Lawrence Kohlberg Studied Moral Development By

Lawrence Kohlberg's work revolutionized our understanding of moral development, moving beyond simply observing behavior to exploring the reasoning behind moral choices. His approach, primarily through the use of moral dilemmas, provided a framework for understanding how individuals develop their sense of right and wrong.

Kohlberg's Methodology: Delving into Moral Reasoning

Kohlberg didn't just ask what people would do in a moral situation; he focused on why they would do it. This emphasis on the reasoning process is the cornerstone of his research.

The Moral Dilemma: A Tool for Unveiling Moral Stages

At the heart of Kohlberg's research was the moral dilemma. These were carefully crafted scenarios presenting a conflict between different moral values. The most famous, undoubtedly, is the Heinz dilemma.

• The Heinz Dilemma: In Europe, a woman is near death from a special kind of cancer. There is one drug that the doctors think might save her. It is a form of radium that a druggist in the same town has recently discovered. The druggist is charging ten times what the drug cost him to make. The sick woman's husband, Heinz, goes to everyone he knows to borrow the money, but he can only get together about half of what it costs. He tells the druggist that his wife is dying and asks him to sell it cheaper or let him pay later. But the druggist says, "No, I discovered the drug and I'm going to make money from it." So, Heinz gets desperate and considers breaking into the man's laboratory to steal the drug for his wife. Should Heinz steal the drug? Why or why not?

It's crucial to understand that Kohlberg wasn't interested in whether participants said Heinz should or shouldn't steal the drug. He was interested in the reasoning they used to justify their answer. This reasoning revealed the underlying moral stage the participant occupied.

The Interview Process: Probing the Depths of Moral Thought

Kohlberg's research wasn't just about presenting the dilemma; it involved a structured interview process. Participants were asked a series of open-ended questions designed to elicit their moral reasoning.

• Examples of Interview Questions (related to the Heinz Dilemma):
  • Should Heinz steal the drug?
  • Would it be wrong or right for him to do so? Why?
  • Does Heinz have a duty or obligation to steal the drug?
  • If Heinz doesn't love his wife, should he steal the drug for her?
  • Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for a stranger?
  • Should the judge sentence Heinz if he steals the drug to save his wife?

These questions aimed to uncover the participant's understanding of rules, laws, authority, and the value of human life. The interviewer would probe deeper into the participant's answers, asking for justifications and clarifications.

Data Analysis: Identifying Moral Stages

The interviews were transcribed and analyzed to identify the dominant moral reasoning patterns. Kohlberg and his team developed a scoring system based on his stage theory of moral development. This system allowed them to classify each participant's moral reasoning into one of the six stages, grouped into three levels.

Kohlberg's Stages of Moral Development: A Framework for Understanding

Kohlberg proposed that moral development occurs in six distinct stages, grouped into three levels: Pre-conventional, Conventional, and Post-conventional. Each stage represents a different way of understanding and justifying moral choices.

Level 1: Pre-Conventional Morality

At this level, morality is primarily focused on self-interest. Rules are obeyed to avoid punishment or gain rewards.

• Stage 1: Obedience and Punishment Orientation: Morality is based on avoiding punishment. Individuals at this stage believe that rules are fixed and absolute, and obedience is paramount. The consequences of an action determine its goodness or badness.
  • Example (Heinz Dilemma): Heinz shouldn't steal the drug because he will be punished and go to jail.
• Stage 2: Individualism and Exchange: Individuals recognize that others have their own needs and perspectives. Morality is based on self-interest and reciprocity ("What's in it for me?"). Actions are judged based on whether they satisfy one's own needs.
  • Example (Heinz Dilemma): Heinz should steal the drug because he needs his wife to be healthy, and she might do the same for him someday.

Level 2: Conventional Morality

At this level, morality is focused on maintaining social order and gaining approval from others. Individuals internalize the norms and values of their society.

• Stage 3: Good Interpersonal Relationships: Morality is based on maintaining good relationships and earning the approval of others ("Good boy/good girl" orientation). Individuals strive to be seen as kind, caring, and trustworthy.
  • Example (Heinz Dilemma): Heinz should steal the drug because his wife expects it, and he wants to be a good husband. People will think he's a good person for trying to save her.
• Stage 4: Maintaining Social Order: Morality is based on upholding laws and social rules to maintain order and stability. Individuals believe that rules are essential for society to function properly and that everyone has a duty to obey them.
  • Example (Heinz Dilemma): Heinz shouldn't steal the drug because it's against the law, and if everyone stole when they were in need, society would fall apart.

Level 3: Post-Conventional Morality

At this level, morality is based on universal ethical principles and a commitment to justice and human rights. Individuals develop their own moral code, which may sometimes conflict with societal norms.

