LESSON 15:

Hope | Javier | Legarte | Manalo | Miquela | Nieva | Ofalda | BSED English 3A

introduction
MORAL DEVELOPMENT THEORY
explains the development of moral reasoning
inspired by Jean Piaget
children’s reaction towards moral dilemmas
Kohlberg built on this foundation by determining
that the process of moral development was
primarily concerned with justice and that it
continued throughout the lifespan
Heinz Dilemma
Lawrence Kohlberg
-American psychologist and educator
known for his theory of moral
development.
introduction
Heinz Dilemma
Heinz’s wife was suffering from a type of cancer, and was fast approaching mortality. Around
that time, a local druggist had discovered a kind of radium-based drug, which was touted by
doctors as the only cure for this malady at that time. However, this druggist intended on
commercializing his discovery, and making as much money as he could by selling the drug at
a price of USD 2000, which was ten times the cost (USD 200) of manufacturing it. Heinz knew
this, and went to everyone he knew to borrow money to pay for that drug, in order to save his
wife’s life.

However, he could only manage to get USD 1000, which was half of what the druggist had
charged. All his entreaties for being allowed to have the drug in return for paying the rest of
the amount later fell on deaf ears. Hence, Heinz followed the adage called desperate times
call for desperate measures, broke into the druggist’s shop and stole the drug
1. PRECONVENTIONAL
Moral reasoning is based on the consequence or result of the act (reward and
punishment) or the physical consequences of the action, not on whether the act itself is
good or bad

2. CONVENTIONAL
Moral reasoning is based on the conventions or norms of society; these may include
approval of others, law, and order, and expectations from a person's family, group, or nation
are perceived as valuable.

The attitude is not only one of conformity to personal expectations and social order, but of
loyalty, of actively maintaining, supporting, and justifying the order, and of identifying with the
persons or group involved in it.
3. POST-CONVENTIONAL, AUTONOMOUS, OR PRINCIPLED
Moral reasoning is based on enduring or consistent concept of moral values and
principles and not just following the law. Moral values and principles are clearly defined on
this level.

Each level has 2 respective stages. Kolhberg emphasized that an individual cannot jump from
one stage to another or skip levels. The development of morality is a process.
STage 1: punishment and obedience
One is motivated by fear of punishment . Thus, he will
act to avoid punishment or for the sake of following an
authority.

STage 2: instrumental-relativist
A person is motivated to act by the benefit that one may
obtain later or the concept of mutual benefit.
 STage 3: Interpersonal Concordance
One is motivated by what others expect in behavior.
It gives importance on what people will think about him or
her.

Example: I better not drink and drive because my friends

will think less of me and I, in turn, will think less of myself.
 STage 4: LAW AND ORDER ORIENTATION
One is motivated to act to uphold law and order. It
refers to doing one’s duty, showing respect to authority,
and maintaining the given social order for its own sake.

Example: I am personally against the war, but would

never publicly protest it on campus without the
administration's permission.
 STage 5: Social contract, legalistic
There is a clear awareness of the relativism of
personal values and opinions and a corresponding
emphasis upon procedural rules for reaching
consensus.
common good; social mutuality and genuine interest in
the welfare of others
one may believe that some laws are unjust

example: I believe that some laws are broken by people

because they have a different moral principle.
 STage 6: Universal-ethical Principle
The moral values and principles are defined through
the conscience by self-chosen ethical
principles. This also refers to the universal principles
of justice, equality, respect for the dignity of human
beings.
Moral decisions are not just based on laws and rules,
but on one's conscience

example: I believe that no matter what the conflict is, we

must choose compassion for others.
 Holistic education aims to develop intellectual and moral aspects.
Moral education models ethical standards and principles. Its objective is
justice and reciprocity.

Important considerations:
1. understanding learners characteristics and
2. how teachers could provide a more realistic and healthy learning environment
for the learners

The education sector should become more empathetic and sensitive to

this advocacy for the sake of training the younger ones with the ideals of
integrity and identity building.
 KOHLBERG'S THEORY AS A BASIS FOR MORAL EDUCATION

The conditions for the efficacy of such programs are the following:

1. The teachers' prior knowledge of the developmental stage or level of the individual students,
both as regards cognitive and moral development, as well as some knowledge of the principles
underlying cognitive-developmental psychology

2. An accepting classroom atmosphere (and probably some minimum of correlation between

this classroom atmosphere and the ambience of the school as a whole, as well as a morally
advanced ethos in the family, the peer group, the mass media, politics, etc., that is, in the child's
environment and the society at large);

3 Exposure of the students to the next stage above their own:

4. Cognitive conflict, and Role-taking by students.

5. Role-taking by students