Lesson Notes

Lesson 9.5a  Kohlberg’s Research: What is Right?

In this lesson you will learn about Lawrence Kohlberg’s model of Moral Development. When presented with “moral stories” subjects were asked to make a choice between “right or wrong”. But Kohlberg was not interested in these answers, instead, he wanted to know the reason why you made your choice. The reasons you provided for your answers gave Kohlberg information that he used to devise his model. Kohlberg’s model can be broken down into three levels, with two stages in each level. According to Kohlberg, it didn’t matter where you were from, everyone went through these stages in very much the same manner.

1. Preconventional Level: This stage takes place from birth to adolescence. During this level, moral thinking is primarily self-centered. In other words, people in this stage tend to only think of right or wrong based on how it affects them. In other words, when a parent does not allow their teen to stay out until 1:00am, the teen may say, “That’s not fair!” The teen may lack the ability to see the parents’ point of view or reasoning. Just for your information, how many times do you think the average teen says, “That’s not fair!” (in some form or another) per day. The answer will be at the end of this lesson.

• Stage 1 (punishment and obedience orientation): At this stage, children, usually up to age 5 view the world in terms of avoiding punishment and being obedient. These children also lack the ability to differentiate other’s  intentions…whether they do something by accident or on purpose.
• Stage 2 (instrumental-exchange orientation): People in this stage see the world as, “what can you do for me”. They expect an equal exchange of favours. If I do something for you, you should then do something for me…that’s fair.

2. Conventional Level: This stage usually occurs between adolescence and young adulthood.  By this time, people are able to accept the conventional rules of society (laws) and understand that they are there to help and protect us. We advance from being self-centered to other-centered. The views of others become important.

• Stage 3 (good-child orientation): By now, people are concerned with being liked by others. People seek the approval of others and our intentions are taken into consideration. In other words, people may begin to volunteer their time to help others.
• Stage 4 (law-and-order orientation): BY this time, people are concerned with following societal laws. We understand that without laws the world would be in chaos. Imagine a world without speed limits, property laws against theft, laws stating that hurting others is wrong. If you cannot see that our society would be in chaos and unsafe, then perhaps you have not reached this level of moral development. According to Kohlberg, this is the highest stage most adults reach in their lifetime.

3. Postconventional Level: For those of us who reach this stage, they see their world a bit differently.  Typically, the people in this stage are adults. These people develop moral understanding based on a personal sense of “right and wrong”. They can apply abstract reasoning to real life situations. For example, someone viewing the use of steroids by professional athletes as wrong, regardless of the rules set out by sports leagues because they believe that adolescents are likely to mimic this behaviour due to the athlete’s status (role models) and road to success.

• Stage 5 (social-contract orientation): A person at this stage will continue to follow the laws of society because they understand that they serve the needs of the majority, but when they see that laws need to be broken for a greater good, they are exhibiting reasoning of stage five. For example, a man speeding down the highway to get to the hospital because his wife is about to deliver their baby is exhibiting stage 5 reasoning.
• Stage 6 (universal-ethics orientation): The last stage of moral development is determined by following “universal” principles. A person at this stage views laws as how they relate to the violation of religious/universal laws, such as slavery, human rights, etc. For example, During the 1960s, Rosa Parks refused to sit in the back of the bus (the law in Alabama stated African-Americans, “colors” could only sit in the back). This breaking of the law was seen as necessary because of its racist connotations. Rosa Park’s actions led to the Civil Rights Movement in the United States. Only about 1 or 2% of the population ever reach this level.

Lesson 9.5b Assessing Kohlberg’s Theory: Three Major Criticisms

As you have learned throughout this course, there is always another viewpoint. Despite the tremendous contributions made by Kohlberg’s theory, there are three major criticisms that need to be mentioned. One criticism is that moral reasoning is dependant on the situation. In other words, although you may say that you would never steal, researchers have shown that people are more likely to not pay all their taxes, but yet would never steal from a single individual. A second criticism believes that there are cultural differences. For example, Western cultures may view individual rights as more important than society, but in a collectivist culture, there may be more social responsibility to everyone, not just you. Finally, some researchers believe that there may be a gender bias.