Stages of Moral Development
Lawrence Kohlberg, 1927-1987
Objective:
Understandthe stages of moral
development as described by Lawrence
Kohlberg and be able to apply it to
example moral dilemmas.
Lawrence Kohlberg: Who Was He?
Lawrence Kohlberg was, for many years, a
professor at Harvard University. He became
famous for his work there beginning in the early
1970s. He started as a developmental
psychologist and then moved to the field of
moral education. He was particularly well-known
for his theory of moral development which he
popularized through research studies conducted
at Harvard's Center for Moral Education.
Lawrence Kohlberg (cont.)
His theory of moral development was dependent
on the thinking of the Swiss psychologist Jean
Piaget and the American philosopher John Dewey.
He was also inspired by James Mark Baldwin. These
men had emphasized that human beings develop
philosophically and psychologically in a progressive
fashion.
Lawrence Kohlberg (cont.)
He was able to demonstrate through studies that
people progressed in their moral reasoning (i.e., in
their bases of ethical behavior) through a series of
stages. He believed that there were six identifiable
stages which could be more generally classified
into three levels.
Moral Development
The stages include growth from self-
centeredness to other-centeredness.
Self-centeredness Other-
centeredness
6
Moral Development
The capacity to reason also grows from
reliance on external authority to fidelity to
internalized values.
External Authority Internalized
Values
7
Some Key Points . . .
Key Points (cont.)
Key Points (cont.)
Key Points (cont.)
Level One: Pre-conventional Morality
(most nine-year-olds & younger)
At this stage, we don’t have a personal code of morality. Instead, our
moral code is shaped by the standards of adults and the
consequences of following or breaking their rules.
Authority is outside the individual and reasoning is based on the
physical consequences of actions.
Stage 1: Obedience & Punishment Orientation
(Level One)
The child/individual is good in order to avoid being punished. If a
person is punished, they must have done wrong.
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
(Level One)
The child/individual recognizes that there is not just one right
view that is handed down by the authorities. Different
individuals have different viewpoints.
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.
Level Two: Conventional Morality
(most adolescents & adults)
At this stage, 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.
Stage 3: Good Boy, Nice Girl Orientation
(Level Two)
The individual is good in order to be seen as being
good by others.
In stage 3, we 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 & Order Orientation
(Level Two)
The individual becomes aware of the wider rules of society,
so judgments concern obeying the rules in order to uphold
the law and to avoid guilt.
In stage 4, we blindly accept 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.
Most active members of society remain at stage four, where
morality is still predominantly dictated by an outside force.
Level Three: Post-conventional Morality
(10-15% of adults)
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.
Stage 5: Social-Contract Orientation
(Level Three)
The 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.
In stage 5, the world is viewed as holding different opinions,
rights, and values. 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 Principles Orientation
(Level Three)
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.
In stage 6, moral choices are based on abstract
reasoning using universal ethical principles. 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.
Moral Theory at a Glance
Level Stage Reason for Moral Behavior
Obedience & Punishment To avoid pain, punishment or
(pleasure/pain) Orientation getting caught
Pre-conventional morality
Instrumental (cost-
To get rewards
benefit/reciprocity) Orientation
Good Boy, Nice Girl (good child) To gain acceptance and avoid
Orientation disapproval
Conventional morality
To follow rules and avoid censure of
Law and Order Orientation
authorities
Social Contract Orientation To promote the welfare of society
Post-conventional morality
To achieve justice and be true to
Universal Ethical Principles
universal principles that transcends
Orientation
social norms
Now 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 level do you think Ashley’s decision was? What stage? 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 level? 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 level? 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.
At what level? 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.
At what level? What stage? Why?
