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    LAWRENCE KOHLBERG Moral Development Theory

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    AbdulHamid Gomampong
    He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from 25 years earlier.[1] In fact, it took Kohlberg five years before he was able to publish an article based on his views.[1] Kohlberg's work reflected and extended not only Piaget's finding

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    LAWRENCE KOHLBERG Moral Development Theory

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    AbdulHamid Gomampong
    60 views3 pages
    He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from 25 years earlier.[1] In fact, it took Kohlberg five years before he was able to publish an article based on his views.[1] Kohlberg's work reflected and extended not only Piaget's finding

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    He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from 25 years earlier.[1] In fact, it took Kohlberg five years before he was able to publish an article based on his views.[1] Kohlberg's work reflected and extended not only Piaget's finding

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    60 views3 pages

    LAWRENCE KOHLBERG Moral Development Theory

    Uploaded by

    AbdulHamid Gomampong
    He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from 25 years earlier.[1] In fact, it took Kohlberg five years before he was able to publish an article based on his views.[1] Kohlberg's work reflected and extended not only Piaget's finding

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    © All Rights Reserved
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    LAWRENCE KOHLBERG’S MORAL DEVELOPMENT THEORY

    American psychologist Lawrence Kohlberg developed one of the best-known theories exploring
    some of these basic questions. 2 His work modified and expanded upon Jean Piaget's previous work but
    was more centered on explaining how children develop moral reasoning. Kohlberg's theory of moral
    development is a theory that focuses on how children develop morality and moral reasoning. Kohlberg's
    theory suggests that moral development occurs in a series of six stages. The theory also suggests that
    moral logic is primarily focused on seeking and maintaining justice. Kohlberg suggested that people
    move through these stages in a fixed order, and that moral understanding is linked to cognitive
    development.

    Stages of Moral Development

    Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are
    two stages. Similar to how Piaget believed that not all people reach the highest levels of cognitive
    development, Kohlberg believed not everyone progresses to the highest stages of moral development.

    LEVEL 1. PRECONVENTIONAL MORALITY

    Pre-conventional morality is the earliest period of moral development. It lasts until around the age of 9.
    At this age, children's decisions are primarily shaped by the expectations of adults and the consequences
    for breaking the rules.  At the pre-conventional level children don’t have a personal code of morality, and
    instead moral decisions are shaped by the standards of adults and the consequences of following or
    breaking their rules. For example, if an action leads to punishment is must be bad, and if it leads to a
    reward is must be good. Authority is outside the individual and children often make moral decisions
    based on the physical consequences of actions.

    There are two stages within this level:

     Stage 1 (Obedience and Punishment): The earliest stages of moral development, obedience and
    punishment are especially common in young children, but adults are also capable of expressing
    this type of reasoning. According to Kohlberg, people at this stage see rules as fixed and
    absolute. The child/individual is good in order to avoid being punished. If a person is punished,
    they must have done wrong. Obeying the rules is important because it is a way to avoid
    punishment.
     Stage 2 (Individualism and Exchange): At the individualism and exchange stage of moral
    development, children account for individual points of view and judge actions based on how they
    serve individual needs. At this stage, children recognize that there is not just one right view that is
    handed down by the authorities. Different individuals have different viewpoints. Reciprocity is
    possible at this point in moral development, but only if it serves one's own interests.

    LEVEL 2. CONVENTIONAL MORALITY

    Conventional morality is the second stage of moral development, and is characterized by an


    acceptance of social rules concerning right and wrong. At the conventional level (most adolescents and
    adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized
    but not questioned, and reasoning is based on the norms of the group to which the person belongs. A
    social system that stresses the responsibilities of relationships as well as social order is seen as desirable
    and must, therefore, influence our view of what is right and wrong. The next period of moral
    development is marked by the acceptance of social rules regarding what is good and moral. During this
    time, adolescents and adults internalize the moral standards they have learned from their role models and
    from society.

    This period also focuses on the acceptance of authority and conforming to the norms of the group. There
    are two stages at this level of morality:

     Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boy-
    good girl" orientation, this stage of the interpersonal relationship 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. The child/individual is good in order to
    be seen as being a good person by others. Therefore, answers relate to the approval of others.
     Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is
    maintained. 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
    one’s duty, and respecting authority. The child/individual becomes aware of the wider rules of
    society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

    LEVEL 3. POST-CONVENTIONAL MORALITY

    Post-conventional morality is the third stage of moral development, and is characterized by an


    individuals’ understanding of universal ethical principles. These are abstract and ill-defined, but might
    include: the preservation of life at all costs, and the importance of human dignity. Individual judgment is
    based on self-chosen principles, and moral reasoning is based on individual rights and justice. According
    to Kohlberg this level of moral reasoning is as far as most people get. Kohlberg believed that only a
    relatively small percentage of people ever reach the post-conventional stages which is only 10-15% are
    capable of the kind of abstract thinking necessary for stage 5 or 6 (post-conventional morality). That is to
    say, most people take their moral views from those around them and only a minority think through ethical
    principles for themselves.

    At this level of moral development, people develop an understanding of abstract principles of morality.
    The two stages at this level are:

     Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and individual
    rights cause people in the next stage to 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. The child/individual becomes aware that while
    rules/laws might exist for the good of the greatest number, there are times when they will work
    against the interest of particular individuals.  The issues are not always clear-cut. For example, in
    Heinz’s dilemma, the protection of life is more important than breaking the law against stealing.
     Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on universal
    ethical principles and abstract reasoning. At this stage, people follow these internalized principles
    of justice, even if they conflict with laws and rules. People at this stage have developed their own
    set of moral guidelines which may or may not fit the law. The principles apply to everyone.

    E.g., human rights, justice, and equality. The person will be prepared to act to defend these
    principles even if it means going against the rest of society in the process and having to pay the
    consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this
    stage.

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