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Moral Development Theories

Teresa Tonkin

EDLC 504, Liberty University

Sarah Stalling

February 25, 2024

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Moral Development Theories

The study of moral development has been a central focus in developmental psychology and educational

theory. All of the theorists that we have studied and will read about in this paper have a theory that is derived

from philosophy or ideology; this is what makes our educational philosophies better as time goes on, the

improvement and updating of an original thought to fit the times, learners, and educators alike (Gutek, 2014). In

this paper, we will delve into the foundational theories put forth by Jean Piaget, Lawrence Kohlberg, Elliot Turiel,

and Albert Bandura, each offering unique insights into the intricate process of moral development.

Firstly, we will explore Jean Piaget's Theory of Moral Development, which centers on the cognitive transformations

children undergo as they progress through distinct stages of moral reasoning. Following this, Lawrence Kohlberg's

Theory of Moral Development will be examined, expanding on Piaget's work by delving into the underlying

reasoning processes that shape moral decisions. Next, we will explore Elliot Turiel's Moral Domain Theory, which

introduces the concept of different moral domains and emphasizes the role of social context in shaping moral

reasoning. Finally, we will examine Albert Bandura's Theory of Moral Development through Social Learning, which

underscores the impact of observational learning and modeling on the acquisition of moral values.

Building on this, the paper will compare Piaget's and Kohlberg's theories, identifying their similarities in

understanding the role of cognitive development in moral reasoning. Furthermore, the paper will explore the

differences between Turiel's and Bandura's theories, emphasizing Turiel's focus on cognitive distinctions within

moral domains and Bandura's emphasis on behavioral learning through social modeling.

Lastly, the paper will choose one of the presented theories and examine how it aligns with a biblical

worldview. Through this comprehensive exploration, we aim to deepen our understanding of the diverse theories

that contribute to the intricate tapestry of moral development.

Jean Piaget

Jean Piaget, a renowned Swiss psychologist, is widely recognized for his significant contributions to the

field of developmental psychology (Britannica, 2024). Among his influential theories is the Theory of Moral

Development, which delves into the cognitive aspects of morality and elucidates how children's moral reasoning

transforms over the course of their growth.

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The theory comprises two primary stages, each reflecting distinct characteristics and cognitive shifts. The

initial stage, termed the Heteronomous stage, is prominent during the preoperational and early concrete

operational periods of a child's development. In this stage, morality is characterized by a rule-based framework,

marked by absoluteness and a stringent adherence to authority figures. Children in the Heteronomous stage

perceive moral rules as fixed and unalterable, with a clear emphasis on external authority to determine right from

wrong (Schunk & Slavin, 2021).

As individuals progress through their cognitive development, they transition into the Autonomous stage

during the later concrete operational and formal operational phases. In the Autonomous stage, there is a notable

evolution in moral reasoning. Morality becomes more nuanced, with individuals cultivating a flexible

understanding of rules. Unlike the rigid structure of the Heteronomous stage, morality in the Autonomous stage

considers intentions and context. This shift reflects a higher level of cognitive development, as individuals begin to

appreciate the subjective nature of moral rules and recognize the importance of factors beyond mere rule

adherence (Schunk & Slavin, 2021).

In essence, Jean Piaget's Theory of Moral Development not only outlines the sequential stages through

which moral reasoning evolves but also underscores the cognitive transformations that occur during these stages.

The transition from a rule-bound perspective to a more flexible and contextual understanding signifies the intricate

interplay between cognitive development and moral reasoning in the journey of human growth.

Lawrence Kohlberg

Lawrence Kohlberg, building upon the foundation laid by Jean Piaget, significantly advanced our

understanding of moral development through his Theory of Moral Development. Kohlberg's theory extends

beyond Piaget's initial framework, placing a particular emphasis on the underlying reasoning that shapes moral

decisions.

At the core of Kohlberg's theory are six distinct stages of moral development, categorized into three

overarching levels. The Preconventional level is characterized by a focus on self-interest, where individuals make

moral decisions based on personal gain and avoidance of punishment. Progressing to the Conventional level, moral

reasoning shifts towards conformity with societal expectations and norms. Finally, the Postconventional level
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represents a more abstract and principled form of moral reasoning, centered around personal moral principles and

ethical considerations.

The characteristics that define Kohlberg's stages highlight the cognitive complexity involved in moral

decision-making. The progression through these stages is not merely a linear advancement but is driven by the

individual's capacity to consider different perspectives, understand social contracts, and develop abstract ethical

principles. In essence, moral development according to Kohlberg is intricately linked to the ability to engage in

higher-order thinking processes, demonstrating a deeper understanding of the complexities inherent in moral

dilemmas (Schunk & Slavin, 2021).

