1. moral reasoning is the basis for ethical behavior
Lawrence Kohlberg
moral reasoning is the basis for ethical behavior

2. Six Stages of Moral Reasoning
Level 1 (Pre-Conventional)
1. Obedience and punishment orientation
(How can I avoid punishment?)
2. Self-interest orientation
(What's in it for me?)
Level 2 (Conventional)
3. Interpersonal accord and conformity
(The good boy/good girl attitude)
4. Authority and social-order maintaining orientation
(Law and order morality)
Level 3 (Post-Conventional)
5. Social contract orientation
6. Universal ethical principles
(Principled conscience)

3. The Heinz Dilemma
A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000, which is 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, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?[5]

4. Stage one (obedience)
Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. Or: Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else.

5. Stage two (self-interest)
Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal the medicine because prison is an awful place, and he would probably languish over a jail cell more than his wife's death.

6. Stage three (conformity)
Heinz should steal the medicine because his wife expects it; he wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he tried to do everything he could without breaking the law, you cannot blame him.

7. Stage four (law-and-order)
Heinz should not steal the medicine because the law prohibits stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.

8. Stage five (human rights)
Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. Or: Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.

9. Stage six (universal human ethics)
Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.

10. Assumptions
Moral judgment is not based on infant development but on later cognitive development.
Morality = Justice and fairness. This developmental understanding is cognitive not emotional.
Individuals can tell the difference between action, intent and consequences.

11. Problem of Study
Study and explain the cognitive ontogeny of moral reasoning
Not interested in
Immorality
Forms of jurisprudence (trial by jury)
Social conformity (obedience, honesty, etc.)

12. Method of Study Method of Study
Moral Dilemmas followed by extensive interview
This was the Piagetian influence
He believed that Piaget under estimated the social context

13. Internal Principles Cognitive Conflict
The more experience we have with moral dilemmas the more likely we are to discern appropriate solutions.
Cognitive Development
Moral judgments are a direct relative of the cognitive operation from which the individual is operating.

14. Internal Principles cont.
Role Taking Ability
Individuals who are capable of assuming roles have a higher potential for moral development.

15. Bridge Principles Preconventional ‑
Stage 1 Personal and Obedience Orientation
Good or bad depends upon whether a person is punished or rewarded ‑‑ Spilled Milk dilemma
Stage 2 Individualistic Morality
Based upon self wants and needs ‑‑ You help me and I'll help you

16. Conventional ‑ Fairness
Stage 3 Interpersonal Relations and Conformity
Justice is determined by ones peer group and a desire to please important people
Stage 4 Morality and Conscience ‑ Law and order
Fulfilling contractual obligations. Following laws because they are necessary for order to be maintained.

17. Post Conventional ‑‑ Moral Thinking (The Golden Rule)
Stage 5 Morality of Social Contract ‑ Individual Rights
Concern for values and moral issues underlie the formation of laws, thus, they may be challenged. They still may be obeyed but they may be questioned.
Stage 6 Universal Ethical Principles
Self Chosen Principles. When laws go against these principles it becomes your duty to violate them ‑ used by virtually no one ‑

18. Change Mechanism Cognitive Conflict
Through cognitive conflict individuals synthesize competing claims, expectations, and principles to construct a principle that resolves or an least minimizes the conflict. (We learn from dilemmas and other views)

19. School Applications
Kohlberg and schools -- Unlike Piaget, Kohlberg was interested in how schools could enhance moral development.
It is the process rather than the content of the program. Students learn to be more moral by listening to others who are.
Schools which are more democratic (open schools) have better results than schools which are more traditional.
Success is more likely at pre-conventional and conventional (2,3,4) than at post conventional levels. Like formal (consolidated) few people reach this stage.