Kohlberg'S Moral Development: Prepared By: Sharmane A. Bulakia Romart O. Cadut

KOHLBERG’S
MORAL
DEVELOPMENT
Prepared by:
Sharmane A. Bulakia
Romart O. Cadut
BS CRIMINOLOGY 2-B
Kohlberg’s Moral Development
 Lawrence Kohlberg expanded on the earlier work of cognitive

theorist Jean Piaget to explain the moral development of
children. Kohlberg believed that moral development, like
cognitive development, follows a series of stages.
 He used the idea of moral dilemmas—stories that present

conflicting ideas about two moral values—to teach 10 to 16 year-
old boys about morality and values.
The best known moral dilemma created by Kohlberg is the
“Heinz” dilemma, which discusses the idea of obeying the law
versus saving a life.
 Kohlberg emphasized that it is the way an individual reasons

about a dilemma that determines positive moral development.
 After presenting people with various moral dilemmas, Kohlberg

reviewed people’s responses and placed them in different stages
of moral reasoning.
 According to Kohlberg, an individual progresses from the

capacity for pre-conventional morality (before age 9) to the
capacity for conventional morality (early adolescence), and
toward attaining post-conventional morality (once Piaget’s idea
of formal operational thought is attained), which only a few fully
achieve.
 Each level of morality contains two stages, which provide the

basis for moral development in various contexts.
Kohlberg identified three levels of moral

reasoning: pre-conventional, conventional, and
post-conventional.
Each level is associated with increasingly complex
stages of moral development.
Kohlberg’s Stages and Levels of Moral
Development
Level 1: Pre- conventional
Throughout the preconventional level, a child’s sense of

morality is externally controlled. Children accept and believe the
rules of authority figures, such as parents and teachers. A child
with pre-conventional morality has not yet adopted or internalized
society’s conventions regarding what is right or wrong, but instead
focuses largely on external consequences that certain actions may
bring.
Stage 1: Obedience-and-Punishment Orientation

Stage 1- 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.
Stage 2: Instrumental Orientation
Stage 2 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.
Development
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal
and societal relationships. Children continue to accept the rules of authority figures,
but this is now due to their belief that this is necessary to ensure positive
relationships and societal order. Adherence to rules and conventions is somewhat
rigid during these stages, and a rule’s appropriateness or fairness is seldom
questioned.
Level 2: Conventional
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, 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.
Stage 4: Law-and-Order Orientation

In stage 4, 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.
Development
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: Post – conventional
Throughout the post - conventional level, a person’s sense of

morality is defined in terms of more abstract principles and values.
People now believe that some laws are unjust and should be changed
or eliminated. This level is marked by a growing realization that
individuals are separate entities from society and that individuals may
disobey rules inconsistent with their own principles.
Post-conventional moralists live by their own ethical principles—principles

that typically include such basic human rights as life, liberty, and justice—and
view rules as useful but changeable mechanisms, rather than absolute dictates
that must be obeyed without question. Because post-conventional individuals
elevate their own moral evaluation of a situation over social conventions, their
behavior, especially at stage six, can sometimes be confused with that of those
at the pre-conventional level. Some theorists have speculated that many people
may never reach this level of abstract moral reasoning.
Stage 5: Social-Contract Orientation

In stage 5, 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.
Stage 6: Universal-Ethical-Principal Orientation

In stage 6, 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.
SUMMARY…
 At stage 1 children think of what is right as that which authority says is right.
Doing the right thing is obeying authority and avoiding punishment.
 At stage 2, children are no longer so impressed by any single authority; they see
that there are different sides to any issue. Since everything is relative, one is
free to pursue one's own interests, although it is often useful to make deals and
exchange favors with others.
 At stages 3 and 4, young people think as members of the conventional society

with its values, norms, and expectations. At stage 3, they emphasize being a
good person, which basically means having helpful motives toward people close
to one At stage 4, the concern shifts toward obeying laws to maintain society as
a whole.
SUMMARY…
 At stages 5 and 6 people are less concerned with maintaining society

for it own sake, and more concerned with the principles and values
that make for a good society. At stage 5 they emphasize basic rights
and the democratic processes that give everyone a say, and at stage 6
they define the principles by which agreement will be most just.
THANK YOU…

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KOHLBERG’S

 Lawrence Kohlberg expanded on the earlier work of cognitive

 He used the idea of moral dilemmas—stories that present

 Kohlberg emphasized that it is the way an individual reasons

 After presenting people with various moral dilemmas, Kohlberg

 According to Kohlberg, an individual progresses from the

 Each level of morality contains two stages, which provide the

Kohlberg identified three levels of moral

Level 1: Pre- conventional

Throughout the preconventional level, a child’s sense of

Stage 1: Obedience-and-Punishment Orientation

Stage 4: Law-and-Order Orientation

If one person violates a law, perhaps everyone would—thus there is an obligation

Level 3: Post – conventional

Throughout the post - conventional level, a person’s sense of

Post-conventional moralists live by their own ethical principles—principles

Stage 5: Social-Contract Orientation

 At stages 3 and 4, young people think as members of the conventional society

 At stages 5 and 6 people are less concerned with maintaining society

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