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Bicol University
College Of Education
Daraga, Albay
Kohlberg’s Stages
of
Moral Development
ACTIVITY
Lawrence Kohlberg
An informal, unassuming man who is a true
scholar.
Born in 1927 and grew up in Bronxville, New
York.
Attended Andover Academy in Massachusetts
(high school)
Became second Engineer on an old freighter
carrying refugees from parts of Europe to Israel.
Enrolled in University of Chicago in 1948.
Stayed in Chicago for graduate work in
psychology.
Taught in both psychology and philosophy.
Taught in University of Chicago (1962-1968).
Also taught at Harvard University since 1968.
Became interested in Piaget and began
interviewing children and adolescents on moral
issues.
Believe that people progress in their ability to
reason morally through six stages, with three
levels largely by social interactions.
Moral Development
Moral development focuses on the emergence,
change, and understanding of morality from
infancy through adulthood. (Wikipedia)
Moral development is a process through which a
child develops proper attitudes or behaviours
towards the other people in the society, based on
various things such as social and cultural norms,
laws and rules.
Moral development is every parent's concern
because parents have the responsibility to teach a
child to distinguish between what is right and
wrong and then behave accordingly.
Moral development refers to the gaining of
values from past experience of learning, thus
enabling one to think and act responsibly,
courageously and compassionately towards
oneself, society and the environment.
Heinz Steals the Drug (Heinz Dilemma)
In Europe, a woman was near death from a
special kind of cancer. There was one drug that the
doctors thought might save her. It was a form of
radium that a druggist in the same town had
recently discovered. The drug was expensive to
make, but the druggist was charging ten times what
the drug cost him to make. He paid $200 for the
radium and charged $2,000 for a small dose of the
drug. The sick woman's husband, Heinz, went to
everyone he knew to borrow the money, but he
could only get together about $ 1,000 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 I'm going to make money from it." So
Heinz got desperate and broke into the man's store
to steal the drug - for his wife. Should the husband
have done that? (Kohlberg, 1963, p. 19)
Lawrence Kohlberg’s Stages of Moral
Development
Pre-conventional Level
Moral reasoning is based on the consequences
or result of the act, not on whether the act itself
is good or bad.
a. Stage 1 (Punishment & Obedience
Orientation)
b. Stage 2 (Mutual Benefit or Individualism
& Exchange)
Pre-conventional Level
Stage 1 (Punishment & Obedience Orientation)
One is motivated by the fear of punishment.
See rules as fixed and absolute.
Obeying rules is important because it is a means to avoid
punishment.
“Yes I will tell our parents. Because if they found out
later that I know, for sure they will get angry & most
likely punish me.”
“No, I will not tell because Ryan will make my life
miserable & also punish me for telling.”
Pre-conventional Level
Stage 2 (Mutual Benefit or Individualism &
Exchange)
One is motivated to act by the benefit that one may
obtain later.
People account for individual points of view and judge
actions based on how they serve individual needs.
“Yes. I will tell our parents because they will reward me
for it. I will subtly ask for that new IPod that I’m wishing
to have.”
“No. I will not tell. Ryan will surely grant me a lot of
favors for not telling. He’ll not also squeal on me.”
Lawrence Kohlberg’s Stages of Moral
Development
Conventional Level
Moral reasoning is based on the conventions
or “norms” of society. This may include
approval of others, law and order.
a. Stage 3 (Social Approval or Good
Interpersonal Relationship)
b. Stage 4 (Law & Order or Maintaining
Social Order)
Stage 3 (Social Approval or Good Interpersonal
Relationship)
One is motivated of what others expect in behavior –
good boy, good girl. The person acts because he or she
values how he or she will appear to others.
There is an emphasis on conformity, being “nice”, &
consideration of how choices influence relationship.
“Yes. I will tell so my parents will think I am such an
honest boy.”
“No. I will not tell. Ryan will think of me as a really cool
brother!”
Conventional Level
Conventional Level
Stage 4 (Law & Order or Maintaining Social Order)
One is motivated to act in order to uphold law and order.
People consider society as a whole when making
judgments.
Focuses on maintaining law and order by following rules,
doing one’s duty & respecting authority.
“Yes I will tell because we should follow the rules that our
parents say.”
“No, because it’s been our rule to keep each other’s
secrets.”
Lawrence Kohlberg’s Stages of Moral
Development
Post-conventional Level
Moral reasoning is based on enduring or
consistent principles. It is not just recognizing
the law, but the principles behind the law.
a. Stage 5 (Social Contract & Individual
Rights)
b. Stage 6 (Universal Principles)
Post-conventional Level
Stage 5 (Social Contract & Individual Rights)
Laws that are wrong can be changed.
One will act based on social justice and the common good.
People begin to account for the differing values, opinions
and disbeliefs of other people.
Rules of law are important for maintaining a society, but
members of the society should agree upon these standards.
“Yes I will tell because he might be hurt or get in trouble
& his welfare is the top most priority.”
“No. He is big enough to question my parents’ decision
not to let him go.”
Post-conventional Level
Stage 6 (Universal Principles)
This is associated with the development of one’s
conscience. Having a set of standards that drives one to
possess moral responsibility to make societal changes
regardless of consequences to oneself.
Based upon universal ethical principles & abstract
reasoning.
People follow these internalized principles of justice,
even if they conflict with laws and rules.
“Yes. I will tell because lying is always wrong & I
want to be true to what I believe in.”
“No. I believe brothers watch out for each other.
If he trusted me with this, I should stay true to him
& not say anything.”
Summary
At Stage 1(Punishment & Obedience
Orientation), children/people think of what is right
as that which authority says is right. Doing the right
thing is obeying authority and avoiding punishment.
At Stage 2 (Mutual Benefit or Individualism &
Exchange), children/people are no longer so
impressed by any single authority; they see that
there are different sides to any issue. Since
everything is relative, one is free to pursue one's
own interests, although it is often useful to make
deals and exchange favors with others.
Summary
At Conventional Level, young people think as
members of the conventional society with its values,
norms, and expectations.
At Stage 3 (Social Approval or Good
Interpersonal Relationship), they emphasize being
a good person, which basically means having
helpful motives toward people close to one.
At Stage 4 (Law & Order or Maintaining Social
Order), the concern shifts toward obeying laws to
maintain society as a whole.
Summary
At Post-conventional Level, people are less
concerned with maintaining society for its own
sake, and more concerned with the principles and
values that make for a good society.
At Stage 5 (Social Contract & Individual
Rights), they emphasize basic rights and the
democratic processes that give everyone a say.
At Stage 6 (Universal Principles), they define
the principles by which agreement will be most
just.