📚 PART I: FOUNDATIONS OF CHILD DEVELOPMENT
CHAPTER 5: MORAL DEVELOPMENT: KOHLBERG'S THEORY
📖 CHAPTER OVERVIEW
| Section | Topic | PSTET Weightage | Page No. |
|---|---|---|---|
| 5.1 | Lawrence Kohlberg's Theory of Moral Development | Very High | 1 |
| 5.2 | Levels and Stages of Moral Development | Very High | 6 |
| 5.3 | Critical Perspectives on Kohlberg's Theory | High | 22 |
| 5.4 | Classroom Relevance and Applications | High | 28 |
🎯 LEARNING OBJECTIVES
After completing this chapter, you will be able to:
✅ Explain Kohlberg's key concept of moral reasoning
✅ Describe all three levels and six stages of moral development with examples
✅ Understand how individuals progress through the stages
✅ Analyze critical perspectives including Gilligan's critique
✅ Apply Kohlberg's theory to classroom situations for PSTET
✅ Use moral dilemmas to promote moral development in students
🔑 KEY TERMS TO REMEMBER
5.1 LAWRENCE KOHLBERG'S THEORY OF MORAL DEVELOPMENT
🧠 INTRODUCTION TO KOHLBERG
Who Was Lawrence Kohlberg?
Lawrence Kohlberg (1927-1987) was an American developmental psychologist who built upon Jean Piaget's work on moral judgment in children . In 1958, Kohlberg developed his comprehensive stage theory of moral development, which became one of the most influential theories in psychology and education .
Core Principles of Kohlberg's Theory
🔬 KOHLBERG'S METHODOLOGY
The Moral Dilemma Approach
Kohlberg investigated moral judgments by using predefined dilemmas with no obvious right or wrong solution . His most famous is the Heinz Dilemma.
The Heinz Dilemma 📖
In Europe, a woman was near death from a rare cancer. There was one drug that doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what it cost him to make it. He paid $200 for the radium and charged $2,000 for a small dose. Heinz, the sick woman's husband, borrowed money from everyone he knew but could only raise $1,000. He told the druggist his wife was dying and begged him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." Heinz became desperate and broke into the druggist's laboratory to steal the drug for his wife. **Should Heinz have stolen the drug? WHY?**
How Kohlberg Analyzed Responses
5.2 LEVELS AND STAGES OF MORAL DEVELOPMENT
📊 THE THREE LEVELS AND SIX STAGES
Kohlberg organized his six stages into three general levels of moral development . Each level represents a fundamentally different way of thinking about right and wrong.
LEVEL 1: PRECONVENTIONAL MORALITY (AGES 0-9)
At the preconventional level, morality is externally controlled . Children conform to rules imposed by authority figures to avoid punishment or receive rewards. Thinking is egocentric, and behavior aligns with obtaining pleasure and avoiding pain .
STAGE 1: OBEDIENCE AND PUNISHMENT ORIENTATION
Stage 1 Examples
| Situation | Stage 1 Reasoning |
|---|---|
| Not stealing | "I won't steal because I'll get spanked." |
| Doing homework | "I have to do my homework or the teacher will yell at me." |
| Telling truth | "I told the truth because I didn't want to get in trouble for lying." |
| Sharing toys | "I share because if I don't, mom will take my toys away." |
Classroom Example 🏫
A child in Stage 1 follows classroom rules only when the teacher is watching. When the teacher leaves the room, the child misbehaves because the threat of punishment is temporarily absent.
STAGE 2: INDIVIDUALISM AND EXCHANGE (INSTRUMENTAL PURPOSE)
Stage 2 Examples
| Situation | Stage 2 Reasoning |
|---|---|
| Sharing | "I'll share my snack with you if you share yours with me." |
| Helping | "I helped my friend so he'll help me tomorrow." |
| Not stealing | "If I steal, I might get caught and lose my TV privileges." |
| Doing chores | "I'll clean my room if I get allowance." |
Classroom Example 🏫
A student offers to help the teacher clean the classroom, but expects extra recess time in return. The child's moral reasoning is based on mutual benefit and personal gain .
The Heinz Dilemma at Stage 2
A person at Stage 2 might say: "Heinz should steal the drug because he needs his wife. If she dies, he'll have to find someone else, and that would be hard." OR "He shouldn't steal because he might get caught and go to jail, which would be worse than his wife dying."
