PYC4805
Assignment 2
Due 27 June 2025
,PYC4805
Assignment 2: Exceptional Answers
Due 27 June 2025
A Critical Evaluation of Kohlberg's Theory of Moral Development: Stage
Progression, Adolescent Application, and Contemporary Perspectives
I. Introduction
Moral development, a cornerstone of developmental psychology, explores how
individuals acquire a sense of right and wrong, and the complex reasoning processes
that underpin their ethical judgments. Lawrence Kohlberg (1927–1987) significantly
advanced this field, building upon Jean Piaget's earlier work on cognitive development.
Kohlberg's theory, first articulated in his 1958 dissertation, posits a comprehensive
cognitive-developmental framework for moral reasoning. This framework suggests that
moral thinking progresses through a universal sequence of six stages, grouped into
three distinct levels, focusing on the how individuals decide to respond to moral
dilemmas rather than the specific actions themselves.
This report aims to critically evaluate Kohlberg's influential theory. It will meticulously
detail its stage-based progression, examine its specific application and relevance to
adolescent moral development, and substantiate the discussion with contemporary
research. A critical lens will be applied to assess the theory's strengths, acknowledge its
limitations, and explore how subsequent research, including Neo-Kohlbergian
approaches, has refined and challenged its original tenets. The objective is to provide a
postgraduate-level academic response, offering nuanced perspectives on the enduring
legacy and evolving understanding of moral development.
Kohlberg's theory, despite its development in the mid-20th century, continues to serve
as a fundamental reference point in the discourse surrounding moral psychology. Even
with the emergence of numerous critiques and alternative models over the decades, his
work remains consistently cited as a foundational contribution. This continued relevance
suggests that Kohlberg's initial framework, while not universally accepted in its original
,form, provided a sufficiently robust structure to stimulate extensive debate, empirical
testing, and subsequent theoretical refinement, rather than outright rejection. This
historical trajectory highlights the iterative nature of scientific progress in psychology,
where even theories with inherent limitations can serve as indispensable catalysts for
deeper understanding and the development of more comprehensive models. Kohlberg's
pioneering effort to integrate moral values into the scientific study of psychology laid
crucial groundwork for the entire field.
II. Kohlberg's Theory of Moral Development: Levels and Stages
Kohlberg proposed six stages of moral development, which he posited are universally
experienced and occur in a fixed sequence. These stages are grouped into three broad
levels: Pre-conventional, Conventional, and Post-conventional. Each stage describes
increasingly complex ways individuals reason about justice.
A. Pre-conventional Level (Typically Childhood, approximately 0-9 years)
At the Pre-conventional Level, moral decisions are primarily driven by self-interest and
the direct consequences individuals expect for themselves, rather than by social norms.
Morality is externally controlled, with a primary focus on avoiding punishment and
obtaining rewards.
• Stage 1: Obedience and Punishment Orientation At this earliest stage, moral
judgments are based on obedience to authority figures and the avoidance of
punishment. Rules are perceived as fixed and absolute, with little to no
consideration for the intentions behind actions. Right and wrong are determined
solely by direct, physical consequences. For instance, a child might refrain from
taking a cookie because they fear being scolded or punished by a parent. In a
schoolyard scenario, a child named Finn observes a fight but chooses not to
intervene because he is afraid the teacher will punish him if he gets caught
fighting. His primary consideration is, "How can I avoid punishment?".
, • Stage 2: Self-Interest Orientation / Market Exchange In Stage 2, individuals
begin to recognize that different people may hold varying viewpoints, but their
decisions are still primarily based on personal needs and self-interest. Actions
are judged as "right" if they serve one's own needs or involve an equal exchange,
implying a transactional form of reciprocity. The underlying question is often,
"What's in it for me?". For example, a child might help clean up toys because
they expect a reward afterward , or sweep the floor to earn some allowance. In
the schoolyard fight, Mary might decide to intervene and help a friend, not out of
altruism, but because she believes that if she helps him now, he might help her in
the future when she needs it.
