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Midterm Chapter 4 - Moral Character and Moral Development

The document summarizes Lawrence Kohlberg's theory of moral development, which outlines 6 stages of moral reasoning divided into 3 phases. It begins with pre-conventional morality focused on obedience to avoid punishment or gain rewards. The conventional phase emphasizes conformity to social norms and maintaining relationships. The post-conventional phase considers universal ethical principles and justice, prioritizing minority rights and social change through established systems. Kohlberg believed people progress through these stages as their reasoning becomes more sophisticated.

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80 views3 pages

Midterm Chapter 4 - Moral Character and Moral Development

The document summarizes Lawrence Kohlberg's theory of moral development, which outlines 6 stages of moral reasoning divided into 3 phases. It begins with pre-conventional morality focused on obedience to avoid punishment or gain rewards. The conventional phase emphasizes conformity to social norms and maintaining relationships. The post-conventional phase considers universal ethical principles and justice, prioritizing minority rights and social change through established systems. Kohlberg believed people progress through these stages as their reasoning becomes more sophisticated.

Uploaded by

Zarielle
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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G-SOSC004

MIDTERM CHAPTER 4 – MORAL CHARACTER AND MORAL DEVELOPMENT

MODULE OVERVIEW

The module will be divided into the following lessons namely:

LESSON 1: Moral Character

The term charaktêr later came to refer more generally to any distinctive feature by which one
thing is distinguished from others. Along this general line, in contemporary usage character often refers
to a set of qualities or characteristics that can be used to differentiate between persons. It is used this
way, for example, commonly in literature.

In philosophy, however, the term character is typically used to refer to the particularly moral
dimension of a person. For example, Aristotle most often used the term ēthē for character, which is
etymologically linked to "ethics" and "morality" (via the Latin equivalent mores).

LESSON 2: Lawrence Kohlberg's Theory of Moral Development

The six stages of moral development occur in phases of pre-conventional, conventional and
post-conventional morality. For his studies, Kohlberg relied on stories such as the Heinz dilemma and
was interested in how individuals would justify their actions if placed in similar moral dilemmas.

MORAL CHARACTER

What is moral character?

Etymologically, the term "character" comes from the ancient Greek term charaktêr, which initially
referred to the mark impressed upon a coin.

The term charaktêr later came to refer more generally to any distinctive feature by which one
thing is distinguished from others. Along this general line, in contemporary usage character often refers
to a set of qualities or characteristics that can be used to differentiate between persons. It is used this
way, for example, commonly in literature.

In philosophy, however, the term character is typically used to refer to the particularly moral
dimension of a person. For example, Aristotle most often used the term ēthē for character, which is
etymologically linked to "ethics" and "morality" (via the Latin equivalent mores).

Process questions:

• What is moral character? How is it developed?


• What is the relationship between individual act and character?

STUDY GUIDE: KOHLBERG'S THEORY OF MORAL DEVELOPMENT

Stage 1 - Obedience and Punishment - 'I do it so I don't get in trouble.'

Especially common in young children, but adults are capable of expressing this type of
reasoning. At this stage, children see rules as fixed and absolute.
• Obeys rules in order to avoid punishment.
• Determines a sense of right and wrong by what is punished and what is not punished.
• Obeys superior authority and allows that authority to make the rules, especially if that authority
has the power to inflict pain.
• Is responsive to rules that will affect his/her physical well-being.

Stage 2 – Naively egotistical - 'I do it so I can get something out of it.'

At this stage of moral development, children account for individual points of view and judge
actions based on how they serve individual needs. Reciprocity is possible, but only if it serves one's
own interests.

• Is motivated by vengeance or “an eye for an eye” philosophy.


• Is self-absorbed while assuming that he/she is generous.
• Believes in equal sharing in that everyone gets the same, regardless of need.
• Believes that the end justifies the means.
• Will do a favor only to get a favor.
• Expects to be rewarded for every non-selfish deed he/she does.

Stage 3 - "Good boy-good girl" orientation - 'I do it so you like me.'

This stage of moral development is focused on living up to social expectations and roles. There
is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.

• Finds peer approval very important


• Feels that intensions are as important as deeds and expects others to accept intentions or
promises in place of deeds
• Begins to put himself/herself in another’s shoes and think from another perspective

Stage 4 – Law and Social Order -'I do it because it is the law.'

At this stage of moral development, people begin to consider society as a whole when making
judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and
respecting authority.

• Is a duty doer who believes in rigid rules that should not be changed
• Respects authority and obeys it without question
• Supports the rights of the majority without concern for those in the minority
• Is part of about 80% of the population that does not progress past stage 4

Stage 5 - Legalistic Social Contract - 'I do it because of a social contract we have with each
other.'

At this stage, people begin to account for the differing values, opinions, and beliefs of other
people. Rules of law are important for maintaining a society, but members of the society should agree
upon these standards.

• Is motivated by the belief in the greatest amount of good for the greatest number of people
• Believes in consensus (everyone agrees), rather than in majority rule
• Respects the rights of the minority especially the rights of the individual
• Believes that change in the law is possible but only through the system

Stage 6 – Universal ethical Principles - 'I do it because it is the right thing to do.'

Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract
reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with
laws and rules.

• Believes that there are high moral principles than those represented by social rules and customs
• Is willing to accept the consequences for disobedience of the social rule he/she has rejected
• Believes that the dignity of humanity is sacred and that all humans have value

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