LEVEL 2: CONVENTIONAL MORALITY (AGES 10-15)
At the conventional level, conformity to social rules remains important . However, the emphasis shifts from self-interest to relationships with others and social systems . The individual strives to support rules set forth by others to win approval or maintain social order .
STAGE 3: INTERPERSONAL RELATIONSHIPS (GOOD BOY/NICE GIRL)
Stage 3 Examples
| Situation | Stage 3 Reasoning |
|---|---|
| Honesty | "I told the truth because my parents trust me and I don't want to disappoint them." |
| Helping | "I helped my friend because that's what good friends do." |
| Following rules | "I follow classroom rules because I want my teacher to think I'm a good student." |
| Not cheating | "I didn't cheat because my classmates would think I'm dishonest." |
Classroom Example 🏫
A middle school student volunteers to help a new student adjust to the school. The child's motivation stems from wanting to be seen as kind and helpful by peers and teachers, and to build a positive relationship.
The Heinz Dilemma at Stage 3
A person at Stage 3 might say: "Heinz should steal the drug because he's a good husband who loves his wife. If he didn't try to save her, people would think he's heartless." OR "He shouldn't steal because the druggist trusted him not to break in. Stealing would make him untrustworthy."
STAGE 4: MAINTAINING SOCIAL ORDER (LAW AND ORDER)
Stage 4 Examples
| Situation | Stage 4 Reasoning |
|---|---|
| Following laws | "I follow traffic laws because if everyone ignored them, there would be chaos on the roads." |
| Not stealing | "Stealing is wrong because laws exist to protect everyone's property." |
| Paying taxes | "I pay taxes because it's my duty as a citizen to contribute to society." |
| School rules | "School rules must be followed because they create an orderly learning environment for everyone." |
Classroom Example 🏫
A high school student serves on the student council and advocates for following school policies. The student believes rules are necessary for the school to function properly and that everyone has a responsibility to uphold them.
The Heinz Dilemma at Stage 4
A person at Stage 4 might say: "Heinz should not steal the drug because stealing is against the law. If everyone stole whenever they needed something, society would break down." OR "Heinz should steal it, but then turn himself in to face the legal consequences because we must respect the law."
LEVEL 3: POSTCONVENTIONAL MORALITY (AGE 16+ - ONLY 10-15% REACH)
At the postconventional level, the individual moves beyond the perspective of their own society . Morality is defined in terms of abstract principles and values that apply to all situations and societies . Only 10-15% of adolescents and adults reach this level .
STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL RIGHTS
Stage 5 Examples
Classroom Example 🏫
A student organizes a peaceful protest about a school policy they believe is unfair. Their reasoning involves fundamental rights and the belief that rules should serve students, not just administrative convenience.
The Heinz Dilemma at Stage 5
A person at Stage 5 might say: "Heinz should steal the drug because the right to life is more fundamental than the right to property. While we generally need laws protecting property, in this case, the value of life outweighs that law."
STAGE 6: UNIVERSAL ETHICAL PRINCIPLES
Stage 6 Examples
The Heinz Dilemma at Stage 6
A person at Stage 6 might say: "Heinz should steal the drug because preserving a human life is a universal ethical duty. The principle of preserving life transcends any particular law. A truly just society would prioritize human life over profit."
📊 SUMMARY TABLE: KOHLBERG'S SIX STAGES
🔄 PROGRESSION THROUGH THE STAGES
Key Characteristics of Stage Progression
Why People Stop Progressing
| Reason | Explanation |
|---|---|
| Lack of Challenge | Never confronted with moral dilemmas requiring higher reasoning |
| Limited Experience | Limited exposure to perspectives beyond own society |
| Cognitive Development | May not have reached formal operational thinking needed for postconventional reasoning |
| Environmental Factors | Environment may not support or encourage higher moral reasoning |
5.3 CRITICAL PERSPECTIVES ON KOHLBERG'S THEORY
🧪 STRENGTHS OF KOHLBERG'S THEORY
⚠️ LIMITATIONS AND CRITICISMS
1. Gender Bias: Carol Gilligan's Critique 👩
2. Cultural Bias 🌍
3. Overemphasis on Reasoning 🤔
4. Stage Critique
5. Other Criticisms
🔬 RECENT SCHOLARSHIP
The 2024 Kohlberg Memorial Lecture identified three fundamental flaws in Kohlberg's account :
| Flaw | Description |
|---|---|
| 1. Moral Theory Prerequisite | Fails to show that studying moral theory is essential for moral maturity |
| 2. Sympathetic Imagination | Underestimates importance of imagination in deepening moral understanding and engaging the will |
| 3. Linear Development | No compelling evidence that path to moral maturity is linear, invariant, or involves progressing through increasingly hierarchical stages |
5.4 CLASSROOM RELEVANCE AND APPLICATIONS
🏫 WHY KOHLBERG MATTERS FOR TEACHERS
Implications for Moral Education
🧩 USING MORAL DILEMMAS IN THE CLASSROOM
The Central Teaching Strategy
The use of moral dilemma stories is the central teaching strategy in Kohlberg-based values education .
