Kohlberg’s Theory of Moral Development

http://education-portal.com/academy/lesson/kohlbergs-stages-of-moral-development.html#lessonhttp://education-portal.com/academy/lesson/kohlbergs-stages-of-moral-development.html#lesson Kohlberg’s Theory of Moral Development

The Heinz Dilemma • Scenario 1 A woman was near death from a unique kind of cancer. There is a drug that might save her. The drug costs $4,000 per dosage. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000. He asked the doctor scientist who discovered the drug for a discount or let him pay later. But the doctor scientist refused.Should Heinz break into the laboratory to steal the drug for his wife? Why or why not?

The Heinz Dilemma • Scenario 2Heinz broke into the laboratory and stole the drug. The next day, the newspapers reported the break-in and theft. Brown, a police officer and a friend of Heinz remembered seeing Heinz last evening, behaving suspiciously near the laboratory. Later that night, he saw Heinz running away from the laboratory.Should Brown report what he saw? Why or why not?

The Heinz Dilemma • Scenario 3Officer Brown reported what he saw. Heinz was arrested and brought to court. If convicted, he faces up to two years' jail. Heinz was found guilty.Should the judge sentence Heinz to prison? Why or why not

Chart of Kohlberg's Theory of Moral Development

6 Key Points to Keep in Mind. . . 1. One must progress through the stages in order, and one cannot get to a higher stage without passing through the stage immediately preceding it. • Moral development is growth, and like all growth, takes place according to a pre-determined sequence. • Can’t walk before you crawl • Movement through these stages are not natural

Continued 2. In stage development, subjects cannot comprehend moral reasoning at a stage more than one stage beyond their own. • E.g. If Johnny is orientated to see the good almost exclusively as that which brings him satisfaction, how will he understand a concept of good in which the “good” may bring him no tangible pleasure at all. • -The moral maxim “It is better to give than to receive” reflects a high level of development. The child who honestly asks you why it is better to give than to receive, does so because he does not and cannot understand such thinking.

Continued 3. In stage development individuals are cognitively attracted to reasoning one level above their own present predominant level - The person has questions and problems. The solutions for which are less satisfying at his present level. Since reasoning at one stage higher is intelligible, and since it makes sense and resolves more difficulties, it is more attractive.

Continued In stage development, movement through the stages is effected when cognitive dissonance is created, that is, when a person’s cognitive outlook is not adequate to cope with a given moral dilemma. - The person who is growing, will look for more adequate ways of solving problems. If he has no problems or dilemmas, he is not likely to look for solutions. He will not grow morally.

Continued It is quite possible for a human being to physically mature but not morally mature. - If a child is spoiled, never having to accommodate for others needs, he may never generate enough questions to propel him to a higher level of moral reasoning.

Continued • Kohlberg believed that only about 25% of persons ever grow to level six, the majority remaining at level four. • The Scriptures speak of principles of modesty, humility, and wise stewardship of money. Application of these principles might preclude the purchase of expensive jewelry, furs, flashy cars, or other items primarily for show. • If Kohlberg’s observations are true, then level 6 thinkers would be in the minority. In fact, they might even be misunderstood and persecuted by a level 4 majority - Christ being the primary example. • No one is truly altruistic

Kohlberg’s StagesClick on the links to learn about each stage Pre-Conventional Moral Development • Stage 0 • Stage 1 • Stage 2 Conventional Moral Development • Stage 3 • Stage 4 Post-Conventional Moral Development • Stage 5 • Stage 6 Information from these pages was copied from a handout, author unknown and Christopher Berghout. BACK

Stage 0 At this stage, the individual: • Avoids pain and seeks pleasure • Has no sense of obligation to anyone else • Is self-absorbed (unaware or anyone’s needs other than those that are self-serving) • Does what he/she wants to do • Is amoral • Is totally egocentric in assuming that the world revolves around his/her needs and desires • Has thus no sense of cause-effect • Is typically between the ages of 0-7 BACK

Stage 1: Obedience and Punishment Orientation At this stage, the individual: • Obeys rules in order to avoid punishment • Determines a sense of right and wrong by what is punished and what is not punished • Obeys superior authority and allows that authority to make the rules, especially if that authority has the power to inflict pain • Is responsive to rules that will affect his/her physical well-being • Is usually over the age of 7 BACK

Stage 2: Individualism and Exchange At this stage, the individual: • Is motivated by vengeance or “an eye for an eye” philosophy • Is self-absorbed while assuming that he/she is generous • Believes in equal sharing in that everyone gets the same, regardless of need • Believes that the end justifies the means • Will do a favor only to get a favor • Expects to be rewarded for every non-selfish deed he/she does • Is usually over the age of 10 BACK

