Kohlberg’s Moral Development TheoryPresentation by: Chelsey Krankeola

Skims right over

Theoretical Roots

Based on Piaget (1932) stages of Moral Development Wanted to expand upon the theory to add more definable, distinct stages Content of moral decision vs. How

individuals come to a decision

Also intertwines Moral Philosophy

Study Characteristics Original Publication: 1958

Adolescent males

Semi-structured Interviews

Presented fictional short stories

Placed individuals into the 3 levels & 6 stages

“Heinz Steals the Drug”

Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist and the Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug and this was much more than the Heinz could afford. Heinz could only raise half the money,even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemist’s and stole the drug.

https://www.youtube.com/watch?v=5czp9S4u26M

Three Stage Criteria Structure Criterion

Similar reasoning pattern regardless of situation for each stage

Sequence Criterion Stages are in a particular order

Hierarchy Criterion Successive stages are more highly developed than

previous stages

Level One- Preconventional

Perspective is concrete and individually focused

Individuals don’t yet grasp societal rules and expectations

Stage #1: Heteronomous Morality

“Might is right” Do what is right to avoid punishment from an

authoritative figure Not concerned about rights of others

Heinz Dilemma: Heinz should not steal the money because he would get in trouble and go to prison, making him a bad person, or he should steal the drug because the druggist only paid $200 for it and is overcharging.

Stage #2- Individualistic, Instrumental Morality “What’s in it for me?”

Follow the rules if it is in the individual’s best interest

Understand other’s have needs “You scratch my back, I’ll scratch yours” mentality

Heinz Dilemma: Heinz should steal the medicine

because he will be happier if he saves his wife, or he should not steal it because going to prison will cause him anguish

Conventional Member of Society

Identify with the rules and expectations of others

Gain objective perspective of right and

wrong

Stage #3: Interpersonally Normative Morality ”Interpersonal Relationships” Meet expectations of those one is close with and

seek their approval Good person image Maintaining the relationships becomes more

important that self-interests

Heinz Dilemma: He should steal the medicine because he wants to be a good husband, or he should not steal it because he is not a criminal and already did everything he could to get the medicine

Stage #4: Social Systems Morality “Maintaining social conventions”

Social system contains set of rules everyone must follow

Law and order

Heinz Dilemma: Heinz should not take the drug because it is a crime, or if he chooses to, should be willing to serve time in prison and eventually reimburse the druggist

Level Three- Postconventional

Separate themselves from the rules and expectations of society

Base decisions on self-prescribed principles

Stage #5: Human Rights and Social Welfare Morality “Social Contract Stage”

Laws evaluated based on promotion of human rights

Laws that are unjust should be changed Moral obligations and relationships based on

agreements

Heinz Dilemma: Heinz should steal the medicine because everyone has a right to life, or he should not because the druggist has a right to compensation

Stage #6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles “Universal ethical principles”

Consideration of perspectives of all involved in a moral situation

Decisions based on universal principles that apply to all situations

Unable to empirically prove this stage

Heinz Dilemma: Heinz should steal the medicine because the universal right to life is more important than property, or he should not because others need the medicine just as badly, and their lives are equally significant

Fostering Growth Two factors that increase development

Higher levels of thinking Plus-one reasoning

Disequilibrium

Relevance to Student Affairs Now that you have learned about

Kohlberg’s Moral Development theory, what are some ways it can be utilized in your current department or position?

How do you think this theory can be applied to the field of student affairs in general?

Relevance to Student Affairs Guides discussion of moral dilemmas in

classroom setting

Encourages programs that emphasize self-reflection and personal development Group Counseling

Helps design programs that promote close connections between students Supportive friends shown to foster moral

growth

Activity

References Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (2nd ed). San Francisco, CA: Jossey-Bass.

Fleming, J.S. (2006). Piaget, Kohlberg, Gilligan, and others on moral development. Retrieved from http://swppr.org/Textbook/Ch %207%20Morality.pdf

RevelMangoTv. (2012, October 30). Heinz Dilemma- Kohlberg’s stages of moral development [YouTube Video]. Retrieved from https:// www.youtube.com/watch?v=5czp9S4u26M