Kohlberg’s Studies on Moral Development Essay Example

(Pre-Conventional)

• Obedience and punishment orientation
• Self-interest orientation (Avoidance of punishment , and the superior power of authorities) (To serve one’s own needs or interests in a world where you have to recognize that other people have their interests)

Level 2 (Conventional)

• Interpersonal accord and conformity
• Authority and social-order maintaining orientation The need to be a good person in your own eyes and those of others . Your caring for others . Belief in the Golden Rule. Desire to maintain rules and authority which support stereotypical good behavior. ) (To keep the instituation going as a whole , to avoid the breakdown in the system “if everyone did it,” or the imperative of conscience to meet one’s defined obligations.

Level 3 (Post-Conventional)

• Social contract orientation
• Universal ethical principles (A sense of obligation to law because of one’s social contract to make and abide by laws for the welfare of all and for the protection of all people’s rights.

A feeling of contractual commitment freely entered upon , to family , friendship, trust , and work obligations. Concern that laws and duties be based on retional calculation of overall utility, “ greatest good for the greatest number,” (The belief as a retioal person in the validity of universal moral principles , and a sense of personal commitment to them . ) (Kohlberg 1984:174)

Results/ Statistical analyses (not yet found)

Boys were more often found to be more morally mature than girls and the model held true for adult men and women as well.

Significance

The Measurement

of Moral Judgment by Kohlberg provides an unprecedented methodology for psychological inquiry and understanding moral-cognitive development. Especially developmental, school and clinical psychologists will find it very useful. This methodology, which is grounded on grand theories of moral judgment and development, is supported by a massive body of experimental research. Transforming informed intuitions about the structure of moral judgment into an objective methodology is a formidable task.

Kohlberg dedicated most of his research to it. For some of us, this seemed like an obsession paralyzing his other work (see Oser 1988). However, this dedication has been most fruitful. The measurement is proved to be a great stimulation, and an invaluable source for research into moral development and beyond. The Standard Scoring System is unique for its clearness, level of standardization, and serious treatment of the subjects' moral judgments. By the standards of classical test theory, it provides a highly reliable and valid measure.

Last but not least, this methodology (and its descendants) made it possible for researchers to demonstrate convincingly the immense effects of education on cognitive-moral development (cf. Lind 1985c). The importance of this achievement can hardly be overestimated. Moral Development Research Kohlberg ‘s 1958 research Title of the research: The Development of Modes of Moral Thinking and Choice in the Years Ten to Sixteen A brief summary of purpose, methodology, findings and discussion of the study This is the Kohlberg’s original study, his massive doctoral research project.

Fascinated by Piaget's work on moral development in children and adolescents, he developed his own interview technique for his doctoral dissertation. In what has become the classic method for studying moral reasoning, he presented

a "moral dilemma" to 84 white boys aged ten to sixteen. This dilemma was in the form of a fictional story about a man called Heinz whose wife needed a special drug to save her life. Heinz and the Drug In Europe a woman was near death from a special kind of 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 ten times what the drug cost to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000, which is half of what it cost. He told the druggist that his wife was dying and asked 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. " So Heinz got desperate and began to think about breaking into the man's store to steal the drug for his wife. Should Heinz steal the drug? Kohlberg explored the reasoning behind the boys' answers, not just whether they said Heinz should steal the drug or not. Using an bootstrapping method, he derived a sequence of moral types, which became the basis for his well-known six stages of moral judgment. A. Problem

The problem is appropriate for qualitative inquiry. Kohlberg ‘s research problem should be stated as “ how does the

impulse and sensation infant become moral ? ”(Kohlberg 1958:9)He would like to explicate a set of criteria which correspond to enlightened ordinary language usage of the concept of a moral judgment. His approach is appropriate for qualitative inquiry because he assessed the degree to which any individual’s judgments approximate the criteria of a moral judgment (Kohlberg 1958:14-15).

This is very individual and subjective that involves the exercise of free will (??? 2002 :3-9). The problem is clearly stated. Most modern social scientists define individual morality as behavioral conformity to the more common rules of the individual’s culture. Kohlberg questioned that the dog and infant may “conform” to many rules of the culture, but we do not view them as moral beings (Kohlberg 1958:10). He criticized that there was no measurement to morality or the guidelines and judgment of action (Kohlberg 1958:12).

