Lawrence Kohlberg's stages of

moral development describe how

individuals develop in and through
reasoning about morals
Lawrence Kohlberg is an
American psychologist, a
specialist in the field of
developmental
psychology. One of the
founders of the theory of
cognitivism, including the
theory of the
development of morality.
According to this theory, moral reasoning,
which forms the basis of ethical behavior,
has six identifiable stages of development.
L. Kohlberg identified 6 stages of moral
development that unfold in a strict
sequence similar to the cognitive stages of
Piaget.
The six stages of L. Kolberg can be
grouped into three levels of two stages
each: pre-conventional, conventional and
post-conventional.
 PRE-CONVENTIONAL LEVEL
A pre-conventional level of moral reasoning is especially common in children, although adults
can also demonstrate a similar level of reasoning. An individual at this level judges the morality
of an action by its direct consequences. The child, being at the pre-conventional level, has not
yet assimilated and internalized the generally accepted norms regarding what is right or wrong;
instead, he focuses mainly on the external consequences that any actions can bring.
Stage 1: The child strives to be obedient, because he Stage 2: The child's actions are focused on
believes that this is the only way to avoid receiving rewards. He does the right thing for the
punishment. There is no moral side of the act for him sake of profit. The child tries different behavioral
yet. The words "shameful", "ugly" are beyond strategies, selecting those that he considers
comprehension, the child reacts to the word successful. For example, he can not only take away
"impossible", "it hurts" and to the prospect of the thing he likes, but also exchange it. The moral
punishment. For example, an action is perceived as side of the act still does not exist. The second stage
morally wrong when the violator receives of reasoning shows a limited interest in the needs
punishment. The worse the punishment for an act, of other people, but only to the point where they
the more it is perceived as "bad". This is an intersect with the individual's own interests. As a
"egocentric" position, when there is no result, caring for others is not based on loyalty or
understanding that the points of view of other people mutual respect, but rather on the principle of
may differ from the point of view of an individual "Scratch my back, then I'll scratch yours."
 CONVENTIONAL LEVEL
The conventional level of moral reasoning is typical for adolescents and adults. An individual at
this level judges the morality of actions, comparing them with the opinions and expectations of
society, obeys the rules and follows the norms of society, even if there are no consequences
after their violation. Following rules and agreements is somewhat rigid, their expediency or
fairness is rarely questioned.
Stage 3: The child is able to evaluate his Stage 4: The child is aware of the existence of
behavior in terms of the moral principles laws adopted in society and understands what
adopted in his environment. He understands they serve for. In addition, he sees compliance
what shame is and wants to be a "good child" with the laws as an opportunity to defend his
in the eyes of significant adults. However, rights, if necessary. Basic ideals in society are
such an understanding is not permanent and often asked what is right and wrong. If one
person breaks the law, the rest will be able to do
is sometimes safely forgotten. Individuals are the same, so there is an obligation and obligation
susceptible to approval or disapproval from to comply with laws and regulations. When
others because it reflects the views accepted someone really breaks the law, it's morally
in a given society. "I want others to think well wrong; guilt, therefore, is an essential factor at
of me, I want them to like me; probably my this stage, it separates the right, good deeds from
good behavior will make people love me." the bad.
 POSTCONVENTIONAL LEVEL
People at this level live guided by their own moral principles, which usually include such basic
human rights as the right to life, freedom and justice. They see laws as useful but flexible
mechanisms that, ideally, can maintain the overall social order and protect human rights. People
form their own criteria of morality. They evaluate events by them and act on the basis of their
moral ideas.
Stage 5: The world is seen as containing Stage 6: Morality is based on abstract
different opinions, rights and values. These reasoning using universal ethical principles.
opinions, rights and values must be respected as Laws are valid only insofar as they are based
unique to each individual or community. Laws on justice; moreover, adherence to justice
are seen as social contracts, not strict guidelines. entails an obligation not to obey unjust laws.
Those that do not contribute to the general There is no need for legal rights, since a social
welfare should be changed when necessary to contract is not essential for a deontic moral
achieve the "highest good for the greatest action. Actions in this case are not a means,
number of people." This is achieved through a but an end in themselves.; people do
majority decision and an inevitable compromise. something because it's the right thing to do,
Democratic government is supposedly based on not because it will help them avoid
the fifth stage of reasoning. punishment, is beneficial or is legally
prescribed.
L. Kolberg suggested the existence of a seventh stage - transcendental
morality or cosmically oriented morality - which connects religion with
moral judgment. Kohlberg's difficulties in obtaining empirical data even at
the sixth stage led him to emphasize the speculative, theoretical nature of
the seventh stage.

The age of passing the stages is conditional and may vary depending on
the development of intelligence. Most people, according to Kohlberg,
stop at the fourth stage of moral improvement. Kohlberg's theory of
moral development was confirmed not only by his experimental research,
but also by the works of his followers. And despite the fact that it has
many disadvantages, this theory has made a significant contribution to the
psychology of human development.
1. In his work, Kohlberg relied on whose
ideas?
2. How many stages of moral
development did he single out?
3. What stage of moral development do
you think you are at?
THANK YOU FOR YOUR
ATTENTION!