Annette Torna
EDF3214
Tues/Thurs
Prof McNair
Reflection 13
EDF3214 Reflection #13: What have you learned about Moral Development?
I have learned that with Moral Development, people develop the ability to know right
from wrong. Kohlberg’s theory of Moral Development is the approach most widely used to
examine moral reasoning. Kohlberg's ideas of moral development are based on the premise
that at birth, humans do not have morals, ethics, or a sense of honesty. His theory is based on
responses to scenarios that involve a moral dilemma that he broke down into different levels
and stages.
In the first level, the Pre-conventional Level, he claims that children respond to moral
cues from their parents. At this stage children are self-involved and moral behavior is only in
response to rewards based on behavior. This leads to stage 1, “The Obedience and
Punishment Orientation”. Stage 2 is the “Instrumental Relativism Orientation.” At this stage
moral behavior depends on what the individual wants. In level 2, “The Conventional or
Moral Level”, moral reasoning is based on existing social norms and the rights of others.
Kohlberg asserts that most adolescents and some adults operate at this level of reasoning.
Stage 3 is the “Interpersonal Concordance Orientation”, at this stage the individual can
empathize and is no longer selfish in their moral reasoning. Stage 4 is the “Orientation
Toward Authority, Law, and Duty.” At this stage people follow rules and have no need for
personal approval. Level 3 is “The Post-conventional or Autonomous Level”, this is the
most advanced level of moral reasoning. It relies on universal principles when approaching
moral problems. Stage 5 is the “Social Contract Orientation” which relies on principles like
equality and human dignity. Stage 6 is the “Universal Ethical Principles Orientation”.
Kohlberg says this stage is rarely reached. It is based on principles that are self-generated
and that apply universally.
Jean Piaget is one of the first psychologists whose work is directly related to
contemporary theories of moral development. He focused on the moral lives of children by
studying the way they play games. He did this to learn more about children's beliefs about
right and wrong. According to Piaget, all development comes from interactions with the
environment. Based on his observations of children's rules when playing, Piaget determined
that morality can be considered a developmental process. Piaget also interviewed children
regarding stealing and lying. Piaget concluded that children begin in a "heteronomous" stage
of moral reasoning, characterized by sticking to rules, duties, and obedience to authority.
Piaget viewed moral development as the result of interpersonal interactions. He said
that people work out problems that they all agree is fair. This autonomous view of morality
as fairness leads to more consistent behavior. Piaget concluded from his work that schools
should “emphasize cooperative decision-making and problem solving, nurturing moral
development by requiring students to work out common rules based on fairness.” I agree
with Piaget when he said that a classroom teacher should provide students with opportunities
for personal discovery through problem solving, rather than teaching students with norms.
Carol Gilligan suggested that Kohlberg's theories were biased against women because
he only used males in his studies. Gillian claimed that morality of caring and responsibility
is based on nonviolence, while the morality of justice and rights is based on equality.
Gilligan emphasized morality of care as emphasized by the way girls’ early connection in
with their mothers. On the other hand, Gillian said that the morality of justice comes from
the interactions of autonomous individuals and that both males and females reason based on
justice and care. I learned that Gilligan's work has brought an increased awareness of how
caring is an integral part of moral reasoning.