Moral Development A study based on the work of Lawrence Kohlberg Lacy de la Garza, Angie Martin, & Ashley Walters

1. Moral DevelopmentA study based on the work of Lawrence KohlbergLacy de la Garza, Angie Martin, & Ashley Walters

2. Lawrence Kohlberg • 1927: born in Bronxville, New York • 1949: B.A. from the University of Chicago (in one year!) • 1958: Ph.D. from the University of Chicago • 1962-1968: Taught at University of Chicago • 1968-1987: Taught at Harvard University • 1973: Contracted a tropical disease while working in Belize. This led to his physical illness and depression • 1987: Admitted to the hospital. Kohlberg requested a day of leave, and after being reported missing, his body was found. It is believed he committed suicide by walking into the freezing waters at Boston Harbor.

3. Key Terms • Stages – levels which Kohlberg placed his respondents in based on their answers to moral dilemmas. • Conventional – “pre-”, “post-”, and “conventional” are terms which qualitatively determine where a person falls on Kohlberg’s morality scale • Morality – According to Kohlberg, morality is an adherence to law and order, respecting social contracts and responding to situations in terms of their logical consequences, not necessarily an emotional (or religious) consequence.

4. Kohlberg’s Work The title page of Kohlberg’s dissertation

5. Kohlberg’s Stages of Moral Development I. Preconventional Morality 1. Obedience and Punishment Orientation 2. Individualism and Exchange II. Conventional Morality 3. Good Girl/Good Boy 4. Maintaining the Social Order III. Postconventional Morality 5. Social Contract and Individual Rights 6. Universal Principles

6. I. Preconventional (Typically age 4-10) 1. Obedience and Punishment - Avoiding punishment ex. I won’t hit my sister because then I will get in trouble. 2. Individualism and Exchange - “Look out for number one.” ex. I won’t hit my sister because then my mom will not let me watch T.V.

7. II. Conventional(typically age 10-13) 3. Good Girl/Good Boy - Avoiding rejection. ex. I won’t hit my sister because my mom wouldn’t like it. 4. Maintaining the Social Order - Avoiding disapproval. ex. I won’t hit my sister because that is the rule.

8. III. Postconventional(typically adolescence-adulthood) 5. Social Contract and Individual Rights - Respecting the community, law, and social order . ex. I won’t hit my sister because it is not respectful, and she has a right not to be hit. 6. Universal Principles - Individual conscience. ex. I won’t hit my sister because that is the right thing to do.

9. No more Stage 6 In 1975 Kohlberg stopped scoring subjects at stage 6. Few had actually reached that stage! He felt his choice of dilemmas did not give enough distinction between stage 5 and 6. Martin Luther King, Jr. Immanuel Kant Gandhi Mrs. Khirallah

10. Kohlberg and Piaget • Kohlberg based his final stage concept idea on Piaget’s work.

11. Kohlberg & Piaget Kohlberg used his research to support his belief in Piaget’s five stage concepts, outlined below: 1) Qualitative Differences: Each of the six stages were qualitatively different. 2) Structured Wholes: The stages reflect patterns within the moral thought process of children. 3) Invariant Sequence: Children progress through the stages in numerical order, although they may never reach the highest stages. 4) Hierarchic Integration: As a child progresses through each stage, they incorporate what they knew at the previous stages into their developing moral thought. 5) Universal Sequence: The study is universal and translates to all cultures.

12. Dissenting opinion:Carol Gilligan • Kohlberg’s student • Criticized his moral theory • Believed he was biased against women • Disagreed with his favored research of men

13. Kohlberg’s Original Study Subjects: 72 boys Ages 10, 13, and 16 From middle and lower-class families Chicago, IL  They were presented with both the Heinz Dilemma and the Bridge Dilemma.  Kohlberg was not interested in their “what” but their “why”.

14. Our Study

15. Our Problem • TIME. Kohlberg’s study occurred over fifty years ago; much has changed. Has the moral development of children changed as well? • SEX. Kohlberg’s primary study was all male. Where do females fall into Kohlberg’s stages? • CONGRUENCE. Kohlberg based much of his research on Piaget’s five stages. Does Kohlberg’s theory really fit with Piaget’s stage concepts as he believed they did?

16. Our Hypotheses “Because studies have shown girls mature both physically and emotionally faster than boys we believe girls will develop faster morally as well.” – our original proposal

17. Our Method (http://dante.udallas.edu/fredendall/child_growth/Kohlberg_dilemmas.htm)

18. More about the Website • Demographic Information: • Name • Age • Birthday • School • Grade • The Dilemmas: • The Heinz Dilemma • (With 7 Questions) • The Bridge Dilemma • (With 6 Questions)

19. Data Crunching

20. Our Participants! 1. “Priscilla” 2. “Audrey” 3. “Frederick” - Female- Female- Male - 11 years old- 11 years old - 12 years old - 5th grade - 5th grade - 7th grade

21. The Heinz Dilemma In Europe, 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 make.  He paid $400 for the radium and charged $4,000 for a small dose of the drug.  The sick woman’s husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000 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 having tried every legal means, Heinz gets desperate and considers breaking into the man’s store to steal the drug for his wife. 

