Six Stages of Kohlberg's Theory of Moral Development PDF

Six Stages of Kohlberg's Theory of Moral Development Lawrence Kohlberg Kohlberg's contributions have had a (October 25, 1927 – January 17, 1987) lasting impact on psychology, education, and ethi...

Six Stages of Kohlberg's Theory of Moral Development Lawrence Kohlberg Kohlberg's contributions have had a (October 25, 1927 – January 17, 1987) lasting impact on psychology, education, and ethics, providing a framework for An American psychologist best known for understanding how individuals develop their his theory of stages of moral development. moral reasoning over time. He served as a professor at the University Heinz Dilemma of Chicago and Harvard University. - is a famous moral dilemma used by He agreed with Piaget's theory of moral Lawrence Kohlberg in his studies of moral development but wanted to develop his development. ideas further. - It involves a situation where a man named Kohlberg’s theory focuses on the thinking Heinz faces a difficult ethical decision. process that occurs when one decides whether a behavior is right or wrong. - Kohlberg used the Heinz Dilemma to explore the reasoning behind people's The theoretical emphasis is on how one answers. decides to respond to a moral dilemma, not what one decides or what one actually - He was interested in the justifications they does. provided, which helped him identify different stages of moral development. Kohlberg's work extended Jean Piaget's theories of cognitive development to - Each stage represents a different mode of include moral reasoning. thinking about right and wrong. Kholberg employed Piaget's storytelling - The Heinz Dilemma highlights the techniques to tell stories involving moral complexity of moral reasoning and how it dilemmas. evolves. Kohlberg used scenarios like this to understand how people's ethical His research involved using moral principles and values develop over time. dilemmas, such as the famous "Heinz Dilemma," to study how people's moral - One of his best known stories concerns a reasoning developed. man called Heinz: Kohlberg's theory proposed that moral “In Europe, a woman was near death from a development progresses through six distinct special kind of cancer. There was one drug stages, grouped into three levels: that the doctor thought might save her. It pre-conventional, conventional, and was a form of radium that a druggist in the post-conventional. same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose He proposed that children go through for the drug. The sick woman's husband, different stages of cognitive development, Heinz went to everyone he knew to borrow which also affect their moral reasoning. the money, but he could only get together about $1,000 which is half of what it cost. Piaget identified two main stages: He told the druggist that his wife was dying and asked him to sell it cheaper or let him -​ Heteronomous Morality pay later. But the druggit said: “No, I (younger children): Moral discovered the drug and I'm going to make rules are seen as fixed and money from it”. So Heinz got desperate and handed down by authority broke into the man's store to steal the drug figures. Children in this stage for his wife” believe in strict obedience to rules and focus on the - Kohlberg interviewed 72 lower- and consequences of actions. middle-class white boys. - The children’s responses became the basis of his six-stage theory of moral -​ Autonomous Morality development. (older children): Children recognize that rules can be Moral development negotiated and understood in terms of mutual respect and - is a field within psychology that examines cooperation. Moral how individuals acquire and refine their judgments become more sense of right and wrong, as well as how flexible and consider their moral reasoning and behavior evolve intentions as well as over time. consequences. - The study of moral development seeks to How Kohlberg Developed his stage of understand the processes through which moral development people develop ethical standards, values, and principles. 1.​ Influence of Jean Piaget 2.​ Use of moral dilemma - This area of research has profound 3.​ Analysis of moral reasoning implications for understanding human 4.​ Identification of Stages behavior, education, and social dynamics. Early Theories on Moral Development Six Stages of Moral Development of Kohlberg's Theory Jean Piaget Level 1: Pre- Conventional Moralit A Swiss psychologist, was one of the -​ Seen in preschool children,most earliest theorists to study moral elementary students,some junior development in children. high school students, and a few highschool students.  - They are concerned about maintaining Stage1. Obedience and Punishment relationships through sharing, trust, and Orientation loyalty, and they take other people's perspectives and intentions into account - People make decisions based on what is when making decisions. best for themselves, without regard for others’ needs or feelings. Stage 4. Law and Order - They obey rules only if established by - People look to society as a whole for more powerful individuals; they may disobey guidelines about right or wrong. if they aren’t likely to get caught. - They know rules are necessary for - “Wrong” behaviors are those that will be keeping society running smoothly and punished believe it is their "duty" to obey them. Stage 2. Individualism and exchange - However, they perceive rules to be inflexible; they don't necessarily recognize - People recognize that others also have that as society's needs change, rules should needs. change as well. - They may try to satisfy others’ needs if Level 3:Post- Conventional Morality their own needs are also met (“you my -​ Rarely seen before college (Stage 6 back, I’ll scratch yours”), they continue to is extremely rare even in adults) define right and wrong primarily in terms of consequences to