Topic 13

Topic 13: Kohlberg's Theory of Moral Development

Introduction to Kohlberg

Developed by Lawrence Kohlberg (1927–1987), a Harvard University professor, initially a developmental psychologist, later focusing on philosophy and moral reasoning. His theory is linked to Western ethics and suggests that individuals progress through distinct stages of moral development over time. This progress is sequential: individuals can only comprehend a moral rationale one stage above their current understanding. The understanding of right and wrong is crucial for effective functioning in home, school, and society, making it vital for teachers to recognize their students' moral development stages.

Phase One: Pre-Conventional

Applies to children aged 9 and younger. Individuals do not have a personal moral code; rather, their morality is influenced by adult standards and the consequences of their actions. Authority is external; reasoning is based on physical outcomes of actions.

Stages within Pre-Conventional Phase:

• Stage 1: Punishment-Obedience OrientationActions deemed good or bad based on physical consequences. The primary focus is on avoiding punishment; children learn to comply with rules to avoid negative outcomes.

• Stage 2: Personal Reward OrientationRight behavior is derived from acting in one’s self-interest, exemplified by quid pro quo relationships (e.g., ‘If you scratch my back, I’ll scratch yours’). Decisions are made based on benefits that one can gain personally.

Phase Two: Conventional

Relevant for youths ages 9 to 20 years. Morality is internalized based on standards from role models; authority is respected but not questioned. Reasoning relies on group norms and the desire to gain approval from others.

Stages within Conventional Phase:

• Stage 3: Good Boy/Nice Girl OrientationActions that please others are approved. The focus is on maintaining good relationships and gaining social acceptance.

• Stage 4: Law and Order OrientationLaws are viewed as absolute, and actions are governed by obedience to authority, duty obligations to avoid guilt, and a sense of community. This stage is supported by Milgram's findings from 1963, which highlighted obedience to authority figures even in morally questionable situations.

Phase Three: Post-Conventional

Reached typically by individuals over 20, although only a minority achieves this level. Moral judgment is based on self-chosen principles; reasoning considers individual rights and justice. Only 10-15% of individuals can reach stages 5 and 6, which require advanced abstract thinking.

Characteristics of Post-Conventional Phase:

• Actions are based on individual conscience. Numerous adults do not reach this level, as evidenced by Zimbardo’s (1971) Stanford Prison Experiment, which demonstrated how situational factors can inhibit moral development.

Stages within Post-Conventional Phase:

• Stage 5: Social Contract Orientation"Good" is defined by individual rights and mutual agreement, as seen in foundational documents like the U.S. Constitution. Ethical dilemmas illustrate the complexity of decisions, such as the Heinz dilemma, which challenges individuals to weigh personal beliefs against societal laws.

• Stage 6: Universal Ethical PrinciplesThis stage involves concepts such as justice, human dignity, and equality. It emphasizes that ethical principles transcend specific laws and cultural norms, guiding individuals towards a universal moral framework.

Summary of Coverage

The overview covers theories from Freud, Erikson, and Kohlberg, exploring influences on personal and social development (e.g., peers, parents, teachers). Discussion focuses on friendships, emotions, and social factors impacting psychosocial development. Clarification is provided on self-concept, self-esteem, and self-efficacy. The examination of moral reasoning demonstrates variations in student responses to ethical dilemmas, drawing connections between subject materials and the article "The Power of Expectation."