Steps for Using Moral Dilemmas
Sample Classroom Dilemmas
| Age Group | Sample Dilemma |
|---|---|
| Elementary | Your friend cheated on a test. The teacher asks you if you saw anyone cheating. What do you do? Why? |
| Middle School | You promised to go to a friend's house, but another friend is sad and needs you. What do you do? Why? |
| High School | You see a student being bullied. If you intervene, the bullies might target you next. What do you do? Why? |
📚 TEACHING STRATEGIES BY STAGE
Supporting Students at Different Stages
👩🏫 TEACHER AS MORAL EDUCATOR
The Teacher's Role
| Role | Description |
|---|---|
| 🧑🏫 Model | Model moral reasoning and behavior |
| 🤔 Facilitator | Facilitate discussions that promote moral reasoning |
| 🌱 Creator of Climate | Create classroom climate that supports moral development |
| 📖 Curriculum Integrator | Integrate moral discussions across subjects |
| 🔍 Observer | Observe students' moral reasoning to understand their stage |
Creating a Just Community
Kohlberg also studied links between moral reasoning and democratic communities . Schools can create "just communities" where:
Students participate in rule-making
Democratic processes are used to solve problems
Students discuss real moral issues in the community
Everyone's voice is valued
📝 PSTET EXAM FOCUS: KEY POINTS
Frequently Asked Question Types
Common Mistakes to Avoid ❌
✅ CHAPTER SUMMARY: KEY TAKEAWAYS
📝 PRACTICE QUESTIONS FOR PSTET
Multiple Choice Questions
1. Kohlberg's theory of moral development focuses primarily on:
a) What decision a person makes
b) How a person behaves in moral situations
c) The thinking process when deciding right from wrong
d) The emotional response to moral dilemmas
Answer: c) The thinking process when deciding right from wrong
2. A child says, "I won't steal because I'll get punished." This child is in which stage?
a) Stage 2: Individualism and Exchange
b) Stage 1: Obedience and Punishment
c) Stage 3: Interpersonal Relationships
d) Stage 4: Maintaining Social Order
Answer: b) Stage 1: Obedience and Punishment
3. According to Kohlberg, at the conventional level, moral reasoning is based on:
a) Avoiding punishment
b) Personal reward
c) Social relationships and maintaining order
d) Universal ethical principles
Answer: c) Social relationships and maintaining order
4. Which psychologist criticized Kohlberg's theory for gender bias, arguing for a "morality of caring"?
a) Jean Piaget
b) Carol Gilligan
c) Lev Vygotsky
d) Erik Erikson
5. The Heinz dilemma was used by Kohlberg to:
a) Test what decision people make
b) Understand the reasoning behind moral choices
c) Measure empathy
d) Assess emotional intelligence
Answer: b) Understand the reasoning behind moral choices
6. A student says, "I helped my friend because I want him to think I'm a good person." This reflects:
a) Stage 1: Punishment orientation
b) Stage 2: Self-interest
c) Stage 3: Interpersonal relationships
d) Stage 4: Law and order
Answer: c) Stage 3: Interpersonal relationships
7. What percentage of adolescents and adults reach the postconventional level?
a) 50-60%
b) 70-80%
c) 10-15%
d) 90-95%
8. According to Kohlberg's theory, which statement is TRUE about stage progression?
a) Stages can be skipped
b) Everyone reaches the highest stage
c) Stages occur in an invariant sequence
d) Progression is automatic with age
Answer: c) Stages occur in an invariant sequence
9. A person at Stage 5 (Social Contract) would believe that:
a) Rules should never be broken
b) Laws are fixed and absolute
c) Rules can be changed when they don't serve the greater good
d) Only personal consequences matter
Answer: c) Rules can be changed when they don't serve the greater good
10. Which of the following is a limitation of Kohlberg's theory?
a) It applies only to Western cultures
b) It overemphasizes emotion in moral reasoning
c) It focuses too much on how people behave
d) It neglects the role of emotion in morality
Answer: d) It neglects the role of emotion in morality
