Kohlberg's Stages of Moral Development

 Lawrence Kohlberg, (born October 25,
1927, Bronxville, New York, U.S.—died

January 17, 1987, Boston,
Massachusetts), American psychologist
and educator known for his theory
of moral development.
 Lawrence Kohlberg (1958)
agreed with Piaget's (1932)
theory of moral development in
principle but wanted to develop
his ideas further.
 He used Piaget’s storytelling
technique to tell people stories
involving moral dilemmas. In each
case, he presented a choice to be
considered, for example, between the
rights of some authority and the needs
of some deserving individual who is
being unfairly treated.
 1. Should Heinz have stolen the drug?
 2. Would it change anything if Heinz did not
love his wife?
 3. What if the person dying was a stranger,
would it make any difference?
 4. Should the police arrest the chemist for
murder if the woman died?
6 Stages of Human
Development
Level 1:
Preconventional
A child with a pre-conventional
morality has not yet adopted or
internalized societies conventions
regarding what is right or wrong but
instead focuses largely on external
consequences that certain actions
may bring.
Obedience and
Punishment Orientation
 focuses on the child’s desire to obey
rules and avoid being punished.
For example, an action is perceived as

morally wrong because the perpetrator
is punished; the worse the punishment
for the act is, the more “bad” the act is
perceived to be.
Instrumental Orientation
 expresses the “what’s in it for me?” position, in

which right behavior is defined by whatever the
individual believes to be in their best interest.
Stage two reasoning shows a limited interest
in the needs of others, only to the point where
it might further the individual’s own interests.
 As a result, concern for others is not based on
loyalty or intrinsic respect, but rather a “you
scratch my back, and I’ll scratch yours”
mentality.
An example would be when a child is asked by his

parents to do a chore. The child asks “what’s in
it for me?” and the parents offer the child
an incentive by giving him an allowance.
Level 2:
Conventional
Good Boy, Nice Girl Orientation
• In this stage children want the approval

of others and act in ways to avoid
disapproval. Emphasis is placed on good
behavior and people being “nice” to
others.
Law-and-Order Orientation
 In this stage the child blindly accepts rules and

convention because of their importance in maintaining
a functioning society. Rules are seen as being the
same for everyone, and obeying rules by doing what
one is “supposed” to do is seen as valuable and
important. Moral reasoning in stage four is 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 still
predominantly dictated by an outside force.
Level 3:
Postconventional
Social-Contract Orientation
 the world is viewed as holding different
opinions, rights, and values. Such
perspectives should be mutually respected
as unique to each person or community.
Laws are regarded as social contracts rather
than rigid edicts.
 Those that do not promote the general
welfare should be changed when
necessary to meet the greatest good for
the greatest number of people. This is
achieved through majority decision and
inevitable compromise. Democratic
government is theoretically based on
stage five reasoning.
Universal-Ethical-Principal
Orientation
 moral reasoning is based on abstract reasoning
using universal ethical principles. Generally, the
chosen principles are abstract rather than
concrete and focus on ideas such as equality,
dignity, or respect. 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.
 People choose the ethical principles they want
to follow, and if they violate those principles,
they feel guilty. In this way, the individual acts
because it is morally right to do so (and not
because he or she wants to avoid punishment),
it is in their best interest, it is expected, it is
legal, or it is previously agreed upon.
 Although Kohlberg insisted that stage
six exists, he found it difficult to identify
individuals who consistently operated at
that level.
 ‘’I have always tried to be clear that my
states are stages of justice reasoning,
not of emotions, aspirations or action.’’
-Lawrence Kholberg

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 Lawrence Kohlberg, (born October 25,

1927, Bronxville, New York, U.S.—died

For example, an action is perceived as

 expresses the “what’s in it for me?” position, in

An example would be when a child is asked by his

• In this stage children want the approval

 In this stage the child blindly accepts rules and

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