Level 1 – Preconventional Morality
Preconventional morality is the first stage of moral development and lasts until
approximately age 9.
At the preconventional level, children don’t have a personal code of morality.
Instead, moral decisions are shaped by the standards of adults and the
consequences of following or breaking their rules.
For example, if an action leads to punishment, it must be bad, and if it leads to a
reward, it must be good.
Authority is outside the individual, and children often make moral decisions
based on the physical consequences of actions.
Stage 1. Obedience and Punishment Orientation. The child/individual is
good to avoid being punished. If a person is punished, they must have done
wrong.
Stage 2. Individualism and Exchange. At this stage, children recognize that
there is not just one right view that is handed down by the authorities. Different
individuals have different viewpoints.
Level 2 – Conventional Morality
Conventional morality is the second stage of moral development, and is
characterized by an acceptance of social rules concerning right and wrong.
At the conventional level (most adolescents and adults), we begin to internalize
the moral standards of valued adult role models.
Authority is internalized but not questioned, and reasoning is based on the norms
of the group to which the person belongs.
A social system that stresses the responsibilities of relationships as well as social
order is seen as desirable and must, therefore, influence our view of what is right
and wrong.
Stage 3. Good Interpersonal Relationships. The child/individual is good in
order to be seen as being a good person by others. Therefore, answers relate to
the approval of others.
Stage 4. Maintaining the Social Order. The child/individual becomes aware of
the wider rules of society, so judgements concern obeying the rules to uphold the
law and avoid guilt.
Level 3 – Postconventional Morality
Postconventional morality is the third stage of moral development and is
characterized by an individual’s understanding of universal ethical principles.
These are abstract and ill-defined but might include: the preservation of life at all
costs and the importance of human dignity.
Individual judgment is based on self-chosen principles, and moral reasoning is
based on individual rights and justice.
According to Kohlberg, this level of moral reasoning is as far as most people get.
Only 10-15% are capable of abstract thinking necessary for stage 5 or 6 (post-
conventional morality). That is to say, most people take their moral views from
those around them, and only a minority think through ethical principles for
themselves.
Stage 5. Social Contract and Individual Rights. The child/individual becomes
aware that while rules/laws might exist for the good of the greatest number,
there are times when they will work against the interest of particular individuals.
The issues are not always clear-cut. For example, in Heinz’s dilemma, the
protection of life is more important than breaking the law against stealing.
Stage 6. Universal Principles. People at this stage have developed their own
set of moral guidelines, which may or may not fit the law. The principles apply to
everyone.
E.g., human rights, justice, and equality. The person will be prepared to act to
defend these principles even if it means going against the rest of society in the
process and having to pay the consequences of disapproval and or imprisonment.
Kohlberg doubted few people had reached this stage.
