PYC4805 Assignment 2
Memo (COMPLETE
ANSWERS) Due 27 June
2025
For assistance contact
Email:
, Kohlberg's theory of moral development suggests a stage-developmental sequence of moral
reasoning in terms of six stages. This is a reasonable summary of the core of Kohlberg's theory,
which suggests that individuals pass through the stages in a fixed order on the basis of the
cognitive structures of the previous stage. With a critical analysis, strengths and weaknesses
exist, especially when adolescents are considered and contemporary research is under
consideration.
Kohlberg's Stages of Moral Development (focusing on Adolescents):
Kohlberg's theory has three levels with two stages each:
Level 1: Pre-Conventional Morality (Generally found in young childhood, but also some
adolescent actions may be fit if moral reasoning is simpler)
In this level, morality is governed by the external environment. Rules are obeyed to avoid
punishment or get rewards.
Stage 1: Punishment and Obedience Orientation: Moral decisions are based on the prevention
of punishment. What is "evil" is that which results in mischief.
Example (Adolescent): A teenager will make the choice not to cheat
on an examination simply because they do not want to get caught and academically suspended.
They do not care about the inherent evil nature of cheating, but about personal consequences.
Modern Research Note: Although this level is largely associated with young children, there are
certain teens, particularly those in challenging circumstances or with little mental attainment in
this area, who might still operate largely at this level, evidencing concern for concrete, short-
term consequences.
Stage 2: Individualism and Exchange (Instrumental Purpose): Moral decisions are made based on
what benefits one or what is fair exchange. There is a focus on "what's in it for me?"
Example (Adolescent): A teenager can agree to help a friend with his or
her homework if the friend promises to help him or her with an upcoming assignment or
lend him or her something he or she desires. Mutual benefit is the motivation, not altruism.
Modern Research Note: This level becomes more evident in early adolescence as individuals
start to understand reciprocity, but it remains egocentric. Peer influence research in
adolescence has a tendency to show how reciprocal relationships (e.g., "you scratch my back, I'll
scratch yours") can initiate action. Level 2: Conventional Morality (Most common in adolescents
and adults)
Here, individuals follow rules and norms in society. Moral judgment takes the direction of
what is necessary to maintain society and be approved of.
Stage 3: Good Interpersonal Relationships (Good Boy/Good Girl Orientation): Moral decisions
are driven by a desire for approval and good interpersonal relations. What is "right"
is that which will please others or attain social roles.
Memo (COMPLETE
ANSWERS) Due 27 June
2025
For assistance contact
Email:
, Kohlberg's theory of moral development suggests a stage-developmental sequence of moral
reasoning in terms of six stages. This is a reasonable summary of the core of Kohlberg's theory,
which suggests that individuals pass through the stages in a fixed order on the basis of the
cognitive structures of the previous stage. With a critical analysis, strengths and weaknesses
exist, especially when adolescents are considered and contemporary research is under
consideration.
Kohlberg's Stages of Moral Development (focusing on Adolescents):
Kohlberg's theory has three levels with two stages each:
Level 1: Pre-Conventional Morality (Generally found in young childhood, but also some
adolescent actions may be fit if moral reasoning is simpler)
In this level, morality is governed by the external environment. Rules are obeyed to avoid
punishment or get rewards.
Stage 1: Punishment and Obedience Orientation: Moral decisions are based on the prevention
of punishment. What is "evil" is that which results in mischief.
Example (Adolescent): A teenager will make the choice not to cheat
on an examination simply because they do not want to get caught and academically suspended.
They do not care about the inherent evil nature of cheating, but about personal consequences.
Modern Research Note: Although this level is largely associated with young children, there are
certain teens, particularly those in challenging circumstances or with little mental attainment in
this area, who might still operate largely at this level, evidencing concern for concrete, short-
term consequences.
Stage 2: Individualism and Exchange (Instrumental Purpose): Moral decisions are made based on
what benefits one or what is fair exchange. There is a focus on "what's in it for me?"
Example (Adolescent): A teenager can agree to help a friend with his or
her homework if the friend promises to help him or her with an upcoming assignment or
lend him or her something he or she desires. Mutual benefit is the motivation, not altruism.
Modern Research Note: This level becomes more evident in early adolescence as individuals
start to understand reciprocity, but it remains egocentric. Peer influence research in
adolescence has a tendency to show how reciprocal relationships (e.g., "you scratch my back, I'll
scratch yours") can initiate action. Level 2: Conventional Morality (Most common in adolescents
and adults)
Here, individuals follow rules and norms in society. Moral judgment takes the direction of
what is necessary to maintain society and be approved of.
Stage 3: Good Interpersonal Relationships (Good Boy/Good Girl Orientation): Moral decisions
are driven by a desire for approval and good interpersonal relations. What is "right"
is that which will please others or attain social roles.
