Kohlberg’s Theory of Kohlberg’s Theory of Moral DevelopmentMoral Development

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The Heinz DilemmaThe Heinz Dilemma Scenario 1Scenario 1

A woman was near death from a unique kind of cancer. There A woman was near death from a unique kind of cancer. There is a drug that might save her. The drug costs $4,000 per is a drug that might save her. The drug costs $4,000 per dosage. The sick woman's husband, Heinz, went to everyone dosage. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, he knew to borrow the money and tried every legal means, but he could only get together about $2,000. He asked the but he could only get together about $2,000. He asked the doctor scientist who discovered the drug for a discount or let doctor scientist who discovered the drug for a discount or let him pay later. But the doctor scientist refused.him pay later. But the doctor scientist refused.

Should Heinz break into the laboratory to steal the drug for Should Heinz break into the laboratory to steal the drug for his wife? Why or why not?his wife? Why or why not?

The Heinz DilemmaThe Heinz Dilemma Scenario 2Scenario 2

Heinz broke into the laboratory and stole the drug. The Heinz broke into the laboratory and stole the drug. The next day, the newspapers reported the break-in and theft. next day, the newspapers reported the break-in and theft. Brown, a police officer and a friend of Heinz remembered Brown, a police officer and a friend of Heinz remembered seeing Heinz last evening, behaving suspiciously near the seeing Heinz last evening, behaving suspiciously near the laboratory. Later that night, he saw Heinz running away laboratory. Later that night, he saw Heinz running away from the laboratory.from the laboratory.

Should Brown report what he saw? Why or why not?Should Brown report what he saw? Why or why not?

The Heinz DilemmaThe Heinz Dilemma Scenario 3Scenario 3

Officer Brown reported what he saw. Heinz was arrested Officer Brown reported what he saw. Heinz was arrested and brought to court. If convicted, he faces up to two years' and brought to court. If convicted, he faces up to two years' jail. Heinz was found guilty.jail. Heinz was found guilty.

Should the judge sentence Heinz to prison? Why or why Should the judge sentence Heinz to prison? Why or why notnot

Chart of Kohlberg's Theory of Chart of Kohlberg's Theory of Moral DevelopmentMoral Development

Stages of Moral DevelopmentLawrence Kohlberg

Level Stage Ages Social Orientation

Pre-Conventional 1 2-4 Obedience and Punishment

2 4-7 Individualism, Instrumentalism

Conventional 3 7-10 Good Boy/Girl

4 10-12 Law and Order

Post-Conventional 5 Teens Social Contract

6 Adult Principled Conscience

6 Key Points to Keep in Mind. . .6 Key Points to Keep in Mind. . .

1. One must progress through the stages in 1. One must progress through the stages in order, and one cannot get to a higher stage order, and one cannot get to a higher stage without passing through the stage without passing through the stage immediately preceding it.immediately preceding it. Moral development is growth, and like all Moral development is growth, and like all

growth, takes place according to a pre-growth, takes place according to a pre-determined sequence.determined sequence.

Can’t walk before you crawlCan’t walk before you crawl Movement through these stages are not naturalMovement through these stages are not natural

ContinuedContinued

2. In stage development, subjects cannot comprehend moral 2. In stage development, subjects cannot comprehend moral reasoning at a stage more than one stage beyond their own.reasoning at a stage more than one stage beyond their own. E.g. If Johnny is orientated to see the good almost E.g. If Johnny is orientated to see the good almost

exclusively as that which brings him satisfaction, how will exclusively as that which brings him satisfaction, how will he understand a concept of good in which the “good” may he understand a concept of good in which the “good” may bring him no tangible pleasure at all.bring him no tangible pleasure at all.

-The moral maxim -The moral maxim “It is better to give than to receive”“It is better to give than to receive” reflects a high level of development. The child who reflects a high level of development. The child who honestly asks you why it is better to give than to receive, honestly asks you why it is better to give than to receive, does so because he does not and cannot understand does so because he does not and cannot understand

such thinkingsuch thinking..

ContinuedContinued

3. In stage development individuals are 3. In stage development individuals are cognitively attracted to reasoning one level cognitively attracted to reasoning one level above their own present predominant levelabove their own present predominant level- The person has questions and problems. - The person has questions and problems. The solutions for which are less satisfying The solutions for which are less satisfying at his present level. Since reasoning at one at his present level. Since reasoning at one stage higher is intelligible, and since it stage higher is intelligible, and since it makes sense and resolves more makes sense and resolves more difficulties, it is more attractive. difficulties, it is more attractive.