Assignment 2
Due 27 June 2025
,PYC4805
Assignment 2: Exceptional Answers
Due 27 June 2025
A Critical Evaluation of Kohlberg's Theory of Moral Development: Stage
Progression, Adolescent Application, and Contemporary Perspectives
I. Introduction
Moral development, a cornerstone of developmental psychology, explores how
individuals acquire a sense of right and wrong, and the complex reasoning processes
that underpin their ethical judgments. Lawrence Kohlberg (1927–1987) significantly
advanced this field, building upon Jean Piaget's earlier work on cognitive development.
Kohlberg's theory, first articulated in his 1958 dissertation, posits a comprehensive
cognitive-developmental framework for moral reasoning. This framework suggests that
moral thinking progresses through a universal sequence of six stages, grouped into
three distinct levels, focusing on the how individuals decide to respond to moral
dilemmas rather than the specific actions themselves.
This report aims to critically evaluate Kohlberg's influential theory. It will meticulously
detail its stage-based progression, examine its specific application and relevance to
adolescent moral development, and substantiate the discussion with contemporary
research. A critical lens will be applied to assess the theory's strengths, acknowledge its
limitations, and explore how subsequent research, including Neo-Kohlbergian
approaches, has refined and challenged its original tenets. The objective is to provide a
postgraduate-level academic response, offering nuanced perspectives on the enduring
legacy and evolving understanding of moral development.
Kohlberg's theory, despite its development in the mid-20th century, continues to serve
as a fundamental reference point in the discourse surrounding moral psychology. Even
with the emergence of numerous critiques and alternative models over the decades, his
work remains consistently cited as a foundational contribution. This continued relevance
suggests that Kohlberg's initial framework, while not universally accepted in its original
,form, provided a sufficiently robust structure to stimulate extensive debate, empirical
testing, and subsequent theoretical refinement, rather than outright rejection. This
historical trajectory highlights the iterative nature of scientific progress in psychology,
where even theories with inherent limitations can serve as indispensable catalysts for
deeper understanding and the development of more comprehensive models. Kohlberg's
pioneering effort to integrate moral values into the scientific study of psychology laid
crucial groundwork for the entire field.
II. Kohlberg's Theory of Moral Development: Levels and Stages
Kohlberg proposed six stages of moral development, which he posited are universally
experienced and occur in a fixed sequence. These stages are grouped into three broad
levels: Pre-conventional, Conventional, and Post-conventional. Each stage describes
increasingly complex ways individuals reason about justice.
A. Pre-conventional Level (Typically Childhood, approximately 0-9 years)
At the Pre-conventional Level, moral decisions are primarily driven by self-interest and
the direct consequences individuals expect for themselves, rather than by social norms.
Morality is externally controlled, with a primary focus on avoiding punishment and
obtaining rewards.
• Stage 1: Obedience and Punishment Orientation At this earliest stage, moral
judgments are based on obedience to authority figures and the avoidance of
punishment. Rules are perceived as fixed and absolute, with little to no
consideration for the intentions behind actions. Right and wrong are determined
solely by direct, physical consequences. For instance, a child might refrain from
taking a cookie because they fear being scolded or punished by a parent. In a
schoolyard scenario, a child named Finn observes a fight but chooses not to
intervene because he is afraid the teacher will punish him if he gets caught
fighting. His primary consideration is, "How can I avoid punishment?".
, • Stage 2: Self-Interest Orientation / Market Exchange In Stage 2, individuals
begin to recognize that different people may hold varying viewpoints, but their
decisions are still primarily based on personal needs and self-interest. Actions
are judged as "right" if they serve one's own needs or involve an equal exchange,
implying a transactional form of reciprocity. The underlying question is often,
"What's in it for me?". For example, a child might help clean up toys because
they expect a reward afterward , or sweep the floor to earn some allowance. In
the schoolyard fight, Mary might decide to intervene and help a friend, not out of
altruism, but because she believes that if she helps him now, he might help her in
the future when she needs it.
