MORAL DEVELOPMENT AND ITS

CONNECTION TO EDUCATION
Patrick Lyall
Siena Heights University
Dr. Pat McDonald
Student Development Theory

KOHLBERGS THEORY OF MORAL DEVELOPMENT

Stage 1: Heteronomous Morality: What is

right is set by rules. Individuals are
compelled to act or follow rules in order to
avoid being punished.

Stage 2: Individualistic, Instrumental

Morality: Following rules to ones own
benefit. A person will follow rules so long as,
it is in their interest to do so. (Evans 2010).

KOHLBERG CONTINUED

Stage 3: Interpersonal Normative Morality:

Meeting the expectations of a close friend/family
member or group. One considers themselves a
good friend or spouse or relative based on the
expectations of others. (Evans 2010)

Stage 4: Social System Morality: Laws and rules

upheld by a group or society define morals.
Individuals need to maintain their social
obligations and the expectations of others to be
considered morally just. (Evans 2010)

KOHLBERGS FINAL STAGES OF

MORALITY

Stage 5: Human Rights and Social Welfare Morality: Rules

and morals are obeyed based on the extent to which they,
promote fundamental human rights and values. People
make choices based on the wellbeing of others. (Evans
2010)

Stage 6 Morality of Universalizable, Reversible, and

Prescriptive General Ethical Principles: What is moral
involves everyones point of view. (Evans 2010) When an
individual reaches this stage, The process by which a
contract is made is viewed as equally important to the
fairness of the procedures underlying the agreement.
(Evans 2010)

RESTS MORALITY

Stage 1: Obedience (Do what youre told.)

Stage 2: Instrumental egoism and simple exchange (Lets
make a deal.)
Stage 3: Interpersonal concordance (Be considerate, nice,
and kind, and youll get along with people.)
Stage 4: Law and duty to social order (Everyone in society
is obligated and protected by the law.)
Stage 5: Societal Consensus (You are obligated by whatever
arrangements are agreed to by due process procedures.)
Stage 6: Nonarbitrary social cooperation (How rational and
impartial people would organize cooperation is moral.)
(Evans 2010)

MORALITY IN EDUCATION
In a cohort study on the changes of
moral development during medical
school, Johane Patenaude and some
associates tested the moral reasoning of
medical students. They questioned these
students as first year students and then
again in their third year using Kohlbergs
Moral Judgment Interview.

MORALITY IN MED SCHOOL

Over the 3-year period, the stage of moral
development did not change substantially (i.e., by
more than half a stage) for 39 (72%) of the
students, shifted to a lower stage for 7 (13%) and
shifted to a higher stage for 8 (15%). The overall
mean change in stage was not significant (from
mean 3.46 in year 1 to 3.48 in year 3, p = 0.86);
however, the overall mean change in weighted
average scores showed a significant decline in
moral development (p = 0.028). (Patenaude
2003)

MORALITY IN MED SCHOOL

This study led the testers to consider,
whether a hidden curriculum exists in the
structure of medical education that inhibits
rather than facilitates the development of
moral reasoning. (Patenaude 2003)
This question should be asked in all levels of
education.

MAJOR FACTORS IN MORAL

DEVELOPMENT

Schools facilitate intellectual

development and foster social interaction

Schools need to be involved in character

education not only because of federal
and state mandates, but because
schools, whether they want to or not,
affect the character of their students and
must therefore be aware of their effect on
students. (Zdenek 2007)

HIGHER LEVEL THINKING THAT OCCURS IN

UNIVERSITIES PROMOTES MORALITY.

Just as one goes to school to learn long

division or the names of the American
presidents, so also one might learn in
school how to make moral arguments at
the Principled level. (Rest 1985)

HOW TO PROMOTE MORAL

DEVELOPMENT

Finding curriculums that promote social

interaction as opposed to individualistic
competition will undoubtedly foster morals
amongst students.
Implementing discussion on moral topics also
helps students expand their worldview and
move beyond the limited porthole of their
own experiences.
Challenging students to high levels of
thinking is important as well.

REFERENCES

Carolyn Lapsley, Daniel; Carlo, Gustavo. (2014): Moral development at

the crossroads: New trends and possible futures. Developmental
Psychology
Evans, N., Forney, D., Guido, F., Patton, L., Renn, K. (2010). Student
development in college: Theory, research and practice. (2nd Ed.). San
Francisco, CA: Jossey-Bass.
Patenaude, Johane; Niyonsenga, Theophile; Fafard, Diane. (2003):
Changes in students moral development during medical school: A
cohort study. Canadian Medical Association Journal
Rest, J. R., & Thoma, S. J. (1985). Relation of moral judgment
development to formal education. Developmental Psychology, 21(4),
709-714.
Zdenek, Brad; Schochor, Daniel. (2007): Developing moral literacy in
the classroom. Journal of Educational Administration.