ContinuedContinued4.4. In stage development, movement through the In stage development, movement through the

stages is effected when cognitive dissonance is stages is effected when cognitive dissonance is created, that is, when a person’s cognitive created, that is, when a person’s cognitive outlook is not adequate to cope with a given outlook is not adequate to cope with a given moral dilemma.moral dilemma.

-- The person who is growing, will look for The person who is growing, will look for more adequate ways of solving problems. If he more adequate ways of solving problems. If he has no problems or dilemmas, he is not likely to has no problems or dilemmas, he is not likely to look for solutions. He will not grow morally. look for solutions. He will not grow morally.

ContinuedContinued

5.5. It is quite possible for a human being to It is quite possible for a human being to physically mature but not morally mature. physically mature but not morally mature.

-- If a child is spoiled, never having to If a child is spoiled, never having to accommodate for others needs, he may accommodate for others needs, he may never generate enough questions to propel never generate enough questions to propel him to a higher level of moral reasoning. him to a higher level of moral reasoning.

ContinuedContinued6.6. Kohlberg believed that only about 25% of persons ever Kohlberg believed that only about 25% of persons ever

grow to level six, the majority remaining at level four.grow to level six, the majority remaining at level four.- The Scriptures speak of principles of modesty, The Scriptures speak of principles of modesty,

humility, and wise stewardship of money. Application humility, and wise stewardship of money. Application of these principles might preclude the purchase of of these principles might preclude the purchase of expensive jewelry, furs, flashy cars, or other items expensive jewelry, furs, flashy cars, or other items primarily for show.primarily for show.

- If Kohlberg’s observations are true, then level 6 If Kohlberg’s observations are true, then level 6 thinkers would be in the minority. In fact, they might thinkers would be in the minority. In fact, they might even be misunderstood and persecuted by a level 4 even be misunderstood and persecuted by a level 4 majority - Christ being the primary example.majority - Christ being the primary example.

- No one is truly altruisticNo one is truly altruistic

Kohlberg’s StagesKohlberg’s StagesClick on the links to learn about each stageClick on the links to learn about each stage

Pre-Conventional Moral DevelopmentPre-Conventional Moral Development Stage 0 Stage 1 Stage 2Conventional Moral DevelopmentConventional Moral Development Stage 3 Stage 4Post-Conventional Moral DevelopmentPost-Conventional Moral Development Stage 5 Stage 6

Information from these pages was copied from a handout, Information from these pages was copied from a handout, author unknown and Christopher Berghout.author unknown and Christopher Berghout.

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Stage 0Stage 0

At this stage, the individual:At this stage, the individual: Avoids pain and seeks pleasureAvoids pain and seeks pleasure Has no sense of obligation to anyone elseHas no sense of obligation to anyone else Is self-absorbed (unaware or anyone’s needs other than Is self-absorbed (unaware or anyone’s needs other than

those that are self-serving)those that are self-serving) Does what he/she wants to doDoes what he/she wants to do Is amoralIs amoral Is totally egocentric in assuming that the world revolves Is totally egocentric in assuming that the world revolves

around his/her needs and desiresaround his/her needs and desires Has thus no sense of cause-effectHas thus no sense of cause-effect Is typically between the ages of 0-7 Is typically between the ages of 0-7 BACK

Stage 1: Obedience and Stage 1: Obedience and Punishment OrientationPunishment Orientation

At this stage, the individual:At this stage, the individual: Obeys rules in order to avoid punishmentObeys rules in order to avoid punishment Determines a sense of right and wrong by what is punished Determines a sense of right and wrong by what is punished

and what is not punishedand what is not punished Obeys superior authority and allows that authority to make Obeys superior authority and allows that authority to make

the rules, especially if that authority has the power to inflict the rules, especially if that authority has the power to inflict painpain

Is responsive to rules that will affect his/her physical well-Is responsive to rules that will affect his/her physical well-beingbeing

Is usually over the age of 7Is usually over the age of 7

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Stage 2: Individualism and Stage 2: Individualism and Exchange Exchange

At this stage, the individual:At this stage, the individual: Is motivated by vengeance or “an eye for an eye” Is motivated by vengeance or “an eye for an eye”

philosophyphilosophy Is self-absorbed while assuming that he/she is generousIs self-absorbed while assuming that he/she is generous Believes in equal sharing in that everyone gets the Believes in equal sharing in that everyone gets the

same, regardless of needsame, regardless of need Believes that the end justifies the meansBelieves that the end justifies the means Will do a favor only to get a favorWill do a favor only to get a favor Expects to be rewarded for every non-selfish deed Expects to be rewarded for every non-selfish deed

he/she doeshe/she does Is usually over the age of 10Is usually over the age of 10 BACK

