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Kohlberg 1977
Kohlberg 1977
Kohlberg 1977
To cite this article: Lawrence Kohlberg & Richard H. Hersh (1977): Moral development: A review of the
theory, Theory Into Practice, 16:2, 53-59
This article may be used for research, teaching, and private study purposes. Any substantial
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JLhe purpose of this issue of Theory Into
Practice is to elaborate the application of moral
development theory to the practice of teaching.
Each of the articles following rests upon a body
of knowledge and research which, if com-
prehensively reviewed, would require book
length treatment. The bibliographies contained
in this issue will provide the reader with ample
background for a reasonable grounding in cog-
nitive moral development theory and research.
The purpose of this article is to review the major
Moral Development: concepts embodied in the moral development
literature. As such it is intended only as an in-
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a period of ethical relativism during which they What can teachers and schools do to stimu-
question the premises of any moral system. If late moral development? The teacher must help
there are many ways to live, who can presume to the student to consider genuine moral conflicts,
say which is best? Perhaps everyone should do think about the reasoning he uses in solving
as he or she chooses. such conflicts,, see inconsistencies and in-
The way out of this moral relativism or adequacies in his way of thinking and find ways
moral nihilism lies through the perception that of resolving them. Classroom moral discussions
underneath the rules of any given society lie are one example of how the cognitive-
moral principles arid universal moral rights, developmental approach can be applied in the
and the validity of any moral choice rests on the school. Much of the moral development re-
principles that choice embodies. Such moral search in schools has focused on moral discus-
principles are universal in their application and sions as the vehicle for stimulating cognitive
constitute a viable standard against which the conflict. But such discussions, if too often used,
particular laws or conventions of any society will become pedantic. The classroom discus-
can and should be judged. When obedience to sion approach should be part of a broader, more
laws violates moral principles or rights, it is enduring involvement of students in the social
right to violate such laws. and moral functioning of the school. Rather than
attempting to inculcate a predetermined and
At the last two stages, then, choiceis^based unquestioned set of values, teachers should
on the principles that supercede convention, challenge students with the moral issues faced
just as previously the claims of society or con- by the school community as problems to be sol-
vention were seen as the grounds for adjudicat- ved, not merely situations in which rules are
ing differences between individuals. This, then, mechanically applied.One must create a "just
is the sequence of moral development. community."
What spurs progress from one stage to At present, the schools themselves are not
another and why do some individuals reach the especially moral institutions. Institutional rela-
principled stages while others do not? Moral tionships tend to be based more on authority
judgment, while primarily a rational operation, than on ideas of justice. Adults are often less
is influenced by affective factors such as the interested in discovering how children are
ability to empathize and the capacity for guilt. thinking than in telling them what to think. The
But moral situations are defined cognitively by school atmosphere is generally a blend of Stage
the judging individual in social interactions. It 1, punishment morality, and Stage 4, "law and
is this interaction with one's environment order," which fails to impress or stimulate chil-
which determines development of moral dren involved in their own Stage 2 or Stage 3
reasoning. moral philosophies. Children and adults stop
Social interaction requires the assumption communicating with one another, horizons are
of a variety of roles and the entering into a vari- narrowed and development is stunted. If
ety of reciprocal relationships. Such relation- schools wish to foster morality, they will have to
ships demand that one take others' perspectives provide an atmosphere in which interpersonal
(role-taking). It is this reworking of one's role- issues are settled on the basis of principle rather
Volume XVI, Number 2 57
than power. They will have to take moral ques- beliefs about human purpose, or character
tions seriously and provide food for thought assessments. In short, we intend the term
instead of conventional "right answers." "moral" to be understood in the restricted
We do not claim that the theory of cognitive sense of referring to situations which call
moral development is sufficient to the task of for judgments involving denotological
moral education. Other articles in this issue concepts such as right and wrong, duty and
(particularly those by Mosher, Reimer and obligation, having a right, fairness, etc., al-
Boyd) articulate this insufficiency quite clearly though such judgments may (or may not)
and correctly. There are three major areas in involve either or both of the other two basic
which the cognitive developmental approach to concepts or their derivatives.8
moral education is incomplete: 1) the stress This is not to say that questions of "good" are
placed on form rather than content 2) the focus less important or need not to be asked. Rather it
on concepts of rights and duties rather than is- is an acknowledgement that the cognitive de-
sues of the good 3) the emphasis on moral judg- velopmental approach is limited in scope and
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ment rather than behavior. requires that attention be paid to such issues in
We have previously mentioned the distinc- the development of any moral education pro-
tion between form and content. That we have gram.
