Lawrence Kohlberg

Inspired by the work of Piaget

Moral reasoning progresses sequentially

through a series of developmental stages

Method was to use moral dilemmas (Heinz) to

investigate childrens reasoning

Identified six stages (2 per level)

Kohlbergs Stages Fill in the

blanks
Postconventional
level

Conventional
level

Preconventional
level

Right vs wrong
is decided by
universal values
Right vs wrong
depends on following
rules and laws
Right vs wrong
depends on whether you get
punished or rewarded

Moral Development - Kohlberg

Preconventional
Children have little awareness of moral behavior
that is socially or culturally acceptable
Rules are something they have to follow
because others tell them to but they do not
truly believe in the rules

Stage 1: Punishment - Obedience

Behaviour is based on fear of consequences
Will I get into trouble?

Stage 2: Naively Egotistical

This is the What will you give me? stage in
order for them to obey, they want something in
return.

Moral Development - Kohlberg

Conventional

Stage 3: Approval Disapproval

Do the right thing so as to be seen as a good
person
What will people think of me?

Stage 4: Rule Following Law & Order

Do the right thing out of may want to steal but
must follow law
What is right and wrong is determined by
our social institutions (law, school,
church) and we must conform to maintain
social order no questioning!

Moral Development - Kohlberg

Post-conventional developing true

morality

Stage 5: Social Contract

The needs of the group should come before
individual needs.
The Right behavior is that which protects
the rights of the individual according to
rules agreed upon by the whole society

Stage 6: Universal Ethical Principle

Self-determined moral ideas based on justice,
dignity and equality. (involves critical
evaluation of the laws)

Kohlbergs Question ????

In Europe, a woman was near death from
cancer. One drug might save her, a form of
radium that a druggist in the same town had
recently discovered. The druggist was charging
$90,000, ten times what the drug cost him to
make. The sick womans husband, Heinz, went
to everyone he knew to borrow the money, but
could only get together about 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 druggist said, no The
husband later broke into the mans store to
steal the drug for his wife. (Kohlberg 1969)

Preconventional
In this stage, the child has not internalized moral

values and is totally guided by rewards and

punishments provided by the external world; children
obey because adults tell them to and they know that
they will be punished if they dont and/or rewarded if
they do.
They might answer the earlier example by saying that
the husband shouldnt have stolen the drug because
he will go to jail. In this stage, its also important to
note that their moral thinking is based on rewards and
self-interest. Children in this stage will obey when it is
best for them to obey.

Conventional
Kids are at an intermediate level of internalization where they see rules as needed to maintain social order. Typically in

early adolescence, there is reliance on interpersonal norms of trust, caring, and loyalty to make moral judgments.

They may say that the husband should have stolen the drug because that is what is expected of him as a husband.

Kids may also be influenced by societys norms such that moral judgments may be based on maintaining social order,
law, justice, and duty. Thus, kids may respond to the example by saying that it may be good for the husband to want to
steal to help his wife, but it is still wrong.

The final stage is that of Post-conventional morality. In this stage, moral development is completely

internalized and is not based at all on others standards. The individual recognizes alternative moral
courses, explores options, and then develops their own personal moral code. In this stage, the
individual weighs the community rights versus personal rights. They understand that values and laws
are relative and that standards may vary from one person to the next and that some values (such as
freedom) are more important than the law. An individual in this stage would answer the example
question by saying that the law wasnt set up for circumstances such as the ones presented and so
the husband has the right to steal the drug. They see morality as being a social contract I will act
in the best interests of others and myself in such a manner that I dont hurt others unneccessarily.
They see a justification for technically illegal behavior when it is in the best interest of society to save a
human life, for example. They also make moral judgments based on universal human rights.
During an ethical dilemma between law and conscious a personal, individual conscious is followed.
So they would see the husband as evaluating and attempting alternatives but recognizing that the
wifes life is more important than the law.