Stage 3: Good Interpersonal Relationships At this stage, the individual: • Finds peer approval very important • Makes moral decisions on the basis of what will please a limited group and make the person feel included • Thus models behavior on that of the “majority” which is the behavior of the “in crowd” or peer group • Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds • Begins to put himself/herself in another’s shoes and think from another perspective • May continue to be in this stage until him/her has reached the 20s in age BACK

Stage 4: Maintaining Social Order At this stage, the individual: • Believes reasoning works best in 2-person relationships • More broadly concerned with society as a whole • Continues past actions and behaviors in tradition since the maintenance of law and order is supremely important • Is a duty doer who believes in rigid rules that should not be changed • Respects authority and obeys it without question • Supports the rights of the majority or majority rule without concern for those in the minority • Is part of about 80% of the population that does not progress past stage 4 BACK

Stage 5: Social Contract and Individual Rights At this stage, the individual: • Is motivated by the belief in the greatest amount of good for the greatest number of people • Believes in contracts in which both parties compromise and yet both receive benefits • Believes in consensus (everyone agrees), rather than in majority rule • Respects the rights of the minority especially the rights of the individual • Believes that change in the law is possible but only through the system • Has reached the same stage as the official morality of the nationBACK

Stage 6:Universal Principals At this stage, the individual: • Loses the ability to compromise high principles and thus may forfeit his/her life in order to uphold them • Believes that there are high moral principles than those represented by social rules and customs • Obeys these self-chosen high moral principles • Is willing to accept the consequences for disobedience of the social rule he/she has rejected BACK

Stage 6:Continued At this stage, the individual: • Uses only passive resistance and has no use for violence in any form • Believes in granting justice and dignity to all human beings as inalienable human rights • Respects justice for its moral nature and its legal nature • Believes that the dignity of humanity is sacred and that all humans have value • Anything past this stage is true altruism where the needs of others and moral justice comes at the sacrifice of the individual that is usually plagued with despair. • BACK

Let’s Practice! Situation 1 Ashley borrowed her father’s car. She and her friend Kayla were very late coming home that evening. They were further delayed at a stop light on a quiet street. After what seemed to be an unnecessary long wait, Kayla reminded Ashley that they were late. Ashley continued to wait, insisting that if everyone ignored stop lights when it was personally convenient to do so, no street would be safe. • At what stage do you think Ashley’s decision was? Why?

Situation 2 Jordan was not prepared for a difficult chem. Exam, so he wrote some important formulas on a slip of paper which he put in his pocket before the test. Just before the test began, the teacher informed the class that any student caught cheating would automatically fail the test. Even though Jordan needed the information he wrote, he didn’t use it because the teacher stood too close to his desk during the entire exam. • At what stage? Why?

Situation 3 Early in the school year, DeShawn who started at varsity basketball, asked Caitlin for a date. Caitlin was not attracted to DeShawn and politely declined. A few weeks later Caitlin tried out for cheerleading and made it. Several of the other cheerleaders were dating boys on the team. When DeShawn asked Caitlin to go with him to a party that the team was having after an important game, she accepted. • At what stage? Why?

Situation 4 Kyle asked his older sister, Gabby, if he could borrow her car so that he and his friend could go to the beach. Gabby reminded her brother that she never wanted him to drive her car. She suggested, however, that if it was all right with him, they could all go together. Soon after they got to the beach, Kyle’s friend got ill. Kyle asked Gabby if she could drive his friend home. Gabby refused, saying that she had just come all that way and she was not going to turn around and go right back. Kyle tried unsuccessfully to find a way to get his friend home. Finally, while Gabby was swimming, he wrote her a note telling her he would be back soon as possible, took her car keys, and drove his friend back home. • What stage? Why?

Situation 5 As Jason’s father was leaving for work in the morning, he asked Jason to clean out the garage sometime during the day. Jason responded, saying he already had plans to play tennis that day. Around noon, Jason and two friends made plans that required Jason to borrow his father’s car that evening. Jason decided to skip playing tennis and clean the garage. • What stage? Why?

Final Assessment DIRECTIONS: • Reflect on all you have learned about Kohlberg’s Moral Development Theory • Consider events and decisions you have made in your own life. • Place yourself within one of Kohlberg’s Moral Development stages (To see the stages again, click here) • Write a 1-2 page paper about the stage you believe you are currently in and why. Use situations and evidence from your experience to support your claim.

Kohlberg’s Theory of Moral Development