KOHLBERGS’S THEORY

KOHLBERGS’S THEORY OF

MORAL UNDERSTANDING

KOHLBERG’S THEORY
In 1950s began studying moral development
2 dominant approaches:
Behavourist approach- kids learn in terms of rewards and punishment.
Therefore do morally good and avoid morally wrong.
Moral development-
Piaget proposed that kid’s moral thinking changes as a result of maturity.
Kohlberg was inspired by this but focused on the way kids think about their moral behaviour. Kohlberg constructed a stage theory based on boys aged 10-16.
Key features are:
- Stages are invariant and universal
- Each new stage represents a more equilibrated form of moral understanding -
More logically consistent and morally mature of understanding
- Each stage forms an organised whole-
Qualitatively different pattern of moral understanding
- Moral maturity is achieved through:
1) Biological maturation
2) Dequilibrium (noticing weakness in existing style of theory)
3) Gains in perspective-taking (understanding another’s point of view)
KOHLBERGS’S MORAL DILEMMAS (1958)Collected data on thinking behind moral decisions by making a moral judgement interview
- Nine hypothetical moral dilemmas presented a conflict between two moral issues
- 84 boys aged 10, 13 or 16
- Each boy was asked to discuss three of these dilemmas
- Prompted by a set of ten or more open ended questions
- Focus was on thinking behind the decision
- Boy’s answers were analysed and common themes were identified so that the stage
theory could be constructed
HEINZ MORAL DILEMMA In Europe a woman was near death from cancer. Druggist was charging ten times original price of the drug that could save the man’s wife’s life. Heinz went everywhere to collect money from everyone he knew to borrow and only got half of the money. The druggist refused to make it cheaper or let Heinz pay back later.
Heinz broke into the drug store and stole the drug.
　
　
　KOHLBERG’S STAGES OF MORAL DEVELEOPMENT 　THE PRE-CONVENTIONAL LEVELKids accept the rules of authority figures and judge actions by their consequences.
Stage one-Punishment and obedience orientation:
Ignores the intention behind a behaviour and focuses on obeying rules that are enforced by punishment (Heinz will go to jail).
Stage two-The instrumental purpose orientation
Kids view actions as right if they satisfy their own needs (Heinz had to save his wife)
THE CONVENTIONAL LEVELIndividuals continue to believe that conformity is desirable in order to maintain current social system to ensure positive human relationships and social order not out of personal interest.
Stage three-Interpersonal cooperation:
What is right is defined by what is expected of others (Heinz inhuman if he didn’t save his wife)
Stage four-The social-order maintaining orientation:
Defining rights in terms of norms established by the larger social system (Heinz duty to obey the world)
THE POST-CONVENTIONAL (PRINICIPLED) LEVEL Define morality in terms of abstract moral principles that apply to all societies and situations.
Stage five-The social contract orientation:
Laws are seen as flexible and relative. Consistent with individual rights and the interests of the majority. They can be changed (law doesn’t violate person’s right to life).
Stage six-Morality defined in terms of self- chosen abstract moral principles.
When the law does not conform to these principles, the individual acts in accordance with their own moral principles (doesn’t seem right to put respect for property over right to life).
　
　
　
　
　
　
　
　
　

COMMENTARY

MORAL BEHAVIOUR
-
+ Kohlberg did predict that those who reason in a mature fashion should be inclined to
more morally mature behaviour
+ 15% college students cheated at post - conventional stage compared to 17% at pre-
conventional stage
- Burton (1976)
People only behave consistently with their moral principles on some kinds of moral behaviour . It’s likely that other factors then moral principles, such as likelihood of punishment and nature of the situation.
MORAL CONSISTENCYPeople may judge one dilemma using stage 1 and some stage 3- inconsistent.
Denton et al (2005)- moral behaviour may be overridden by other practical factors such as making personal gains.
When analysing real- life moral decisions, the moral principles were used to justify behaviour, after it had been performed.
DIFFERENT MORAL PRINCIPLES Restricted view of morality:
Gillian- Kohlberg favoured a morality of justice rather than of care.
Eisenberg(1982)- ignored emotional factors #
STRENGTHSPlayed a key role in our understanding of moral development because of the insight it offers.
REAL WORLD APPLICATIONKohlberg- kids raised on Israeli- Kibbutzim were more morally advanced than others. Suggests that belonging to a democratic group and being involved in making moral judgments facilitated moral development.
LONGITUDINAL STUDIES Kohlberg et al re-interviewed original participants at intervals of 3-4 years over 20 year period. Sample was reduced to 51 participants from 84. Advantage was controlling individual differences.
Walker et al (1987)
40 girls and 40 boys of various ages
6 year olds- stage 1 or 2
By age 15- stage 3
Adults aged 40- stage 3 or 3
3% of adults- stage 4 and 5
Stage 6 is unrealistic and rarely achieved.
GENDER BIAS Gilligan (1982)- women tend to be more focused on relationship (caring) than justice when making moral decisions. (Jogensen, 06)- sees this as an expansion of theory.
CULTURE BIASMexico, Turkey, India and Kenya’s evidence supported theory.
Snarey (1985)- Dilemmas cConcerns moral thinking than behaviour