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MORAL AND SOCIAL DEVELOPMENT
PIAGETKOHLBERG LOEVINGER
Presented by
Khadija GOUALI
Nadia BAT
Ikram AIT DRA
Mustapha OMARAKLY
Brahim MEZGAR
THE OUTLINE
Piagetrsquos theory of Moral development
Kohlbergrsquos stages of Moral reasoning
Moral Development in the classroom
Criticisms of Kohlbergs theory
Loevingerrsquos Social Development
PIAGETrsquoS THEORY OF MORAL DEVELOPMENT
MORALITY ones ability to distinguish between right and
wrong and to be able to act on this distinction
Piagetrsquos theory of cognitive development also include a theory
about the development of moral reasoning
Moral development depends on cognitive development that
is one have to understand right from wrong if heshe is to be
expected to act in right or wrong ways
EXPERIMENT
To understand childrens
moral reasoning Piaget
spent a great deal of time
watching children play
marbles and ask them about
the rules of the game
He pretended to be ignorant
of the rules of the game and
asked children to explain
them to him
FINDINGS
Before age of 6 children play by their own
idiosyncratic rules
Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning
By the age of 6 children acknowledged the
existence of rules
children did not conscientiously use and follow rules
until the age of 10 or 12 years when they are
capable of formal operations
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
THE OUTLINE
Piagetrsquos theory of Moral development
Kohlbergrsquos stages of Moral reasoning
Moral Development in the classroom
Criticisms of Kohlbergs theory
Loevingerrsquos Social Development
PIAGETrsquoS THEORY OF MORAL DEVELOPMENT
MORALITY ones ability to distinguish between right and
wrong and to be able to act on this distinction
Piagetrsquos theory of cognitive development also include a theory
about the development of moral reasoning
Moral development depends on cognitive development that
is one have to understand right from wrong if heshe is to be
expected to act in right or wrong ways
EXPERIMENT
To understand childrens
moral reasoning Piaget
spent a great deal of time
watching children play
marbles and ask them about
the rules of the game
He pretended to be ignorant
of the rules of the game and
asked children to explain
them to him
FINDINGS
Before age of 6 children play by their own
idiosyncratic rules
Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning
By the age of 6 children acknowledged the
existence of rules
children did not conscientiously use and follow rules
until the age of 10 or 12 years when they are
capable of formal operations
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
PIAGETrsquoS THEORY OF MORAL DEVELOPMENT
MORALITY ones ability to distinguish between right and
wrong and to be able to act on this distinction
Piagetrsquos theory of cognitive development also include a theory
about the development of moral reasoning
Moral development depends on cognitive development that
is one have to understand right from wrong if heshe is to be
expected to act in right or wrong ways
EXPERIMENT
To understand childrens
moral reasoning Piaget
spent a great deal of time
watching children play
marbles and ask them about
the rules of the game
He pretended to be ignorant
of the rules of the game and
asked children to explain
them to him
FINDINGS
Before age of 6 children play by their own
idiosyncratic rules
Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning
By the age of 6 children acknowledged the
existence of rules
children did not conscientiously use and follow rules
until the age of 10 or 12 years when they are
capable of formal operations
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
EXPERIMENT
To understand childrens
moral reasoning Piaget
spent a great deal of time
watching children play
marbles and ask them about
the rules of the game
He pretended to be ignorant
of the rules of the game and
asked children to explain
them to him
FINDINGS
Before age of 6 children play by their own
idiosyncratic rules
Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning
By the age of 6 children acknowledged the
existence of rules
children did not conscientiously use and follow rules
until the age of 10 or 12 years when they are
capable of formal operations
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
FINDINGS
Before age of 6 children play by their own
idiosyncratic rules
Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning
By the age of 6 children acknowledged the
existence of rules
children did not conscientiously use and follow rules
until the age of 10 or 12 years when they are
capable of formal operations
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
STAGES OF MORAL DEVELOPMENT
Heteronomous morality In Piagets theory of moral development the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment
Autonomous morality In Piagets theory of moral development the stage
at which children understand that people make
rules and that punishments are not automatic
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
DISTINCTION
Based on relations of constraint
Reflected in attitudes of moral realism
rules are seen as inflexible requirements
external in origin and authority
not open to negotiation
ldquorightrdquo is a matter of literal obedience to adults and rules
Based on relations of cooperation and mutual recognition of equality
Reflected in rational moral attitudes
rules are viewed as products of mutual agreement
open to recognition
made legitimate by personal acceptance and common consent
ldquorightrdquo is a matter of acting in accordance with the requirements of cooperation and mutual respect
Heteronomous Morality Autonomous Morality
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Badness is judged in
terms of the objective
form and consequences
of actions
fairness is equated with
the content of adult
decisions
arbitrary and severe
punishment are seen as
fair
Punishment is seen as
automatic consequences
of the offense and justice
is seen as inherent
Badness is viewed as
relative to the actorrsquos
intentions
fairness is defined as
equal treatment or taking
account of individual
needs
fairness of punishment is
defined by
appropriateness of the
offense
Punishment is seen as
affected by human
intention
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
A little boy who is called John is in his room He is called to dinner He goes into the dining room But behind the dining room door there was a chair and on the chair there were 12 cups John couldnt have known that there was all this behind the door He goes in the door knocks against the tray bang go the 12 cups and they all get broken
Once there was a little
