Report Outline: Lawrence Kohlberg’s Moral Learning Theory

Lawrence Kohlberg's moral development theory proposes that individuals progress through
distinct stages of moral reasoning, each characterized by increasingly complex and abstract
ethical principles, shaping their ethical decision-making process.

Moral development, as conceptualized by Kohlberg (1977), goes beyond the acquisition of

cultural values and ethical standards; it entails transformative changes in the structure of
thought. Kohlberg assumes that children shape their moral reasoning through experiences,
including their understanding of concepts such as justice, rights, equality, and human welfare.
Negative experiences prompt the development of moral concepts, leading individuals to
perceive their actions as just and good. Kohlberg identified six stages of moral reasoning
grouped into three major levels, each representing a significant shift in social-moral
perspective. The renowned "Heinz" dilemma, exploring the conflict between obeying the law
and saving a life, exemplifies Kohlberg's emphasis on the reasoning process as the
determinant of positive moral development.

Level Stage Description

Preconventional
* This is the level where
moral reasoning is based on
the consequence or result of
the act (reward and
punishment) or for the
physical consequences of
the action, not on whether
the act itself is good or bad.
Conventional
*Moral reasoning is based
on the conventions or norms
of society, these may include
approval of others, law, and
order, 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
1 Punishment and
Obedience. One is
motivated by fear of
punishment. Thus, or he will
act to avoid punishment’s
sake of following an
authority.
2
Instrumental-Relativist. A
person is motivated to act by
the benefit that one may
obtain later or the concept of
mutual benefit.
3 Interpersonal
Concordance
*One is motivated by what
others expect in behaviour.
The person usually acts
because he or she values
how he or she will appear to
others. One gives
importance to what people
will think or say about him
or her.
4 Law and Order
Orientation
 the order, and of identifying
with the persons or group
involved in it.
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.
*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.
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.
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.

Holistic education seeks growth in intellectual and moral aspects, emphasizing the modeling
of ethical standards through :
1. Just community-school approach, with the ultimate goal being justice, valuing
equality, and promoting reciprocity in human relations as universal standards. In the
rapidly evolving educational landscape, understanding learners' characteristics,
including social, sexual, and moral aspects, is crucial for teachers.
2. Recognizing and comprehending these unique traits enables teachers to create a
realistic and healthy learning environment. By informing and training parents and the
community to handle these characteristics, the education sector plays a vital role in
fostering integrity and identity building in the younger generation.
The overarching aim is to cultivate a holistic educational experience that nurtures not
only intellectual growth but also moral development and a sense of justice.

Isaksson (1979) postulated that Kohlberg's theory can be a basis for moral education in
school or other educational settings. 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 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 5. Role-taking by students.

In the context of elementary education and Kohlberg's Moral Development Theory,

Teachers are encouraged to employ strategies that align with the child's desire for social
approval and acceptance which involves:
*Using motivational appeals and teaching-learning activities that reward responsible behavior
through non-tangible means, fostering a positive and collaborative learning environment.
*Kohlberg's belief in reducing punitive measures aligns with the recommendation to address
unruly behaviour through closed-door counselling and heart-to-heart talks instead.
* In subjects like literature, values education, and social science, exposing students to
simulated moral dilemmas through collaborative tasks helps in their moral development.
These activities, focusing on empathy, cooperation, justice, and peaceful conflict resolution,
aim to cultivate consciousness, acceptance, and participation skills among students.

Conclusion:
Lawrence Kohlberg's Moral Development Theory offers valuable insights for teachers and
students in shaping a morally conscious and ethically grounded educational environment.
For teachers, understanding the stages of moral reasoning according to Kohlberg's theory
provides a framework to address students' evolving moral perspectives. By recognizing and
respecting students' diverse moral development, educators can tailor their approaches to
foster ethical growth. Kohlberg's emphasis on reasoning over punishment aligns with
contemporary educational ideals, promoting positive reinforcement and constructive
dialogues to nurture moral development.
For students, exposure to moral dilemmas and collaborative activities enhances their moral
reasoning skills and encourages the application of ethical principles in real-life situations.
Ultimately, Kohlberg's theory underscores the importance of moral education in preparing
students to become conscientious individuals capable of navigating complex moral
challenges in society. Teachers, armed with this understanding, play a pivotal role in guiding
students toward the higher stages of moral development, contributing to the cultivation of
responsible and ethical citizens.