MANALO, CHRISTINE RYSABEL A.

BSSE 4-YA-1

Kohlberg’s Theory of Moral Development studies about the development of morality and moral
reasoning in children. According to Kohlberg's theory, moral development happens in six stages. The
approach contends that seeking and upholding justice should be the major goals of moral reasoning.
There are three main stages to Kohlberg's theory and there are two stages in the moral development
process at each level. Kohlberg believed that not everyone advances to the highest stages of moral
growth, much like Piaget thought that not everyone reaches the highest levels of cognitive development.
Preconventional morality is the earliest period of moral development. It lasts until around the age
of 9. At this age, children's decisions are primarily shaped by the expectations of adults and the
consequences for breaking the rules. The two stages in this level are “Stage 1: Obedience and
Punishment” and “Stage 2: Individualism and Exchange”.
When I was a kid, I remember when I used to always avoid doing something that I might get into
trouble and probably receive a punishment. I remember my mom telling me a story about me seeing my
older sister get scolded and punished by her for riding the bike without an adult supervision when we
were kids. My sister was about 6 years old that time and I was 4, so when I saw her got punished, my
mom said that I told myself that I would never ride a bike without an adult present to guide me. I only
rode the bike by myself when I turned 9 years old. In my opinion, this experience can be categorized in
stage one. For stage 2, one childhood phase I had was when I was in my early years in primary where I
always try to have high grades so I can get a reward from my parents. I remember always showing them
my scores from my assignments and activities and even the stars I got from my teachers so they can buy
me food or toys I want.
The next level which is the conventional morality is marked by the acceptance of social rules
regarding what is good and moral. During this time, adolescents and adults internalize the moral standards
they have learned from their role models and from society. “Stage 3: Interpersonal Accord and
Conformity” and “Stage 4: Authority and Maintaining Social Orders” are the stages in this level.
During my elementary years, specifically during my 4th and 5th grade, I always try not to get into a
fight or have an issue with my teachers and classmates because I always want them to see me as the
“good student”. There was once instance when our whole class was sent into the guidance office because
some of my classmates got into a fight and starts shouting at each other, the other students were trying to
break them off but they would not budge. They almost got physical with each other if not for a teacher
passing by and stopping the fight. We were called in the office one by one and when the guidance
counselor asked me why I did not try to stop the fight, I just told her that I did not want to get involved in
a fight. However, I know deep inside me that I did not want to stop them because I want to be the “good
student” that did not get involved in a fight. When I got into 6th grade, that’s when I really made sure that
I do not get involved in a fight and have issues, but that time I did not just do it just to be seen as the
“good student” but because that was when I really understood the importance of the rules and orders and
even laws policies in the school.
In post-conventional morality level, or the last level of moral development, people develop an
understanding of abstract principles of morality. At stage five (Social Contract), we understand rules as a
social contract as opposed to a strict order. At stage six (Universal Principles), we are guided by universal
ethical principles.
These stages can be experienced as we reach adulthood and as we grow as men of society. In
present, just like what Kohlberg said, people are making more of an independent effort to think out what
any society ought to value. They often reason, for example, that property has little meaning without life.
They are trying to determine logically what a society ought to be like. Little me would not even think
MANALO, CHRISTINE RYSABEL A. BSSE 4-YA-1

about laws and what they really do for society. All I would be worrying then is if my mom will give me a
candy when I do something good, but now that I am already an adult, I already developed my morality
into something much deeper and critical. I can say that I have come to the point where I base my moral
reasoning on universal ethical principles and abstract reasoning. At this stage, people I tend to follow
these internalized principles of justice, even if they conflict with laws and rules.