Kohlberg’s Theory on
Moral Development
Adolescent Psychology
Biography
• Lawerence Kohlberg born in 1927
• Grew up in Bronxville, New York
• Died on January 17th, 1987 at the age of 59
• Kohlberg became a professor of education
and social psychology at Harvard in 1968
• His book on moral development is used by
teachers around the world to promote moral
reasoning.
THREE LEVELS
LEVEL ONE
Preconventional
Morality
Stage 1
Obedience & Punishment
• Earliest stage of moral
development
• Common in young
children
– They see rules as fixed and
absolute.
• Morality is external
– At this stage, children see
rules as fixed and absolute.
– Obeying the rules is
important because it is a
means to avoid
punishment.
Stage 2
Individualism and Exchange
• At this stage of moral
development, children account
for individual points of view and
judge actions based on how
they serve individual needs.
• In the Heinz dilemma, children
argued that the best course of
action was the choice that best-
served Heinz’s needs.
• Reciprocity is possible at this
point in moral development,
but only if it serves one's own
interests.
LEVEL TWO
Conventional
Morality
Stage 3
Interpersonal Relationships
• Often referred to as the "good boy-
good girl" orientation.
• At this stage children who are by now
usually entering their teens, see
morality as more than simple deals.
• Stage of moral development is
focused on living up to social
expectations and roles (of the family
and community). There is an
emphasis on conformity, being
"nice," and behave in "good" ways.
• Good behavior means having good
motives and interpersonal feelings
such as love, empathy, trust, and
concern for others.
Stage 4
Maintaining Social Order
• People begin to consider
society as a whole when
making judgment.
• Law and order
– focus on maintaining law
and order and obeying laws
– Heinz’s motives
– Consequences of breaking
the law
Stage 4 contd.
• Stage 1 and stage 4 are giving the same response
– Similarity is they both agree that breaking the law is
wrong
• Differences is for Stage 1 the child can’t explain
why it is wrong, while Stage 4 the adults are able
to deliberate
• Education
– Follow rules and guide lines
• It is compulsory for all school-age students to attend school
• Respect property of others
• Wear appropriate uniform, appropriate shoes to be worn
LEVEL THREE
Post-Conventional
Morality
Stage 5
Social Contract and Individual Rights
• At this stage, people
begin to account for the
differing values, opinions
and beliefs of other
people.
• Rules of law are
important for maintaining
a society, but members of
the society should agree
upon these standards.
Stage 6
Universal Principles
• Based upon universal ethical
principles and abstract reasoning.
• Based on respect for universal
principle and the demands of
individual conscience
– Takes an idealized look at how
people
might coordinate their interests
• At this stage, people follow these
internalized principles of justice,
even if they conflict with laws
and
• rules. the principles by which
Define
agreement will be most just.
• If children are to reorganize their
thinking, they must be more active.
– Principled conscience
Criticisms
• Does moral reasoning necessarily
lead to moral behavior?
– Kohlberg's theory is concerned with
moral thinking, but there is a big
difference between knowing what
we
• ought
Is justice thetoonly
do versus
aspectour
of actual
moral
actions.
reasoning we should consider?
– Critics have pointed out that Kohlberg's
theory of moral development
overemphasizes the concept as justice
when making moral choices. Factors
such as compassion, caring and other
interpersonal feelings may play an
important part in moral reasoning.
• Does Kohlberg's theory
overemphasize Western philosophy?
– Individualistic cultures emphasize
personal rights while collectivist
cultures stress the importance of
society and community. Eastern
cultures may have different moral
outlooks that Kohlberg's theory does
not account for.
