Kohlberg and Gilligan: Kohlberg and Gilligan: Theories of Moral Theories of Moral

DevelopmentDevelopmentJordan and Micah GempelJordan and Micah Gempel

KohlbergKohlberg Born October 25, 1927 in Bronxville, New York, died Born October 25, 1927 in Bronxville, New York, died

January 19, 1987January 19, 1987 Attended Phillips AcademyAttended Phillips Academy After graduation, joined Merchant MarinesAfter graduation, joined Merchant Marines Joined Haganah Joined Haganah "The Holocaust is the event in human history that "The Holocaust is the event in human history that

most bespeaks the need for moral education and for most bespeaks the need for moral education and for a philosophy that can guide it. My own interest in a philosophy that can guide it. My own interest in morality and moral education arose in part as a morality and moral education arose in part as a response to the Holocaust, an event so enormous response to the Holocaust, an event so enormous that it often fails to provoke a sense of injustice in that it often fails to provoke a sense of injustice in many individuals and societies." -Kohlbergmany individuals and societies." -Kohlberg

KohlbergKohlberg

Enrolled in University of Chicago in 1948Enrolled in University of Chicago in 1948 Received Doctorate degree from University of Received Doctorate degree from University of

Chicago in 1958Chicago in 1958 Professor at Yale University from 1959-1961Professor at Yale University from 1959-1961 Taught at University of Chicago in 1962Taught at University of Chicago in 1962 In 1968 taught at Harvard UniversityIn 1968 taught at Harvard University

Kohlberg’s TheoryKohlberg’s Theory

Developed a stage theory of moral Developed a stage theory of moral development, based upon Piagetdevelopment, based upon Piaget

Kohlberg’s ResearchKohlberg’s Research Sample of 72 boys, ages 10, 13, and 16Sample of 72 boys, ages 10, 13, and 16 Gave them dilemmas—ex: Heinz Gave them dilemmas—ex: Heinz

DilemmaDilemma Not interested in “yes” or “no” answers, Not interested in “yes” or “no” answers,

but the reason behind the answer. but the reason behind the answer.

Kohlberg’s StagesKohlberg’s Stages Level I: Preconventional MoralityLevel I: Preconventional Morality

Stage 1: Obedience and Punishment OrientationStage 1: Obedience and Punishment Orientation Stage 2: Individualism and ExchangeStage 2: Individualism and Exchange

Level II: Conventional MoralityLevel II: Conventional Morality Stage 3: Good Interpersonal RelationshipsStage 3: Good Interpersonal Relationships Stage 4: Maintaining the Social OrderStage 4: Maintaining the Social Order

Level III: Postconventional Morality Level III: Postconventional Morality Stage 5: Social Contract and Individual Rights Stage 5: Social Contract and Individual Rights Stage 6: Universal PrinciplesStage 6: Universal Principles

On Nature/Nurture DebateOn Nature/Nurture Debate:: Kohlberg claims that progression Kohlberg claims that progression

through his stages is not genetic, but through his stages is not genetic, but it is not a product of socialization it is not a product of socialization either, so…either, so…

Kohlberg argues that his stages Kohlberg argues that his stages emerge from one’s emerge from one’s ownown thinking thinking about moral problems…about moral problems…

So, we believe Kohlberg falls in the So, we believe Kohlberg falls in the middle of the nature/nurture line. middle of the nature/nurture line.

Important TermsImportant Terms

Qualitative Differences Qualitative Differences Structured WholesStructured Wholes Invariant Sequences Invariant Sequences Hierarchic Integrations Hierarchic Integrations Universal SequencesUniversal Sequences

Definitions of MoralityDefinitions of Morality

Kohlberg defines morality as a natural product of Kohlberg defines morality as a natural product of a universal tendency towards empathy or role a universal tendency towards empathy or role taking—putting self in shoes of another. It is a taking—putting self in shoes of another. It is a universal concern for justice. universal concern for justice.

Gilligan defines morality as the realm of how one Gilligan defines morality as the realm of how one decides/resolves conflicts (conflicts between decides/resolves conflicts (conflicts between personal desires and social things/desires of self personal desires and social things/desires of self versus of another person/people). Morality is versus of another person/people). Morality is concerned with responsibilities, obligations, and concerned with responsibilities, obligations, and values. values.

