Summary:

This article explores the moral development theories of Jean Piaget and Lawrence Kohlberg, two prominent psychologists who studied how individuals, especially children, develop a sense of morality. Piaget’s theory identifies two stages: Heteronymous Morality (ages 2-7), where rules are seen as unchangeable, and Autonomous Morality (ages 10+), where children recognize rules as flexible and consider intent in moral judgments. Kohlberg's theory expands this with six stages across three levels: Pre-Conventional Reasoning, Conventional Reasoning, and Post-Conventional Reasoning. These stages reflect the evolution of moral thinking from external rewards and punishments to societal laws and finally to personal ethical principles. Both theories emphasize the role of development and guidance in shaping moral reasoning.

Moral development theories of Jean Piaget and Lawrence Kohlberg:

Theories of moral development:

Psychologists have studied morality in different ways and have introduced different theories of moral development which are as follows.

1- Jean Piaget's Theory:

Jean Piaget focused exclusively on the moral lives of children. He studied children's play styles through which they learn the concept of right and wrong. He observed children playing a game with small round glass balls ( marbles game) sothat, he may know that how the children use the games rules and what do they think about these laws. He also asked the children questions about moral issues like theft, lying, punishment and justice. From his research, Piaget concluded that children who depend on developmental puberty think about morality in two unique ways. These methods or stages are Heteronymous Ethics and Autonomous Ethics.

 

(i)Heteronymous Morality:

In Piaget's theory, this is the first stage of moral development that lasts from two to seven years of age. In this stage, justice and laws are considered immutable things in the world that are beyond people's control.

(ii)Autonomous Morality:

Autonomous morality is demonstrated by children ten years and older. Children at this age learn that rules and regulations are made by people and making decision about any step consider the intention of doer besides the result.

 

2- Lawrence Kohlberg's theory:

Lawrence Kohlberg (1927-1987) began as an eminent psychologist and then turned to moral education. In his research, Kohlberg explained that people are graded in different developmental stages of moral integrity. According to Kohlberg , there are six stages of moral reasoning divided into three levels of complexity.

(i)The First Level- Pre-Conventional Reasoning:

At this level children cannot understand the concept of moral values and moral values are controlled externally by rewards or punishments.

(A) First stage- Punishment and Obedience:

The base of moral thinking at this stage is punishment. Children obey because adults tell them to do so. According to them, an action that is rewarded is good and an action that is punished is a bad action.

(B) Second Stage: Individualism and Purpose:

Moral thinking in this stage is based on rewards and self-interest. Children obey when they want to and when it is in their best interest to obey. In addition, there is the notion that the right action is that which feels good and is rewarded. And that if you do good to me, I will also do good to you.

(ii) Second Level- Conventional Reasoning:

Internalization of moral values at this level is transitional. A child adheres to a few internal standards. However, these standards are created by others such as parents or society's rules.

 

(A) Third stage- Interpersonal Norms:

Children value trust, caring and loyalty to others as a basis of moral judgment. At this stage, children often adopt their parents' moral standards. They try that their parents consider them good child and this impression is rewarding for them.

(B) Fourth Stage- Social System Morality:

Moral judgments are based on an understanding of social order, law, justice and duty. For example, a child may say that stealing is always wrong because the laws that are made in this regard are in the interest of society. Goodness is defined by the laws of society. The law must be obeyed even if it is unjust.

(iii) Third Level- Post-Conventional Reasoning:

At this level, morality is entirely internalized and does not depend on the moral standards of others. The adult explores alternative moral paths and different choices and then makes decisions based on personal moral code.

(A) Fifth Stage- Community Rights versus Individual Rights:

In the eyes of adults, values and laws are not absolute but supplementary. They also know that standards may be different for each person, laws are important to society but they can be changed, they believe that certain values such as freedom are more important than law. The concept of goodness is understood on the basis of mental principles set by society, while unjust laws must be changed.

 

(B) Sixth Stage- Universal Ethical Principles:

In this stage, the individual establishes moral standards based on universal human rights, when there is a conflict between law and conscience, he follows conscience even if this decision puts his self in danger. The concept of goodness is understood in the context of abstract principles and human rights are emphasized whether society accepts them or not.

According to Kohlberg's theory, moral development is a complex process and the child needs continuous guidance during the various stages of his development.