2.1.9 Moral development and Kohlberg

Moral Development with Critical Reference to Kohlberg’s Stage Theory

Lawrence Kohlberg’s stage theory of moral development is one of the most widely studied and discussed theories in the field of moral psychology. The theory proposes that individuals progress through a series of six stages in order to develop a more sophisticated understanding of moral reasoning. These stages are grouped into three levels: pre-conventional, conventional, and post-conventional (Kohlberg, 1984).

Level:	Summary:
Pre-conventional level	The first level, pre-conventional reasoning, is focused on avoiding punishment and seeking rewards. At the first stage of this level, the individual is motivated by fear of punishment and seeks to avoid it at all costs. The second stage is characterized by the desire for rewards and the desire to please authority figures.
Conventional level	The second level, conventional reasoning, is focused on conforming to societal norms and expectations. At the third stage, the individual seeks to be a good boy or girl and to be seen as a responsible member of society. The fourth stage is characterized by the desire to be a good person and to be seen as a responsible member of society.
Post-conventional level	The third level, post-conventional reasoning, is focused on the recognition of universal moral principles and the ability to make reasoned judgments about the greater good. In the fifth stage, the individual recognizes that certain actions are inherently right or wrong, regardless of their consequences. The sixth stage is characterized by the recognition of universal moral principles, such as justice and human rights, and the ability to make reasoned judgments about the greater good.

Kohlberg’s theory has been widely studied and discussed and has been influential in the field of moral psychology. However, it has also been criticized for its lack of cultural and gender-specific considerations. Some researchers argue that the theory is overly cognitive and individualistic and does not take into account the social and cultural context in which moral reasoning takes place. Others have argued that the theory is biased towards the perspective of Western, middle-class, and male individuals. Despite these criticisms, Kohlberg’s theory of moral development remains a widely studied and influential theory in the field of moral psychology (Haidt, 2001) (Turiel, 2002).

Pre-conventional level:

Pre-conventional reasoning refers to the earliest level of moral development where individuals are focused on avoiding punishment and seeking rewards. This level is characterized by a focus on personal gain and self-preservation, rather than an understanding of societal norms or moral principles.

The first stage of pre-conventional reasoning is known as the punishment and obedience orientation. At this stage, individuals are motivated by fear of punishment and seek to avoid it at all costs. They view rules and authority as absolute and unchangeable and see obedience as the only way to avoid punishment. This stage is often observed in very young children, who have not yet developed the ability to understand the consequences of their actions or the perspective of others.

The second stage of pre-conventional reasoning is known as the instrumental relativist orientation. At this stage, individuals understand that rules can be negotiated and that rewards can be obtained for following them. They are motivated by self-interest and the desire to please authority figures and see rules as a means to an end. This stage is often observed in older children, who have begun to understand the concept of cause and effect and the idea that they can influence the outcome of events through their actions.

It is important to note that pre-conventional reasoning is not necessarily an indication of immaturity or lack of moral development. It is a natural and necessary stage in the development of moral reasoning, and individuals may continue to use pre-conventional reasoning even as they move on to more advanced stages. Additionally, pre-conventional reasoning is not exclusively the domain of children, adults may also be found at these stages, especially in certain situations.

Pre-conventional reasoning is the first step in the moral development process and is fundamental for the development of more advanced stages of moral reasoning.

Conventional level:

Conventional reasoning refers to the middle level of moral development where individuals are focused on conforming to societal norms and expectations. This level is characterized by a focus on the expectations of the social group and the desire to be seen as a responsible member of society.

The third stage of conventional reasoning is known as the “good boy-good girl” orientation. At this stage, individuals seek to be seen as good boys or good girls and to be viewed positively by others. They understand that rules and laws have a social purpose and that obedience is expected of them. They base their moral judgments on what is expected of them by their parents, teachers, and other authority figures. This stage is often observed in children and adolescents, who are developing their sense of self and their place in the world.

The fourth stage of conventional reasoning is known as the “law and order” orientation. At this stage, individuals understand that rules and laws are necessary for the functioning of society and that obedience is important for the well-being of the group as a whole. They base their moral judgments on the idea that laws and rules should be obeyed for the greater good, and they view those who break the law as deviant or immoral. This stage is often observed in adolescents and adults, who have a more mature understanding of the consequences of their actions and the needs of the group.

Conventional reasoning is an important stage in the moral development process as it allows individuals to understand the social and societal norms that govern their behaviour. However, it is important to note that it does not consider the moral principles that underlie these norms. People may continue to use conventional reasoning even as they move on to more advanced stages.

Post-conventional level:

Post-conventional reasoning refers to the highest level of moral development where individuals are focused on recognizing universal moral principles and the ability to make reasoned judgments about the greater good. This level is characterized by a focus on individual rights, justice, and the recognition of the inherent value of human life.

The fifth stage of post-conventional reasoning is known as the “social contract” orientation. At this stage, individuals recognize that certain actions are inherently right or wrong, regardless of their consequences. They understand that laws and rules are created by society and can be changed if they do not align with moral principles. They base their moral judgments on the idea of mutual social contracts and agreements that aim to protect the rights of all individuals. This stage is often observed in individuals who have developed a sense of personal autonomy and a strong sense of social responsibility.

The sixth stage of post-conventional reasoning is known as the “universal ethical principle” orientation. At this stage, individuals recognize universal moral principles such as justice, equality, and human rights. They base their moral judgments on these principles and are able to make reasoned judgments about the greater good. They are able to transcend the laws and rules of society and make judgments based on a sense of global community and the inherent value of human life. This stage is often observed in individuals who have developed a high level of moral maturity and have a deep understanding of the interconnectedness of all people.

Post-conventional reasoning is the highest level of moral development, and it allows individuals to understand the moral principles that underlie the laws and rules of society. It is important to note that not everyone reaches this level and people may continue to use conventional and pre-conventional reasoning in certain situations.

Relationship to the Development of Social Perspective Taking

The development of social perspective-taking, or the ability to understand and take into account the perspectives of others, is closely related to the stages of moral development proposed by Lawrence Kohlberg.

Pre-conventional reasoning, as discussed earlier, is characterized by a focus on personal gain and self-preservation, rather than an understanding of societal norms or moral principles. At the first stage of pre-conventional reasoning, individuals are motivated by fear of punishment and seek to avoid it at all costs, they have not yet developed the ability to understand the perspectives of others.

In contrast, conventional reasoning is characterized by a focus on the expectations of the social group and the desire to be seen as a responsible member of society. At the third stage of conventional reasoning, individuals seek to be seen as a good boy or good girl and to be viewed positively by others. They understand that rules and laws have a social purpose and that obedience is expected of them, and begin to consider the perspective of the authority figures in their lives.

Finally, post-conventional reasoning is characterized by a focus on recognizing universal moral principles and the ability to make reasoned judgments about the greater good. At the fifth stage of post-conventional reasoning, individuals recognize that certain actions are inherently right or wrong, regardless of their consequences. They understand that laws and rules are created by society and can be changed if they do not align with moral principles, and begin to consider the perspectives of others as they make moral judgments.

In summary, as individuals progress through the stages of moral development proposed by Kohlberg, they also develop a more sophisticated understanding of the perspectives of others. This is reflected in their moral reasoning, which becomes increasingly focused on the needs and rights of others, rather than just their own self-interest.

References:

(1) Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108(4), 814–834.

(2) Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row. –

(3) Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge University Press.