So what is moral development?
Moral development focuses on thoughts, behaviors and feelings through
interactions with society and other people. Part of moral development is what
gives us the ability to distinguish from what is wrong, and what is right.
Moral development focuses on the emergence, change, and
understanding of morality from infancy through adulthood.
Morality develops across a lifetime and is influenced by an
individual's experiences and their behavior when faced with moral
issues through different periods' physical and cognitive
development.
Moral Reasoning
This concept of moral development is concerned with how and why people
decide what is right or wrong. There are 2 theorists associated with moral
reasoning: Jean Piaget and Lawrence Kolhberg.
Piaget Kohlberg
~How children's thinking about ~Extended Piaget's theory to
rules, justice, and regulations examine moral development
changed over time across entire lifespan
~Two stages of moral ~Expanded Piaget's two stages
reasoning: Heteronomous and into 6 stages
Autonomous
HETERONOMOUS AUTONOMOUS MORALITY
MORALITY
5-9/10 years old 10 years and up
Also known as moral realism Also known as moral relativism
Morality imposed from the outside. Morality based on your own rules.
Rules are made by some authority figure (e.g. parents, teacher, Rules do not come from some mystical “divine-like” source.
God), People make rules and people can change them – they are not
inscribed on tablets of stone.
Immanent justice (that punishment should automatically follow Children recognize there is no absolute right or wrong and that
bad behavior) morality depends on intentions not consequences.
Expiatory punishment Reciprocal punishment
a punishment in which the wrongdoer is made to suffer in a punishment that fits the crime.
proportion to the severity of the wrongdoing
Morality of constraint Morality of cooperation
How Kohlberg Developed His Theory
American psychologist Lawrence Kohlberg developed one of
the best-known theories exploring some of these basic
questions.
Piaget described a two-stage process of moral development.
Kohlberg extended Piaget's theory, proposing that moral
development is a continual process that occurs throughout the
lifespan. His theory outlines six stages of moral development
within three different levels.
Kohlberg based his theory on a series of moral dilemmas
presented to his study subjects. One example was "Heinz Steals
the Drug."
Heinz Dilemma
In this scenario, a woman has cancer and her doctors believe only one
drug might save her. This drug had been discovered by a local
pharmacist and he was able to make it for $200 per dose and sell it for
$2,000 per dose. The woman's husband, Heinz, could only raise $1,000
to buy the drug.
He tried to negotiate with the pharmacist for a lower price
or to be extended credit to pay for it over time. But the
pharmacist refused to sell it for any less or to accept partial
payments. Rebuffed, Heinz instead broke into the pharmacy
and stole the drug to save his wife. Kohlberg asked, "Should
the husband have done that?“
Should Heinz steal the drug? Why or why not?
Kohlberg was not interested so
much in the answer to whether
Heinz was wrong or right but in the
reasoning for each participant's
decision. He then classified their
reasoning into the stages of his
theory of moral development.
Kohlberg's Theory of Moral Development
Level 2. Level 3.
Conventional Postconventional
Morality Morality
Stage 3 (Developing Stage 5 (Social
Stage 1 (Obedience
Good Interpersonal Contract and
and Punishment)
Relationships) Individual Rights)
Stage 2 (Individualism Stage 4 (Maintaining Stage 6 (Universal
and Exchange) Social Order) Principles)
PRECONVENTIONAL LEVEL
Punishments and rewards dominate the sense
of right & wrong
Morality is externally controlled
Rules of authority figures must be respected.
Behaviour that results in punishment are bad.
Behaviour that results in rewards are good.
Stage #1:Obedience and Punishment
Possible answers for Kohlberg’s
Morality is based upon the physical dilemma by children of Stage 1
punishment that follows an action, rather For stealing:
than right or wrong. If you let your wife die, you will get into
trouble. You’ll be blamed for not spending your
money to save her and there will be an
The concern is for self - "Will I get into investigation of you and the druggist for your
trouble for doing (or not doing) it?" Good wife’s death.
behavior is associated with avoiding Against stealing:
punishment. You should not steal the drug because you’ll be
caught and sent to jail if you do. If you do get
EX: The child won’t grab the candy at the away, your conscience would bother you
supermarket for fear of being slapped thinking how the police would catch you at any
minute.