chosen to delineate the form or structure of The relationship between moral judgment
moral judgements does not deny the importance and moral behavior is not fully defined. That is,
of the moral content of school curriculum. That moral judgment is a necessary but not sufficient
textbooks and other curricula materials have re- condition for moral action. Other variables
flected and perhaps reinforced racism, sexism come into play such as emotion, and a general
and ethnocentrisms to be decried. It is impera- sense of will, purpose or ego strength. Moral
tive that the content of curriculum for moral judgment is the only distinctive moral factor in
education be constructed so as to avoid unfair moral behavior but not the only factor in such
characterizations of others as well as promote behavior. Educators who are looking for
opportunities for structural development. The answers as to how to "get children to behave"
integration of curriculum content is often meaning to rid themselves of discipline
exemplified by articles in this issue by Lickona, problems will not find the answer in one theory.
Bramble and Garrod, and the Ladenburgs. Addi- We hypothesize that behavior when informed
tional work in this content dismension is re- by mature moral judgment is influenced by level
quired if educators wish to incorporate the cog- of moral development.9 Further research in this
nitive developmental approach to moral educa- crucial area is needed.
tion in the curriculum. Cognitive developmental moral education
We have stressed in this "theory" the con- is rooted in a substantial empirical and
cern for what is right, what is just or fair. To ask philosophical base. The theory is complex and
"what is right?" or "what ought I do in this as suggested above insufficient to the task
situation?" presumes that notions of what is claimed by "moral education." Within limits,
"good" are in conflict. But, however, the theory has informing power for the
We are not describing how men formulate practitioner. Resourceful practice is required
different conceptions of the good, the good both to validate and inform the theory.
life, intrinsic value, or purpose. Nor are we
discussing how men develop certain kinds NOTES
of character traits and learn to recognize 1. P. Jackson, Life in the Classrooms, (New York: Holt,
these traits in judgments of approbation Rinehart & Winston, 1968).
and disapprobation. Instead, we are con- 2. J. Piaget, The Moral Judgment of the Child (1932),
centrating on that aspect of morality that is (New York: Free Press, 1965).
3. L. Kohlberg, "Stages of Moral Development as a Basis
brought to the fore by problematic situa- for Moral Education," In C. Beck and E. Sullivan (eds.).
tions of conflicting claims, whether the Moral Education, (Toronto: University of Toronto Press,
conflict is between individuals, groups, 1970).
societies, or institutions, and whether the 4. L. Kohlberg, "Moral Stages and Moralization: The
source of the conflict lies in incompatible Cognitive Developmental Approach," In T. Lickona (ed.),
Moral development and behavior: Theory, Research, and
claims based on conceptions of the good, Social Issues, New York: Holt, Rinehart & Winston, 1976.
58 Theory Into Practice
5. L. Kohlberg, "From Is to Ought," In T. Mischel (ed.), 8. Ibid., p. 360.
Cognitive Development and Epistemology, (New York:
Academic Press, 1971), pp. 164-165. 9. The relationship between moral judgment and moral
6. J. Dewey, "What Psychology Can Do for the Teacher," behavior is more fully discussed in: Kohlberg, 1976 "Moral
In R. Archambault (ed.), John Dewey on Education: Selected Stages," L. Kohlberg, "Stage and Sequence: The Cognitive
Writings, Bew York: Random House, 1964), p. 207. Developmental Approach to Socialization," in D.A. Goslin
7. D. Boyd and L. Kohlberg, "The Is-Ought Problem: A (ed.) Handbook of Socialization Theory and Research, vol. I
Developmental Perspective," Zygon, 1973, 8, 360-361. (New York: Russell Sage Foundation, 1964), pp 383-432.
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