1.

Respect for Authority (Preconventional Level): "I will follow the rules and listen to my
teachers and parents because it is important to show respect and avoid punishment."

2. Utang na Loob (Debt of Gratitude) (Preconventional Level): "I will repay the kindness shown
to me by my friends and family, no matter how small or big the favor was."

3. Pagkakaisa (Unity) (Conventional Level): "I will work together with my classmates and
colleagues to achieve our common goals and avoid conflicts that may harm our community."

4. Makabayan (Patriotism) (Conventional Level): "I will be loyal to my country and follow its
laws because it is important to show respect and contribute to its growth and development."

5. Kapwa (Shared Self) (Postconventional Level): "I will treat others with empathy and
compassion because I understand that we are all interconnected and interdependent, and our
actions can have a ripple effect on others."

6. Kaalaman (Knowledge) (Postconventional Level): "I will seek out knowledge and truth, even
if it challenges societal norms and values, because I believe that knowledge is power, and it is
important to make informed decisions."

7. Karunungan (Wisdom) (Postconventional Level): "I will use my knowledge and understanding
to make responsible decisions that benefit myself, my community, and society as a whole,
because I believe that wisdom is the key to a fulfilling life."

Preconventional Level (Obedience and Punishment Orientation)

1. Respect for Authority: "I will follow the rules and listen to my teachers and parents because I
don't want to get into trouble or be punished."

2. Utang na Loob (Debt of Gratitude): "I will repay the kindness shown to me by my friends and
family because I don't want to lose their trust or respect."

3. Panganganak (Self-Preservation): "I will avoid doing things that might harm me or others
because I don't want to get hurt or cause trouble."
4. Panganak sa Kapwa (Self-Preservation of Others): "I will not do anything that might hurt
others because I don't want them to get hurt or angry with me."

5. Panganak sa Kapwa (Self-Preservation of Others): "I will not take anything that doesn't belong
to me because I don't want to steal and get into trouble."

Conventional Level (Conformity and Social Order Orientation)

1. Pagkakaisa (Unity): "I will work together with my classmates and colleagues to achieve our
common goals because I believe that cooperation and teamwork are important for success."

2. Makabayan (Patriotism): "I will follow the laws of my country because I believe that it is
important to show respect for authority and contribute to the growth and development of my
community."

3. Pagkakaisa (Unity): "I will avoid conflicts and disputes because I believe that harmony and
cooperation are important for a peaceful and productive community."

4. Makabayan (Patriotism): "I will respect the rights and freedoms of others because I believe
that it is important to show respect for individual differences and promote social justice."

5. Pagkakaisa (Unity): "I will fulfill my responsibilities and obligations because I believe that it
is important to show reliability and trustworthiness in my relationships with others."

Postconventional Level (Individual Autonomy and Social Contract

Orientation)

1. Kapwa (Shared Self): "I will treat others with empathy and compassion because I understand
that we are all interconnected and interdependent, and our actions can have a ripple effect on
others."

2. Kaalaman (Knowledge): "I will seek out knowledge and truth, even if it challenges societal
norms and values, because I believe that knowledge is power, and it is important to make
informed decisions based on evidence rather than blindly following traditions or beliefs."
3. Karunungan (Wisdom): "I will use my knowledge and understanding to make responsible
decisions that benefit myself, my community, and society as a whole, because I believe that
wisdom is the key to a fulfilling life that contributes positively to society."

4. Kapwa (Shared Self): "I will respect the rights and freedoms of others, even if it goes against
societal norms or values because I believe that it is important to show respect for individual
differences, promote social justice, and uphold human dignity."

5. Kaalaman (Knowledge): "I will challenge societal norms and values when they are unjust or
oppressive because I believe that it is important to stand up for what is right, even if it means
going against the majority or authority figures."

Lawrence Kohlberg's theory of moral development examines how individuals progress through
stages of moral reasoning.

Piaget's concepts of moral development emphasize how children's cognitive abilities progress,
leading to a greater understanding of morality and the development of moral reasoning. Jean
Piaget's theory emphasizes the role of children's exploration, curiosity, and learning in their
cognitive development.

Jonathan Haidt, Craig Joseph, and Jesse Graham's concepts of moral development emphasize the
importance of both intuition and reasoning in shaping individuals' moral beliefs and values.

Lawrence Kohlberg's Theory of Moral Development: -

Both Kohlberg and Piaget believe that moral development is a process that occurs over time,
starting from a basic level of understanding and gradually progressing to more complex and
sophisticated levels.

- Kohlberg's stages of moral development are like Piaget's stages of cognitive development in
that they

both involve a progression from more concrete and egocentric thinking to more abstract and
logical thinking. –

Both Kohlberg and Haidt argue that moral development is influenced by cultural and societal
factors, as well as individual experiences and values.

- Kohlberg's emphasis on the importance of reasoning and decision-making aligns with Joseph's
and Graham's focus on critical thinking and problem-solving skills in moral education. Jean
Piaget's Theory of Moral Development: - Both Kohlberg and Piaget believe that moral
development is a process that occurs over time, starting from a basic level of understanding and
gradually progressing to more complex and sophisticated levels. - Piaget's stages of moral
development are like Kohlberg's stages in that they both involve a progression from more
concrete and egocentric thinking to more abstract and logical thinking. - Both Kohlberg and
Piaget argue that moral development is influenced by cultural and societal factors, as well as
individual experiences and values. - Piaget's emphasis on the importance of socialization and
social learning aligns with Joseph's and Graham's focus on the role of social context in moral
education. Jonathan Haidt's Moral Foundations Theory: - Haidt's theory suggests that morality is
based on six fundamental foundations: care/harm, fairness/cheating, loyalty/betrayal,
authority/subversion, sanctity/degradation, and liberty/oppression. These foundations are similar
to the values emphasized in traditional Filipino culture, such as utang na loob (debt of gratitude),
pakikisama (unity), respeto (respect), kabutihan (goodness), and kaalaman (knowledge). - Haidt
argues that morality is not just about reason or logic, but also about emotions, intuition, and
social norms. This perspective aligns with Joseph's and Graham's focus on the importance of
emotional intelligence, empathy, and social skills in moral education. Craig Joseph's Moral
Education: - Joseph emphasizes the importance of critical thinking, problem-solving skills, and
decision-making abilities in moral education. This perspective aligns with Kohlberg's emphasis
on the importance of reasoning and decision-making in moral development. - Joseph also argues
that moral education should focus on real-life situations rather than abstract principles or
hypothetical scenarios. This perspective aligns with Graham's focus on the importance of
practical skills and experiential learning in moral education. Jesse Graham's Moral Education: -
Graham emphasizes the importance of social context, relationships, and community building in
moral education. This perspective aligns with Piaget's emphasis on the importance of
socialization and social learning in moral development. - Graham also argues that moral
education should focus on developing practical skills rather than just theoretical knowledge or
abstract principles. This perspective aligns with Joseph's focus on the importance of practical
skills and experiential learning in moral education.