Kohlberg's Theory of Moral Reasoning - Essay Example

3 June Kohlberg's Theory of Moral Reasoning Lawrence Kohlerg, a psychologist, broke ground when he proposed a theory discussing the stages of moral reasoning. At different age levels in development and cognitive thing, a person is able to grasp different aspects of moral reasoning and is applied to an individual's thinking, causes differing actions and behaviors. There are three different levels including pre-conventional morality, conventional morality and post-conventional morality. Within each of these is a series of stages, three each per level to complete this theory (McDevitt & Ormrod). While fellow psychologist, Jean Piaget developed a two stage process of moral development, Kohlberg elaborated on the theory to incorporate the methods of thinking used in moral development over an individual's entire life span (Cherry). While Kohlberg began his theories by interviewing children and adolescents on moral issues, the result of the information acquired became part of his doctoral dissertation in 1958 (Crain). This paper will take character, Kristin, through the various stages of situations in which she incorporates the different levels and stages of moral reasoning. The first level of pre-conventional morality includes children that are often about the age of preschool, elementary students and some junior high and high school students. For the most part, this primarily applies children who have not yet entered their teenage years. Within this level are the following three stages: Stage 1: Punishment-avoidance and obedience; Stage 2: Exchange of favors; and Stage 3: Good boy/good girl. During this time, Kristin may be just entering school age and while she still may know very little of right between wrong, she may be focused only on instant gratification and be also ego-centric in nature. People at this stage are not completely able to comprehend rules of society (Wong). Kristin is primarily engulfed in playing and participating in activities that she wants to at this age. What society would perceive as normal moral reasoning does not apply to her and she is living in the moment, crying if there is something that she wants and learning behaviors that she may acquire fear over instead. During Stage 1 includes punishment and obedience orientation and a child is able to determine that there can be physical consequences which help to teach them if they have done something good or bad. This then makes the child want to do something right in order to keep from receiving physical punishment. They then create an avoidance behavior in order to not do something that a parent or caretaker sees as wrong so that they will not again receive punishment. The child is focused on oneself in order to do the right thing to avoid punishment (Wong). Kristin may have pinched her sibling and when her mother realizes what she has done, she receives a spanking, scolding and a time out. Wrong behaviors are ones that are punishable. In order to avoid receiving a spanking, scolding or time out as punishment in the future, she learns to not do it again to keep from receiving the punishment. In the second stage of moral reasoning according to Kohlberg, a child may realize that other people also have needs. This is considered the individualism and exchange stage and concentrates on an exchange of favors. In order to help them determine what is right and wrong, the individual still does things that avoid consequences. However, they also make decisions to please their authority figures (McDevitt & Ormrod). The individual still has an egocentric point of view but are also starting to see things from a different perspective in order to satisfy another person (Wong). Kristin may have pinched her sibling and once received punishment. However, now, she tries to keep from tormenting her sibling in any way at all so to keep her mother happy with her behavior. Her mother gets upset when she torments her sibling and she is starting to realize that she does not want to make her mother upset. The second level of moral reasoning established by Kohlberg is labeled conventional morality. The individuals that this level of moral reasoning applies to is typically children that are in upper elementary school, junior high students and high school students, especially for the third stage of moral reasoning. Stage 4 does not typically occur in an individual until they are in high school, in their middle to upper teenage years (McDevitt & Ormrod). At this stage, people start to identify with normal rules and behaviors of society (Wong). At this point, Kristin is still trying to identify who she is but she is growing up at a rate that she is starting to establish more of what is right and wrong. She knows that if mom or dad is pulled over by a cop, then they have done something that does not abide by the rules of society. During the good-boy/girl Stage 3, a person is realizing more about personal relationships and is also called the stage of good interpersonal relationships. They learn to share, trust and also take into consideration another person's intentions when making a decision. One earns approval from others by being nice and people are starting to think about what will impress others. Many times this leads to self sacrifice but the individual is able to justify it because they have achieved approval