boy whose name was
Henry One day when his
mother was out he tried
to reach some jam out of
the cupboard He
climbed onto a chair and
stretched out his arm
But the jam was too high
up and he couldnt reach
it While he was trying
to get it he knocked over
a cup The cup fell down
and broke
Story A Story B
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
PIAGETrsquoS METHOD SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
The following dialog is revealing (from Piaget 19321962 pp 124-125)
Q Is one of the boys [who broke teacups] naughtier than the other
A The first is because he knocked over twelve cups
Q If you were the daddy which one would you punish most
A The one who broke twelve cups
Q Why did he break them
A The door shut too hard and knocked them He didnrsquot do it on purpose
Q And why did the other boy break a cup
A He wanted to get the jam He moved too far The cup got broken
Q Why did he want to get the jam
A Because he was all alone Because his mother wasnrsquot there
Q Have you got a brother
A No a little sister
Q Well if it was you who had broken the twelve cups when you went into the room and your little sister who had broken one cup when she was trying to get the jam which of you would be punished more severely
A Me because I broke more than one cup
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Clearly this child understand that the boy who
broke twelve cups did not do this intentionally yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasnrsquot supposed to be doing
Guilt is determined by the extent of violation of
rules rather than by intention
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
KOHLBERGrsquoS THEORY OF
MORAL DEVELOPMENT
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
KOHLBERGS THEORY OF MORAL
DEVELOPMENT
Kohlberg believed much of Piagets theory but thought it should be extended into adolescence and adulthood
Kohlberg was less interested in what the subjects decision was than in the underlying rationale What is important is HOW they EXPLAINED their judgments
1) Like Piaget Kohlberg developed stages of Moral development which follow some invariant sequences
2) Because each successive stage is built upon the foundation of an earlier one each stage must be followed in a particular order
3) Again according to Kohlberg each stage represents a METHOD OF THINKING about a moral dilemma rather than a particular TYPE of moral decision
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
THE HEINZ DILEMMA
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 produce He paid $200 for the radium and charged $2000 for a small
dose of the drug The sick womans husband Heinz went to everyone he knew to borrow
the money but he could only get together about $1000 which is 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 Im going to make money from it So Heinz
got desperate and broke into the mans store to steal the drug for his wife
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
WHAT WOULD YOU DO
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
KOHLBERGrsquoS 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
Stage 1
Stage 2
Conventional Moral Development
Stage 3
Stage 4
Post-Conventional Moral Development
Stage 5
Stage 6
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
LEVEL 1 PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and PunishmentEspecially common in young children but adults are capable of expressing this type of
reasoning At this stage children see rules as fixed and absolute
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is not punished
Obeys superior authority and allows that authority to make the rules especially if that authority has the power to inflict pain
Is responsive to rules that will affect hisher physical well-being
Stage 2 ndash Naively egotisticalAt this stage of moral development children account for individual points of view and judge
actions based on how they serve individual needs
Is motivated by vengeance or ldquoan eye for an eyerdquo philosophy
Is self-absorbed while assuming that heshe is generous
Believes in equal sharing in that everyone gets the same regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed heshe does
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
I will do what I am supposed to do In order to avoid
punishment
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
LEVEL 2 CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - good boy-good girl orientation
This stage of moral development is focused on living up to social expectations and roles There is an emphasis on conformity being nice and consideration of how choices influence relationships
Attitude which seeks to do what will gain the approval of others
Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himselfherself in anotherrsquos shoes and think from another perspective
Stage 4 ndash Law and Social Order
At this stage of moral development people begin to consider society as a whole when making judgments The focus is on maintaining law and order by following the rules doing onersquos duty and respecting authority
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority
Is part of about 80 of the population that does not progress past stage 4
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
I will do what I am supposed to do as things work out
better when everyone follows the rules
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
LEVEL 3 POST-CONVENTIONAL MORALITY ndash 16+
Stage 5 - Legalistic Social Contract
At this stage people 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
Is motivated by the belief in the greatest amount of good for the greatest number of people
Believes in consensus (everyone agrees) rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system
Stage 6 ndash Universal ethical Principles
Kohlbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning At this stage people follow these internalized principles of justice even if they conflict with laws and rules
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule heshe has rejected
Believes that the dignity of humanity is sacred and that all humans have value
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
I will do (or wont do) what I am supposed to do
because I think ( or donrsquot think) it is the right thing to
do
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Kohlberg believed that individuals could only progress throughthese stages one stage at a time That is they could not jumpstages They could not for example move from an orientation ofselfishness to the law and order stage without passing through thegood boygirl stage
