Jenica, Kimberly, Michelle, Ryan

Ed 3502 Assignment #1

KOHLBERGS THEORY OF MORAL DEVELOPMENT

Lawrence Kohlberg:

KOHLBERGS STUDY
Moral theorist

Kohlberg created a cross sectional study, he evaluated male children

+ adults, presenting them with moral dilemmas to make difficult
hypothetical choices.

To Kohlberg, a persons moral stage of development

depended on his justification and ability to reason morally, not on
his hypothetical decision.
Kohlberg's scale has to do with moral reasoning instead of moral
action, but Kohlberg thinks there is a relevant relationship between thought and
action, moral reasoning is therefore an appropriate gage for moral development.
He proposes that morality is more predictable and responsible at the higher
stages because the stages themselves increasingly employ more stable
standards (e.g. stage 3 bases decisions on feelings, which can vary, stage 4
refers to set rules.)

KOHLBERGS THEORY

Based on the results of his study, Kohlberg created a theory of moral

development which reveals a persons natural moral growth. Kohlberg
categorized that growth into 3 levels, 2 stages per level.

Preconventional Level
Concern with what can be lost or gained when making decisions, based on
cultural norms.
Stage 1: Obedience Orientation
Physical consequence determines morality. Avoiding punishment + adhering to
authority is valued.
Stage 2: Reward/ Exchange Orientation
Personal benefit and satisfaction is prioritized. Cooperation may occur, but for
ones own profit only.
Conventional Level
Recognizing the value of conformity and loyalty towards societal standards.
Stage 3: Being Nice/Relationship Orientation
Moral choices are guided by pleasing others in order to gain approval (e.g.
kindness, following norms).
Stage 4: Law and Order Orientation
Laws + authorities are respected to maintain social order. Morality consists of
acting for society, not for ones own benefit, and doing ones duty according to
societys standards.
Postconventional Level
Consists of developing a moral compass despite personal gains and societal

Jenica, Kimberly, Michelle, Ryan

Ed 3502 Assignment #1
expectations.
Stage 5: Social Contract Orientation
Creating a balance between personal values and societal expectations. Trying to
fit ones values into society and implementing change based on rational
considerations, as to not disrupt societal order.
Stage 6: Universal Ethical Principles Orientation
Adhering by ones own conscious in accordance with self-chosen moral principles.
These principles are universal and guide people to prioritize justice, human rights,
equality, respect, dignity, and empathy. Even when these principles directly
conflict with societies standards the principles are put first.

WHY IS THIS RELEVANT TO EDUCATION

Kohlberg believed the best possible society would contain individuals who realize
the need for social order, but can also entertain visions of universal principles,
(e.g. justice).
In order to develop morally children need to encounter views which challenge
their thinking and stimulate them to formulate better arguments.
Children face moral dilemmas every day, in and outside of class, a teacher is one
of the best sources available to help guide and challenge children to
think critically about morality and mature as a result. Thus, moral
development can be stimulated in the classroom

HOW TO APPLY THE THEORY IN A CLASSROOM

The method used most frequently to confront students with genuine

social and moral situations involves presenting them with a moral
dilemma.
Moral dilemmas should raise disagreements and enable discussion as a way to
promoting student interaction and keeping focus on morality if there is not
enough disagreement (70/30 split is the suggested minimum) then a teacher
may bring up alterations like the risk of going to jail.
Teachers may also use probing questions to widen student consideration,
suggested probes include: issue-related (e.g. obligation), role-switching, and
universal consequences.
In order to successfully bring up morality, students should be: listening,
empathizing, arguing, and responsive; teachers should be: restrained, flexible,
clarifying, and assuring there is no right answer; the atmosphere should be:
open, lively, stimulating, student-oriented and problem centered.
Leading a moral discussion can be divided into specific steps: provide a moral
dilemma, give students the opportunity to state a tentative position, promote
discussion using deployment strategies and Socratic questions, allow students to
reflect once again on their position
Dilemmas relevant to the classroom can be divided into three categories: related
to a particular discipline, dealing with contemporary society, and from students
life-experience

Jenica, Kimberly, Michelle, Ryan

Ed 3502 Assignment #1

Elementary-level dilemmas predominantly involve situations from the life

experience category, while middle and high school levels can become easily
involved in contemporary society and discipline dilemmas. However, these are
just suggestions and any category can work for any grade level when the
context and teacher-lead direction is appropriate.

RELATED KSAs
KSA 5: All students can learn, albeit at different rates in different ways
Students will be at different stages of development causing need for different
prompts and helping students lower in development by having higher moralthinkers with them.
KSA 7: Students needs for physical, social, cultural and psychological
security
A sense of community will be built in a classroom by considering moral values such
as empathy which provides a higher likelihood of safety.
KSA 8: Importance of respecting students human dignity
Allowing students to consider morality when facing conflict directly links to issues of
respect and dignity.

DEEP QUESTION
Knowing students are at different levels of moral development, create a lesson plan
using Kohlbergs theory to combat the issue of cyber-bullying.
Refrences
Downey, P. (2008). Moral compass [drawing]. Retrieved from
https://www.flickr.com/photos/psd/1806225034
Galbraith, R. E., Jones, T. M. (1976). Moral reasoning: a teaching handbook for
adapting kohlberg to the classroom. Minneapolis, Minnesota: Greenhaven
Press Inc.
Kohlberg, L. (1971). Stages of moral development. Moral education, 23-92.
Unknown. (2014). n/a [image]. Retrieved from
https://genpsychumandevelopment.wordpress.com/
Woolfolk, A., Winne, P. H., Perry, N. (2016). Educational psychology. Upper Saddle
River, New Jersey: Pearson Education Inc.

Jenica, Kimberly, Michelle, Ryan

Ed 3502 Assignment #1