The Moral Self

 Learning Outcomes: At the end of the lesson, the students must have:
1. identified the ways people judge what is right or wrong;
2. examined the stages of moral development as described by Lawrence Kohlberg; and
3. evaluated Kohlberg’s stages of moral development.
 The concept of the "moral self" encompasses how individuals
understand, evaluate, and integrate moral aspects into their self-
concept and identity. It reflects the way people see themselves in
terms of moral values, principles, and commitments, and plays a
crucial role in guiding moral behavior, decision-making, and social
interactions
 Morality refers to a system of values, principles, and norms that
guide individuals and groups in determining what is right and
wrong, good and bad, in their actions and interactions.
 Morality plays a critical role in human society by influencing
behavior, shaping social norms, and providing a framework for
ethical conduct.
 Stanford Encyclopedia of Philosophy.
One of the best known of Kohlberg’s (1958) stories concerns a man called Heinz who lived somewhere in Europe.
In a small town, there lived a man named Heinz and his wife, who was very sick with a rare type of cancer. Doctors told
Heinz that his wife would die soon without a particular drug that was recently discovered by a local pharmacist. This drug
was the only hope to save her life. However, the pharmacist was charging ten times the cost it took to make the drug, making
it prohibitively expensive for Heinz, who had already borrowed all the money he could and sold everything of value.
Heinz needed $2,000 more to afford the drug but had run out of ways to get the money. In desperation, he pleaded with the
pharmacist to sell it cheaper or let him pay later. But the pharmacist refused, saying he discovered the drug and wanted to
make money from it.
Faced with this situation, Heinz considered breaking into the pharmacy to steal the drug for his wife. He knew it was illegal
to steal, but he also couldn't bear the thought of watching his wife die when there was a cure available.
The dilemma presents a moral conflict: Should Heinz steal the drug to save his wife, breaking the law in the process? Or
should he respect the law and the rights of the pharmacist at the expense of his wife's life?
Kohlberg asked a series of questions such as:
1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did not love his wife?
3. What if the person dying was a stranger, would it make any difference?
4. Should the police arrest the chemist for murder if the woman died?
 By studying the answers from questions Kohlberg asked to children of different ages,
Kohlberg discovered how moral reasoning changed as people grew older. The sample
comprised 72 Chicago boys aged 10–16 years, 58 of whom were followed up at three-
yearly intervals for 20 years (Kohlberg, 1984). Each boy was given a 2-hour interview
based on the ten dilemmas. What Kohlberg was mainly interested in was not whether the
boys judged the action right or wrong, but the reasons given for the decision. He found
that these reasons tended to change as the children got older. He identified three distinct
levels of moral reasoning each with two sub stages. People can only pass through these
levels in the order listed. Each new stage replaces the reasoning typical of the earlier
stage. Not everyone achieves all the stages.
 Pre-conventional Level: At this level, an individual's moral
reasoning is primarily self-centered, focusing on avoiding
punishment and seeking rewards.
• Stage 1: Obedience and Punishment Orientation. Moral
reasoning is based on avoiding punishment and obeying authority.
• Stage 2: Individualism and Exchange. Individuals recognize that
there is not just one right view handed down by authorities. Right
action consists of what serves individual needs.
 Conventional Level: Moral reasoning at this level aligns with
societal norms and expectations. Individuals strive to uphold laws,
social rules, and family expectations.
• Stage 3: Good Interpersonal Relationships. The individual strives
to live up to expectations of family and community and behaves in
ways that elicit approval from others.
• Stage 4: Maintaining the Social Order. The focus is on obeying
laws and fulfilling duties and obligations to ensure social order;
consideration of society as a whole becomes paramount.
Post-conventional Level (or Principled Level): At this level, moral reasoning is
based on abstract reasoning using universal ethical principles. Laws are only valid if
they are grounded in justice.
1. Stage 5: Social Contract and Individual Rights. Individuals understand
that people hold a variety of values and opinions, and laws are seen as social
contracts to be changed when they do not promote the general welfare.
2. Stage 6: Universal Principles. Moral reasoning is based on abstract
reasoning using universal ethical principles. Laws are only valid if they are
grounded in justice. If a law does not promote justice, then acting in
accordance with that law is not considered moral in this stage.
 Kohlberg emphasized that not all individuals reach the highest stages of moral
development. The progression through the stages is influenced by various factors,
including education, societal norms, and individual experiences.