They could only come to a comprehension of a moral rationale onestage above their own Thus according to Kohlberg it wasimportant to present them with moral dilemmas for discussionwhich would help them to see the reasonableness of a higherstage morality and encourage their development in that direction
The last comment refers to Kohlbergs moral discussionapproach He saw this as one of the ways in which moraldevelopment can be promoted through formal education Note thatKohlberg believed as did Piaget that most moral developmentoccurs through social interaction The discussion approach isbased on the insight that individuals develop as a result ofcognitive conflicts at their current stage
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
LETrsquoS PRACTICE SITUATION 1Sophia borrowed her fatherrsquos car She and
her friend Soumia were very late coming home that evening They were further delayed at a stop light on a quiet street After what seemed to be an unnecessary long wait Soumia reminded Sophia that they were late Sophia continued to wait insisting that if everyone ignored stop lights when it was personally convenient to do so no street would be safe
At what stage do you think Sophias decision was Why
25
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Brahim was not prepared for a difficult exam so he wrote some important formulas on a slip of paper which he put in his pocket before the test Just before the test began the teacher informed the class that any student caught cheating would automatically fail the test Even though Brahimneeded the information he wrote he didnrsquot use it because the teacher stood too close to his desk during the entire exam
At what stage do you think Brahims decision was Why
LETrsquoS PRACTICE SITUATION 2
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
VALUE TO PRACTITIONERS
Educators (and families) have grappled with the important distinction that theories deal with moral reasoning rather than actual moral behavior
Successful programs have incorporated values education at the global local and individual levels
1Global Level-Districtwide Approach
Many schools have chosen to institutionalize a globalinclusive approach to character building with input fromteachers administrators parents and at the highergrade levels even students This emphasizes theindividual citizen as a member of the social institutionand advocate particular levels of moral behavior
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
2 Local Level-Classroom Instruction
A teacher might choose to capitalize on studentsrsquo naturalcuriosity and might teach values and decision making throughldquoWhat ifhelliprdquo discussions
The classroom is an ideal laboratory in which students can test hypothetical situations and potential consequences Teachers must recognize the cognitive abilities of those in their class and maximize these abilities through problem-solving activities
An effective moral educator is no easy task Teachers must reexamine their teaching role they must be willing to create cognitive conflict in their classrooms and to stimulate social
perspective taking in students
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
3 Individual Level-Conflict Management
Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine Crawford amp
Schrumpf 1994)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
In the classroom having a basic understanding of a
student is important
Decisions based on trust could be based on how ldquo
morally developedrdquo a student is
Using this theory to improve a student and progress
them morally could be useful
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
HOW TO APPLY KOHLBERGS THEORY IN THE
CLASSROOM
can be applied to the classroom where rules
standards and consequences are concerned
The theory tracks an individuals level of moral
reasoning by assigning him to one of six stages
where the first stage is a basic submission to
authority and the last is universal ethics for all
As an educator
- consider where your students personal development lies in
terms of Kohlbergs six stages
- Then work toward achieving optimal moral character along
the lines of Kohlbergs level six
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
INSTRUCTIONS
1
- Give students the opportunity to help create a
classroom code of conduct
- By creating classroom policy students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
2
- Allow for a written self evaluation as part of
any disciplinary consequence
- - This type of action relates to Kohlbergs
fourth stage of morality in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
3
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them
- Kohlbergs fifth morality stage on upholding a
social contract
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
4
-Make time for role play whether it be
related to the curriculum or used as a
problem solving tool
-Kohlbergs sixth stage in which the
needs of every person in society are worth
considering
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
THE CRYING BABY
It is wartime and yoursquore hiding in a
basement with your baby and a group of
other people
Enemy soldiers are outside and will be
drawn to any sound If you are found
You will be killed immediately Your baby
starts to cry loudly and cannot be
stopped Smothering him to death is the
only way to silence him and save the
lives of everyone in the room Could you
do so Assume the baby is not
yours the parents are unknown and
there will be no penalty for killing him
Could you be the one who smother this
baby if no one else would
Your baby someone elsersquos baby
Yes Yes
No No
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Kohlbergrsquos work involves only boys
Some research on girlslsquo moral reasoning finds patterns that aresomewhat different from those proposed by Kohlberg Whereasboys moral reasoning revolves primarily around issues of justicegirls are more concerned about issues of caring and responsibilityfor others (Gilligan 1982 1985 Gilligan amp Attanucci 1988Haspe amp Baddeley 1991)
Kohlbergrsquos theory is heavily dependent on an individualrsquosresponse to an artificial dilemma This brings question to thevalidity of the results obtained through this research
Criticisms of the moral development theory
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Young children can often reason about
moral situations in more sophisticated
ways than a stage theory
Children as young as 3 or 4 years old
use intentions to judge the behavior of
others
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Turiel (1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules young children make a