themselves. Stage 5. Social Contract and individual rights Level 2: Conventional Morality -​ Seen in a few older elementary - People recognize that rules represent school students, some junior agreements among many individuals about highschool students, and many high appropriate behavior. school students (Stage 4 typically does not appear until the highschool - Rules are seen as potentially useful years) mechanisms that can maintain the general social order and protect individual rights, Stage 3. Good Interpersonal rather than as absolute dictates that must Relationships be obeyed simply because they are "the law." - People make decisions based on what actions will please others, especially - People also recognize the flexibility of authority figures and other individuals with rules; rules that no longer serve society's high status (e.g., teachers, popular peers). best interests can and should be changed. Stage 6. Universal principles - They lack respect for others' rights but may give to others on the assumption that - a hypothetical, "ideal" stage that few they will get as much or even more in people ever reach. return. Instead of loyalty, gratitude, or justice, the case is more a matter of "you - People in this stage adhere to a few scratch my back and I'll scratch yours." abstract, universal principles (e.g., equality of all people, respect for human dignity, - The motto here seems to be: "What's in it commitment to justice) that transcend for me?" specific norms and rules. Stage 3: Being a "Good Boy" or "Nice - They answer to a strong inner conscience Girl." and willingly disobey laws that violate their own ethical principles. - In this stage, people (age 8-16) have shifted from pleasing themselves to pleasing important others, usually parents, Getting to the Highest Level, teachers, or friends. Conscience-Based Moral Decisions - They seek approval and thus conform to Another way to view Kohlberg's stages, someone else's expectations. especially when combined with Piaget's theory, is as follow: - When charged of doing something wrong, their behavior is likely to be justified by Stage 1: Respect for power and stating "everyone else is doing it" or "I didn't punishment intend to hurt anyone." - A young child (age 1-5) chooses what to - The motto here: "I want to be nice." do-what is right-according to what he/she wants to do and can do without getting into Stage 4: Law and order thinking trouble. - Here, the majority of people (16 years old - In this level, to be right, one ought to be and older) have internalized society's rules obedient to the people in power and, thus, about how to behave. avoid punishment. - They feel indebted to conform, no longer - The motto in this stage seems to be: to just family and friends, but also to "Might makes right." society's laws and customs. Stage 2: Looking out for #1 - They realize that it is important to do one's duty to maintain social order. - Children (age 5-10) are disposed to be egotistic or self-serving. - Social leaders are assumed to be right and social rules are adopted without considering the core moral principles involved. - Thus, social control in this stage is Stage 6: Deciding on basic moral exercised through guilt associated with principles by which you will live your life breaking a rule; though the guilt in this case and relate to everyone fairly is an automatic emotional response, not a rational reaction of conscience based on - In this stage, rare people have evaluated moral principles. many values and have rationally chosen a philosophy of life that truly guides their life. - In this stage, individuals believe that anyone breaking the rules deserves to be - Morally developed, they do not punished and "pay his/her debt to society." automatically conform to tradition or others' beliefs, and even to their own emotions, - The motto here is: "I'll do my duty.” intuition, or impulsive notions about right and wrong. Stage 5: Justice through democracy - In stage 6, individuals judiciously elect - In this stage, people understand the fundamental principles to follow, such as underlying moral purposes that are caring for and respecting every living thing, supposed to be served by laws and social feeling that people are all equal and thus customs. deserve equal opportunities, or, subscribing to the Golden Rule. - When a law in democracy ceases to serve a good purpose, they thus feel the people - They are tough enough to act on their ought to get active and change the law. values even if others may think they are odd or if their beliefs are against man's law, such - Understood in this manner, democracy is as refusing to fight in a war. seen as a social contract whereby everybody tries constantly to construct a set - Social control in this stage is exercised of laws that best serves most people, while through guilt associated with the rational protecting the basic rights of everybody. reaction of conscience based on moral principles. - Respect for the law and a sense of obligation to live by the rules are present, as - Reaching this stage is thus seen, at least long as rules were established in a fair in Kohlberg and Piaget's theories, as getting manner and fulfill a moral purpose. to the highest level, conscience- based moral decisions. - It is said that only about 20-25% of today's adults ever reach this stage and most of those that do supposedly only get there after their mid-twenties. - The motto here: "I'll live by the rules or try to change them." Problems with Kohlberg's Theory Critics of Kohlberg's theory argue that his moral dilemmas, like the Heinz dilemma, are: ​ Artificial and lack ecological validity as his subjects were young and inexperienced in real-life situations. ​ All-male sample leads to claims of bias, suggesting that the theory reflects a male-centric view of morality focused on law and justice, while women's morality is based on compassion.