from someone else (Wong). Kristin is now in middle school and she is a good student. One of the popular girls in school wants to copy off of her paper. While Kristin knows that it is wrong to let someone copy off of her, she weighs in her mind that the other girl would think she was cool for letting her copy. While she already has taken the time to fill out her own schoolwork, she has a desire of pleasing someone else and perhaps being perceived as cool. This is a bad moral decision on Kristin's part but it is an effort to be loyal and develop a relationship with her peer though it is greedy. Stage 4 of Kohlberg's theory of moral reasoning includes learning law and order and this is a stage that applies to older teenagers and is labeled as maintaining the social order. This is when they recognize the rules of society and find that it is part of their duty to obey them. The individual realizes that their obligation to society and laws that are established in their community is above any obligation to family or friends (Wong). Kristin is traveling with her friend after a night out at the movies and they are running late for curfew. Kristin's friend is going to be late for curfew if they do not hurry up. Kristin is driving and while she wants to make sure that her friend is home before curfew so that she does not get into trouble, she is not willing to break the speed limits or run any red lights. She respects authority and the law and is willing to abide by that instead of excessively speeding just to get her friend home in time. The third level of moral reasoning applies to individuals that are typically older. These final two stages of moral reasoning are rarely seen in individuals until they are approximately 18 years old or so. The sixth stage is often even rare even in adults (McDevitt & Ormrod). However, it is the highest levels of moral reasoning that a person can achieve. By this time, Kristin has recognized what is right and wrong and what is socially acceptable, is likely familiar with rules and laws of authority and also can be a people pleaser when she wants to be. However, at this stage in her life, she has two other stages of moral development to go through, one of which she may never obtain. The fifth stage of moral reasoning established by Kohlberg is social contract and individual rights. Rules are seen as a tactic that can be used to maintain society and to also protect one's individual rights. At this point, an individual moves past the thought that a law is a law 'just because' though it serves as interest to the general public (McDevitt & Ormrod). Rules are set up for the greater of good. Kristin is a person that is now 30 years old. She realizes that she is a lesbian and wishes to marry her partner. Though it does not abide by the law of most areas in the United States, she realizes that she has personal rights and wants to be an advocate for gay rights in order to try to change social norm and make it become a legal right to marry her partner. Though it is against the moral reasoning of social contract orientation, she has learned to question it instead. While laws against gay marriage are not necessarily ones that physically hurt anyone, there is a question of rights. However, she realizes that to promote her own rights, she must do it legally. Rather than being violent, she must be peaceful about her advocacy in an effort to try to see that there is a need to change the rule of social conformity in the United States. Stage 6 is the universal ethical principle orientation stage and it is based on abstract thought and ethics. During this stage, a person is able to define what is right by their own learned principles. This is “appealing to logical comprehensiveness, universality and consistency,” and, “At heart, these are universal principles of justice, of the reciprocity and equality of human rights, and of respect for the dignity of human beings as individual persons,” (Wong). To not obey rules violates their own ethical principles. At this point in her life, Kristin is much older, in her late fifties. She has a strong conscience of what is right and wrong and is willing to do anything it takes to ensure that she stays true to her own ethical and moral values. At this point, she is with her partner and an intruder comes in and is beating on her partner. While it is wrong to do so, Kristin takes a pistol from the bedside table and shoots the man in the leg who was burglarizing and attempting to kill her partner. She reacted in an instant without thinking but she was able to shoot the intruder not just to kill someone but instead to injure them to save themselves. This is an act in self defense because it was more important to her to save her partner's life than to allow an intruder to by chance possibly kill them instead. Works Cited Cherry, Kendra. “Kohlberg's Theory of Moral Development: Stages of Moral Development.” Psychology, About.com, The New York Times Company, 2012. Web. 3 June 2012. Crain, W.C. “Kohlberg's Stages of Moral Development.” Theories of Development. Prentice Hallm, 1987. Web. 3 June 2012. McDevitt, Teresa .M., Ormrod, Jeanne Ellis. “Kohlerg's Three Levels Six Stages of Moral Reasoning.” Child Development and Education. Education.com, Inc: 2007. Web. 3 June 2012. Wong, Alan S.L. “Kohlberg's Stages.” Preconventional Morality, 2000. Web. 3 June 2012. Read More