• Stage 5: Social Contract and Individual Rights: Individuals recognize that laws are social contracts that can be changed if they no longer serve the best interests of society. They value individual rights and believe that laws should be based on fairness and justice.
  • Example (Heinz Dilemma): Heinz should steal the drug because everyone has a right to life, regardless of the law. The law is unjust in this case because it prioritizes property rights over human life.
• Stage 6: Universal Principles: Morality is based on abstract ethical principles, such as justice, equality, and respect for human dignity. Individuals at this stage are willing to defend these principles, even if it means going against the law or social norms.
  • Example (Heinz Dilemma): Heinz should steal the drug because it is morally right to save a life, even if it means breaking the law. Human life is more valuable than property rights, and a just society would recognize this.

Critiques of Kohlberg's Theory: Addressing the Limitations

While Kohlberg's theory has been highly influential, it has also faced significant criticism. These critiques primarily focus on issues of cultural bias, gender bias, and the disconnect between moral reasoning and moral behavior.

Cultural Bias: Is Morality Universal?

One major critique is that Kohlberg's theory is culturally biased, reflecting Western, individualistic values. Some argue that the higher stages of moral development prioritize individual rights and abstract principles, which may not be valued in collectivist cultures that emphasize community and social harmony.

• Challenge: The emphasis on individual rights and autonomy in post-conventional reasoning might not resonate with cultures that prioritize communal well-being and social obligations.
• Example: In some cultures, the "right" decision in the Heinz dilemma might be to consult with elders or community leaders before taking action, reflecting a focus on collective decision-making rather than individual autonomy.

Gender Bias: Gilligan's Critique and the Ethic of Care

Carol Gilligan, a former student of Kohlberg, famously criticized his theory for gender bias. She argued that Kohlberg's research, which primarily used male participants, favored a "justice perspective" of morality, emphasizing rules, rights, and abstract principles. Gilligan proposed an "ethic of care," which emphasizes empathy, relationships, and the avoidance of harm. She argued that women are more likely to use a care-based approach to moral reasoning, which Kohlberg's system undervalued.

• Gilligan's Argument: Kohlberg's stages unfairly characterized women's moral reasoning as less developed because they often prioritized care and relationships over abstract principles of justice.
• Ethic of Care: This perspective focuses on maintaining relationships, responding to needs, and minimizing harm.
• Implications for the Heinz Dilemma: An ethic of care perspective might lead someone to focus on the relationship between Heinz and his wife, and the potential harm to both of them if he doesn't steal the drug. They might also consider the druggist's perspective and try to find a solution that meets everyone's needs.

Reasoning vs. Behavior: The Gap Between Thought and Action

Another critique is that Kohlberg's theory focuses on moral reasoning but doesn't adequately predict moral behavior. People may reason at a high moral stage but still act in ways that contradict their stated values.

• The Problem: Knowing what is "right" doesn't always translate into doing what is right.
• Situational Factors: Moral behavior is influenced by a variety of situational factors, such as social pressure, personal emotions, and the perceived consequences of one's actions.
• Example: Someone who reasons at the post-conventional level might still choose not to steal the drug in the Heinz dilemma due to fear of getting caught or a reluctance to break the law, even if they believe it is morally justified.

The Enduring Legacy of Kohlberg's Research: Influence and Applications

Despite the critiques, Kohlberg's theory has had a profound impact on the fields of psychology, education, and ethics. His work has stimulated extensive research on moral development and has influenced educational practices aimed at fostering moral reasoning.

Influence on Education: Promoting Moral Development in the Classroom

Kohlberg's theory has been applied in educational settings to promote moral development in students. This often involves using moral dilemmas in classroom discussions to encourage students to think critically about ethical issues and to consider different perspectives.

• Moral Dilemma Discussions: Presenting students with challenging moral dilemmas and facilitating discussions can help them to develop their moral reasoning skills.
• Creating a Just Community: Some schools have adopted a "just community" approach, which involves creating a democratic environment where students participate in decision-making and are held accountable for their actions.
• Character Education: Kohlberg's work has also influenced character education programs, which aim to instill positive values and promote ethical behavior in students.

Applications in Other Fields: Ethics, Law, and Beyond

Kohlberg's theory has also been applied in other fields, such as ethics, law, and business. It has been used to understand moral decision-making in various contexts and to develop ethical guidelines and training programs.

• Business Ethics: Kohlberg's stages can be used to analyze ethical dilemmas in the workplace and to develop strategies for promoting ethical behavior among employees.
• Legal Reasoning: The theory can provide insights into the moral reasoning of judges, lawyers, and juries.
• Political Science: Kohlberg's work can be applied to understanding political ideologies and the moral values that underpin them.

Conclusion: A Foundation for Understanding Moral Growth

Lawrence Kohlberg's research on moral development, while not without its limitations, remains a cornerstone of our understanding of how individuals develop their sense of right and wrong. By focusing on the reasoning behind moral choices, Kohlberg provided a framework for understanding the stages of moral development and the factors that influence moral decision-making. His work continues to inspire research and has practical applications in education, ethics, and other fields, contributing to a deeper understanding of human morality.