Minal Gupte D.Y. Patil School Of Education M.A.(EDU) Sem III

Editor's Notes

• #3 Ways we distinguish right from wrong as we grow and mature (due to what your family told you to do or due to your friends or due to societal/ cultural laws) Due to the thought of rules being followed/ broken
• #4 He developed 3 levels with 6 stages to reflect our progression through moral development He admitted that not all people progress through these changes at the same age to differences in cognitive functioning where some people never reach full moral development  most moral development occurs through social interaction. The discussion approach is based on the insight that individuals develop as a result of cognitive conflicts at their current stage. particularly well-known for his theory of moral development which he popularized through research studies conducted at Harvard's Center for Moral Education
• #5 All his ideas started from the research he performed with very young children as his subjects. He found out that children are faced with different moral issues, and their judgments on whether they are to act positively or negatively over each dilemma are heavily influenced by several factors. In each scenario that Kohlberg related to the children, he was not really asking whether or not the person in the situation is morally right or wrong, but he wanted to find out the reasons why these children think that the character is morally right or not.
• #12 Level 1. Preconventional Morality Stage 1 - Obedience and PunishmentThe earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. 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 ExchangeAt 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 1 - Pre-conventional morality At the pre-conventional level (most nine-year-olds and younger, some over nine), we don’t have a personal code of morality. Instead, our moral code is shaped by the standards of adults and the consequences of following or breaking their rules. Authority is outside the individual and reasoning is based on the physical consequences of actions. Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong. • Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.
• #14 Level 2 - Conventional morality At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned and reasoning is based on the norms of the group to which the person belongs. • Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others. • Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society so judgments concern obeying the rules in order to uphold the law and to avoid guilt. Level 2. Conventional Morality Stage 3 - Interpersonal RelationshipsOften referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. Stage 4 - Maintaining Social OrderAt this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
• #17 Level 3 - Post-conventional morality Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice. According to Kohlberg this level of moral reasoning is as far as most people get. Only 10-15% are capable of the kind of abstract thinking necessary for stage 5 or 6 (post-conventional morality). That is to say most people take their moral views from those around them and only a minority think through ethical principles for themselves. • Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.  The issues are not always clear cut. For example, in Heinz’s dilemma the protection of life is more important than breaking the law against stealing. • Stage 6. Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g. human rights, justice and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage. Level 3. Postconventional Morality Stage 5 - Social Contract and Individual RightsAt 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 PrinciplesKohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
• #20 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 to do versus our actual actions.   Is justice the only aspect of moral reasoning we should consider? Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Other 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.