Stage #2: Relativist Orientation
Possible answers for Kohlberg’s dilemma by children
of Stage 2
The concern is "What’s in it for me?"
For stealing:
If you do happen to get caught you could give the drug
Action is judged right if it helps in satisfying
back and you wouldn’t get much of a sentence. It
ones needs or involves a fair exchange. wouldn’t bother you much to serve a little jail term if
you have your wife when you get out.
EX: A mother tells her child: “If you are quiet at
Against stealing :
the mall, I will buy you an ice cream.” He may not get much of a jail term if steals the drug,
but his wife will probably die before he gets out so it
won’t do him much good. If his wife dies, he shouldn’t
blame himself. It wasn’t his fault that she has cancer.
THE CONVENTIONAL LEVEL
Needs of Laws and society are the defining
features.
“Dont steal” because it is against the law
Good behaviour is motivated to maintain the
affection and approval of friends and
relatives
Understand that standards are set for the
current social system, not getting that there is
self-interest involved (e.g., no such thing as a
bad law)
Stage #3: Good Boy/Nice Girl Orientation
Possible answers for Kohlberg’s dilemma by
People should live up to the expectations of the
children of Stage 3
family and community and behave in "good"
For stealing:
ways.
Nobody will think you’re bad if you steal the drug but
your family will think you’re an inhuman husband if
Good behavior means having good motives and
you don’t. If you let your wife die, you’ll never be able
interpersonal feelings such as love, empathy,
to look anybody in the face again.
trust, and concern for others.
Against stealing:
It isn’t just the druggist who will think you are a
EX: Volunteering at a nursing home is the right
criminal, everyone else will, too. After you steal it,
thing to do.
you’ll feel bad thinking about how you’ve brought
dishonor on your family and yourself. You won’t be
able to face anyone again.
Stage #4: Law and Order Orientation
While stage three actions are more concerned with Possible answers for Kohlberg’s dilemma by
pleasing your family, stage four is associated with children of Stage 4
following society as a whole. • For stealing:
If you have any sense of honor, you won’t let your wife
Emphasis is spent on obeying laws to maintain die because you’re afraid to do the only thing that will
social order. save her. You’ll always feel guilty that you caused her
death if you don’t do your duty to her.
EX: If you drink and drive your endangering the • Against stealing:
lives of others on the road, not just yourself. You’re desperate and you may not know you’re doing
wrong when you steal the drug. But you’ll know you
did wrong after you’re punished and sent to jail. You’ll
always feel guilty for your dishonesty and lawbreaking
THE POSTCONVENTIONAL LEVEL
Judgment based on abstract,
personal principles not necessarily
defined by society’s laws.
Reasoning based on personal moral
standards
Characterized by references to
universal ethical principles that
represent protecting the rights of all
people
Most adults do not reach this level.
Stage #5: Social Contract Orientation
At stage 4, people want to keep society functioning. Possible answers for Kohlberg’s dilemma by children
However, a smoothly functioning society is not of Stage 5
necessarily a good one. For stealing:
The law wasn’t set up for these circumstances. Taking
Nazi Germany was a well organized society, but the drug in this situation isn’t really right, but it’s
nine million were murdered in the process. justified to do it.
Against stealing:
At stage 5, people begin to ask, "What makes for a You can’t completely blame someone for stealing but
good society?" They begin to think about society extreme circumstances don’t really justify taking the law
considering the rights and values that a society in your own hands. You can’t have everyone stealing
ought to uphold. whenever they get desperate. The end may be good, but
the ends don’t justify the means
Stage #6: Universal Ethical Principal
Orientation
Possible answers for Kohlberg’s dilemma by
As human beings we are obligated to live by the children of Stage 6
principal that “all men are created equal” For stealing:
regardless of race, religion, sexual orientation, or This is a situation which forces him to choose between
political belief. stealing and letting his wife die. In a situation where the
choice must be made, it is morally right to steal. He has
Justice is universal, so unjust laws must be to act in terms if the principle of preserving and
broken. respecting life.
Against stealing:
EX: Rosa Parks refused to sit in the back of the Heinz is faced with the decision of whether to consider
bus because it was an unjust law discriminating the other people who need the drug just as badly as his
against African Americans. wife. Heinz ought to act not according to his particular
feelings toward his wife, but considering the value of all
the loves involved.
