Kohlberg’s Stages of Moral Development

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-conventional. Each level is
associated with increasingly complex stages of moral development.

Level 1: Preconvention
Throughout the preconventional level, a child’s sense of morality is externally controlled. Children accept
and believe the rules of authority figures, such as parents and teachers.  A child with pre-conventional
morality has not yet adopted or internalized society’s conventions regarding what is right or wrong, but
instead focuses largely on external consequences that certain actions may bring.

Stage 1: Obedience-and-Punishment Orientation
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
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. An example would be when a child is asked by his parents to do a chore. The child asks
“what’s in it for me?” and the parents offer the child an incentive by giving him an allowance.

Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to their belief
that this is necessary to ensure positive relationships and societal order. Adherence to rules and
conventions is somewhat rigid during these stages, and a rule’s appropriateness or fairness is seldom
questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed
on good behavior and people being “nice” to others.

Level 3: Post conventional

Throughout the post conventional level, a person’s sense of morality is defined in terms of more abstract
principles and values. People now believe that some laws are unjust and should be changed or
eliminated. This level is marked by a growing realization that individuals are separate entities from society
and that individuals may disobey rules inconsistent with their own principles. Post-conventional moralists
live by their own ethical principles—principles that typically include such basic human rights as life,
liberty, and justice—and view rules as useful but changeable mechanisms, rather than absolute dictates
that must be obeyed without question.

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives should
be mutually respected as unique to each person or community. 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-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles. Generally,
the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or
respect. Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries
with it an obligation to disobey unjust laws. 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. Although Kohlberg insisted that stage six exists, he found it
difficult to identify individuals who consistently operated at that level.
 ‘Tsismis’ By: Michael L. Tan - @inquirerdotnet
Philippine Daily Inquirer / 12:08 AM February 26, 2016

It’s interesting that the English “gossip” is translated into Filipino as “tsismis,” borrowed from the
Spanish.
That should not lead us to conclude that the Spaniards introduced gossiping to the Philippines. In fact, I worry that
while we do not seem to have an indigenous word for “gossip,” we do seem to take it lightly, best exemplified by
the way we invite friends to gossip by saying, “Huy, kuwento tayo.”

Now, note that kuwento is again from the Spanish—cuento, a story—with a related meaning of recounting
events.  As far as I know, cuento is not used to mean gossiping in Spanish but in the Philippines, we do open the
possibilities to gossip when we invite people to kuwentuhan.

Then there is still another term from the Spanish language—“intriga,” which refers to a more specific
form of gossip, one intended to destroy a person’s reputation or to break up friendships.  No one ever invites
someone else to intriga, but certainly there is plotting involved that leads to the more malicious forms of gossip.

Again, the absence of exact equivalents of “gossip” should not lull us into believing that our gossip is mild.
As I will explain later, gossip in societies like the Philippines can be extremely vicious and destructive, in part
because we do not always see its virulence.

Moral angle.
The Old Testament’s Proverbs is full of warnings against gossip in all forms. Let me cite a few: “Gossip
betrays confidence, so avoid anyone who talks too much.” (Proverbs 20:19)

Gossiping and gossipers might be described in different terms, as in Proverbs 22:10: “Drive out the
mockers and out goes strife; quarrels and insults are ended.” (“Mockers” are a special category of gossipers
—people who have mastered ways to use jokes and side comments for character assassination.)

There are also nonreligious proverbs, and my favorite one about gossip comes in Spanish and
Portuguese versions, both warning: “He who gossips about others to you will also gossip about you to
others.”
The moral injunctions boil down to looking at gossip as a betrayal of confidence, of spreading news which
should be kept confidential, and, worse, of actually fabricating falsehoods to slander. Again from Proverbs
16:28: “A perverse man stirs up dissension; and a gossip separates close friends.”
https://opinion.inquirer.net/93207/tsismis#ixzz6QHw99jke

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The

behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of
an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a
subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2)
imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive
behavior intended to hurt another individual, physically, mentally, or emotionally.
(From Wikipedia, the free encyclopedia)
Effects of Bullying

Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is
linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to
kids to determine whether bullying—or something else—is a concern.

Kids Who are Bullied.

Kids who are bullied can experience negative physical, school, and mental health issues. Kids who are
bullied are more likely to experience:
-Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating
patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
-Health complaints
-Decreased academic achievement—GPA and standardized test scores—and school participation. They are
more likely to miss, skip, or drop out of school.A very small number of bullied children might retaliate through extremely
violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others. Kids who bully others can also engage in violent and other risky behaviors into adulthood.
Kids who bully are more likely to1:
 Abuse alcohol and other drugs in adolescence and as adults
 Get into fights, vandalize property, and drop out of school
 Engage in early sexual activity
 Have criminal convictions and traffic citations as adults 
1
https://www.stopbullying.gov/bullying/effects
2
 Be abusive toward their romantic partners, spouses, or children as adults
Activity 3: Skill-building Activities (18 mins + 2 mins checking)

A. Developmental Activity (8 mins.)

Direction: Identify what particular stage of moral development does this certain action belong.
Write L1 for Pre-conventional, L2 for Conventional, and L3 for Post-conventional
_____ 1. It is when you were appreciated for the good things you have done and you kept repeating it.
_____ 2. It is when you were whipped by your parents (with a hanger/broom) when you did something wrong.
_____ 3. It is when you think about the effects of your actions to the country or society.
_____ 4. It is when you do right things because it is what the law says.
_____ 5. It is when you follow rules because of rewards.

Score: ___
B. Formative Assessment (10 mins.)

Directions. We have known that our character is inseparable from our interests. Identify at least one trait that
you have (constitutive of your moral character) acquired or formed in your formative encounter with some givers of
culture. How did you express it?

Culture Giver Acquired Trait(Positive) Expression/s

Ex. Family: Ans. Generosity Ans. Sharing of resources

1. Church:

2.School:

3.Social Media

Score: ___
Note: Check your answers against the Key to Corrections found at the end of this SAS. Write your score on your
paper. (You can also check or consider your answers as long as your ideas are closely related to the given)

2. Activity 4: What I Know Chart, part 2 (2 mins)

Note: This serves as your review and summary of what was learned from the session. You have to monitor how
your knowledge has changed by reviewing the questions in the What I Know Chart from Activity 1.

Instructions: Write your answers to the questions based on what You now know in the third column of the
chart below.

What I Know Questions: What I Learned

(Activity 4)

What does Moral mean?

What is bullying?

Try to distinguish Growth from

Development.

3. Activity 5: Check for Understanding (5 mins)

Instructions. Compare or contrast the behaviors of persons who are bullied and those who bullied them.
Write your answers inside the box.

Persons Who Bully Others People Who are Bullied

3
 Note: (Key to Correction for this test should only be in the Teachers’ Guide and not in the SAS)

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

Directions: If you were bullied or have heard a “Tsismis” or “Intriga”, what would be your behavioral responses,
and identify what stage of moral development does your behavior manifest? Answer in not less than 5 lines.

Answer:_____________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

NOTE: Mark your place in the work tracker below which is simply a visual to help you track how much work you
have accomplished and how much work there is left to do. This tracker will be part of your activity sheet.

answer. )