or right but in
the reasoning for each participant's decision. He then classified their reasoning into the stages of his theory of
moral development.

KOHLBERG'S THEORY OF MORAL DEVELOPMENT (CABUNOC)

 A theory that focuses on how children develop morality and moral reasoning. It’s theory is that moral
development takes place in a series of six stages. The theory also suggests that moral logic is primarily
focused on seeking and obtaining justice.

Lawrence Kohlberg agreed in principle with Piaget's theory of moral development, but wanted to
develop his ideas further. He used Piaget's narrative technique to tell people stories that involve moral
dilemmas. In each case he presented a choice to be examined, for example, between the rights of an authority
and the needs of a deserving person who is being treated unfairly.

 Cognitive in nature, Kohlberg’s theory focuses on the thinking process that occurs when one decides
whether a behaviour is right or wrong. Thus, the theoretical emphasis is on how one decides to respond
to a moral dilemma, not what one decides or what one actually does.

STAGES OF MORAL DEVELOPMENT

Kolhberg’s theory of moral development states that we progress through three levels of moral thinking
that build on our cognitive development. At each level of moral development, there are two stages. Similar to
how Piaget believed that not all people reach the highest levels of cognitive development, Kohlberg believed
not everyone progresses to the highest stages of moral developmen

LEVEL 1: PRE-CONVENTIONAL MORALITY (MONA)

Pre-conventional morality is the earliest period of moral development. It lasts until around the age of 9. At this
age, children's decisions are primarily shaped by the expectations of adults and the consequences for breaking
the rules. 

Judgement at this level is solely focused on the self. The child uses external and physical events (such as
pleasure or pain) as the source for decisions about moral rightness or wrongness; his standards are based strictly
on what will avoid punishment or bring pleasure. This line of moral reasoning is common among children
although some adult would also exhibit such behaviour. The child, having no concept about society’s
conventions on what is right or wrong, would base its judgment mainly on the external consequences of its
action. At the pre-conventional, children don't have a personal code of morality, and instead moral decisions are
shaped by the standards of adults and the consequences of following or breaking their rules. If an action leads to
punishment is must be bad, and if it leads to a reward is must be good. Authority is outside the individual and
children often make moral decisions based on the physical consequences of actions.

There are two stages within this level: Stage 1: Punishment – Obedience Orientation and Stage 2:
Individualism and Exchange – Reward Orientation.

Stage 1: Punishment – Obedience Orientation

This is also called the ‘pre-moral’ stage where decisions and actions are determined by immediate
physical consequence and not the true moral values. The earliest stages of moral development, obedience and
punishment are especially common in young children, but adults are also capable of expressing this type of
reasoning. According to Kohlberg, people at this stage see rules as fixed and absolute. The overall goal at this
stage: Obeying the rules is important because it is a way to avoid punishment.

For example, “I am going to study my lessons because mom will get mad at me if I do not pass the test.”
This is where the child is able to finish a certain task or able to do something good not because of the moral
value of doing so but because of the goal that he/she shouldn't be punished.

 The child/individual is good in order to avoid being punished. If a person is punished, they must have
done wrong.

Stage 2: Individualism and Exchange – Reward Orientation

As children grow older, they begin to see that there is actually room for negotiation because other people
have their own goals to meet and wants that must be satisfied too. Children learn to behave in a manner based
on the principle “What’s in it for me?” At the individualism and exchange stage of moral development, children
account for individual points of view and judge actions based on how they serve individual needs. In the Heinz
dilemma, children argued that the best course of action was the choice that best served Heinz’s
needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.

For example, "If I get good grades, mom and will buy me a new smart phone. So I’m going to do my
homework." This stage is quite opposite of the first stage because in this stage, child is able to do something
good in order for him/her to get a reward.

 At this stage, children recognize that there is not just one right view that is handed down by the
authorities. Different individuals have different viewpoints.

LEVEL 2: CONVENTIONAL MORALITY (CORPUZ)

Conventional morality is the second stage of moral development. It is marked by the acceptance of
social rules regarding what is good and moral. At the conventional level, his level of moral reasoning is typical
of adolescents and adults. We begin to internalize the moral standards of valued adult role models.
Conventional morality is to reason in a conventional manner or something that is generally accepted. It is
accepting the rules and standards of one's group. This means decisions and the morality of his/her actions are
based on society’s views and expectations. The focus on this level is the “significant others” or what is called
“Tyranny of the They” (They say this, They say that, and They say I should). During this time, adolescents and
adults internalize the moral standards they have learned from their role models and from society. This period
also focuses on the acceptance of authority and conforming to the norms of the group. A social system that
stresses the responsibilities of relationships as well as social order is seen as desirable and must, therefore,
influence our view of what is right and wrong.

There are two stages at this level of morality: Stage 3: Developing Good Interpersonal Relationships -
Good boy/Good Girl Orientation and Stage 4: Maintaining Social Order - Authority Orientation.

Stage 3: Developing Good Interpersonal Relationships - Good boy/Good Girl Orientation and
 Often referred to as the "good boy-good girl" orientation, this stage of the interpersonal relationship of
moral development is focused on living up to social expectations and roles. At this stage, the child tries to seek
approval from other people by living up to their expectations. He/She also now understands the concept of
loyalty, trust and gratitude as well as become interested in motives and intentions behind a particular decision or
action. There is an emphasis on conformity, being "nice," and consideration of how choices influence
relationships.

For example, I better not drink and drive because my friends will think less of me and I, in turn, will
think less of myself. Another example is, children understand and live by the Golden Rulen. Golden rule is a
basic principle that should always be followed to ensure success in general or in a particular activity. The
biblical rule of “do unto others as you would have them do unto you” (Matt. 7:12)

 The child/individual is good in order to be seen as being a good person by others. Therefore, answers
relate to the approval of others.