Kohlberg's contribution lies not only in expanding the stage theory initiated by Piaget but also in providing

a more comprehensive framework that considers the diverse ways individuals reason through moral challenges.

The emphasis on reasoning as a key determinant of moral development has significantly influenced the study of

ethics and continues to be a cornerstone in the exploration of human moral reasoning.

Elliot Turiel

Elliot Turiel's Moral Domain Theory represents a significant contribution to the study of moral

development, particularly in its emphasis on the role of social context. Turiel, an influential psychologist,

introduced this theory, which sheds light on how individuals navigate moral reasoning within various social

contexts (Nucci, 2021).

The overarching principle of Turiel's theory is the recognition of distinct moral domains that shape

individuals' moral reasoning. These domains include the Moral, Conventional, and Personal domains, each

influencing moral judgments in unique ways. In the Moral domain, individuals grapple with issues related to harm,

justice, and fairness. This domain encompasses universal principles that transcend cultural and individual

differences, highlighting the shared human concern for the well-being of others. The Conventional domain, on the

other hand, pertains to societal norms and rules. Here, moral judgments are influenced by adherence to

established social conventions, reflecting a more context-specific aspect of moral reasoning. Lastly, the Personal

domain involves individual choices and preferences, where moral judgments are highly subjective and influenced

by personal values.
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One of the distinctive features of Turiel's theory is the acknowledgment of how individuals distinguish

between these moral domains and apply different reasoning processes. The universality of moral reasoning is

underscored by the shared concern for harm and justice across cultures. However, the theory also recognizes that

individuals employ varying reasoning strategies depending on the specific moral domain at play. For instance,

moral judgments in the Conventional domain may be more contingent on societal expectations and norms, while

those in the Personal domain are deeply tied to individual values and preferences. The influence of social context is

a central tenet of Turiel's theory. It highlights that moral reasoning is not isolated but is intricately tied to the social

environment. The shared understanding of certain moral principles and the negotiation of differing moral domains

are shaped by the broader societal and cultural context in which individuals find themselves (Schunk & Slavin,

2021).

In summary, Elliot Turiel's Moral Domain Theory provides a nuanced perspective on moral development

by recognizing distinct moral domains, understanding how individuals navigate these domains, and emphasizing

the interplay between universal moral principles and the influence of social context. This theory contributes

significantly to our understanding of the multifaceted nature of moral reasoning and its connection to the broader

social fabric.

Albert Bandura

Albert Bandura, renowned for his work on social learning theory, proposed that moral development is

intricately linked to social interactions and observational learning. This theory posits that individuals learn moral

values not solely through personal experiences but also through observing others in their social environment.

Observational learning is a central process in Bandura's theory. Individuals acquire moral values by observing the

behaviors of significant others, such as parents, peers, and other role models. Through this observational process,

individuals internalize moral standards and principles, incorporating them into their own moral reasoning and

decision-making (Everest, 2024).

Vicarious reinforcement and punishment play crucial roles in Bandura's theory. When individuals observe

others being rewarded for moral behavior, they are more likely to adopt similar behaviors. Conversely, witnessing

others facing consequences for immoral actions can deter individuals from engaging in similar behavior. This

process of vicarious reinforcement and punishment shapes the development and reinforcement of moral values.
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Bandura emphasizes the influential role of the social environment in shaping moral development. Family, as the

primary social unit, serves as a significant source of observational learning. Parents, siblings, and caregivers model

moral behavior, setting examples that influence the moral development of individuals (Schunk & Slavin, 2021).

Peers also play a vital role, especially during childhood and adolescence. Observing and interacting with peers

contribute to the socialization process, impacting the development of moral values. Additionally, Bandura

acknowledges the powerful influence of media in modern society. Media serves as an additional source of models,

shaping perceptions of moral behavior and influencing individuals' moral development (Schunk & Slavin, 2021).

In summary, Albert Bandura's Theory of Moral Development through Social Learning emphasizes the

importance of observational learning, vicarious reinforcement and punishment, and the significant influence of the

social environment, including family, peers, and media. This theory offers a comprehensive understanding of how

individuals acquire and internalize moral values through social interactions, expanding our perspective on the

multifaceted nature of moral development.

Comparison of Jean Piaget's Theory and Lawrence Kohlberg's Theory

Jean Piaget and Lawrence Kohlberg, prominent figures in developmental psychology, have significantly

contributed to our understanding of moral development. While Piaget's focus is on cognitive development and

stages, Kohlberg expands on this by examining the reasoning behind moral decisions. This essay explores the

similarities and differences between Piaget's and Kohlberg's theories, shedding light on their shared cognitive

development focus and staged development models.

