Kohlberg's Moral Development Theory PDF

 A MAN CALLED HEINZ who Lived Somewhere in Europe Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist, and the Heinz tried desperately to buy some, but the chemist was charging ten times the mo...

 A MAN CALLED HEINZ who Lived Somewhere in Europe Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist, and the Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug, and this was much more than the Heinz could afford.  Heinz could only raise half the money, even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later.  The chemist refused, saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemist’s and stole the drug. Should Heinz have stolen the drug? Would it change anything if Heinz did not love his wife? What if the person dying was a stranger, would it make any difference? Should the police arrest the chemist for murder if the woman died?  How did Kohlberg come up with the theory of moral development? Judgements are based on Faced with different dilemma several factors  October 25, 1927 – January 19, 1987 was an American psychologist best known for his theory of stages of : MORAL DEVELOPMENT inspired by Jean Piaget’s theory of moral reasoning  THEORY OF MORAL REASONING Piaget (1932) was principally interested not in what children do but in what they think.  Types of Moral Thinking Heteronomous morality (moral realism) Autonomous Morality (moral relativism) Heteronomous Morality moral realism morality based on outside rules Children regard morality as obeying other people's rules and laws, which cannot be changed. Autonomous Morality moral relativism morality based on your own rules Children recognize there is no absolute right or wrong and that morality depends on intentions not consequences. LEVEL PRE-CONVENTIONAL MORALITY 1 (0-9 YRS) LEVEL 2 CONVENTIONAL MORALITY (9-20 YRS) LEVEL 3 POST CONVENTIONAL MORALITY (AFTER AGE 20) LEVEL 1 PRE-CONVENTIONAL MORALITY (0-9 YRS) Child’s sense of morality is externally controlled rules of authority figures: parents and teachers Focuses largely on external consequences that certain actions may bring reward-punishment  STAGE 1: Obedience-Punishment L1 Orientation Focuses on the child’s desire to obey rules and avoid being punished. Morally wrong! Worse action Worse or behavior punishment  STAGE 2: L1 Instrumental Orientation Focuses on the child’s “what’s in it for me?” position Moral!  Right behavior is defined by whatever the individual believes to be in their best interest. Moral or not moral? A person steals money from another person because he needs that money to buy food for his hungry children.  Children judge the morality of an action based on how it satisfies the individual needs of the doer.  LEVEL 2 CONVENTIONAL MORALITY (9-20 YRS) A child’s sense of morality is tied to personal and societal relationships. ensure positive relationships and societal order rule’s appropriateness or fairness is seldom questioned  Stage 3: Good Boy, Nice Girl L2 Orientation Children want the approval of others and act in ways to avoid disapproval.  Right action is the one that would carried out by someone whose behavior is likely to please or impress someone. It is being “nice” to others Good behavior is whatever pleases or helps others.  Stage 4: L2 Law-and-Order Orientation The child blindly accepts rules and convention because of their importance in maintaining a functioning society. Absolute dictates that must be obeyed without question  Obeying rules by doing what one is “supposed” to do is seen as valuable and important. LEVEL 3 POST CONVENTIONAL MORALITY (AFTER AGE 20) The person’s sense of morality is defined in terms of more abstract principles and values. life, liberty, and justice  Post-conventional moralists live by their own ethical principles Individuals may disobey rules inconsistent with their own principles  People now believe that some laws are unjust and should be changed or eliminated. rules as useful but changeable mechanisms  STAGE 5: Social-Contract L3 Orientation Rules are needed to maintain the social agreement at the same time rights of individual should be understood. Laws are regarded as social contracts rather than rigid edicts.  STAGE 6: Universal-Ethical- L3 Principal Orientation Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries with it an obligation to disobey unjust laws.  Chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect. LEVEL PRE-CONVENTIONAL MORALITY 1 (0-9 YRS) LEVEL 2 CONVENTIONAL MORALITY (9-20 YRS) LEVEL 3 POST-CONVENTIONAL MORALITY (AFTER AGE 20)  LEVEL 1 PRE-CONVENTIONAL MORALITY (0-9 YRS) Stage 1: Obedience and Punishment Orientation Situation: Maria is a young girl whose aunt helped pay her LEVEL school fees. Maria’s mother tells her that she must show 2 and help her aunt whenever she asks. One day, her respect aunt asks her to do household chores for her, and Maria does it not because she feels grateful, but because she's afraid her mother or aunt might scold her if she refuses. 3 Moral Reasoning: Maria’s actions are driven by fear of punishment rather than a genuine sense of gratitude. She views fulfilling her utang na loob as something she must do to avoid negative consequences.  LEVEL 1 PRE-CONVENTIONAL MORALITY (0-9 YRS) Stage 2: Self-Interest Orientation Situation: Juan’s uncle gave him money to start his small LEVEL business. When his uncle asks for help with some work around the 2 house, Juan agrees because he thinks his uncle might lend him more money or help him with his business in the future. 3 Moral Reasoning: Juan’s actions are motivated by self-interest; he sees repaying utang na loob as a strategic move to gain further benefits from his uncle, rather than out of sincere gratitude.  LEVEL 2 CONVENTIONAL MORALITY (9-20 YRS) Stage 3: Interpersonal Accord and Conformity Situation: Anna’s neighbor, Aling Rosa, took care of her LEVEL children during an emergency. Now, whenever Aling Rosa 2 assistance, Anna quickly offers to help with groceries or needs errands, as she feels it’s the “right thing to do” in their close- knit neighborhood. 3 Moral Reasoning: Anna repays her utang na loob to maintain good relationships and uphold social expectations. She feels it’s important to be seen as a good neighbor and values conformity to social norms.  LEVEL 2 CONVENTIONAL MORALITY (9-20 YRS) Stage 4: Authority and Social Order Maintenance Situation: Carlos received a scholarship from a community LEVEL organization to finish college. Now that he has graduated and 2 a good job, he volunteers at the organization to give found back. He feels it’s his duty to help others in his community and that repaying his utang na loob helps maintain the organization’s support system for future students. 3 Moral Reasoning: Carlos views fulfilling utang na loob as a responsibility to his community. He believes that by giving back, he is helping uphold a social structure that benefits everyone.  LEVEL 3 POST-CONVENTIONAL MORALITY (AFTER AGE 20) Stage 5: Social Contract Orientation Situation: Lea’s family friend, Tito Ben, supported her LEVEL financially while she studied abroad. Now that Lea has a stable 2 she sends financial help to Tito Ben and even income, organizes a small fundraiser for him when he falls ill. She sees her help as part of her broader commitment to fairness and mutual support within her community. 3 Moral Reasoning: Lea feels an obligation to help, but not solely out of social expectation. She sees her support as part of a reciprocal relationship, contributing to a broader system of mutual assistance within her community.  LEVEL 3 POST-CONVENTIONAL MORALITY (AFTER AGE 20) Stage 6: Universal Ethical Principles Situation: Roberto’s grandparents raised him after his parents LEVEL passed away. Now that Roberto is an adult, he supports his 2 grandparents not out of obligation but from deep gratitude and love. When they need expensive medical care, he takes on extra work to pay for it, believing that this is the most ethical thing he can do for the people who nurtured him. 3 Reasoning: Roberto’s actions are based on his internalized ethical Moral principles of love, compassion, and respect. He fulfills his utang na loob not because society expects it, but because he believes in the inherent value of caring for those who have cared for him, which aligns with his personal values.