Short Answer Questions
11. Distinguish between the three levels of Kohlberg's theory with examples.
Answer:
Preconventional Level (0-9 years) : Morality based on external consequences. Example: Child follows rules to avoid punishment (Stage 1) or gain rewards (Stage 2).
Conventional Level (10-15 years) : Morality based on social relationships and maintaining order. Example: Person follows rules to be seen as "good" (Stage 3) or to maintain social order (Stage 4).
Postconventional Level (16+ years) : Morality based on abstract principles. Example: Person follows conscience even when it conflicts with laws (Stage 6).
12. Explain Carol Gilligan's critique of Kohlberg's theory.
Answer: Carol Gilligan criticized Kohlberg's theory for gender bias because:
Women appeared deficient when judged by Kohlberg's male-centric standards
Kohlberg's theory focuses on justice and rights (male orientation) while ignoring care and relationships (female orientation)
Gilligan proposed a "Morality of Caring" as an alternative framework where women focus on maintaining relationships and responding to others' needs
13. How can teachers use Kohlberg's theory in the classroom?
Answer: Teachers can:
Use moral dilemmas to stimulate moral reasoning (central teaching strategy)
Recognize that students of same age may be at different stages
Ask "Why?" questions to understand students' reasoning
Present reasoning one stage above students' current level to create cognitive conflict
Facilitate discussions where students hear different perspectives
Integrate moral discussions across subjects
14. Describe the Heinz dilemma and explain how responses differ at Stage 2 and Stage 4.
Answer: The Heinz dilemma involves a man who must decide whether to steal an expensive drug to save his dying wife.
At Stage 2 (Self-interest) , a person might say: "Heinz should steal the drug because he needs his wife. If she dies, he'll have to find someone else, and that would be hard." OR "He shouldn't steal because he might get caught and go to jail."
At Stage 4 (Law and Order) , a person might say: "Heinz should not steal because stealing is against the law. If everyone stole whenever they needed something, society would break down." OR "Heinz should steal it, but then turn himself in to face the legal consequences."
The difference is Stage 2 focuses on personal consequences, while Stage 4 focuses on maintaining social order and respecting laws.
🎯 FINAL EXAM TIPS
🔍 Focus on reasoning, not decisions - Kohlberg cared about WHY people make choices
📖 Memorize the three levels and six stages with names and ages
👧 Know Gilligan's critique - gender bias, care vs. justice
🌍 Understand cultural considerations - sequence universal, rates vary; highest stage may reflect Western bias
🏫 Apply to classroom - moral dilemmas, discussion, creating just community
🔬 Cite methodology - Moral Judgment Interview, Heinz dilemma
📖 MNEMONICS TO REMEMBER
For the Three Levels: People Can Ponder - Preconventional, Conventional, Postconventional
For the Six Stages: Please Insist Good Laws Serve Us - Punishment, Individualism, Good Boy/Nice Girl, Law and Order, Social Contract, Universal Principles
For Stage 1 (Punishment): Punishment 1st - avoiding consequences
For Stage 2 (Self-interest): 2 for me - what's in it for me?
For Stage 3 (Approval): 3's company - caring about relationships
For Stage 4 (Law and Order): 4 all society - maintaining order for everyone
For Stage 5 (Social Contract): 5lexible rules - laws can change
For Stage 6 (Universal Principles): 6th sense - following inner conscience
📝 NOTES SECTION
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🔜 COMING UP IN CHAPTER 6
In the next chapter, we will explore Understanding Intelligence: Multiple Intelligences and Critical Perspectives - moving beyond traditional IQ to understand the many ways children are intelligent.
Happy Learning! Best Wishes for Your PSTET Preparation! 📚✨
