The Moral Development Stages of the Moral Agent

Introduction

We have discussed how we can be more ethical or moral in our actions and decisions.
Morality or ethics constitute a fundamental guide to people’s existence that without which, it
would be impossible for people to co-exist harmoniously. Furthermore, the topic about ethics
is not just a guide about co-existence but it has an important role to play for people to live
more meaningful and positive relationships that bring about transformative changes to the
quality of life.

In this topic, we will underscore moral development. The understanding of moral

development can help us gain insights about our role in providing avenues for its
development. Morality might have its own course of natural development, but we might just
have the responsibility to choose to allow or impede its full maturation in us or in other
people. For children, they need assistance from more mature individuals to reach the full
development of their moral or ethical reasoning and judgment. It will always be to their
advantage if they are guided and given the chance to be empowered by such wise and
experienced individuals.

The different stages of moral development have been the focus of the study of the
American moral psychologist Lawrence Kohlberg. He theorized that moral development
involves three levels which are discussed in this chapter:

Learning Outcomes

1. Identify the different levels of moral development;

2. Characterize one’s present stage of moral development; and
3. Evaluate the roles of more mature people in the moral development of younger
people.

Activating Prior Learning

Recall that event when you started to have knowledge about having done something
good or bad. Share it to class. (15 minutes)
 Presentation of Contents

The Levels and Stages of Moral Development by Lawrence Kohlberg

Level I. Pre-conventional

The pre-conventional level corresponds to how infants and children think. The type of
reasoning at this level is centered on the consequences of one’s action and the level is divided
into two stages.

Stage I. The first stage of reasoning focuses on obedience and the avoidance
of punishment. At this stage, a child reasons out that actions are “good” if they are
able to avoid punishment and actions are “bad” if they result to punishment. By that,
we understand that children’s action as thought of is not that they have found what the
best thing to do is, rather, they have found what to do in order to evade getting
scolded or punished.

Stage II. At this point, entering the second stage of reasoning, children act
according to what will satisfy their interests. The good at this stage of development is
what brings pleasure to them. Children’s activities at this stage are focused on those in
line with their interests. Characteristically, at this stage, children still have difficulties
making a distinction between them and others. Others are considered extensions of
who they are and deals with them to the extent that they can bring them pleasure or
some kind of advantage.

The pre-conventional stage symbolizes the stage when children have not yet
understood the importance of rules in their life. The consequences of their acts are
most important as they may lead to either punishment or to their satisfaction or
pleasure their interests having been served. What is right or wrong is not determined
by following rules but by what their actions bring them

Level II Conventional

At this stage, older children, adolescents and young adults learn to conform to societal
expectations. Conventions acquire significance for the individual and learn to follow them.
They now understand the importance of conventions in their life. Level II is subdivided into
two stages.

Stage III. Group approval at this stage is very important for the child. The
desire to belong is a strong motivation for the child in order to act according to what
the group expect from her or him. The more common tendency for the individual is to
conform specially to the values of the immediate group like the family, playmates and
later on to those of the peer group because by doing so it will best serve his or her
interests. Adolescents would therefore seek for the approval of others since they are
instrumental to the satisfaction of their new needs. They are also more open and give
more importance to the expectations of larger groups in their community or in school.

Stage IV. The fourth stage is an important development. It is the deepening of

the acceptance of the importance of societal conventions. The individual learns by
now that conventions are not only good for him or for her but the individual realizes
 that conventions are necessary for the existence of the society itself. Hence, at this
stage, the individual is better ready in order to accept and value most of the laws, rules
and regulations of one’s community or society. Dutifulness toward the standards of
the society embodied in its rules and laws shape the moral reasoning of the stage.
Adolescents of this stage very importantly uphold laws and regulations that when
others disobey them like when laws are not properly or wrongly implemented, they
are capable of rebelling against a system that does not respect the laws.

Kohlberg explains that people who merely follow the rules and regulations of
their society or of their organizations or the doctrines of their religion is the best they
can do are trapped in this second stage of the conventional level. Many of them reach
only this far in their moral development. Unable to understand the reasons behind
why there are rules and laws to follow, they tend to develop a kind of legalistic
mentality in which rightness or wrongness of an act is based on whether or not one
follows rules and regulations. It must be noted that Kohlberg’s theory is not about the
definition of the goodness or rightness of an act. He does not propose a kind of ethical
theory but describes the stage of the growth in moral thinking in the different stages
of development.

Level III. Post-Conventional

In the post-conventional level, people realize that what matters is no longer the simple
following of rules in the society that takes precedence. The moral agent by now knows that
what is at stake is more on doing or acting upon the personally acquired beliefs or principles.
What one does is what one ought to do is now the new challenge for the individual moral
agent.

Stage V. In the fifth stage, the moral agent realizes the value of social contract
which is about the agreements. Rational agents realize that to serve the common good
which he or she ought to respect and live by. The idea of the common good is post-
conventional because it is theoretically the mature and conscientious moral agents
who are identified to be morally upright. The moral agent binds himself or herself
with the common good whether or not it produces consequences that are beneficial or
not. For clarity, the notion of the common good is upheld higher or given more
importance than existing communal agreements, traditions and rules because these
must be examined using rational discourse. Hence, what is moral is what honors the
social contract.

Stage VI. Kohlberg argues that this stage is the highest stage of moral
development. The stage goes beyond social contract. It is about choosing to do acts
based on universal ethical principles acquired by the moral agent himself or herself.
This stage goes beyond the societal conventions, rules and agreements and that
actions are morally correct only if they are based on the universal ethical principles.
The actions must be respected only if these reflect the universal ethical principles.