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Theory of Moral Development Lawrence Kohlberg • Lawrence Kohlberg (a professor at Harvard University) became famous for his early work in the early 70s and know for his theory of moral development. • He believed and • w • as a ble to demonstrate through studies that p eople progressed in their moral reasoning through a series of stages. • Basically his study consisted of interviewing children, adolescents, and adults and presenting them with stories where the main character faced a moral dilemma. • Best known dilemma – “Heinz case” What do you think? • Answer the following questions… 1. Should Heinz have stolen the drug? 2. Why was what he did right or wrong? • Kohlberg was not interested in the answers that were given, but rather in the reasoning process by which the subjects arrived at their judgment. • Internalization – the developmental change from behaviour that is externally controlled to behaviour that is controlled by internal, self-generated standards and principles. • According to Kohlberg, he argued that as we develop intellectually we pass through as many as six stages of moral reasoning. • These six stages are divided into three basic levels. Kohlberg’s Stages of Moral Development Level One: Preconventional Reasoning • Lowest level of moral development • Child show no internalization of moral values – controlled by external rewards and punishments. Stage 1: Punishment and Obedience Orientation (spanking) • At this stage moral thinking is based on punishment • Children obey because adults tell them to obey. • Therefore ~ Good or bad is seen in terms of obeying authority and avoiding punishment. Stage 2: Individualism and Purpose • Also known as Personal Reward/Personal Usefulness (lollipop) • Moral thinking is based on rewards and self-interest. • Children obey when they want to obey and when it is their best interest to obey. • What is right is what feels good and what is rewarding. Level Two: Conventional Reasoning • 2nd level of moral development • Child abides by certain standers (internal), but they are standards of others (external), such as parents or the laws of society. Stage 3: Interpersonal Norms (Pleasing Others – Good Boy/Girl) • Children value trust, caring and loyalty to others as the basis of moral judgments. • Children often adopt their parents’ moral standards at this stage, seeking to be thought of by their parents as a “good girl” or a “good boy” • Right and wrong depends on what makes other people happy or unhappy. • If everyone does it…than okay; if everyone says it’s wrong that it’s wrong for me too. • Stage 3 tends to be the peer pressure stage where moral decisions are made based on the idea of “what will cause others to accept or reject me” Stage 4: Social System Morality (It’s your duty ~ law and order) • Moral judgment is based on understanding the social order, law, justice, duty. • Right is what the law says is right. • No room for making a decision because a law already exists for a given situation which was developed for the common good. Level Three: Postconventional Reasoning • Highest level • Morality is completely internalized and not based on others’ standards. • The person recognizes alternative moral course, explores the options, and then decides on a personal moral code. Stage 5: Community rights versus Individual Rights • Also known as “Social Contract (Civil Disobedience – Conscience)” • The person understands that values and laws are relative and that standards may vary from one person to another. • Laws are important to society but can be changed. • Individual believes what is right is what is good for the rest of society – common good is the goal. • Laws are necessary to protect the rights of everyone. Stage 6: Universal Ethical Principles (Personal Conscience) • Also known as the loving stage • One has developed a moral standard based on universal human rights • When faced with conflict between law and conscience, the person will follow conscience, even though the decision might involve personal risk. • Welfare of all persons – Greatest Good For All Humanity.