Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

MODULE 10: KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Introduction

As prospective teachers, acquiring knowledge about the learners’ moral

development will help you better understand how their moral reasoning develops and how
to effectively guide them develop moral character or behavior.

This module includes Kohlberg’s theory of moral development and its application
in everyday life.

In this module, you are expected to:

1. Cite how the theory of moral development can be applied to everyday living (CLO 2);
2. Analyze a person’s level of moral reasoning based on his responses to moral dilemmas
(CLO 1);

I. PREPARATION

Kohlberg’s significant contribution to education was the use of moral dilemmas or

case study in the teaching and learning process. A moral dilemma is a situation in which
the decision-maker must consider two or more moral values or duties but can only honor
one of them; thus, the individual will violate at least one important moral concern,
regardless of the decision. To get started try this short activity.

Narrate an experience in life where you are put in a moral dilemma. What did
you do? Why did you do it?

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Click this link for your answers
https://drive.google.com/file/d/1O7m2N6YyBPb1XeDOpzr9arD5t6dhQvLW/view?usp=sharing
II. PRESENTATION

Click this link https://www.youtube.com/watch?v=sBop4yfH4pg to watch the

video Kohlberg's Theory of Moral Development Explained!

Moral development refers to changes in moral beliefs as a person grows older

and gains maturity.

Morality is a system of beliefs about what is right and good compared to what is
wrong or bad

Lawrence Kohlberg (1969) expanded Piaget’s concepts of moral development

using surveys as his research methodology where he presented his respondents with
moral dilemmas and analyzed the differences in the responses of the children, youths
and adults at various ages. He was more concerned and interested in the reasoning they
used to justify their decisions. He validated Piaget’s ideas that children form ways of
thinking through their experiences which include understandings of the moral concepts
such as justice, rights, equality and human welfare and that moral reasoning is related to
one’s cognitive level. From his research, he was able to identify three levels of moral
reasoning and each is divided into two stages where moral reasoning in the earliest
stages are based on external forces, such as rewards and punishment received and at
the more advanced levels, it is based on personal, internal moral system and is not
affected by the views of others or societal expectations.

Summary of Kohlberg’s Stages of Moral Development

Punishment/ The goodness or badness of
Rules are truly Stage Obedience an act depends on its
external to the self 1 Orientation consequences.
Pre- rather than Conforms to rules in order to
Level Conventional internalized. Stage Naïve gain rewards or satisfy
1 Morality Morality is self- 2 Hedonism/ personal objectives or
serving. Instrumental needs.
Exchange Behavior is ultimately
motivated by the hope of
benefiting in return.
Behavior is that which
Obey rules and pleases, helps or is
social norms in approved by the others.
order to win other’s Stage Good Boy/ What is right is what is
approval or to 3 Good Girl expected by people close to
Level Conventional maintain social Orientation one's self, and in terms of
2 Morality order. the stereotypic roles that
Morality is in define being good.
accordance with Stage Rules and laws maintain a
what society 4 Social-Order social order and are worth
defines as right. Maintaining perceiving
 What is right is what
conforms to the rules of legal
authority.
Moral reasoning Laws are instruments for
defines right Stage The Social- expressing the will of the
and wrong in terms 5 Contact majority and furthering
Post- of broad principles Orientation human welfare.
Level Conventional of justice that Morality of Right and wrong are defined
3 Morality could conflict with Stage Individual on the basis of the self-
written laws or with 6 Principles of chosen ethical principles of
the dictates of Conscience one’s own conscience.
authority figures.

Kohlberg’s Stage 1 and Early Childhood Education

Source:https://owlcation.com/academia/How-to-Apply-Kohlbergs-Theory-of-Moral-Development-in-the-Classroom-as-
a-Teacher

Most preschool and some kindergarten students are still in the first stage of moral
development, according to Kohlberg’s theory. In this stage, it is important to begin to lay
the groundwork to encourage moral behaviors.

In stage 1, young children are primarily motivated to behave appropriately simply

to avoid being punished for misbehaving. By understanding this stage of moral
development, teachers can help to guide their student’s moral development by setting a
code of conduct for the classroom to encourage good behavior. For young children who
are still in the first stage of moral development, it is important to set clear guidelines for
behavior, and clear consequences for misbehavior. It is important to stay consistent with
the code of conduct and punishment system throughout the school year.

For young children, it is important to implement clear punishments, such as loss of

privileges, for students who break your classroom rules. This could include taking away
free choice time for students who break the rules.

You can also start to offer rewards for children who follow the rules at this level.
As they progress toward stage 2 of level 1, they will become more motivated to follow the
rules if an enticing reward is offered.

Kohlberg’s Stage 2 and Early Elementary

By stage 2, young children become more motivated to behave and follow the rules
if they are offered a reward for doing so. Implementing a system to reward elementary
students who follow the classroom rules and who exhibit helpful behaviors in the
classroom can go a long way in encouraging moral behavior.

At this stage, children understand that behaviors that are punished are considered
“bad,” and that behaviors that are rewarded are considered “good.”

Students also begin to learn that different people have different points of view at
this stage. They consider what is best for the individual (themselves) to be what is right,
however, they also begin to see the need for mutual benefit. They begin to learn that
others will treat them well if they in turn treat others well. They begin to see morality in
terms of helping others for their own self-interest.

At this stage, it is a good idea to introduce classroom activities that encourage

cooperation between students. Games and assignments that require students to help one
another in order to succeed will help students at this stage to further develop their moral
reasoning skills.