Carol GilliganCarol Gilligan

Born November 28, 1936Born November 28, 1936 Received Bachelors Degree from Received Bachelors Degree from

Swarthmore CollegeSwarthmore College Received master's degree in clinical Received master's degree in clinical

psychology from Radcliffe College,psychology from Radcliffe College, Received Ph.D. in social psychology from Received Ph.D. in social psychology from

Harvard UniversityHarvard University Best known for book, Best known for book, In a Different VoiceIn a Different Voice

Gilligan was a associate of Kohlberg at Harvard. Gilligan was a associate of Kohlberg at Harvard. Criticized Kohlberg’s work as biased against Criticized Kohlberg’s work as biased against

girls and women. girls and women. Males’ moral thought leans towards justice Males’ moral thought leans towards justice Females’ moral thought leans towards careFemales’ moral thought leans towards care So, woman will score lower on Kohlberg’s scaleSo, woman will score lower on Kohlberg’s scale

Woman tend to score within stage 3, and men Woman tend to score within stage 3, and men score in stages 4 and 5 score in stages 4 and 5

Gilligan’s PositionGilligan’s Position

Gilligan’s Stage TheoryGilligan’s Stage Theory

Preconventional: Individual SurvivalPreconventional: Individual Survival Then, a transition is made from selfishness to Then, a transition is made from selfishness to

responsibility responsibility Conventional: Self sacrifice is goodnessConventional: Self sacrifice is goodness

Then, transition from goodness to truth, that Then, transition from goodness to truth, that she is a person too. she is a person too.

Postconventional: Principle of Postconventional: Principle of nonviolence, do not hurt self or othersnonviolence, do not hurt self or others

Our Research ProjectOur Research Project

ProblemProblem: Overall, does gender play a role : Overall, does gender play a role in how a child develops ideas of morality?in how a child develops ideas of morality? Do men and women score differently on Do men and women score differently on

Kohlberg’s scale—Girls scoring lower, men Kohlberg’s scale—Girls scoring lower, men higher?higher?

Does Gilligan’s theory of moral orientations Does Gilligan’s theory of moral orientations prove plausible—do men gravitate toward the prove plausible—do men gravitate toward the justice approach and women toward the care justice approach and women toward the care approach?approach?

Hypothesis Hypothesis Based on our research, we believe that Based on our research, we believe that

girls will score lower than boys on girls will score lower than boys on Kohlberg’s scale. Also, we predict that Kohlberg’s scale. Also, we predict that men will gravitate towards a justice-based men will gravitate towards a justice-based approach when confronted with a moral approach when confronted with a moral dilemma, while woman take a more caring dilemma, while woman take a more caring and compassionate based approach. and compassionate based approach.

ProcedureProcedure

Gave surveys to teacher’s at North Hills to Gave surveys to teacher’s at North Hills to give to students. give to students.

Our participants ages ranged from 13-18 Our participants ages ranged from 13-18 We were able to survey 57 students, 26 We were able to survey 57 students, 26

girls, 31 boysgirls, 31 boys

G.G. Dilemma Circle: male female Age: _____Dilemma Circle: male female Age: _____ A man’s wife was near death from a special kind of cancer. There A man’s wife was near death from a special kind of cancer. There

was one drug that the doctors thought might save her. The drug was was one drug that the doctors thought might save her. The drug was expensive to make, and the druggist was charging ten times what expensive to make, and the druggist was charging ten times what the drug cost him to make. He paid $400 for the drug and charged the drug cost him to make. He paid $400 for the drug and charged $4,000 for a small dose of the drug. The sick woman's husband, $4,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000, every legal means, but he could only get together about $2,000, which is half of what it cost. He told the druggist that his wife was which is half of what it cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the dying, and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make druggist said, "No, I discovered the drug and I'm going to make money from it." So, having tried every legal means, Heinz gets money from it." So, having tried every legal means, Heinz gets desperate and considers breaking into the man's store to steal the desperate and considers breaking into the man's store to steal the drug for his wife. drug for his wife.

Should Heinz steal the drug? Why or Why not?Should Heinz steal the drug? Why or Why not? Is it right or wrong for him to steal the drug? Why or Why not? Is it right or wrong for him to steal the drug? Why or Why not? What if the person dying is not his wife but a stranger. Should What if the person dying is not his wife but a stranger. Should

Heinz steal the drug for the stranger? Why or why not? Heinz steal the drug for the stranger? Why or why not? Should people try to do everything they can to obey the law? Should people try to do everything they can to obey the law?