Therefore, he wanted to explicate a set of criteria which correspond to enlightened ordinary language usage of the concept of a moral judgment (Kohlberg 1958:14). The problem is situated in the Literature. With reference to the “ Theories of Morality as defense against instinct from Freud and Nietzsche (Kohlberg 1958:40) and the “ Formal and cognitive characteristics of moral development from Baldwin and Piaget”, Kohlberg constructed three level of moral development.

The details are as follow:

Level 1: Values reside in external happenings or consequence rather than persons or rules.

Level 2: Values reside in good and bad roles and in maintenance of the conventional order of reward and punishment.

Level 3: Values reside in the conformity of the self to some shared standard of judgment and defined

rights and duties. The final schema is a compromise . On a more cognitive and global development level , we have three major stages. Each stages is subdivided into two types in terms of more attitudinal factors. The division into subtype , while primarily representing attitudinal orientations , is also intended to represent some transitional cognitive developmental material .

Thus a child dominantly level 1 would be expected to develop next into a level 3, but such development would involve some use of modes thought characteristic of level 1 and 2, which are implied in level 3 thinking. (Kohlberg 1958:97-98) A convincing argument is explicitly made for the importance or significance of this research. Kohlberg reviewed the development of morality. He also markedly pointed out that his research was to sketch out and define the moral as a fundamental dimension of social development (Kohlberg 1958:345).

The particular qualitative research design is identified and described. Kohlberg designed Heinz’s Ethical Dilemma’s . By exposing interviewees to such dilemma, Kohlberg identified the cognitive primitiveness and the punishment orientation of the “heteronomous morality” that did not rest on a strong respect and identification. The degree of cognitive development is related to the moral development (Kohlberg 1958:362-363). The sample selection is described, including rationale for criteria used in the selection. Kohlberg explained the reason of choosing the three age groups (age 10, 13 and 16).

He also clearly stated the class, sociometric status, delinquency and religion and ethnicity of eighty-four boys. However, he failed to explain why he only chose boys for the sample (Kohlberg 1958:77-82). C. Findings The findings are clearly organized and easy to follow.

Also, the findings are clearly presented through interview excerpts of 10 sample cases which consistently show that they have different moral stage(Kohlberg 1958:437). However, it is doubted if the results from these 10 interviews could represent the other participants.

The findings are “positioned” and discussed in terms of the literature and previous research. Kohlberg used his research to support the general characterizations of Beldwin and reject some of Piaget’s more specific elaboration and causal explaintions (Kohlberg 1958:351). Besides, the study has brought insights and contribution to the larger body of knowledge clearly stated and discussed. Kohlberg’s moral cognitive development theory has clearly indicated that there are three stages of moral development, providing a useful reference for researchers after him.

The three-stage model has huge practical values as it serves as a reference for real-life researches. Though research results were largely based on analyses of the interview data, such analyses could only identify the different moral cognitive developmental stages, but could not prove that there is a link between different stages. Lastly, Kohlberg gave suggestions for future research. He raised out that moral construction of kids is based not merely on the increasing internalization, but also on the increasing of cognitive adequacy (Kohlberg 1958:363).

Kohlberg believed such observation provides a direction for our future researches. Kohlberg & Gilligan 1971’s research Title of the research: The adolescent as a philosopher: the discovery of the self in a postconventional world. A brief summary of purpose, methodology, findings and discussion of the study Kohlberg with his famous student ,Gillian , use Heinz’s Ethical Dilemma to interview the adolescent . By exposing interviewees to such dilemma, Kohlberg

identified the reverse of sequence of moral stage at the age of sixteen is the crisis of identity .

It is worth to review the sequence of Kohlberg’s moral stage and the implication to adolescent’s education. The problem is appropriate for qualitative inquiry. Kohlberg believes the self of adolescent include two parts: one is the differentiation of subjective and objective, which is called the stage of cognitive; the other part is the clouding and questioning of the validity of society’s truths and its rightness. Kohlberg’s research is about the moral-cognitive development of adolescent with a focus on how individual makes moral judgment (Kohlberg 1971:1064-1065).

As moral judgment is very individual and subjective that involves the exercise of free will, it is therefore suitable to employ qualitative approach in this research. (??? 2002 :3-9) The problem is clearly stated. The traditional two track educational system divided adolescents into two groups, an elite group capable of abstract thought and hence of profiting from a liberal education and the masses who were not (Kohlberg 1971:1081). Its educational mission is achievement. Kohlberg criticized that the educational system ignored the development of adolescents’ cognitive and moral development.

