Kohlberg’s Theory of Moral Development: Stages and Examples for Teaching Exams

Kohlberg’s Theory of Moral Development

Lawrence Kohlberg expanded upon Jean Piaget’s foundational research to develop a comprehensive framework explaining how individuals evolve in their moral reasoning. While Piaget proposed a two-stage process, Kohlberg expanded this, arguing that moral development is a lifelong progression. His theory organizes this growth into six distinct stages spanning three primary levels.

Kohlberg’s Theory of Moral Development – Stages of Development

Kohlberg identified three core levels of moral reasoning: Pre-conventional, Conventional, and Post-conventional. Each level encompasses specific stages that reflect the increasing complexity of a person's ethical decision-making process.

Level 1 – Pre-conventional

At the pre-conventional level, individuals lack an internal personal moral code. Instead, moral decisions are dictated by the standards set by authority figures and the immediate consequences—such as rewards or punishments—that follow an action.

Stage 1: Punishment- Obedience Orientation 

The first stage focuses on obedience to avoid punishment. Individuals comply with rules primarily to avoid negative repercussions. For example, a person might obey traffic laws solely to avoid receiving a speeding ticket.

Stage 2: Instrumental Relativist Orientation 

In the second stage, morality is defined by individual self-interest and the exchange of benefits. An action is considered "right" if it serves the individual's needs. For instance, if a person steals medicine to save a loved one, a child at this stage might justify the action as acceptable because the person's immediate need to save a life outweighs the rule against stealing.

Level 2: Conventional

At the conventional level, individuals begin to internalize the moral expectations and standards of their social environment and adult role models.

Stage 3: Good Boy-Nice Girl Orientation

During the third stage, often called the "interpersonal relationships" phase, individuals judge morality based on social roles and the desire for social approval. For example, a child may perform a generous act simply to be viewed as a "good" person by others.

Stage 4: Law and Order Orientation/ Authority and Social Order

The fourth stage emphasizes maintaining social order by respecting authority, upholding duty, and following established laws. The focus shifts from interpersonal approval to societal welfare. An example is a police officer strictly enforcing the law because they view it as their fundamental duty to preserve peace and order.

Level 3 – Post-conventional

At the post-conventional level, judgment is governed by self-chosen ethical principles, with an emphasis on individual rights and justice. According to Kohlberg, this is the highest level of moral reasoning, which many individuals may not reach.

Stage 5: Social Contract Orientation

In this stage, individuals recognize that there are differing perspectives and values. Decisions are made by weighing various viewpoints while adhering to a social contract that seeks the greatest good for the greatest number.

Stage 6: Universal Ethical Principles Orientation

The final stage involves the application of universal ethical principles. Here, moral reasoning transcends specific laws; if a law violates fundamental human rights or justice, the individual may prioritize their internal ethical principles over legal statutes.

Heinz dilemma Experiment

To assess moral reasoning in his research, Kohlberg famously utilized the "Heinz Dilemma":

Heinz's wife was dying from a rare cancer. A local chemist discovered a drug that could save her but was charging ten times the cost of production—an amount far beyond Heinz's reach. Despite exhausting all financial resources and pleading with the chemist to sell it cheaper or allow a payment plan, the chemist refused, wanting to profit from his invention. Desperate, Heinz broke into the laboratory and stole the drug to save his wife's life.

Criticism of Kohlberg’s Moral Development theory:

1. Kohlberg tried to enhance the views or theory of morality which was briefly described by the Piaget.
2. Kohlberg took the help from the studies of dilemma and was also interested in how an individual justify his/her action if he/she was placed in similar moral dilemmas.
3. Another criticism of Kohlberg’s theory is that people frequently demonstrate significant inconsistency in their moral judgements. This often occurs in moral dilemmas involving drinking and driving or business situations where participants have been shown to reason at a lower developmental stage, typically using more self-interest driven reasoning (i.e., stage two) than authority and social order obedience driven reasoning (i.e., stage four). Critics argue that Kohlberg’s theory cannot account for such inconsistencies.
4. Kohlberg’s stages are culturally biased—that the highest stages in particular reflect a westernized ideal of justice based on individualistic thought. This is biased against those that live in non-Western societies that place less emphasis on individualism.

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