Kohlberg’s Stage 3 and Late Elementary/Middle School

Most children reach stage 3 between the ages of 10 and 13. In this stage, children
begin to think more about the other people around them. The consider how their behavior
affects other people, and how other people perceive them.

At this stage, you can help to strengthen your students' moral character by allowing
them to help you to create a code of conduct for the classroom. This lets the students be
partially responsible for the classroom rules, which they will be expected to follow.

At this stage, students begin to think more about how their actions affect others.
They may be less inclined to follow school rules if they can’t see a clear benefit to following
the rules. By allowing students in this stage to have a hand in creating the code of conduct
by discussing how different behaviors affect other students, students will be more willing
to follow the rules. At this stage, students may start to become unwilling to blindly follow
rules if they don’t understand the reasoning behind them.

At this stage, it is also important to continue to introduce activities and assignments

that encourage students to work together toward a common goal to further strengthen
your students’ moral character.

Older students may begin to reach level 4 by the time they reach the end of middle
school or the beginning of high school. Allow ample time for group projects and activities
that give students at different stages of development the opportunity to work together and
to learn how their behaviors affects others in a social context.
III. PRACTICE

Try reading this example of a moral dilemma taken from the book of Dr. Corpuz, et.
al(2018) and be able to tell the level of moral development your responses fall to
the given moral dilemma.
Ryan, has been saving up money to buy a ticket for this concert of rock band. His
parents have discouraged him from going as the concert will surely be with a rowdy crowd.
The band is notorious for having out-of-control audience who somehow manages to get
drunk and stoned during the concert, Nic, 15-year-old brother of Ryan, saw a corner of
what appeared to be a concert ticket showing in the pocket of Ryann’s bag. Nic examined
it and confirmed it was indeed a ticket. Looking at Ryan’s bag, Nic also found and extra
shirt and 2 sticks of marijuana. So he figured Ryan will go to the concert after all. That
night, Ryan told his parents that he was spending tomorrow night at a classmate’s house
for a school requirement. Then later that evening, he told Nic of his plan to go to the
concert. Nic didn’t say anything, but he found it difficult to sleep that night, thinking
whether to tell their parents or not.
1. If you were Nic, what will you do and why will you do it?
2. Why would you do it?

Use this as a guide in determining your level of moral development based from your
responses.
Stage 1 - “Yes, I will tell our parents. Because if they found out later that I knew, for
sure they will get angry and most likely punish me.”
“No, I will not tell because Ryan will make my life difficult and also punish me
for telling.”
Stage 2 -“Yes, I will tell my parents because they will reward me for it. I will subtly ask
for that new Ipod that I’m wishing to have.”
“No, I will not tell. Ryan will surely grant me a lot of favors for not telling. He’ll
not also squeal on me.”
Stage 3 -“Yes, I will so my parents will think I am an honest boy.”
“No, I will not tell. Ryan will think of me as a really cool brother.”
Stage 4 - “Yes, I will tell because we should follow the rules that our parents say.”
“No, because it’s been our rule to keep each others’ secrets.”
Stage 5 - “Yes, I will tell because he might be hurt or get in trouble and his welfare is
top most priority.”
“ No, because he is big enough to question my parents decision not to let
him go.”
Stage 6 - Yes, I will tell because lying is always wrong and I want to be true to what I
believe in.”
“No, because I believe brothers watch out for each other. If he trusted me with
this, I should stay true to him and not say anything.

Click this link for your answers

https://drive.google.com/file/d/15NEAmRKVb8iU_0Ip2z_UjMdzEqJJ5yWM/view?usp=sharing
III. PERFORMANCE

A. Cite examples of how the theory of moral development can be applied in the
following entities:
1. home
2. school
3. community

B. Analyze the situation and tell the person’s level of moral development based
on one’s responses to the moral dilemma.
1. A child was told by his mother not to eat the cake inside the fridge. When his
mother left, his nanny told him to eat a slice of cake anyway his mother will not
discover it. But the child says, “No I’m not eating eat because mother will get
mad at me and will spank me.
2. You saw a friend who cheated during the exam but you did not report to your
teacher because you do not like to ruin your friendship and your friend had
helped you in your research assignment.
3. A teenager was offered a stick of marijuana. He said to himself, I know that
marijuana is illegal in our country and that this law is created to protect young
people from addiction. And so he said, “No” and left the group.
4. You saw a wallet with a money in it inside the comfort room. You were in need
of money at that time but you returned it because it is the right thing to do.
5. The student wears complete uniform because she wants to serve as a model
to other students to get more votes during the student election.
6. Teacher A allowed the student who is not wearing a complete uniform to enter
the classroom despite his awareness that it was a violation of the school policy
because the student was able to give him a valid reason.

Click this link for your answers

https://drive.google.com/file/d/1DMtGM_YpowibwYlTQPC0S7z6KznflPVB/view?usp=sharing

References
Corpuz, Brenda B.,et al 2018,The Child and Adolescent Learners and Learning
Principles. Lorimar Publishing Inc.:Quezon City, Metro Manila

https://courses.lumenlearning.com/suny-educationalpsychology/chapter/moral-
development-forming-a-sense-of-rights-and-responsibilities/
https://owlcation.com/academia/How-to-Apply-Kohlbergs-Theory-of-Moral-
Development-in-the-Classroom-as-a-Teacher
https://link.springer.com/chapter/10.1007/978-3-030-15191-1_2