Chapter 1-7: Kohlberg's Theory of Moral Development & Developmental Stages
Adolescent Development and Conflict
Adolescents develop their own identities, likes, and desires, which often conflict with parental expectations.
This leads to an increase in parent-child conflict during adolescence.
In emerging adulthood, this conflict decreases as parents begin to recognize and ideally respect their children's decisions as adults.
Lawrence Kohlberg's Theory of Moral Development
Kohlberg's theory proposes that moral reasoning develops through six stages, structured into three levels.
His work is based on Piaget's theory of cognitive development.
Kohlberg interviewed boys between the ages of 10 and 16, analyzing their justifications for decisions in hypothetical moral dilemmas.
Key Insight: Kohlberg was primarily interested in how people think and arrive at a moral decision, rather than whether the decision itself was deemed right or wrong.
He believed individuals progress through these stages with age, though not everyone reaches the later stages.
Levels and Stages of Moral Development
I. Preconventional Level
This is the earliest level of moral development, common among children.
Moral judgment is based on the direct consequences individuals expect for themselves, not on social norms.
Stage 1: Obedience and Punishment Orientation
Focus: Moral judgments are made based on avoiding punishment.
Core Question: "How can I avoid punishment?"
Scenario Example (School Fight): Finn sees his friend being beaten but does not intervene because he fears the teacher might punish him if he gets caught fighting.
Scenario Example (Lost Train Ticket): A person would not take the ticket because they are afraid of getting caught and punished.
Scenario Example (Heinz Dilemma): Heinz would not steal because he fears getting caught and going to jail.
"Did You Know" Example: Jyoti fears being punished for not paying for a textbook.
Stage 2: Individualism and Exchange (Self-Interest Orientation)
Focus: Moral judgments are driven by self-interest and what directly benefits the individual or offers a reward/favor in return.
Core Question: "What's in it for me?"
Scenario Example (School Fight): Mary intervenes to help Tom, knowing she might be punished, but calculates that if she helps him now, he might help her in the future. She might become a victim herself someday.
Scenario Example (Lost Train Ticket): A person would likely take the ticket because it directly benefits them, and the man can afford another. Alternatively, they might give it back hoping for a reward, though this is less guaranteed.
Scenario Example (Heinz Dilemma): Heinz should steal the drug because it will benefit him and his wife by saving her life. (Focus on self-interest and reciprocal benefits).
II. Conventional Level
This is the middle level, common during adolescence and adulthood.
Morality is centered around what society regards as right, and the fairness of rules is seldom questioned.
Stage 3: Interpersonal Accord and Conformity (Good Boy/Good Girl Orientation)
Focus: Moral judgments are guided by the desire to be seen as a "good person" by others and to conform with community ethics, maintaining good interpersonal relationships.
Core Question: "What do others think of me?"
Scenario Example (School Fight): Betty wants to intervene but decides against it when she sees others are just watching, wanting to be seen as a "good girl" conforming to group norms.
Scenario Example (Lost Train Ticket): A person might not take the ticket to be seen as an honest person. Alternatively, they might take the ticket if they promised to attend a wedding, prioritizing being seen as a "good cousin" who keeps promises.
Scenario Example (Heinz Dilemma): Heinz should steal because a "good husband" would do anything to help his wife, OR he should not steal because a "good citizen" does not steal others' property. (Focus on acting according to social rules and seeking approval).
Stage 4: Authority and Social Order Maintaining Orientation (Law and Order)
Focus: Moral judgments are based on adherence to social order, laws, and authority, recognizing their importance for a functioning society.
Core Question: "How can I maintain law and order?"
Scenario Example (School Fight): The teacher immediately steps in, shouting "Stop! Fighting at school is forbidden," emphasizing the importance of following rules to prevent chaos and upholding duty to maintain social order.
Scenario Example (Lost Train Ticket): A person would not take the ticket because stealing is against social rules and maintaining order is important.
Scenario Example (Heinz Dilemma): Heinz should not steal because stealing is against the law, and laws are essential to maintain social order. (Focus on upholding laws and authority for society's smooth functioning).
"Did You Know" Example: Kyle leaves a note after hitting a car because he is legally required to do so.
III. Postconventional Level
This is the highest level of moral development.
Decisions about morality depend on abstract principles and values, often independently of societal conventions. Not every person reaches this level.
Stage 5: Social Contract Orientation
Focus: Individuals understand rules as a social contract rather than a strict order. They believe rules make sense only if they serve the right purpose and protect individual rights. There's recognition that individuals may disobey rules inconsistent with their own morality.
Core Question: "Does a rule truly serve all members of the community?"
Scenario Example (School Fight): Jesse questions the school rules, suggesting that perhaps Tom deserved a lesson for punching a younger girl, implying rules should serve fairness or a greater purpose.
Scenario Example (Lost Train Ticket): A person might not take the ticket because individual rights (even of the man who lost it) are more important than convenience. Alternatively, they might steal the ticket if their wedding attendance is more important, considering it a "social contract" to fulfill promises, and perhaps volunteering later as a form of restitution.
Scenario Example (Heinz Dilemma): Heinz should steal because everyone has a fundamental right to life, which is more important than the druggist's right to profit. (Focus on individual rights over strict laws if laws don't serve the community fairly).
Stage 6: Universal Ethical Principles (Compassion)
Focus: Moral judgments are guided by universal ethical principles, such as justice, equality, and compassion, which transcend societal laws and conventions. Individuals may feel an obligation to disobey unjust rules. Kohlberg believed this stage is rarely reached.
Core Question: "What are the abstract ethical principles that serve my understanding of justice?"
Scenario Example (School Fight): The headmaster explains rules are valid only if grounded in justice. His highest moral principle is compassion, believing people should understand each other's viewpoints and not feel alone, potentially implying a need to address Tom's behavior AND the root causes.
Scenario Example (Lost Train Ticket): A person would not take the ticket because stealing is universally wrong (an ethical principle of integrity and honesty), even if no one finds out. It's the most compassionate action. Alternatively, they might call their cousin to explain, involving all parties to solve the situation compassionately.
Scenario Example (Heinz Dilemma): Heinz should steal because saving a life is a fundamental moral obligation, more important than the druggist's right to profit. Alternatively, Heinz should not steal because individuals have a fundamental right to their property, and respecting that right is essential for justice and moral integrity (understanding the druggist's perspective based on universal property rights).
"Did You Know" Questions & Answers
Nathan experimenting with different cliques in high school (athletes, intellectuals, musicians) is experiencing Erikson's developmental crisis of identity versus role confusion (A).
Kyle leaving a note after denting a car because he is "legally required to" is at the conventional level of moral reasoning, specifically Stage 4 (Law and Order).
Jyoti hoping she doesn't get caught and would be "punished for sure" for an unpaid textbook is at the preconventional level of moral reasoning, specifically Stage 1 (Obedience and Punishment).