1. EDU 330: Educational Psychology Daniel Moos
Morality Development
EDU 330: Educational Psychology
Daniel Moos

2. Example of a Moral Dilemma: Heinz and the Drug
“In Europe a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about 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.” The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that?” (Kohlberg, 1969, p. 376).

3. Morality Development: Introduction (I)
Why consider moral development in education?
Moral issues embedded in curriculum (especially History)
75% of HS students admitted to cheating on tests (Bracey, 2005)
Cheating may be on the rise from ES to College (Goodman, 2005; Selingo, 2004)
May lead to other immoral acts after school (i.e. questionable accounting practices)
Ultimately, beliefs about right and wrong influence behavior

4. Morality Development: Piaget (I)
Responses to moral problems can be divided into two broad stages:
 Moral Realism (Morality of Constraint)
– Rules are sacred, consequences determine all guilt (6 yr olds)
 Moral Relativism (Morality of Cooperation)
– Rules are flexible, intent is important in determining guilt (12 yr olds)

5. Morality Development: Kohlberg (I)
Level I: Pre-conventional: Egocentric orientation focusing on moral consequences for the self; reasoning found until about 10 years of age
Stage
Description
Moral reasoning based on immediate consequences for the individual. An act is moral if a person isn’t punished for it. It is immoral if the person is punished.
1: Punishment - Obedience
2: Market Exchange OR
Instrumental Relativist
Moral reasoning based on reciprocity. An act is moral if a similar act occurs in return (i.e. satisfies own needs)

6. Morality Development: Kohlberg (II)
Level II: Conventional: Moral reasoning linked to perspectives of, and concerns for, others (i.e. loyalty, obeying the law, family obligation); typical of 10 to 20 yr olds.
Stage
Description
3: Interpersonal Harmony Or
Good boy-nice girl
Moral reasoning based on concern for others or the opinions of others. An act is moral if others demonstrate similar acts, or it helps others (i.e. behavior likely to please others)
Moral reasoning based on rules, laws, and orderly society. An act is moral if it follows rules or promotes an orderly society.
4: Law and Order

7. Morality Development: Kohlberg (III)
Level III: Post-conventional. Reasoning transcends society’s rules; reflects an understanding that rules sometimes need to be changed/ignored.
Stage
Description
Moral reasoning based on principled agreements among people. An act is moral if it is consistent with a principled agreement. (ex: Bill of Rights)
5: Social Contract
Moral reasoning based on abstract principles. An act is moral if it is consistent with an abstract principle that transcends an individual’s society.
6: Universal Ethical

8. Summary of Kohlberg’s Six Stage Theory of Morality Development:
1: Punishment and Obedience
Moral reasoning based on immediate consequences for the individual.
2: Market Exchange
Moral reasoning based on reciprocity. An act is moral if a similar act occurs in return.
3: Interpersonal Harmony
Moral reasoning based on concern for others or the opinions of others.
4: Law and Order
Moral reasoning based on rules, laws, and an orderly society.
5: Social Contract
Moral reasoning based on principled agreements among people.  
6: Universal Principles
Moral reasoning based on abstract principles.

9. Morality Development: Exercise (I)
1. If I stay out I will be in big trouble with my parents.
Stage 1: Punishment and Obedience
Preconventional Ethics: Young children, some teenagers
Nobody’s doing anything anyway so I won’t be missing anything.
Stage 2: Market Exchange
My parents and I agreed that midnight was fair, and you can’t go back on your agreements.
Stage 5: Social Contract
Postconventional Ethics: Middle school to high school students
4. If I stay out my parents will be worried.
Stage 3: Interpersonal Harmony
Conventional Ethics: Middle school to high school students

10. Morality Development: Exercise (II)
It’s the curfew, so I’ll be in by midnight.
Stage 4: Law and order
Conventional Ethics: Middle school to high school
students
My friends have curfews, too, and they’re going to be home by then.
Stage 3: Interpersonal Harmony

11. Piaget, Kohlberg, and Gilligan: Moral Development
Criticisms of Kohlberg’s Theory
Acceleration of moral development through instruction is limited
Moral dilemmas are too removed from everyday social interactions
 Theory does not adequately address micromoral issues
 Too much emphasis on moral reasoning and not enough on moral behavior
 Research sample (white males) limits the generalizability of the findings

12. Morality Development: Gender Differences
Are there gender differences? Do men and women approach moral dilemmas differently?
Some suggest:
Men: judgment on abstract concepts (justice, rules, individual rights)
Women: Interpersonal connections and attention to human needs
Ultimately, findings mixed
Kohlberg focused exclusively on cognitive aspects of moral reasoning/development

13. Piaget, Kohlberg, and Gilligan: Moral Development
Gilligan’s View of Identity and Moral Development
Student of Kohlberg and later became critical of some of him
Females develop along different path
Preconventional. Care is egocentric
Conventional. Care results from internalized focus on others, while neglecting oneself
Postconventional. Critical of approach in Conventional stage; Learn to balance caring for self with caring for others.