Piaget and Kohlberg share a foundational emphasis on the role of cognitive development in shaping moral

reasoning. Piaget's theory centers on the cognitive shifts that occur in a child's understanding of morality as they

progress through stages of development. In contrast, Kohlberg extends this perspective by delving into the

intricacies of the reasoning processes behind moral decisions. For example, Piaget's stages, such as the

Heteronomous and Autonomous stages, illustrate the cognitive transformation from a rule-based morality to a

more flexible understanding of rules. Kohlberg's theory builds on this by detailing how cognitive development

influences individuals' capacity to consider different perspectives, societal expectations, and personal moral

principles.
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Both theorists propose a stage-based approach to moral development, outlining distinct phases that

individuals progress through in a sequential manner. Piaget identifies stages such as the Heteronomous and

Autonomous stages, reflecting qualitative shifts in moral reasoning. Kohlberg extends this framework by

presenting six stages categorized into Preconventional, Conventional, and Postconventional levels, representing

different levels of moral sophistication. In both Piaget's and Kohlberg's theories, individuals traverse these stages

progressively. For instance, Piaget's Heteronomous stage aligns with Kohlberg's Preconventional level, emphasizing

self-interest and obedience. Similarly, Piaget's Autonomous stage corresponds to Kohlberg's higher-level stages,

where moral reasoning becomes more abstract and principled.

In conclusion, Piaget and Kohlberg share a fundamental commitment to recognizing the role of cognitive

development in shaping moral reasoning. Piaget's work illuminates the cognitive shifts inherent in a child's

evolving understanding of morality, progressing through stages marked by qualitative transformations. In contrast,

Kohlberg extends this focus to the intricate reasoning processes that underpin moral decisions, elaborating on how

cognitive development influences individuals' abilities to consider diverse perspectives, societal expectations, and

personal moral principles. As exemplified in the comparison between Piaget's Autonomous stage and Kohlberg's

Postconventional level, these theories complement each other by illustrating how moral reasoning becomes more

abstract and principled over time. This dynamic interplay between cognitive development and the intricate

processes underlying moral decisions offers a comprehensive understanding of the multifaceted nature of moral

development.In essence, while Piaget and Kohlberg approach the study of moral development from distinct

angles, their shared emphasis on cognitive development and staged progression contributes to a more holistic

comprehension of how individuals navigate the intricacies of moral decision-making throughout their

developmental journey.

Contrasting Perspectives on Moral Development

Elliot Turiel's Moral Domain Theory and Albert Bandura's Theory of Moral Development through Social

Learning represent two distinct perspectives in the field of moral psychology. This essay delves into the differences

between Turiel's and Bandura's theories, particularly focusing on the nature of learning and the role of the social

environment in shaping moral development.

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One key difference lies in the nature of learning emphasized by each theory. Turiel's Moral Domain

Theory primarily centers on the cognitive distinctions individuals make within moral domains. Turiel's focus is on

how individuals categorize moral issues into distinct domains, such as the Moral, Conventional, and Personal

domains. In contrast, Bandura's Theory of Moral Development through Social Learning places a central emphasis

on behavioral learning through observation and modeling. Bandura's theory highlights the process by which

individuals acquire moral values by observing the behaviors of others in their social environment. An example of

this is how Turiel's theory illustrates how individuals cognitively differentiate between moral domains based on

context, intentions, and societal norms. In contrast, Bandura's theory exemplifies how individuals learn moral

behaviors through observing models, with the emphasis on behavioral imitation.

While both theories acknowledge the significant role of the social environment in moral development,

they differ in their emphasis and focus. Turiel's theory emphasizes how social contexts shape cognitive distinctions

within moral domains. In other words, Turiel explores how individuals categorize moral issues based on societal

expectations and personal values. On the other hand, Bandura's theory places a pronounced emphasis on the role

of the social environment in providing models for observational learning, highlighting the influential impact of

family, peers, and media. In Turiel's theory, the social environment contributes to the cognitive understanding of

morality within specific domains. Family and societal expectations shape how individuals categorize moral issues.

In Bandura's theory, the social environment serves as a source of models for observational learning, with family,

peers, and media influencing individuals by providing examples of moral behavior.

In conclusion, Elliot Turiel's Moral Domain Theory and Albert Bandura's Theory of Moral Development

through Social Learning offer distinctive lenses through which to examine moral development. The differences in

the nature of learning and the role of the social environment highlight the multifaceted nature of moral

development. While Turiel's theory emphasizes cognitive processes and the categorization of moral issues,

Bandura's theory underscores the behavioral learning aspect through observation and modeling. Recognizing these

differences enriches our understanding of the complex interplay between cognition, behavior, and social

influences in the realm of moral development.

