Blog Post #17

Blog Post #17

Piaget vs. Kohlberg Moral Development Theories

Jean Piaget first published his theory of child development during the 1920's but his work did not become prominent until the mid-twentieth century. Piaget is perhaps best known for his theory of children's cognitive development, but he also proposed his own theory about children's moral development. Piaget recognized that cognitive development is closely tied to moral development and was particularly interested in the way children's thoughts about morality changed over time. 

·         According to Piaget, youth develop the morality of cooperation, at the age of 10 years or older. As youth develop a morality of cooperation they realize that in order to create a cooperative society people must work together to decide what is acceptable, and what is not. Piaget believed that youth at this age begin to understand that morals represent social agreements between people and are intended to promote the common good.

·         Youth begin to realize that when situations are handled in a manner that seems fair, reasonable, and/or beneficial to all parties, it becomes easier for people to accept and honor the decision.

·         According to Piaget, once ideal reciprocity has been reached moral development has been completed. However, we now know that many youth will continue to refine their moral decision-making process well into early adulthood.

Lawrence Kohlberg was, for many years, a professor at Harvard University. He became famous for his work there beginning in the early 1970s. He started as a developmental psychologist and then moved to the field of moral education. He was particularly well-known for his theory of moral development which he popularized through research studies conducted at Harvard's Center for Moral Education.

·         The first level of moral thinking is that generally found at the elementary school level. In the first stage of this level, people behave according to socially acceptable norms because they are told to do so by some authority figure (e.g., parent or teacher). This obedience is compelled by the threat or application of punishment. The second stage of this level is characterized by a view that right behavior means acting in one's own best interests.

·         The second level of moral thinking is that generally found in society, hence the name "conventional." The first stage of this level (stage 3) is characterized by an attitude which seeks to do what will gain the approval of others. The second stage is one oriented to abiding by the law and responding to the obligations of duty.

·         The third level of moral thinking is one that Kohlberg felt is not reached by the majority of adults. Its first stage (stage 5) is an understanding of social mutuality and a genuine interest in the welfare of others. The last stage (stage 6) is based on respect for universal principle and the demands of individual conscience. While Kohlberg always believed in the existence of Stage 6 and had some nominees for it, he could never get enough subjects to define it, much less observe their longitudinal movement to it.

 

·         Kohlberg believed that individuals could only progress through these stages one stage at a time. That is, they could not "jump" stages. They could only come to a comprehension of a moral rationale one stage above their own. Thus, according to Kohlberg, it was important to present them with moral dilemmas for discussion which would help them to see the reasonableness of a "higher stage" morality and encourage their development in that direction.