22. Supplement Heinz Questions • Do you think Heinz should steal the drug?   (Yes/No)  • Is it right or wrong for Heinz to steal the drug?  (Right/Wrong, Explain) • Is Heinz violating the druggist's rights? (Yes/No, Explain) • If Heinz were caught, what sentence should a judge give him? (Explain)  • It is against the law for Heinz to steal.  Does that make it morally wrong? (Yes/No, Explain) • Is it more important to save another person’s life or obey the law?  (Saving a Life/Obeying the Law, Explain) • Does it matter if the other person is a stranger?  (Yes/No, Explain)

23. Do you think Heinz should steal the drug? • Priscilla:Yes • Audrey:Yes • Frederick:No

24. Is it right or wrong for Heinz to steal the drug?  • Priscilla (Level 2):Right • I think he should steal the drug because his WIFE is DYING! The druggist is kind of a jerk. I would give it to the guy for free. His wife is dying and it will save her life. Life over theft. • Audrey (Level 3):Right • The druggist is bieng very gready he got the radium for $400.Though he made it cost $4,000. Bieng as it is it's wrong to steal but I mean would you want a family member dying on you like that? I don't think so! • Frederick (Level 4):Wrong • Even though his wife is dying that gives him no right to steel property. Yes the doctor is charging to much but that still gives him no right to steal.

25. Is Heinz violating the druggist's rights? • Priscilla (Level 4 / 5):Yes • He can’t steal because it is against the law. The druggist has rights to protect his property. • Audrey (Level 4):Yes • Because the drugist should be able to choose how to price • Frederick (Level 5): Yes • He can charge what he wants for the drug but may have overpriced it.

26. If Heinz were caught, what sentence should a judge give him? • Priscilla (Level 5): • A judge would give him a few months in jail or prison probably but a judge SHOULD give him maybe a few weeks or maybe a month. And they should give him a small fine but let him keep the drug. • Audrey (Level 4): • Not guilty, even though this person was caught steeling the drugist shouldn’t really charge this much. • Frederick (Level 5): • A fine of $780 or three months in prison.

27. It is against the law for Heinz to steal.  Does that make it morally wrong? • Priscilla (Level 3) :No • NO! This is about moral dilemmas! Morally he is very allowed to do so. • Audrey (Level 3):No • Because he is doing it for a good • Frederick (Level 4):Yes • It is against the law of God.

28. Is it more important to save another person’s life or obey the law?  • Priscilla (Level 5):Saving a Life • No. Anything to save a life is okay. Except murder. • Audrey (Level 5):Saving a Life • They are still doing a good thing. They are still trying to save someones life. • Frederick (Level 4):Saving a Life • Life is life and by not doing what you can to save it it is the same as taking it away.

29. Does it matter if the other person is a stranger?  • Priscilla :No • Audrey:No • Frederick:No • * We cannot classify because the website was dysfunctional; • not allow for explanation*

30. The Bridge Dilemma In Korea, a company of Marines was way outnumbered and was retreating before the enemy.  The company had crossed a bridge over a river, but the enemy were mostly still on the other side.  If one person were to go  back to the bridge and blow it up, it would give the other men in the company enough of a head start to allow them to probably escape.  But the man who stays back to blow up the bridge will not be able to escape alive.  The captain himself is the man who knows best how to lead the retreat.  He asks for a volunteer to go back and blow up the bridge, but no one will volunteer.  If he goes back to blow up the bridge himself, the men will probably not get be able to retreat to safety since he is the only one who knows how to lead the retreat.

31. Supplement Bridge Questions • Should the captain order a man to go back, or should he go himself? (Order Another Man/Go Himself, Explain) • Should the captain send a man when it means sending him to his death? (Yes/No, Explain) • Should the captain go back to blow up the bridge himself if it means his men will probably not make it back to safety? (Yes/No, Explain) • Does the captain have the right to order a man if he thinks it’s best? (Yes/No, Explain) • Does the man who is selected have a duty or obligation to go? (Yes/No, Explain) • What is so important about human life that makes it so important to save or protect? (Explain)

32. Should the captain order a man to go back, or should he go himself? • Priscilla (Level 5):Go Himself • I think the Marines would be smart enough to lead themselves back. The captain is a leader figure and should be able to do it himself. • Audrey (Level 2):Go Himself • If the captian blows up the bridge himself it won’t matter beacause everyone will die anyway without him. • Frederick (Level 5):Go Himself • A captains job is to protect the life of his men even if that means endangering his own

33. Should the captain send a man when it means sending him to his death?  • Priscilla (Level 5):No • The captain shouldn’t even be allowed to do such a thing! My brother-in-law is in the Armed Forces and I would be furious if someone did that to him. You can not order someone to die! That’s like murder. • Audrey (Level 3):No • One life is worth saving many. • Frederick (Level 4):No • His job is to put his men before himself.

