Psychology

Lawrence Kohlberg is often considered the man that started the study of the concept of moral reasoning in a cognitive way instead of just behaviorally.  He based his theory and studies on the two stages of Paiget (Crain, 1985), but grew more detailed and through studies in the United States, Mexico, Malaysia, Taiwan, and Turkey, he showed that the theory was not just American, but could be used cross-culturally to understand the development of moral reasoning in all humans from early childhood to adulthood (Windsor  Lower, 1982).  For Kohlberg moral reasoning development was imperative to moral behavior development.

From his studies he created a system of three levels with two stages represented in each level.  The moral reasoning flows continually forward passing through each stage. Through these levels and stages he explained the human development of moral reasoning (Crain, 1985 Daeg de Mott, 1998 Dawson, 2002 Haaften, 2007 Jorgensen, 2006  McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).

Level One
The first level is called the pre-conventional level and is usually associated with preschool and elementary aged children.  The judgment in this level is based on an individualistic point of view.  The actions are not as important as the consequences.  Therefore Stages 1 and 2 are founded the in egocentric perspective (Crain, 1985 Daeg de Mott, 1998 Haaften, 2007 Jorgensen, 2006  McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982). Charlie is our character that is just entering Level One of moral reasoning development and will pass through both stages, before reaching Level Two.

Stage 1
Stage 1 is called the avoidance and obedience level in that the actions are associated directly with the consequences.  This is usually found in preschool children.  They learn to obey the rules that are put forth by the authority figures in their live, such as parent, relatives, and teachers (Crain, 1985 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  In this instance, Charlie has just started day care, and his teachers are teaching him what is expected in the group setting.  He is told that if he talks during the reading circle he would be put in time out.  Therefore, Charlie does not talk during reading circle, however, if he deems that he can whisper to a friend and not get caught he may try it.  This is Stage 1, acting in relation to consequences.

Stage 2
Stage 2 is known as the Ill scratch your back, if you scratch mine stage the exchange of favors and the focus on satisfying individual needs by any means.  This group is usually elementary and middle school aged children.  The foundation of the moral reasoning is still very much individualistic, however, there is an understanding that anothers need may have to be met to have the individuals need met.  It is the stage of give and take (Crain, 1985 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie wants to go out and play with his friends.  His mother wants him to clean his room.  He knows that if he does not clean the room he will be in trouble.  Therefore, Charlie works it out with his mother that if he cleans his room he can go out with his friends.  She agrees.  They both get their way in the end.

Level 2
Level Two is the Conventional Level and is the level that is inhabited by most people.  From early middle school through adulthood, most people remain in this level at Stage 4.  The level is starting point for the understanding of the obedience of laws and rules to keep society intact.  It is an understanding of a regulated world rather than chaos (Crain, 1985 Daeg de Mott, 1998 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie in this level begins to look outside of his own individual needs to look more at the needs of his world, his community, friend, and relatives.  It is not about working for the larger picture any further than outside the sphere of reference.

Stage 3
This stage represents the ideas of being good.  The individual will act in accordance to expectations that represent obeying and being good.  This is also the time that outside relationships become important, in regards to trust, loyalty, and friendship (Crain, 1985 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie knows that he needs to get As and Bs in school to make his parents proud.  Therefore, he works extra hard to ensure that his parents are proud of his actions.  However, he must also contend with his friends, and therefore participates in baseball and soccer outside of school.  He ensures he makes everyone around him proud of his actions.

Stage 4
This is the stage of law and order, where the individual looks to the world and the bigger picture to understand the rules and norms of society.  The society must be regulated to run efficiently and it is up to each person as an individual to take responsibility for their actions and make the society a good place in which to live (Crain, 1985 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie is only 17 years old at this point, but some of his friends have bought some beer and what him to come drink with them.  Charlie knows that he is underage, and not only can in trouble with his parents, but with the police and judicial system as well.  He knows it is his responsibility to act in a mature fashion and thereby decline the offer.

Level Three
This is the last level and is the level that is the most controversial.  Level Three is called the post-conventional level because it is based on the universal principle of life.  The rights of human outweigh the laws of the people.  This type of abstract thinking includes the social contract that creates the society and the concepts regarding rights of every human.  This is the level in which civil disobedience can be found (Crain, 1985 Daeg de Mott, 1998 Dawson, 2002 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie looks at the world outside of itself and makes decisions based on what he feels is right and not what he is told is right.

Stage 5
The social contract is the basis of stage 5.  Many adults touch here but are not consistently in this stage.  They never truly make the leap from stage 4 to stage 5.   The premise is that the values of the society should be upheld.  The view has grown from community to State or national levels.  What is important is not just the community but the nation as a whole (Crain, 1985 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie believes that gay marriage should be allowed in his State, but is not willing to go out on a limb to try to get it passed.  He believes in it, but will not disobey, nor will he tell others to disobey the law.

Stage 6
This stage focuses on abstract moral ideals that are above the law known to the people.  This is the stage that very few people ever reach.  They may touch the border, but few are willing to step over the line and live for the universal law rather than the human law (Crain, 1985 Dawson, 2002 Haaften, 2007 Jorgensen, 2006 McDevitt  Ormrod, 2007 Nucci, 2008 Winsor  Lower, 1982).  Charlie just found out that his cousin was denied being married to his partner.  His cousin and partner were married in another State, but the State in which they live refuses to acknowledge the union.  There is a group of university students that want to make this outrage public and decide to have a march.
Charlie is one of the first to sign up.  They plan on stopping traffic in front of the State Capitol, even though they know they are likely to get arrested.  It is not about themselves, but the right to allow everyone to have a partnership through marriage.

Conclusion
From these levels and stages, one can see the moral reasoning developing. Even though Stages 5 and 6 are more theoretical than reality, there is still some truth and some basis for the theory.  Just as the stages of physical development, the cognitive moral reasoning develops to, and Kohlberg has given a theory and measures to explain the development and the outcomes of the moral growth in humanity.