Kohlberg’s Theory of Moral

ReasoningErin Begle and Sarah Donovan

Meet Lawrence Kohlberg...• Born in Bronxville, New

York on October 25, 1927.• Enrolled at the University

of Chicago in 1948.• Because of his interest in

Piaget began interviewing children and adolescents on moral issues which resulted in his doctoral dissertation – the first edition of his new stage theory.

• He taught at both the University of Chicago and Harvard.

• At age 59, he committed suicide.

Kohlberg’s Stages of Development

Level I Precoventional•Stage 1 Heteronomous Morality• Adherence to rules backed by punishment;

obedience for its own sake. • Obedience and punishment orientation.

•Stage 2 Individualism, Instrumental Purpose and Exchange• Acting to meet one’s own interests and needs,

and letting others do the same. • A recognition that other people also have

needs. They may try to satisfy the needs of others, only if their own needs are also met. • “You scratch my back, I’ll scratch yours.”

Au

thority

Level II•Stage 3 Mutual Interpersonal Expectations, Relationships and Interpersonal Conformity• Living up to what others expect.

•Stage 4 Social System and Conscience• Fulfilling the actual duties to which one has

agreed. • Upholding laws except in extreme cases when

they conflict with other fixed social duties.• Contributing to a society, group of institution.

Conventional

based on or in accordance

with what is generally

done or believed.

Level III Post Conventional or Principled•Stage 5 A Social-Contract Orientation, Generally with Legalistic and Utilitarian Overtones• Being aware that people hold a variety of

values and opinions; these are often relative to the group that holds them. • Upholding rules in the interests of impartiality

and because they are the social contract. • Non-relative values and rights, such as life and

liberty, must be upheld in any society, regardless of majority opinion.

Au

thority

Authority

Level III Post Conventional or Principled

•Stage 6 Universal and Ethical Principles

• Following self-chosen universal principles of justice: the equality of human rights and respect for dignity. • Judging laws in relation to these principles. • When laws violate principles, acting in

accordance with the principle.

Our Hypotheses

We believe that as students mature in age and progress in grade level, their moral development will develop. Thus, the eighth graders will score higher than the second graders.

We believe that after students partake in stimulating intellectual discussion, the majority of students will change their opinions/answers.

The Process:• After students have signed assent forms,

worksheets will be passed out.

• Researches will read Moral Dilemma I to the group and then ask students to answer questions independently.

• Once completed, researchers will collect worksheets.

• Researchers will lead a discussion using the aid of the questions to stimulate dialogue.

• After the discussion, researchers will hand back worksheets and ask the students to make any necessary adjustments in RED ink.

Looking at a Moral Dilemma

Two standard issues are placed side by side.

Probing questions are designed to elicit information on the subject’s conceptions of these two issues.

Moral Dilemma IJoe is a fourteen-year-old boy who wants to go to camp very much. His father has promised him that he can go if he saves up the money for it himself. So Joe works hard at his paper route and saves up the $40 it costs to go to the camp and an additional $10. But, one week before the start of camp, Joe’s father tells Joe that he has changed his mind about camp. And, the father tells Joe that some of his friends have decided to go on a special fishing trip and that he is short of the money needed to go on the trip. The father tells Joe to give him the camp money he had saved from doing his paper route. Joe does not want to give up going to camp so he thinks of refusing to give his father the money.

Moral Dilemma Questions:• 1. Should Joe refuse to give his

father the money?• 1a. Why or why not?• 2. Does the father have the right to

tell Joe to give him the money?• 2a. Why or why not?• 3. Does giving the money have

anything to do with being a good son?

• 3a. Why or why not?• 4. Is the fact that Joe earned the

money himself important in this situation?

• 4a. Why or why not?• 5. The father promised Joe he could

go to camp if he earned the money. Is the fact that the father promised the most important thing in the situation?

• 5a. Why or why not?• 6. In general, why should a promise

kept?