34. Should the captain go back to blow up the bridge himself if it means his men will probably not make it back to safety? • Priscilla (Level 2):Yes • The Marines are not stupid or ignorant. They are smart enough to lead themselves to safety. They have had advanced training in all sorts of situations. • Audrey (Level 3):Yes • Answered above (the previous question answer “one life is worth saving many.”) • Frederick (Level 4):Yes • His men have a better chance with the bridge blown up.

35. Does the captain have the right to order a man [to blow up the bridge / die] if he thinks it’s best? • Priscilla (Level 2):No • NO! You can not send people to their death. That is like murder. If you know they will die and are expecting it, it is not fair to send them. They are probably younger than the captain, have a whole life ahead of them, want to have or do have kids, and have not had much of their life ahead of them. • Audrey (Level 3):Yes • Because it can save many lives. • Frederick (Level 5):Yes • Yes, these men know they are risking their [lives] by • joining the military.

36. Does the man who is selected have a duty or obligation to go? • Priscilla (Level 2):No • You shouldn’t have to go if you’re going to die. Not if you’re happy and love your family and whatnot. • Audrey (Level 5):Yes • He is ordered to and he should realize he is saving many lives. • Frederick (Level 5):Yes • Yes, he has a duty to protect his country.

37. What is so important about human life that makes it so important to save or protect? • Priscilla (Level 3): • People are unique and special and no other human is just like another one. Human life is a thing that can not be replaced or changed and people are beautiful. To quote from Theodore Geisel (Dr. Seuss) “A person’s a person, no matter how small.” • Audrey (Level 2): • More life can go around the world and make it a better place. • Frederick (Level 5): • It is something given to you by God and only he can take it away. By not doing what you can to protect or save it that is the same as taking it away which is a decision only God can make.

38. Final Results of Stage Placement Priscilla: Heinz: 3.8 Bridge: 3.2 Total: 3.5 Audrey: Heinz: 4 Bridge: 3 Total: 3.5 Frederick: Heinz: 4.6 Bridge: 4.8 Total: 4.7

39. Final Stages of Participants Moral Stage Dilemmas

40. Final Stages of Participants Moral Stage Dilemmas

41. Kohlberg’s Results

42. How our results compared to Kohlberg’s results: Kohlberg de la Garza, Martin, Walters Our girls scored higher than Kohlberg’s comparably aged boys, and our boy scored higher than his Kohlberg comparison.

43. Our Problem • TIME. Kohlberg’s study occurred over fifty years ago; much has changed. Has the moral development of children changed as well? According to our limited data, yes! • SEX. Kohlberg’s primary study was all male. Where do females fall into Kohlberg’s stages? According to our limited data, lower than our male respondent; but, we must consider his age in that he is one year older than both female respondents. • CONGRUENCE. Kohlberg based much of his research on Piaget’s five stages. Does Kohlberg’s theory really fit with Piaget’s stage concepts as he believed they did? Our research was not extensive enough to make a claim on this one way or another.

44. Yet because our hypothesis explicitly stated our belief that girls would place higher on Kohlberg’s morality scale than comparatively aged boys, …

45. Our Hypotheses “Because studies have shown girls mature both physically and emotionally faster than boys we believe girls will develop faster morally as well.” – our original proposal INCORRECT

46. Conclusion Based on our hypothesis, and our limited collection of data, we proved the following points: First:Has the moral development of children changed [since 1958]? • Our girls scored higher than Kohlberg’s comparably aged boys. • #19, age 10.5, Level 2 • # 15, age 10.5, Level 3 • Vs. • “Priscilla”, age 11, Level 4 • “Audrey”, age 11, Level 4 • Our boy scored higher than his Kohlberg comparisons. • #25, age 13, Level 3 • # 29, age 13, Level 4. • Vs. • “Frederick”, age 12, Level 5 Therefore, in response to the first problem, we are able to conclude that yes, since 1958, the moral development of children has changed in some way. To answer this question further, more specifically which direction and why, would require further research.

47. Conclusion Second: Where do females fall into Kohlberg’s stages? Within our own data collection, our girls scored lower than our male respondent. However, it is important to note that the respondents were of different ages, education levels, education styles, and their answers did not conform to the pre-set responses coded in Kohlberg’s original coding form.

48. Conclusion Third: Does Kohlberg’s theory really fit with Piaget’s stage concepts as he believed they did? Our research was so limited, it would be unfair to both Kohlberg and Piaget to make any statement on this problem. We consider this issue inadequately addressed in our project and would like to research further before defining the quality of consistency in Kohlberg’s dependence on Piaget.

49. Results Analysis • Our findings can be attributed to many factors: • 1) Perhaps we scored too leniently? • 2) Our number of data respondents is inadequate. • 3) Our girls did not easily fit within the parameters of his stages of moral development. • 4) The male respondent is different on all three demographic criteria than the girls; he is one year older, two grade levels above, and homeschooled.

50. __________________________ Where does Kohlberg fall? Nurture Nature ________ ________ ________ __ __ ____ Locke Rousseau Bandura Piaget Kohlberg