Why or why not? Why or why not? What would What would youyou do if you were Heinz, and why? do if you were Heinz, and why?

Analyzing ResultsAnalyzing Results G. G. Rating SystemRating System Points are given based on the child’s response to why or why not Heinz Points are given based on the child’s response to why or why not Heinz

should steal the drug.should steal the drug. 1 point is given if the child’s reasoning in their response is based upon:1 point is given if the child’s reasoning in their response is based upon: A. Consequences/ Punishment A. Consequences/ Punishment Ex: Heinz should not steal the drug because he will be arrested. Ex: Heinz should not steal the drug because he will be arrested. B. Authority does/ does not permit it B. Authority does/ does not permit it Ex: Heinz should not steal the drug because it is against the law.Ex: Heinz should not steal the drug because it is against the law. 2 points given if the child’s reasoning is based upon:2 points given if the child’s reasoning is based upon: Pursuing one’s individual interests (what is beneficial to you alone)Pursuing one’s individual interests (what is beneficial to you alone) Ex: Heinz should not steal it because he would rather not be in prison for a long time.Ex: Heinz should not steal it because he would rather not be in prison for a long time. The druggist was unfair so Heinz can be act unfair in return and steal the drug.The druggist was unfair so Heinz can be act unfair in return and steal the drug. 3 points given if the child’s reasoning involves:3 points given if the child’s reasoning involves: Motives or character traitsMotives or character traits Ex: The druggist is greedy so it is okay for Heinz to steal the drug.Ex: The druggist is greedy so it is okay for Heinz to steal the drug. -Heinz loves his wife and can’t see her die so it is okay for him to steal the drug.-Heinz loves his wife and can’t see her die so it is okay for him to steal the drug. 4 points given if the child’s reasoning concerns:4 points given if the child’s reasoning concerns: Society as a whole Society as a whole Ex: Heinz’s intentions are good but he cannot break the law because he Ex: Heinz’s intentions are good but he cannot break the law because he feelsfeels it is the it is the

right thing to do.right thing to do. 5 points given if the response emphasizes both:5 points given if the response emphasizes both: A. The Social ContractA. The Social Contract Ex: Emphasis that unfair laws should be changed to benefit society.Ex: Emphasis that unfair laws should be changed to benefit society. B. Individual RightsB. Individual Rights Ex: Life is more valuable then property.Ex: Life is more valuable then property.

Results: MaleResults: MaleStages

Ages

11 22 33 44 55

1313 11 22 44 11

1616 11 11 88 33 44

1717 11 11 22 11 11

1818 11

TotaTotall::

33 33 1414 66 55

Female ResultsFemale Results

11 22 33 44 55

1313 11 11 44 22

1414 22

1616 33 66 33

1717 22 11 11

TotalTotal::

11 44 1414 33 44

Stages

Ages

Final ResultsFinal Results

0

2

4

6

8

10

12

14

Stage1

Stage2

Stage3

Stage4

Stage5

Female

Male

ConclusionsConclusions

Our hypothesis was incorrectOur hypothesis was incorrect Slightly more males in stages 4 and 5, but Slightly more males in stages 4 and 5, but

overall barely any difference. overall barely any difference. Same amounts of boys and girls in Stage 3 Same amounts of boys and girls in Stage 3 Overall, females did not score lower than males. Overall, females did not score lower than males. Also, since equal numbers of male and females Also, since equal numbers of male and females

fell into stage 3, we were unable to conclude if fell into stage 3, we were unable to conclude if men gravitate towards the justice approach; men gravitate towards the justice approach; woman towards the care approach.woman towards the care approach.

ProblemsProblems

We wanted to replicate the ages Kohlberg used in his We wanted to replicate the ages Kohlberg used in his study, but we could not survey any 10 year olds. study, but we could not survey any 10 year olds. Then, had to modify hypothesis.Then, had to modify hypothesis.

Some students did not take survey seriously. Some students did not take survey seriously. Ex: Q: What would you do if you were Heinz?Ex: Q: What would you do if you were Heinz? A: “If I were Heinz I would create Heinz Ketchup and A: “If I were Heinz I would create Heinz Ketchup and

make millions and buy the store.” make millions and buy the store.” We were not present to administer surveyWe were not present to administer survey Problems identifying which stage the person was inProblems identifying which stage the person was in