• 7. Is it important to keep a promise to someone you don't know well and probably won't see again?

• 7a. Why or why not?• 8. What do you think is the most

important thing a father should be concerned about in his relationship to his son?

• 8a. Why is that the most important thing?

• 9. In general, what should be the authority of a father over his son?

• 9a. Why?• 10. What do you think is the most

important thing a son should be concerned about in his relationship to his father?

• 10a. Why is that the most important thing?

• 11. In thinking back over the dilemma, what would you say is the most responsible thing for Joe to do in this situation?

• 11a. Why?

Terms• Egocentrism- not necessarily one being selfish or conceited, but a state in which

one person can only perceive their own interests, feelings, and desires and may project these onto people around them. For example a child in a classroom is bored with reading and is excited for recess and though the rest of the class is engaged the student tells the teacher that it is time for recess because he is ready.

• Moral Heteronomy- when a child determines what is right and wrong based on the rule set forth by some sort of authority figure. The child does not think about the rules any more deeply than the understanding that they are rules and obeying the rules is good and disobeying the rules and getting punished is bad. For example, in a game of cards, when children are still in this stage, the rules and instructions must be followed exactly or the child will likely cry out, “He’s cheating!” and may even declare what punishment cheating deserves such as “time-out” or forfeiting the game.

• Moral Autonomy- when one reaches a state when they are capable of considering right and wrong for themselves beyond what authority has declared acceptable, perhaps even that the right thing is to break the rules. For example, a teenager who knows their curfew is a rule set up by their parents to ensure the teenager’s safety, but chooses to break their curfew to help a friend continue studying for an exam. In this case, the teenager thinks beyond the rule, knows that the purpose of the rule has still been fulfilled, and realizes that they can help another person even if it means accepting the punishment from their parents for missing their curfew.

Stage 1:For Example:

“Heteronomous Morality” Adherence to rules backed by punishment; obedience for its own sake.

Our Adaptation: Gave a “yes” or “no” answer. Did not offer any clarification to their own reasoning.

1

Stage 2:

Our Adaptation: The answer was about themselves, one sided, only when their needs were meant are they willing to help others, emphasis on fair exchange policy.

“Individualism, Instrumental Purpose and Exchange”Acting to meet one’s own interests and needs, and letting others do the same.

1.5

Stage 3:

“Mutual Interpersonal Expectations, Relationships and Interpersonal Conformity”Living up to what others expect.

Our Adaptation: the child/individual is good in order to be seen as being a good person by others. Therefore, answers are related to the approval of others.

2

Stage 4:“Social System and Conscience”Fulfilling the actual duties to which one has agreed.

Our Adaptation: The answer was concerned with one’s duties.

2.5

Stage 5:

“A Social-Contract Orientation, Generally with Legalistic and Utilitarian Overtones”Non-relative values and rights, such as life and liberty, must be upheld in any society, regardless of majority opinion.

Our Adaptation: Answers went beyond the law, demonstrated duality in their thinking.

3

Lens to Catholic Thinkers at Holy FamilyWhen scoring we did not consider Stage 6 “Universal and Ethical Principles” in our study, however we were very impressed with some student answers. Sharing responses such as:

•“The most important thing in life is love, because love makes people happy.”•“The most important thing is love, because a father should do everything out of love.”•“Life is about making scarifies.” •Using terms such as “good morals” and “honor”.

Results: 19 Total Participants-

0.5 1 1.5 2 2.5 3 3.50

2

4

6

8

10

12

1 10

1.5 2

2 2

2.5 4

3 1

Stage/Level of Moral Development

Nu

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er

of

Part

icip

an

ts

7 Second Graders

6 Fourth Graders

6 Eighth Graders

73

2 11

14

Accept

Changing Opinion vs. Enhancing Intellection

Try Agai

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Limitations:•Convenience sample•Ambiguities of the word ‘promise’•Misinterpretation of questions•Time•Student disposition•Lack of interest/distraction