MORAL DEVELOPMENT, VARIETY OF

MORAL ISSUES, MORAL DILEMMA,

MORAL AUTONOMY, THEORIES OF MORAL
DEVELOPMENT- COGNITIVE
MORAL DEVELOPMENT

Presented by-
Uttam kumar-221320026
Vikas yadav-221320027
Vineet-221320028
Introduction to moral
development:
• Moral development is
the emergence, change, and
understanding of morality
from infancy through
adulthood.
• It is the process through which
children develop the standards
of right and wrong within their
society, based on social and
cultural norms, and laws.
• The formation of a system of
underlying assumptions about
standards and principles that
govern moral decisions is also a
part of moral development.
• It involves the gradual and
progressive development of an
individual's understanding of the
wrong and right principles,
conscious, ethical and
religious values, social attitudes
and their behaviors.
 Variety of Moral Issues:
• Personal moral issues: These are moral
issues that relate to an individual's personal
values and beliefs. Examples might include
issues related to honesty, integrity, and
fairness.
• Professional moral issues: These are
moral issues that arise in the workplace
or in a specific profession.
• Political moral issues: These are moral issues that
relate to the way a society is organized and
governed.
• Organization oriented issues: These are issues that
arise in the context of an organization, such as
working towards the achievement of the objectives
of the organization.
• Clients or customers oriented issues: These are
issues that arise in the context of serving clients or
customers.
Levels of moral Age Stages Included
development in This Level

Preconventional 0 to 9 Stage-1 and stage-2

morality

Conventional Early adolescence Stage-3 and stage-4

morality to adulthood

Postconventional Some adults; rare Stage-5 and stage-6

morality
Kohlberg’s Theory of Moral Development
• Lawrence Kohlberg sought to refine and extend the ideas of Piaget
and the pioneering work of James M. Baldwin (1894) by creating a
comprehensive three-stage theory.
• Kohlberg studied moral development by posing moral dilemmas to
groups of children as well as adolescents and adults. These dilemmas
take the form of stories, one of Kohlberg’s best known dilemmas
involves a man named
• In Europe, a woman was near death from a special kind of cancer. There was one
drug that the doctors thought might save her. It was a form of radium that a
druggist in the same town had recently discovered. The drug was expensive to
make, but the druggist was charging ten times what the drug cost him to make.
He paid $200 for the radium and charged $2000 for a small dose of the drug. The
sick woman’s husband, Heinz, went to everyone he knew to borrow the money,
but he could only get together about $1000, which was half of what it cost. He
told the druggist that his wife was dying and asked him to sell it cheaper or let
him pay later.
• But the druggist said, “No, I discovered the drug and I’m going to make money
from it.” So Heinz got desperate and considered breaking into the man’s store to
steal the drug for his wife. Should Heinz steal the radium?
Level 1
Pre Conventional

.Obedience and punishment orentation ( 2-4 years)

If child get punishment on his action – according to child that act is
wrong
If child get reward – that act is right
So according to (2-4 year) child Heinz was wrong
.Individualism and exchange ( 4-7 years)
According to child if we feel good by doing something that act is right
And child think –if you do for me than I will do for you
So according to (4-7 year) child –Heniz was right

Level 2 Conventional stage

.Good-boy-nice-girl orientation( 8-10 year)

If child relation is greeting better by doing according to friend ,family we consider
wrong as right . Heinz was right or wrong depend on his family / friend view.
.Maintaing social order (10-13 year)
Give importance to rule and regulation .he will follow law of society even his
relationship is getting bad .
According to 10-13 year child Heinz was wrong .

Level 3 Post Conventional stage

.Social contract and Individual Right (13-18 year)
A person prefer his own thinking in this age and forget rule and laws .
He think everyone have Right to speech, Right to freedom
According to child Heinz was right
.Universal principle (above 18)
Principle of Gandhiji – Truth and non- violence
Life is more important than laws .
Heinz was right or wrong depend upon child principle
According to kohlberg's
Children approches thinking about right and wrong different at different age
Not everyone achieve all level
Nobody can jump 1to 3 stage they have to pass step by step
It is same across culture
Piaget's theory of cognitive development

Meaning of cognition- all mental activities like reasoning , evolution ,

judging , learning , remembering.
Cognitive development theory all about – how does the mental
development takes place from infancy to adulthood .
Paget’s Stage Of Development
 The Sensorimotor Stage(0-2 years)
• Know the world through movements and sensations
• Learn about the world through basic actions such as sucking,
grasping, looking, and listening
• Learn that things continue to exist even when they cannot be seen
• Realize that they are separate beings from the people and objects
around them
• Realize that their actions can cause things to happen in the world
around them
 The Preoperational Stage(2-7year)
• Begin to think symbolically and learn to use words and pictures to
represent objects

• Tend to be egocentric and struggle to see things from the

perspective of others

• Getting better with language and thinking, but still tend to think in
very concrete terms
 The Concrete Operational Stage(7-11year)
• Begin to think logically about concrete events
• Begin to understand the concept of conservation; that the amount
of liquid in a short, wide cup is equal to that in a tall, skinny glass,
for example
• Thinking becomes more logical and organized, but still very
concrete
• Begin using inductive logic, or reasoning from specific information
to a general principle
 The Formal Operational Stage(above 12)
• Begins to think abstractly and reason about hypothetical problems
• Begins to think more about moral, philosophical, ethical, social,
and political issues that require theoretical and abstract reasoning
• Begins to use deductive logic, or reasoning from a general principle
to specific information