It discouraged the most enlightened proponents of the new curricula (Kohlberg 1971:1082-1983). The problem is situated in the Literature. Drawing reference from the “onset of the latency period” by Freudian theory, the onset of concrete logical thought by Piaget (Kohlberg 1971:1056) and Erikson’s stage of ego identity (Kohlberg 1971:1056), Kohlberg constructed the self development of adolescents which is divided into two parts , one is cognitive and the other is moral. A convincing argument explicitly made for the importance or

significance of this research.

The author has clearly explained the development of American education. He also markedly pointed out that his research was to construct a systematic moral cognitive development theory, hence providing a base for education reform. A. Methods The particular qualitative research design is identified and described. The author use Heinz’s Ethical Dilemma to interview the adolescent. By exposing interviewees to such dilemma, Kohlberg identified the regression of adolescent is a transition from conventional to principled morality, which is regarded as the identity crisis (Kohlberg 1971:1078).

However, it is questioned if the dilemma is suitable for the adolescents as it is not an authentic situation to them. It is hard for them… (it’s right to add this comment,thanks! ) The sample selection is described, including rationale for criteria used in the selection. The criteria for selecting those sample interviewees are not mentioned. It however points out there are seventy-six American boys from preadolescence, youths presented with hypothetical moral dilemmas, all deliberately philosophical, some of them found in medieval works of casuistry (Kohlberg 1971:1066).

Data collection methods are described and congruent with the problem being investigated and the type of qualitative design. Kohlberg used the interview to demonstrate that there are no clear understanding and commitment to moral principles which are universal in the view of adolescents. Kohlberg interpreted their responses as a regression, which is regarded as the identity crisis (Kohlberg 1971:1074-1075). The education reformer should concern about it. B. Findings The findings are clearly organized and easy to follow.

Kohlberg’s interview clearly stated the principle of adolescent is “do your own thing” and “let others do theirs”. They

see all principles as relative , for instance , the adolescent would reply “I think I have a right to believe in what you believe in , but I don’t think you have a right to enforce it on other people . ”It means there are no universal truth in their eyes. (Kohlberg 1971: 1074). Therefore, it can be understood the reverse of sequence of moral stage at the age of sixteen is the crisis of identity (Kohlberg 1971:1069).

The findings are clearly presented through four interview excerpts which consistently show there are a reverse of sequence of moral stage at the age of sixteen is the crisis of identity Yet, if the 4 interviews could represent the other participants is doubted. C. Discussion The findings are “positioned” and discussed in terms of the literature and previous research. Based on the development of moral psychology, the author integrated the respective theories of both disciplines and arrived at his own theory.

The study has brought insights and contribution to the larger body of knowledge clearly stated and discussed. Kohlberg pointed out the crisis of identity in the adolescent. This raised concern to the educational policy maker by making more understanding to the moral development of humans of different ages. Research results were largely based on analyses of the interview data. However, such analyses could only identify the thought of boys and do not have futher explaintion of their family background , religion or personal experience which may affect their decision making.

Finally, Kohlberg made suggestions for future research. Since he shed light on the regression of adolescent during the identity crisis, the policy

makers can follow this direction for our future researches or amendment of policies.

References:

• Kohlberg,L. (1958). “The Development of Modes of Moral Thinking and Choice in the Years Ten to Sixteen. ” Unpublished Ph. D. dissertation, University of Chicago.
• Lawrence Kohlberg and Carol Gillian (1971) . “ The adolescent as a philosopher: the discovery of the self in a postconventional world. ”Daedalus.
• Boston, Mass Lawrence Kohlberg(1984). The psychology of moral development : the nature and validity of moral stages. ” San Francisco : Harper & Row,
• Kohlberg, Lawrence (1973). "The Claim to Moral Adequacy of a Highest Stage of Moral Judgment". Journal of Philosophy (The Journal of Philosophy, Vol. 70, No. 18) 70 (18): 630–646.
• Kohlberg,L. “The Development of Modes of Moral Thinking and Choice in the Years Ten to Sixteen. ” Unpublished Ph. D. dissertation, University of Chicago. 1958
• Kohlberg, Lawrence (1971). From Is to Ought: How to Commit the Naturalistic Fallacy and Get Away with It in the Study of Moral Development. New York: Academic Press