Stage 3: Good Interpersonal Stage 3: Good Interpersonal RelationshipsRelationships

At this stage, the individual:At this stage, the individual: Finds peer approval very importantFinds peer approval very important Makes moral decisions on the basis of what will please a Makes moral decisions on the basis of what will please a

limited group and make the person feel includedlimited group and make the person feel included Thus models behavior on that of the “majority” which is the Thus models behavior on that of the “majority” which is the

behavior of the “in crowd” or peer groupbehavior of the “in crowd” or peer group Feels that intensions are as important as deeds and Feels that intensions are as important as deeds and

expects others to accept intentions or promises in place of expects others to accept intentions or promises in place of deedsdeeds

Begins to put himself/herself in another’s shoes and think Begins to put himself/herself in another’s shoes and think from another perspectivefrom another perspective

May continue to be in this stage until him/her has reached May continue to be in this stage until him/her has reached the 20s in agethe 20s in age

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Stage 4: Maintaining Social Stage 4: Maintaining Social OrderOrder

At this stage, the individual:At this stage, the individual: Believes reasoning works best in 2-person relationshipsBelieves reasoning works best in 2-person relationships More broadly concerned with society as a wholeMore broadly concerned with society as a whole Continues past actions and behaviors in tradition since the Continues past actions and behaviors in tradition since the

maintenance of law and order is supremely importantmaintenance of law and order is supremely important Is a duty doer who believes in rigid rules that should not be Is a duty doer who believes in rigid rules that should not be

changedchanged Respects authority and obeys it without questionRespects authority and obeys it without question Supports the rights of the majority or majority rule without Supports the rights of the majority or majority rule without

concern for those in the minorityconcern for those in the minority Is part of about 80% of the population that does not progress Is part of about 80% of the population that does not progress

past stage 4past stage 4

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Stage 5: Social Contract and Individual Rights Stage 5: Social Contract and Individual Rights At this stage, the individual:At this stage, the individual: Is motivated by the belief in the greatest amount of good Is motivated by the belief in the greatest amount of good

for the greatest number of peoplefor the greatest number of people Believes in contracts in which both parties compromise and Believes in contracts in which both parties compromise and

yet both receive benefitsyet both receive benefits Believes in consensus (everyone agrees), rather than in Believes in consensus (everyone agrees), rather than in

majority rulemajority rule Respects the rights of the minority especially the rights of Respects the rights of the minority especially the rights of

the individualthe individual Believes that change in the law is possible but only through Believes that change in the law is possible but only through

the systemthe system Has reached the same stage as the official morality of the Has reached the same stage as the official morality of the

nationnation BACK BACK

Stage 6:Universal PrincipalsStage 6:Universal PrincipalsAt this stage, the individual:At this stage, the individual: Loses the ability to compromise high principles and thus Loses the ability to compromise high principles and thus

may forfeit his/her life in order to uphold themmay forfeit his/her life in order to uphold them Believes that there are high moral principles than those Believes that there are high moral principles than those

represented by social rules and customsrepresented by social rules and customs Obeys these self-chosen high moral principlesObeys these self-chosen high moral principles Is willing to accept the consequences for disobedience Is willing to accept the consequences for disobedience

of the social rule he/she has rejected of the social rule he/she has rejected

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Stage 6:ContinuedStage 6:ContinuedAt this stage, the individual:At this stage, the individual: Uses only passive resistance and has no use for Uses only passive resistance and has no use for

violence in any formviolence in any form Believes in granting justice and dignity to all human Believes in granting justice and dignity to all human

beings as inalienable human rightsbeings as inalienable human rights Respects justice for its moral nature and its legal natureRespects justice for its moral nature and its legal nature Believes that the dignity of humanity is sacred and that Believes that the dignity of humanity is sacred and that

all humans have valueall humans have value Anything past this stage is true altruism where the needs Anything past this stage is true altruism where the needs

of others and moral justice comes at the sacrifice of the of others and moral justice comes at the sacrifice of the individual that is usually plagued with despair. individual that is usually plagued with despair.