Stage 4: Maintaining Social Order - Authority Orientation

This stage is focused on ensuring that social order is maintained. At this stage of moral development,
people begin to consider society as a whole when making judgments. By this time individuals have reached
adulthood and they usually consider society as a whole when making judgements. The focus at this stage is
following the rules, maintaining law and order, doing one’s duty, and respecting authority. 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.

For example, when someone violates the law it is morally wrong; culpability is therefore, a significant
factor in this stage because it separates what is bad from what is good. Another example is that When you drive
your car faster than the speed limit. murder, assault, theft, and drunken driving is also a violation of law.

 The child/individual becomes aware of the wider rules of society, so judgments concern obeying the
rules in order to uphold the law and to avoid guilt.

LEVEL 3. POST CONVENTIONAL MORALITY (BANDALA)

This is also known as the ‘principled level’. It is the third stage of moral development, and is
characterized by an individuals’ understanding of universal ethical principles. At this level of moral
development, people develop an understanding of abstract principles of morality. Morality is defined in terms of
abstract principles and values that apply to all situations and societies. The individual attempts to take the
perspective of all individuals. These are abstract and ill-defined, but might include: the preservation of life at all
costs, and the importance of human dignity. It is marked by a growing realization that people are unique and are
an independent part of the society. Therefore, the individual’s own perspective is more significant over what the
rest of the society thinks and that this would sometimes lead to disobeying the law to follow personal principles.

Individual judgment is based on self-chosen principles, and moral reasoning is based on individual
rights and justice. According to Kohlberg this level of moral reasoning is as far as most people get. At this level
a person does not see rules and laws as absolute or beyond question, but a changeable mechanism. Kohlberg
asserted that post conventional individuals view rules and laws to be important in maintaining peace and order
but it only serves as a guide that needs to be weighed against personal principles and beliefs to upholds one’s
human rights.
The two stages at this level are: Stage 5: Social Contract and Individual Rights – Social Orientation and
Stage 6: Ethical – Principle Orientation.
Stage 5: Social Contract and Individual Rights – Social Orientation

This stage means the individual is aware that much of what is considered to be moral or good is mainly
based on personal beliefs as well as on the social group they belong to and that only a very few of the known
fundamental values are actually universal. The ideas of a social contract and individual rights cause people in
the next stage to begin to account for the differing values, opinions, and beliefs of other people. Rules of law are
important for maintaining a society, but members of the society should agree upon these standards. The person
at this level understands that the world holds different opinions, rights, and values. Thus, different views should
be mutually respected. Laws are also regarded as a matter of social contract with one’s fellow human beings in
order to promote universal values and that decisions are made for the greater good for the most number of
people.
 The best example for this level is the Democratic form of government.

 The child/individual becomes aware that while rules/laws might exist for the good of the greatest
number, there are times when they will work against the interest of particular individuals.

Stage 6: Ethical – Principle Orientation

Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning.
At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or
respect. At this point, social contract takes a clear back seat and the person makes a personal commitment ti
uphold universal principles of equal rights and respect. At this stage, an individual already has a principled
conscience and will follow universal, ethical principles regardless of what the laws or the rules say. Judgment
here is based on abstract reasoning such as being able to put oneself in other people’s shoes.

For example, human rights, justice, and equality. The person will be prepared to act to defend these
principles even if it means going against the rest of society in the process and having to pay the consequences of
disapproval and or imprisonment. Kohlberg doubted few people to reached this stage.

 People at this stage have developed their own set of moral guidelines which may or may not fit the law.
The principles apply to everyone.
CRITICISMS (WABAN)
Kohlberg’s theory, though extremely influential, was based on research that used only boys as subjects.
In the 1980s, the theory was criticized by the American psychologist Carol Gilligan for universalizing patterns
of moral development exhibited by boys and ignoring the distinct patterns characteristic of girls. It has been
criticized for its cultural and gendered bias toward white, upper-class men and boys. It also fails to account for
inconsistencies within moral judgments. 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.

Kohlberg's theory played an important role in the development of moral psychology. While the theory
has been highly influential, aspects of the theory have been critiqued for a number of reasons:

(1) Moral reasoning does not equal moral behaviour

o Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing
what we ought to do versus our actual actions. Moral reasoning, therefore, may not lead to moral
behaviour.

(2) Overemphasizes justice

o Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept of
justice when making moral choices. Factors such as compassion, caring, and other interpersonal
feelings may play an important part in moral reasoning.

(3) Cultural bias (MONA)

o Individualist cultures emphasize personal rights, while collectivist cultures stress the importance of

society and community. Eastern, collectivist cultures may have different moral outlooks that
Kohlberg's theory does not take into account.

(4) Age bias

o Most of his subjects were children under the age of 16 who obviously had no experience with
marriage. The Heinz dilemma may have been too abstract for these children to understand, and a
scenario more applicable to their everyday concerns might have led to different results.

(5) Gender bias

o Kohlberg's critics, including Carol Gilligan, have suggested that Kohlberg's theory was gender-
biased since all of the subjects in his sample were male. Kohlberg believed that women tended to
 remain at the third level of moral development because they place a stronger emphasis on things
such as social relationships and the welfare of others.

OUTRO: MONA

Sources:

https://www.simplypsychology.org/kohlberg.html

Kohlberg's Theory of Moral Development (verywellmind.com)

Moral Development - symptoms, stages, Definition, Description, Common problems

(healthofchildren.com)

http://www.healthofchildren.com/M/Moral-Development.html#ixzz7829Vkzdu
Lawrence Kohlberg - Biography, Books and Theories (famouspsychologists.org)
Ethics (Gallinero, Morte, Salado, Fernandez, G., Villaroya, Balotol, Fernandez, E. and Enaya)