Kohlberg’s Theory and a Biblical WorldView

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Lawrence Kohlberg's Theory of Moral Development can be aligned with a biblical worldview by

highlighting the aspects of moral reasoning, conscience, and the progression towards ethical considerations found

in the stages of his theory. One could argue that Kohlberg's emphasis on the development of abstract ethical

principles resonates with certain biblical teachings that underscore the importance of moral discernment and

understanding.

In the Bible, the concept of moral reasoning and ethical principles is evident in various passages. One

relevant scripture is Proverbs 2:6, which states, "For the Lord gives wisdom; from his mouth comes knowledge and

understanding” (English Standard Version Bible, 2001). This verse emphasizes the idea that wisdom and

understanding, essential components of moral reasoning, come from God. Kohlberg's Postconventional level,

characterized by a more abstract and principled form of moral reasoning, aligns with the biblical notion that

seeking wisdom and understanding from God is integral to moral development.

Additionally, Kohlberg's emphasis on considering different perspectives and understanding social

contracts can be linked to biblical teachings promoting empathy, compassion, and the Golden Rule. For instance,

Matthew 7:12 states, "So in everything, do to others what you would have them do to you, for this sums up the

Law and the Prophets” (English Standard Version Bible, 2001). This biblical principle resonates with Kohlberg's idea

that individuals should consider different perspectives and engage in moral reasoning that extends beyond self-

interest.

While it's important to note that Kohlberg's theory is a psychological framework and not explicitly rooted

in religious doctrine, the alignment with a biblical worldview can be found in the shared emphasis on the

importance of moral reasoning, ethical principles, and consideration for others. The theory provides a secular

perspective that, when viewed through the lens of biblical teachings, may resonate with the Christian

understanding of moral development and ethical decision-making.

Conclusion

In conclusion, our journey through the theories of moral development proposed by Jean Piaget, Lawrence

Kohlberg, Elliot Turiel, and Albert Bandura has unveiled the rich tapestry of perspectives that contribute to our

understanding of how individuals form their moral reasoning. Each theory provides unique insights into the
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intricate process of moral development, emphasizing cognitive shifts, reasoning processes, social contexts, and

observational learning.

The comparison between Piaget's and Kohlberg's theories has highlighted their shared emphasis on the

role of cognitive development in shaping moral reasoning. The sequential stages and cognitive complexity

identified by both theorists illustrate the parallels in their frameworks. For instance, Piaget's Heteronomous and

Autonomous stages align with Kohlberg's Preconventional and higher-level stages, reflecting a unified focus on the

progression of moral reasoning. Conversely, the examination of Turiel's Moral Domain Theory and Bandura's

Theory of Moral Development through Social Learning has underscored their unique contributions and differences.

Turiel's emphasis on cognitive distinctions within moral domains stands in contrast to Bandura's focus on

behavioral learning through social modeling. Examples provided have clarified these distinctions, offering a

nuanced understanding of how these theories diverge in their perspectives on moral development.

Lastly, we explored how Kholberg’s theory aligns with a biblical worldview, choosing to examine the

resonance between Kohlberg's Theory of Moral Development and biblical teachings. The shared emphasis on

seeking wisdom, understanding, and considering different perspectives found in Kohlberg's theory aligns with

biblical principles. Supported by scriptures like Proverbs 2:6 and Matthew 7:12, this connection emphasizes the

potential harmony between psychological theories of moral development and the moral teachings embedded in

religious texts.

In essence, our exploration of these theories has not only provided a comprehensive understanding of

moral development but also showcased the diversity of approaches within the field of developmental psychology.

By weaving together cognitive, social, and observational perspectives, these theories collectively contribute to a

more holistic comprehension of the intricate processes involved in the formation of moral reasoning and ethical

principles.
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References

Britannica, T. Editors of Encyclopaedia (2024, January 16). Jean Piaget. Encyclopedia Britannica.

https://www.britannica.com/biography/Jean-Piaget

English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/

Everest, L. (2024, February 5). The social cognitive theory of Albert Bandura. Learning Everest.

https://www.learningeverest.com/social-cognitive-theory-of-albert-bandura/#content

Gutek, G. L. (2014). Philosophical, Ideological and Theoretical Perspectives on Education (2nd ed.). Pearson Central

Pub.

Nucci, L. (2021). Elliot Turiel. dbme. https://www.moraledk12.org/elliot-turiel-c1twh

Salvin, R., & Schunk, D. (2021). Learning Theories EDUC 500 for Liberty University. Pearson Education.