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Lawrence Kohlberg was, for many years, a professor at Harvard University. He became famous for his work there which
began in the early 1970s. He started as a developmental psychologist and then moved towards 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.
Kohlberg’s theory of moral development depended on the ideas introduced by the Swiss psychologist Jean Piaget and
the American philosopher John Dewey. He was also inspired by James Mark Baldwin. These men had emphasized that human beings
develop philosophically and psychologically in a progressive fashion.
Kohlberg believed...and was able to demonstrate through studies...that people progressed in their moral reasoning (i.e.,
in their bases for ethical behavior) through a series of stages. He believed that there were six identifiable stages which
could be more generally classified into three levels.
Kohlberg's classification can be outlined in the following manner:
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Individualism, Instrumentalism, and Exchange
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The first level of moral thinking is 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 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 not, for example, move from an orientation of selfishness to the law and order stage without passing
through the good boy/girl stage. 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. The last comment refers to
Kohlberg's moral discussion approach. He saw this as one of the ways in which moral development can be promoted through formal
education. Note that Kohlberg believed, as did Piaget, that most moral development occurs through social interaction. The
discussion approach is based on the insight that individuals develop as a result of cognitive conflicts at their current stage.
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At the elementary school level the first stage 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.
If we look back to our elementary years we can remember how we obeyed our authority figures and modeled ourselves after them.
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The Good "boy/girl" stage is characterized by an attitude which seeks to do what will gain the approval of others. This
is definitely evident in our social lives as well as our home lives. We are constantly seeking the approval of others in our
lives, this is our way of growing and learning in society.
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Stages 5 and 6 apply to the workplace and in business as they both show 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. These are stages which must be well-developed in order to be an employee or an employer or someone
in a leadership role.
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