Kohlberg’s Theory Of Moral Development

Lawrence Kohlberg was a developmental psychologist who drew inspiration from Piaget’s theory of cognitive development, to create a theory of moral development.

The term “moral development” simply describes an individual’s ability to tell right from wrong, and this development occurs as a result of the things we learn and experience in life.

One of the major influences in our moral development is the role models we have in life, and the values that are instilled upon us by society.

Therefore a high level of moral development could be said to come as a result of our cognitive development, as the things we learn in life ultimately affect the things we believe in and the things we do.

Note : Kohlberg’s view of moral development differs from past theories such as those by Plato and Immanuel Kant, who speculated that our “moral sense” is largely inborn.

Levels Of Moral Development

There are three main levels of moral development as proposed by Kohlberg :

• The Premoral Level

• The Conventional Level

• The Principled Level

Each of these levels contains a variety of stages which must be worked through before moving onto a higher stage and then to a higher level.

The Premoral Stage (ages 2-7)

The premoral stage occurs during early childhood between the ages of two to seven.

The central theme of this stage is “might is right”, something which is referred to as power orientation.

To the child its parents are seen as “right” because they are bigger and stronger. As a result, the way the child behaves towards their parents is influenced more by fear than it is through a sense of right or wrong.

For example, if a child wants some pocket money for sweets at school but is not given any money, the child may then consider stealing that money from their mother or father.

Whether or not the child chooses to steal the money will be based upon the likelihood and consequences of getting caught.

If they feel that their parents will find out and then punish them for stealing, the child will most likely choose not to steal the money. If however they think they can get away with it, they probably will steal the money.

Therefore the child’s actions are not based on a sense of right or wrong (morals), but instead are based on fear.

Morals & Pets

Interestingly a similar thing happens with pets. If for example a cat is trained by one member of the family not to jump on the sofa or bed, it will avoid doing so whenever that family member is nearby (i.e. when there is a risk the cat will get caught).

However as soon as the cat feels it is safe to do so, it will quickly jump on the sofa or bed, where it will proceed to spend the rest of the day in a deep slumber.

Again, the cat’s actions are influence by fear, rather than by what is right or wrong.

What I have just described is something which many pet owners should be able to relate to.

And it certainly does make you question whether morals are developed through experience as Kohlberg proposes, or are inborn as Plato suggested.

Note : A person who has not yet developed a sense of morals is said to be “amoral”, which means without morals or without a sense of right or wrong.

An amoral person does not feel guilt for doing things which are considered to be “wrong” or “bad”.

The Conventional Level (age 7-18)

The conventional level occurs during late childhood (around age 7) and adolescence (to around age 18). Although it should be pointed out that most adults will tend to stay in this level, never progressing to the next level.

The basic idea of the conventional level is of law and order. Something is “right” because there are laws which tell us that it is right.

These “laws” can come from society, religion, social groups (e.g. clubs) and our family. If we break these laws, then we know that we will (or expect to) receive some sort of punishment as a result of our actions.

So basically what we believe to be right is what we are told to be right, and very rarely will we question these values that have been imposed upon us.

For example, if from an early age your religion has taught you to behave in a certain way or live a certain lifestyle, then you will consider that behaviour or lifestyle to be “right” because your religion tells you it is right.

Very rarely will these people question why it is right, or try to challenge it.

The Principled Level

The principled level represents only a small percentage of adults, and is characterised by an independent ability to decide upon what is right and wrong.

In other words, people who can think for themselves rather than having other people think for them.

Adults who have reached the principled level are able to think logically about something, before deciding whether it is right or wrong.

For example, if there is a law you are told you must obey then most people (who are in the conventional level) would obey it without much analysis because they have been told that obeying that law is right.

However people in the principled level would first decide upon whether that law is just or unjust. If obeying that law is unjust, then they may choose to rebel against it by not obeying it.

This is how revolutions start in many countries, because people choose to rebel against laws which they consider to be unjust.

Summary

• Moral development is the development of a sense of right and wrong.

• There are three levels to Kohlberg’s theory of moral development.

• The premoral level occurs during early childhood, where the actions of a child are influenced more by fear than by what is right or wrong.

• An amoral person is a person who does not know the difference between right and wrong, and does not feel guilt for doing the wrong thing.

• The conventional level begins during late childhood and extends until the end of adolescence. Most adults will remain in this level.

• In the conventional level we regard something to be right because we have been told it is right. As a result, we do not question it very much and go along with what we are told.

• The principled level is the highest level of Kohlberg’s theory of moral development, and is characterised by an individual’s ability to think for themselves by logically deciding what is right or wrong.