Child Growth Notes #3.5 (Lawrence Kohlberg)

JDI:

Does moral development happen based on age

What influences moral development

Morals:

  • Societal View of right and wrong

Values:

  • Individual view of right or wrong

**Does not consider emotions

Theory of Moral Development

Cognitive/Psychosocial

Where does Kohlberg’s moral development theory come from?

  • Uses heinz dilemma and other moral question

  • Not based on age (or ketchup) but it is based on our cognitive and psychosocial development

  • Based on how we justify our behavior, not how moral we are

  • Continuous

  • Based on interviews with young boys in the 1950s

  • Only white children

  • Not everyone gets to all levels

  • Not a process of maturity

  • Very rare to go backwards in stages

  • His entire idea is based on JUSTICE and the reason why, not the result

Level 1: Pre-conventional Morality

Stage 1: Obedience and Punishment

Age Range: Pre-school children mostly

Moral Reasoning: Decision based on what is best for themselves

Do they obey rules: Only if made by people more powerful

What is their mantra: Disobey rules if not likely to get caught

What are wrong behaviors: Those that get punished

Heinz Dilemma - Punishment orientation

  • Obedience to authority is considered

  • He shouldn’t steal the drug because he might get caught and punished (avoiding punishment)

Stage 2: Individualism and Exchange of Favors

Age Range: Elementary school up to high school

What are children understanding: That others have needs

What do they start to do for the first time: Try to help others with their needs, but only if their’s are met

How do they define right and wrong: In terms of what happens to them, not a greater good

Heinz Dilemma - Pleasure-seeking orientation

  • Action is determined by ones own needs.

  • It wont do him any good to steal the drug because his wife will be dead by the time he gets out of jail (self-interest)

Level 2: Conventional Morality

Stage 3: Interpersonal Good Girl/Boy

Age Range: Few older elementary, typically middle school students.

What do people make decisions based on: Actions that will please others, especially those with status

So what are these people most concerned with: Maintaining relationships by trust and loyalty

Emphasis is on conformity

Heinz Dilemma - Good Boy/ Good Girl Orientation

  • Action determined by the approval of the peer group

  • He shouldn’t steal the drug because others will think he is a thief. His wife will not want to be saved by stealing (Avoid disapproval)

Stage 4: Law and Order

What is at this stage: Typically high school

Who do they look to for guidelines: Society as a whole

What is their focus: Follow rules and respect authority

How do they perceive rules: As inflexible, duty to obey, don’t recognize that rules change with society

Heinz Dilemma - Authority Orientation

  • Should uphold the law at all cost

  • Follow social rules

  • Although his wife needs the drug, he should not break the law to get it. His wife’s condition doesn’t justify stealing (Traditional morality of authority)

Level 3: Post-Conventional Morality

Stage 5: Social Contract

(Social contract idea made by Jean Jacque Rousseau)

Who gets to stage 5: Rarely seen before college

What do people begin to account for: Differing values, opinions and beliefs of others

Recognize rules are what:

  • Agreement among people about behavior-can change

  • Protect individual rights-not absolute.

  • Rules that don’t serve society can change

Heinz Dilemma - Social-Contract Orientation

  • Rules are open to question but are upheld for the good of the community.

  • He should not steal the drug. The druggist response is unfair but mutual respect for the rights of others must be maintained (social contract)

Stage 6: Universal Ethical Principle

  • Hypothetical ideal stage

  • Few people ever reach

  • Follow a few abstract universal principles that transcend the law

  • Disobey laws that violate own ethical principles

Heinz Dilemma - Universal Ethical Principle

  • High value is placed on justice, dignity, and equality.

  • He should steal the drug but alert the authorities he has done it. He will have to face a penalty, but he will save a human life.

Criticisms of Kohlberg’s Theory

  • Moral Thinking vs. Moral Doing or Acting

  • Overemphasized justice, ignoring caring and compassion

  • Gender bias-idea of different set of moral thinking, Men-justice and law, Women-caring for others

  • Wester cultural bias-lack of regard for other societies

Continuous or Discontinuous

  • Discontinuous

Nature or Nurture

  • Nurture