Post-conventional
Moral development is completely internalized and is not based

at all on others standards. The individual recognizes

alternative moral courses, explores options, and then develops
their own personal moral code. The individual weighs the
community rights versus personal rights. They understand that
values and laws are relative and that standards may vary from
one person to the next and that some values (such as freedom)
are more important than the law.
They see morality as being a social contract I will act in the

best interests of others and myself in such a manner that I dont

hurt others unnecessarily.

 The law wasnt set up for circumstances such as the

ones presented and so the husband has the right to

steal the drug.
They see a justification for technically illegal behavior
when it is in the best interest of society to save a
human life, for example. They also make moral
judgments based on universal human rights. During
an ethical dilemma between law and conscience a
personal, individual conscience is followed. So they
would see the husband as evaluating and attempting
alternatives but recognizing that the wifes life is more
important than the law.

Criticisms of Kohlberg
Inherent Western bias (individualistic culture)
Masculine point of view (detached reasoning

rather than emotional

Life situations that children would not have

encountered

Carol Gilligan

Gilligans Moral Stages

Gilligans theory of moral development

includes 3 general phases (stages) which

humans can develop. They are:
morality as individual survival
morality as self-sacrifice
morality as equality
Gilligans theory is often considered to be a

feminist view of moral development.

Gilligan expanded
Morality as individual survival

The young childs first sense of what is good

for them. Young children follow rules to obtain
rewards for themselves and avoid punishment

Morality as self-sacrifice

This is attained after becoming aware of the

needs of others. In this stage, the person
believes that to be good and to be approved of
by others, they must sacrifice their own needs
and meet the needs of others

Gilligan expanded
Morality as equality

the person views their own needs as equal to

those of others.

People at this stage have progressed from

believing that they must always please others

at the expense of their own wishes to a belief
that everyones needs should be met when
possible sacrifices should be shared equally
when the needs of all cannot be met

This involves advocacy of non-violence

Eriksons Stages of
Development

Trust vs. mistrust

Birth to 1 year
Treatment by caregivers creates trust in a good world

Autonomy vs. shame and doubt

1 to 2 years
Child is allowed to make independent decisions or is
made to feel ashamed/full of doubt about own
decisions
Initiative vs. guilt

3 to 6 years
Child either develops own purpose/direction or is
made to feel guilty by overly controlling caregivers

Eriksons Stages of
Development
Industry vs. inferiority
6 to 11 years
Child either feels competent working with others or
inferior

Identity vs. role confusion

Adolescence
Adolescent either grasps sense of identity or
becomes confused about possible future roles as
adult
Intimacy vs. isolation

Young adulthood (ages 20 to 40)

Forming deep/intimate relationships with others or
becoming socially isolated

Eriksons Stages of
Development

Generativity vs. self-absorption/stagnation

Middle adulthood (ages 40 to 65)

Generativity refers to contributing to the welfare of a
new generation at work, home or in the community
Determining what to leave behind for future
generations or failing to grasp a sense of meaning in
life

Integrity vs. despair

Late adulthood (ages 65 and up)

Feeling that life was worthwhile or feeling despair
about ones life and fearing death

Physical Changes as you Age

Internal Changes:

Brain becomes smaller and lighter

Pulls away from skull, increasing effects of
injury
Decrease in number of neurons
Reduction in blood flow
Circulation decreases
25% less blood flow compared to age 20
Caused by hardening and shrinking of blood
vessels

Alzheimers disease
Video

Grief: Kbler-Ross Stages of Acceptances

Kubler-Ross (1969) studied the feelings of relatives

after someone close had died as well as observing

those who had been told they are dying.
She found that we all go through the same set of

emotions over a period of many months.

1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance

Evaluation of Kubler-Ross
Enormous impact
Applies only to those aware of pending death
Not very useful in cases with ambiguous

prognosis
May be too restrictive
Role of anxiety
Role of chronic severe pain