distinction between moral rules such as not lying
and stealing that are based on principles of
justice and social-conventional rules such as
not wearing pajamas to school that are based
on social consensus and etiquette
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
kohlbergrsquos theory deals with moral reasoning rather
than with actual behavior
Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation the motivation
to behave in a moral fashion and the social skills
necessary to actually carry out a moral plan of action
Many individuals at different stages behave in the
same way and individuals at the same stage often
behave in different ways
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
EGO DEVELOPMENT THEORY
(Loevinger)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
bull INCLUDING NINE SEQUENTIAL STAGES
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
during infancy
babies have a very id-like ego that is very focused on gratifying immediate needs
They tend to be very attached to the primary caregiver often the mother and while they differentiate her from the rest of the world they tend experience a cognitive confusion and emotional fusion between the caregiver and the self
1- pre-socialsup2 stage
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
Toddlers
The ego continues to be focused on bodily feelings basic
impulsesand immediate needs
They experience the world in egocentric terms in terms
of how things are affecting me If something or someone
meets my needs it is good if something or someone
frustrates my needs it is bad Thus their thinking is very
simplistic and dichotomous
2- The impulsive stage
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
early and middle childhood
self potective ego is still using hisher greater awareness
of cause and effect of rules and consequences to get
what they want from others Therefore they tend to be
exploitive manipulative and opportunistic
3- The self-protective stage
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
early and middle childhood
The self-protective ego is more cognitively sophisticated
than the impulsive ego
Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong
3- The self-protective stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
4-THE CONFORMIST STAGE
around five or six
Conformist individuals are very invested in
belonging to and obtaining the approval of
important reference groups such as peer
groups
They tend to view and evaluate themselves and
others in terms of externalsmdashhow one looks
the music that you listen to
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
4- THE CONFORMIST STAGE (CONTINUE)
More generally they tend to view the world in
simple conventional rule-bound and moralistic
ways What is right and wrong is clear to themmdash
namely what their group thinks is right or wrong
Their feelings also tend to be simple and rule-
governed in the sense that there are some
situations in which one feels happy and other
situations in which one feels sad
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
both feelings of happiness and feelings of shame tend to
peak at this stage Shame peaks because individuals are
so concerned about approval from their group
as long as their place in the group is not threatened
conformist egos are quite happy even happier than egos
at the later stages where right and wrong can never
again be so simple and clear
4-The conformist stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
5-THE SELF-AWARE STAGE
The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others
The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion morality love and relationships
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
5-THE SELF-AWARE STAGE (CONTINUE)
They tend to not be at the point where they reach much
resolution on these issues but they are thinking about
them
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
5- THE SELF-AWARE STAGE
They are also more aware that they have unique feelings
and motives different from those that might be
prescribed by the feeling rules they have learned from
society
They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members
(CONTINUE)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
they are appreciating themselves and others as unique
Increasing awareness of onersquos unique feelings and
motives creates tension between the ldquoreal merdquo and the
ldquoexpected merdquo which can lead to increased conflicts with
family and peers
5- THE SELF-AWARE STAGE (CONTINUE)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
6- THE CONSCIENTIOUS STAGE
The tendency towards self-evaluation and self-criticism continues
The conscientious ego values responsibility achievement and the pursuit of high ideals and long-term goals
Morality is based on personally-evaluated principles and behavior is guided by self-evaluated standards
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of othersrsquo
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
the focus on relationships increases and
although achievement is still valued
relationships tend to be more valued even
more
The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others
7-The individualistic stage
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes But this is an incipient
awareness of conflicting wishes and
thoughts and feelings
7-The individualistic stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
there is increasing respect for onersquos own and othersrsquo
autonomy The autonomous ego cherishes individuality
and uniqueness and self-actualization individualsrsquo unique
paths are a source of joy
these independent paths are no longer seen in opposition
to depending on each other rather relationships are
appreciated as an interdependent system of mutual
support
8-The autonomous stage
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
conflictsmdashboth inner conflicts and conflicts between
peoplemdashare appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
the heightened and acute awareness of onersquos own inner
space is manifest in vivid ways of articulating feelings
8-The autonomous stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
the ego shows wisdom broad empathy towards oneself
and others
a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable The
integrated ego finally has a full sense of identity
9- The integrated stage
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
Irsquove moved through the preceding three stages In
Loevingerrsquos research this highest stage is reached by
less than 1 of adults in the United States
9-The integrated stage (continue)
