MODULE 8:

Kohlberg’s Stages of Moral

Development
“Right action tends to be defined in terms of
general individual rights and standards that
have been critically examined and agreed
upon by the society.”
-Lawrence Kohlberg
 INTRODUCTION

Individuals, when confronted by situation where they need to

make moral decisions, exercise their own ability to use moral
reasoning. Lawrence Kohlberg was interested in studying the
development of moral reasoning. He based his theory on the
finding of the Piaget in studying cognitive development.
Our ability to choose right from wrong is tied with our ability to
understand and reason logically.
Lawrence Kohlberg ( 1927- 1987 )
was such an interesting, if not intriguing
person.
Was born wealthy, but chose to be a sailor and
began to be interested in moral reasoning.
He helped smuggle Jews through a British blockade
in Palestine during world war II.
Kohlberg is known for his theory of moral
development which was influenced by Piaget and
Dewey’s theories.
He believed that people progressed in their ability
to reason morally through Six Stages, with Three
levels largely by social interaction.
 MORALITY

Recognition of the distinction between good and

evil or between right and wrong; respect for and
obedience to the rules of right conduct; the mental
disposition or characteristic of behaving in a
manner intended to produce good results.
 L E VE L 1 : P R E C O N VE NT I ON A L

Throughout the preconventional level, a child’s sense of

morality is externally controlled. Children accept and
believe the rules of authority figures, such as parents and
teachers. A child with pre-conventional morality has not yet
adopted or internalized society’s conventions regarding what
is right or wrong, but instead focuses largely on external
consequences that certain actions may bring.
 KOHL BERG’ S THE ORY OF MO RAL
DEVELOPMENT
S I X S TA G E S O F M O R A L D E V E L O P M E N T :

Level Stage Description

Preconvention Level 1 Punishment/obedience

Moral reasoning is based on the One is motivated by fear of
consequence/result of the act, not punishment. He will act in
good on the whether the act itself order to avoid punishment.
is good or bad.

2 Mutual Benefit
One is motivated to act by the
benefit that one may obtain
later. You scratch my back. I’ll
scratch yours.
LEVEL 2: CONVENTIONAL

Throughout the conventional level, a child’s sense of

morality is tied to personal and societal relationships.
Children continue to accept the rules of authority figures,
but this is now due to their belief that this is necessary to
ensure positive relationships and societal order. Adherence
to rules and conventions is somewhat rigid during these
stages, and a rule’s appropriateness or fairness is seldom
questioned.
Conventional 3 Social Approval
Moral reasoning is based on the One is motivated by what
conventions or “norms” of others expect in behavior-
society. This may approval of good boy, good girl. The
others, law and order. person acts because he/she
values how he/she will appear
to others. He/she gives
importance on what people
. will think or say.
4 Law and Order
One is motivated to act in
order to uphold the law and
order. The person will follow
the law because it is the law.
 LEVEL 3: POSTCONVENTIONAL

Throughout the postconventional level, a person’s sense of

morality is defined in terms of more abstract principles and
values. People now believe that some laws are unjust and
should be changed or eliminated.
This level is marked by a growing realization that individuals
are separate entities from society and that individuals may
disobey rules inconsistent with their own principles.
Post-conventional
Moral reasoning is based
on enduring or consistent
principles. It is not just
recognizing the law, but the
principles behind the law
6 Universal principles
5 Social Contract
Laws that are wrong can be
changed . One will act based
on social justice and the
common good.
This is associated with the
development of one’s
conscience. Having a set of
standards that drives one to
possess moral responsibility
to make societal changes
regardless of consequences to
oneself. Examples of persons
are Mother Teresa, Martin
Luther King, Jr.
 Keypoints

Lawrence Kohlberg expanded on the earlier work of cognitive

theorist Jean Piaget to explain the moral development of children,
which he believed follows a series of stages.
During the preconventional level, a child’s sense of morality is
externally controlled. Children accept and believe the rules of
authority figures, such as parents and teachers, and they judge an
action based on its consequences.
During the conventional level, an individual’s sense of morality is
tied to personal and societal relationships. Children continue to accept
the rules of authority figures, but this is now because they believe that
this is necessary to ensure positive relationships and societal order.
During the postconventional level, a person’s sense of morality is
defined in terms of more abstract principles and values. People now
believe that some laws are unjust and should be changed or eliminated.
Kohlberg’s theory has been criticized for its cultural and gendered
bias toward white, upper-class men and boys. It also fails to account for
inconsistencies within moral judgments.
 C R I T I Q U E S O F K O H L B E R G ’ S T H E O RY

Kohlberg has been criticized for his assertion that women seem
to be deficient in their moral reasoning abilities when compared to
men. Carol Gilligan (1982), a research assistant of Kohlberg,
criticized her former mentor’s theory because it was based so
narrowly on research using white, upper-class men and boys. She
argued that women are not deficient in their moral reasoning and
instead proposed that males and females reason differently: girls
and women focus more on staying connected and maintaining
interpersonal relationships.