Psychology Kohlberg's Theory of Moral Term Paper

In both Stages 3 and 4, the individual has developed to the point that moral decisions are made based on an accepted understanding of the norms and conventions of society (Nucci, 2002). Stage 3 is called Good Interpersonal Relationships and children, now entering their teenage years, begin to believe that individuals should live up to the expectations made by family and society to behave in appropriate and moral ways. The greater concern at this stage is on good motives and social responsibility, such as stealing to save someone's life. In Stage 4, Maintaining the Social Order, Kohlberg first moves fully beyond Piaget and his relativistic moral development. Whereas Stage 3 focuses on moral relationships between individuals who have the ability to closely understand each other's motives, such as in a family situation. In Stage 4, the individual begins to reasoned moral decisions based on the whole of society. The individual argues that moral decisions must be made based on the effect that they will have on the larger social fabric and the preservation of an ordered society (Crain, 1985).

In Kohlberg's final level, we are given a glimpse of postconventional morality, which consists of Stages 5 and 6 -- Social Contract and Individual Rights & Universal Principles, respectively. In Stage 4 we see, according to Kohlberg, that individuals base morality on actions that will keep society running most smoothly. Unfortunately, though, a smooth running society isn't necessarily a moral one. In Kohlberg's Stage 5, individuals begin to question what makes for a good society, and consider the moral values that a society should have, even if it does not actually possess those values. Individuals make an effort to determine what values a society should have, regardless of the laws they might have upheld more firmly in Stage 4. Nonetheless, Stage 5 does consist of a moral contract between individual and society and the interests of social order are still considered (Crain, 1985).In Stage 6, by contrast, is only a rational endpoint that has been extended from Stage 5. There is substantial empirical support for individuals attaining Stage 5 level of moral reasoning, but nothing substantial for Stage 6. Stage 6 moral reasoning would be based on the ability to understand moral laws that transcend cultural and social barriers and are, in essence, universally applicable (Nucci, 2002).

Kohlberg believes that the development of moral reasoning is neither genetic nor socialized in origin. Rather, it is a function of the natural development of the human mind and individual thought processes. As individuals grow older and more sophisticated, they continually find their beliefs and perceptions of the world challenged by new experiences, forcing the development of more sophisticated moral reasoning (Crain, 1985). Kohlberg extended the work of Piaget to show how advances in moral reasoning occur during the developmental process.

Nonetheless, his work has provoked significant criticism. The concept of postconventional moral reasoning, in particular, has been a sore spot for some researchers. Some believe postconventional reasoning encourages disruptive social behavior, placing some people above the law of society. Others argue, effectively, that Kohlberg's theories are culturally biased. Kohlberg's developmental model of morality closely follows the Western sense of moral-philosophic development. Postconventional reasoning, which embraces democratic values, is especially culturally biased. It ignores the possibility that other cultures might create other types of moral reasoning. In addition, Kohlberg's stages of moral development seem to have a gender bias, with men consistently scoring higher than women -- though this may have little to do with moral reasoning capacity and simply be a function of the categories Kohlberg perceived to be most important, i.e. abstract reasoning over interpersonal skills (Crain, 1985). In the end, Kohlberg's theory of moral development is a strong extension of work already conducted by Jean Piaget on the developmental process. It is, however, severely limited in its applicability as Kohlberg imagines incorrectly.....