STAGES

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STAGES OF MORAL DEVELOPMENT
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The American psychologist Lawrence Kohlberg
grouped together children while they were still
small and did a study on the moral development of
these people in a span of about twenty years. He
was interested in the justification or reasoning
behind the right behavior of the group and was
able to mark out of six stages of development.
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Pre-conventional LevelConcerned with concrete
consequences to individuals, focusing on pursuing
concrete interest, while avoiding sanctions.
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Stage two Instrumental-Purposive Orientation
What is right is ones own immediate interest,
and letting others act also in their own
interest. Thus, each to his own. What is right is
what is fair. You do your thing, I do my thing
we have fair, equal exchange.
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Stage two Instrumental-Purposive Orientation
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Conventional Level Concerned with fulfilling
role expectations, maintaining and supporting the
social order, and identifying persons or groups
involved in this order.
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Stage three Interpersonal Concordance
Orientation What is deemed right is what pleases
or helps others, what is approved by others, what
reinforces mutual relationships such as trust,
loyalty, respect, gratitude.
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Post Conventional Level In this level, there is
the effort to define the moral values and
principles that have validity and application
apart from the authority of groups or persons and
the ability to see beyond laws and norms of
society. It is here that one examines, adopts and
applies the different ethical frameworks or
principles.
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Stage five Social Contract Orientation This
stage includes what is right individual rights
and standards which have been critically
examined, and agreed upon. One says these rights
have been examined, and since they are right,
they are the ones to be followed.
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Stage five Social Contract Orientation Here, one
is concerned that obligations be based on
calculations of overall utility, what is really
good for all. To a certain extent, there is
universality in this good but still within basic
human society, basic human agreements.
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Stage five Social Contract Orientation The
social perspective here views the rights of each
as best protected when stability governs
relations, when one recognizes that moral and
legal perspectives sometimes differ and thus one
may question the legal, because it may not be
moral.
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Stage six Universal Ethical Principles
Kohlberg was not able to observe this stage
in his group, and thus he projected it. What is
right is following self chosen ethical principles
based on judgments that are universalizable,
irreversible, and consistent.
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THE END
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MR. PETERSONS DILEMMA

• Mr. Peterson teaches a social studies class in
  the local high school. Because of his great
  rapport with his students, he is known as one of
  the best teachers in the school. One day after
  a class discussion of contemporary problems in
  America, several class members approached Mr.
  Peterson in his office to tell him that they
  planned to boycott the school cafeteria in
  support of the migrant farm workers across the
  country. Previously, the students had picketed
  the local grocery store and passed out leaflets
  in their neighborhood. They had also circulated
  a petition and had written letters to the school
  authorities in an attempt to stop the school from
  purchasing non-union lettuce and grapes. Both of
  these attempts to change school policy had failed.

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• The students indicated that they not only planned
  to boycott the cafeteria, but hoped to shut it
  down by setting up a picket line during lunch
  hours. The students told Mr. Peterson about the
  planned boycott because of the many class
  discussions in whch they had talked about the
  American tradition of protest. They also
  insisted that the success of the boycott depended
  on Mr. Peterson not breaking their confidence
  they did not want the school administration to
  know about the plans.

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• Mr. Peterson feels sure that other teachers and
  the administration do not know about the planned
  boycott. He also knows that part of the student
  body would not be sympathetic to the boycott and
  this could result in a physical confrontation.
  According to the school rule, any organized
  student gathering on school grounds must be
  cleared by school officials. Mr. Peterson also
  knows that faculty members are supposed to notify
  the school administration of any activity which
  may interfere with the school schedule. Mr.
  Peterson discussed the various implications of
  the boycott with the students. The students
  understand these however, and are determined to
  go through with the plan.

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• Should Mr. Peterson tell the school
  administration of the impending boycott and
  picket line? Why, or why not?