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Let’s Practice!Let’s Practice! Situation 1Situation 1Ashley borrowed her father’s car. She and Ashley borrowed her father’s car. She and

her friend Kayla were very late coming her friend Kayla were very late coming home that evening. They were further home that evening. They were further delayed at a stop light on a quiet street. delayed at a stop light on a quiet street. After what seemed to be an unnecessary After what seemed to be an unnecessary long wait, Kayla reminded Ashley that long wait, Kayla reminded Ashley that they were late. Ashley continued to wait, they were late. Ashley continued to wait, insisting that if everyone ignored stop insisting that if everyone ignored stop lights when it was personally convenient to lights when it was personally convenient to do so, no street would be safe.do so, no street would be safe.

At what stage do you think Ashley’s At what stage do you think Ashley’s decision was? Why?decision was? Why?

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Situation 2Situation 2Jordan was not prepared for a difficult chem. Jordan was not prepared for a difficult chem.

Exam, so he wrote some important formulas on Exam, so he wrote some important formulas on a slip of paper which he put in his pocket before a slip of paper which he put in his pocket before the test. Just before the test began, the teacher the test. Just before the test began, the teacher informed the class that any student caught informed the class that any student caught cheating would automatically fail the test. Even cheating would automatically fail the test. Even though Jordan needed the information he though Jordan needed the information he wrote, he didn’t use it because the teacher wrote, he didn’t use it because the teacher stood too close to his desk during the entire stood too close to his desk during the entire exam.exam.

At what stage? Why?At what stage? Why?

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Situation 3Situation 3Early in the school year, DeShawn who Early in the school year, DeShawn who

started at varsity basketball, asked Caitlin started at varsity basketball, asked Caitlin for a date. Caitlin was not attracted to for a date. Caitlin was not attracted to DeShawn and politely declined. A few DeShawn and politely declined. A few weeks later Caitlin tried out for cheerleading weeks later Caitlin tried out for cheerleading and made it. Several of the other and made it. Several of the other cheerleaders were dating boys on the team. cheerleaders were dating boys on the team. When DeShawn asked Caitlin to go with When DeShawn asked Caitlin to go with him to a party that the team was having him to a party that the team was having after an important game, she accepted.after an important game, she accepted.

At what stage? Why?At what stage? Why?

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Situation 4Situation 4

Kyle asked his older sister, Gabby, if he could borrow her car Kyle asked his older sister, Gabby, if he could borrow her car so that he and his friend could go to the beach. Gabby so that he and his friend could go to the beach. Gabby reminded her brother that she never wanted him to drive reminded her brother that she never wanted him to drive her car. She suggested, however, that if it was all right with her car. She suggested, however, that if it was all right with him, they could all go together. Soon after they got to the him, they could all go together. Soon after they got to the beach, Kyle’s friend got ill. Kyle asked Gabby if she could beach, Kyle’s friend got ill. Kyle asked Gabby if she could drive his friend home. Gabby refused, saying that she had drive his friend home. Gabby refused, saying that she had just come all that way and she was not going to turn just come all that way and she was not going to turn around and go right back. Kyle tried unsuccessfully to find around and go right back. Kyle tried unsuccessfully to find a way to get his friend home. Finally, while Gabby was a way to get his friend home. Finally, while Gabby was swimming, he wrote her a note telling her he would be back swimming, he wrote her a note telling her he would be back soon as possible, took her car keys, and drove his friend soon as possible, took her car keys, and drove his friend back home.back home.

What stage? Why?What stage? Why?

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Situation 5Situation 5

As Jason’s father was leaving for work in the As Jason’s father was leaving for work in the morning, he asked Jason to clean out the morning, he asked Jason to clean out the garage sometime during the day. Jason garage sometime during the day. Jason responded, saying he already had plans to responded, saying he already had plans to play tennis that day. Around noon, Jason play tennis that day. Around noon, Jason and two friends made plans that required and two friends made plans that required Jason to borrow his father’s car that Jason to borrow his father’s car that evening. Jason decided to skip playing evening. Jason decided to skip playing tennis and clean the garage.tennis and clean the garage.

What stage? Why?What stage? Why?25

Final AssessmentFinal AssessmentDIRECTIONS:DIRECTIONS: Reflect on all you have learned about Reflect on all you have learned about

Kohlberg’s Moral Development TheoryKohlberg’s Moral Development Theory Consider events and decisions you Consider events and decisions you

have made in your own life. have made in your own life. Place yourself within one of Place yourself within one of

Kohlberg’s Moral Development Kohlberg’s Moral Development stages (To see the stages again, stages (To see the stages again, click here)click here)

Write a 1-2 page paper about the Write a 1-2 page paper about the stage you believe you are currently stage you believe you are currently in and why. Use situations and in and why. Use situations and evidence from your experience to evidence from your experience to support your claim. support your claim.