Kohlberg's Stages of Moral Development

Kohlberg’s Stages of Moral Development

Kolhberg’s theory of moral development states that we progress through three levels of moral
thinking that build on our cognitive development.

KEY POINTS

Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget to explain the
moral development of children, which he believed follows a series of stages.
Kohlberg defined three levels of moral development: preconventional, conventional, and

postconventional. Each level has two distinct stages.
TERM
moralityRecognition of the distinction between good and evil or between right and wrong;
respect for and obedience to the rules of right conduct; the mental disposition or characteristic
of behaving in a manner intended to produce good results.
FULL TEXT
Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget to explain the
moral development of children. Kohlberg believed that moral development, like cognitive
development, follows a series of stages. He used the idea of moral dilemmas—stories that
present conflicting ideas about two moral values—to teach 10 to 16 year-old boys about
morality and values. The best known moral dilemma created by Kohlberg is the “Heinz”
dilemma, which discusses the idea of obeying the law versus saving a life. Kohlberg
emphasized that it is the way an individual reasons about a dilemma that determines positive
moral development.
Kohlberg’s stages of moral development
Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and

post-conventional. Each level is associated with increasingly complex stages of moral
development.
Level 1: Preconventional
Throughout the preconventional level, a child’s sense of morality is externally controlled.

Children accept and believe the rules of authority figures, such as parents and teachers. A child
with pre-conventional morality has not yet adopted or internalized society’s conventions
regarding what is right or wrong, but instead focuses largely on external consequences that
certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an
action is perceived as morally wrong because the perpetrator is punished; the worse the
punishment for the act is, the more “bad” the act is perceived to be.
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by
whatever the individual believes to be in their best interest. Stage two reasoning shows a limited
interest in the needs of others, only to the point where it might further the individual’s own
interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a
“you scratch my back, and I’ll scratch yours” mentality. An example would be when a child is
asked by his parents to do a chore. The child asks “what’s in it for me?” and the parents offer
the child an incentive by giving him an allowance.
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to
their belief that this is necessary to ensure positive relationships and societal order. Adherence
to rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or
fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis
is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation
In stage 4, the child blindly accepts rules and convention because of their importance in
maintaining a functioning society. Rules are seen as being the same for everyone, and obeying
rules by doing what one is “supposed” to do is seen as valuable and important. Moral reasoning
in stage four is beyond the need for individual approval exhibited in stage three. If one person
violates a law, perhaps everyone would—thus there is an obligation and a duty to uphold laws
and rules. Most active members of society remain at stage four, where morality is still
predominantly dictated by an outside force.
Level 3: Postconventional
Throughout the postconventional level, a person’s sense of morality is defined in terms of more
abstract principles and values. People now believe that some laws are unjust and should be
changed or eliminated. This level is marked by a growing realization that individuals are
separate entities from society and that individuals may disobey rules inconsistent with their own
principles. Post-conventional moralists live by their own ethical principles—principles that
typically include such basic human rights as life, liberty, and justice—and view rules as useful
but changeable mechanisms, rather than absolute dictates that must be obeyed without
question. Because post-conventional individuals elevate their own moral evaluation of a
situation over social conventions, their behavior, especially at stage six, can sometimes be
confused with that of those at the pre-conventional level. Some theorists have speculated that
many people may never reach this level of abstract moral reasoning.
Stage 5: Social-Contract Orientation
In stage 5, the world is viewed as holding different opinions, rights, and values. Such
perspectives should be mutually respected as unique to each person or community. Laws are
regarded as social contracts rather than rigid edicts. Those that do not promote the general
welfare should be changed when necessary to meet the greatest good for the greatest number
of people. This is achieved through majority decision and inevitable compromise. Democratic
government is theoretically based on stage five reasoning.
Stage 6: Universal-Ethical-Principal Orientation
In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles.
Generally, the chosen principles are abstract rather than concrete and focus on ideas such as
equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a
commitment to justice carries with it an obligation to disobey unjust laws. People choose the
ethical principles they want to follow, and if they violate those principles, they feel guilty. In this
way, the individual acts because it is morally right to do so (and not because he or she wants to
avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously agreed
upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals
who consistently operated at that level.

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Kohlberg’s Stages of Moral Development

Kohlberg defined three levels of moral development: preconventional, conventional, and

Kohlberg’s stages of moral development

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and

Throughout the preconventional level, a child’s sense of morality is externally controlled.

Stage 1: Obedience-and-Punishment Orientation

Stage 2: Instrumental Orientation

Stage 3: Good Boy, Nice Girl Orientation

Stage 4: Law-and-Order Orientation

Stage 5: Social-Contract Orientation

Stage 6: Universal-Ethical-Principal Orientation

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