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Questions and Answers
What is the first stage of Kohlberg's preconventional level of moral development?
What is the first stage of Kohlberg's preconventional level of moral development?
At which level of moral development do individuals typically recognize the concept of a social contract?
At which level of moral development do individuals typically recognize the concept of a social contract?
What is the primary method Kohlberg used to assess moral development in individuals?
What is the primary method Kohlberg used to assess moral development in individuals?
Which stage of Kohlberg's moral development is characterized by a focus on interpersonal relationships?
Which stage of Kohlberg's moral development is characterized by a focus on interpersonal relationships?
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What does Kohlberg believe is key to an individual's moral development?
What does Kohlberg believe is key to an individual's moral development?
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Which level of Kohlberg's moral development is associated with children accepting rules from authority figures?
Which level of Kohlberg's moral development is associated with children accepting rules from authority figures?
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In which stage does an individual prioritize universal ethical principles over specific laws?
In which stage does an individual prioritize universal ethical principles over specific laws?
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How many total stages did Kohlberg identify within his three levels of moral development?
How many total stages did Kohlberg identify within his three levels of moral development?
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What defines a person's sense of morality at the postconventional level?
What defines a person's sense of morality at the postconventional level?
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In stage 5: Social-Contract Orientation, how are laws viewed?
In stage 5: Social-Contract Orientation, how are laws viewed?
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What is a key characteristic of individuals at stage 6: Universal-Ethical-Principal Orientation?
What is a key characteristic of individuals at stage 6: Universal-Ethical-Principal Orientation?
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What might individuals at the postconventional level do if they perceive a law as unjust?
What might individuals at the postconventional level do if they perceive a law as unjust?
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What is the primary focus of a child in Stage 1 of pre-conventional morality?
What is the primary focus of a child in Stage 1 of pre-conventional morality?
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Which of the following is true about moral reasoning in stage 5?
Which of the following is true about moral reasoning in stage 5?
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How does a child in Stage 2 view right behavior?
How does a child in Stage 2 view right behavior?
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What motivates children in Stage 3 of conventional morality?
What motivates children in Stage 3 of conventional morality?
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Which principle is a focus for individuals at stage 6 of moral development?
Which principle is a focus for individuals at stage 6 of moral development?
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How do postconventional moralists view rules?
How do postconventional moralists view rules?
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What is the key element of moral reasoning in Stage 4?
What is the key element of moral reasoning in Stage 4?
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Why might stage 6 moral reasoning be difficult to identify in individuals?
Why might stage 6 moral reasoning be difficult to identify in individuals?
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In what way does Stage 1 of pre-conventional morality define right and wrong?
In what way does Stage 1 of pre-conventional morality define right and wrong?
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What is a child motivated by in Stage 2 regarding others' needs?
What is a child motivated by in Stage 2 regarding others' needs?
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What is a distinguishing feature of a child's reasoning in Stage 4?
What is a distinguishing feature of a child's reasoning in Stage 4?
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What underlies the behaviors of a child in Stage 3 of conventional morality?
What underlies the behaviors of a child in Stage 3 of conventional morality?
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Study Notes
Lawrence Kohlberg's Theory of Moral Development
- Kohlberg's theory of moral development states that we progress through three levels of moral thinking that build on our cognitive development.
- Kohlberg's theory expands on Jean Piaget's work on cognitive development.
- Kohlberg used moral dilemmas to teach 10 - 16 year old boys about morality and values.
- The best-known moral dilemma is the "Heinz" dilemma, which discusses the idea of obeying the law versus saving a life.
- Kohlberg argues that the way an individual reasons about a moral dilemma determines positive moral development.
- An individual progresses from pre-conventional morality (before age 9) to conventional morality (early adolescence) and towards post-conventional morality, which few fully achieve.
Level 1: Preconventional
- Throughout the preconventional level, a child's sense of morality is controlled externally.
- Children accept the rules of authority figures, such as parents and teachers.
- A child with pre-conventional morality has not yet adopted society's conventions regarding right and wrong.
- Focus is on external consequences of actions, such as punishments.
Stage 1: Obedience & Punishment
- Focus is on obedience to rules and avoiding punishment.
- An action is wrong if the perpetrator is punished.
- The worse the punishment for the act is, the worse the act is perceived to be.
Stage 2: Instrumental Orientation
- This stage is based on "what's in it for me?" reasoning.
- Right behavior is defined by whatever the individual believes to be in their best interest.
- There is a limited interest in the needs of others, only to the point where it might further the individual's own interests.
- For instance, a child might ask "what's in it for me?" when asked to do a chore and be offered an allowance as an incentive.
Level 2: Conventional
- Throughout the conventional level, a child's sense of morality is tied to personal and societal relationships.
- Children continue to accept authority figure rules due to their belief that this is necessary for positive relationships and societal order.
- Adherence to rules and conventions is rigid, with infrequent questioning of fairness or appropriateness.
Stage 3: Good Boy, Nice Girl Orientation
- Children want the approval of others and act in ways to avoid disapproval.
- Emphasis is placed on good behavior and "nice" actions towards others.
Stage 4: Law-and-Order Orientation
- The child blindly accepts rules and conventions because of their importance in maintaining a functioning society.
- Rules are seen as being the same for everyone, and obeying them is seen as valuable and important.
- Moral reasoning in stage four moves beyond the need for individual approval exhibited in stage three.
- If one person violates a law, perhaps everyone would, thus there is an obligation and a duty to uphold laws and rules.
- Most active members of society remain at stage four, where morality is dictated by an outside force.
Level 3: Postconventional
- A person's sense of morality is defined in terms of abstract principles and values.
- People believe some laws are unjust and should be changed or eliminated.
- People realize they are separate entities from society and may disobey rules inconsistent with their principles.
- Post-conventional moralists live by their own ethical principles, such as human rights.
- Rules are seen as useful but changeable mechanisms, rather than absolute dictates.
- Post-conventional individuals elevate their own moral evaluation above social conventions.
- Some theorists believe many never reach this level of abstract moral reasoning.
Stage 5: Social-Contract Orientation
- The world is viewed as holding different opinions, rights, and values.
- Perspectives should be mutually respected as unique to each person or community.
- Laws are regarded as social contracts rather than rigid edicts
- Laws requiring change to promote the general welfare should be amended for the greatest good for the greatest number of people.
- This is achieved through majority decision and compromise.
- Democratic government is theoretically based on Stage five reasoning.
Stage 6: Universal-Ethical-Principal Orientation
- Moral reasoning is based on abstract reasoning with universal ethical principles.
- Principles are often abstract such as equality, dignity, or respect.
- Laws are only valid if grounded in justice.
- A commitment to justice carries with it an obligation to disobey unjust laws.
- Individuals choose ethical principles to follow and feel guilt if they violate those principles.
- Individuals act because it is morally right to do so - not because they want to avoid punishment, it is in their best interest, it is expected, it is legal, or it is previously agreed upon.
- While Kohlberg believed Stage six exists, he found it difficult to identify individuals who consistently operate at that level.
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