Cognition and affect in moral development: A critique of Lawrence Kohlberg

The moral development of children is a crucial aspect of education that plays a role in shaping their character and behavior. Lawrence Kohlberg's theory of moral development offers a framework that can be used to understand how children develop morally through certain stages. This article aims to examine children's moral development from an educational perspective by referring to Lawrence Kohlberg's theory. This study is expected to provide a deeper understanding of the importance of moral education and how Kohlberg's theory can be applied in the context of children's education. This research employs a literature review method, involving the identification, selection, collection, analysis, and synthesis of data from various relevant literatures. Data were obtained from books, scientific journals, articles, and other documents related to Lawrence Kohlberg's theory of moral development and its application in education. The results of the study show that Kohlberg's theory of moral development can be applied in children's education to help parents and educators understand the stages of children's moral development. A critical evaluation of this theory also reveals its strengths and weaknesses and its relevance in the current educational context. The conclusion of this study emphasizes the importance of applying moral principles in education to help children develop into individuals with strong morality and social responsibility.

Kohlberg’s theory of moral cognitive development is temporarily the most influential theory in moral development psychology in the west and is still applied into practice and proved effective by moral theorists and educators all over the world. This paper takes this theory as the basis to analyze some problems existing in college moral education in China. It also suggests effective strategies to improve college moral education in China, i.e. Chinese colleges should reform the mode of moral education to increase students’ moral judgment competence, respect the developmental rules of moral cognition, make full use of the “Zone of proximal development” theory for moral education to develop students’ moral autonomy, attach great importance to “moral regression” period, and guide the Chinese moral education to transit from “teach how to obey” to “teach how to choose.”

Objective: This study explores the implementation of moral and personality development within the framework of the Sustainable Development Goals (SDGs) by analyzing the application of Kohlberg’s moral development theory through project-based learning in junior high schools in Purworejo, Central Java. The main objective of this research is to examine how project-based learning, as part of the independent curriculum, fosters students’ moral and personality growth. Theoretical framework: The theoretical framework is based on Lawrence Kohlberg’s stages of moral development, emphasizing the importance of moral reasoning in shaping ethical behaviour. Literature review: A literature review reveals that integrating moral education into formal curricula, particularly through experiential learning, can enhance students’ capacity for critical thinking, ethical decision-making, and personal responsibility—elements essential for achieving the SDGs in education. Methods: A qualitative descriptive method was employed, using observation, interviews, and documentation for data collection. Data analysis followed the steps of data reduction, data display, conclusion drawing, and verification. Results: The research findings indicate that at SMP Negeri 40, moral and personality development was effectively nurtured through democratic election projects (OSIS and MPK) and a local food processing initiative. Similarly, SMP Sultan Agung Purworejo applied the IPNU and IPPNU election projects, as well as a local cultural project titled Kitab Ngudi Susilo, to instil moral values and cultural awareness. Implications: The implications of this study suggest that contextual, project-based learning strategies are successful in aligning educational outcomes with the moral and personality competencies targeted by the independent curriculum and the SDGs. Novelty: The novelty of this research lies in the contextual application of Kohlberg’s theory within the Indonesian junior high school setting, highlighting how project-based learning can bridge theory and praxis in moral education.

Abstract. Several approaches for and against the unauthorized copying of software have been proposed. These approaches can be divided into two categories: moral reasoning and solution. These categories of approaches to unauthorized copying of software are scrutinized in the light of Kohlberg's theory of Cognitive Moral Development. The results suggest that most approaches presenting solutions to unauthorized copying of software have focused attention on the lower levels of moral development, while approaches at the highest stage are few and far between. No single approach covers all the stages of moral development. The implications of this analysis for practice and research are discussed.

A Chinese perspective on Kohlberg's theory of moral development

PurposeThe study explores how social media impacts institutional trust through the lens of Kohlberg’s stages of moral development. Specifically, this study aims to understand how moral relativism and moral intuitionism can moderate the relationship between social media use and perception of social authorities.Design/methodology/approachThe study analyzes a large data set from the World Values Survey, covering responses from approximately 52,000 individuals across 45 countries between 2017 and 2022. Multiple regression analyses were conducted to test for interactions between social media use and stages of moral development on trust in social institutions.FindingsThe study finds that different stages of moral development significantly moderate the relationship between social media use and institutional trust. Specifically, higher moral development buffers the negative effect of social media use on trust in three main social institutions: law enforcement, parliament and the legal system. In contrast, individuals with higher levels of moral relativism and moral intuitionism are more susceptible to the negative influence of social media on institutional trust.Research limitations/implicationsThe study relies on self-reported data from the World Values Survey, which may introduce response biases. In addition, while the large-scale data set offers insights into correlations, it does not allow for conclusive causal inferences.Originality/valueThis research contributes to understanding technology’s impact on modern societies by highlighting the role of individual moral development in shaping perceptions of key social institutions. The study uniquely integrates Kohlberg’s moral development theory with the influence of social media, offering a novel perspective on how personal moral systems can moderate the effect of digital media use.

Isaksson, A. 1979. Kohlberg's Theory of Moral Development and Its Relevance to Education. Scandinavian Journal of Educational Research 23, 47‐63. The main assumptions and categories of Kohlberg's theory of moral development are succinctly outlined. New empirical studies and critical reviews are discussed, and their implications for the theory assessed. It is concluded that the theory is correct in its basic assumption of viewing moral development as a sequential progression towards more complex structural wholes that can be conceptualized as levels or stages. Empirical evidence is found to lend greater support to the identity of three sequential structural levels than to six distinct stages. Kohlberg's and his associates’ approach to moral education is briefly described. The relevance of the theory to moral education is seen as self‐evident. The conditions for the efficacy of moral educational programmes are discussed. The general conclusion of the article is that Kohlberg's approach has proven i...

Kohlberg’s theory of moral cognitive development is quite influential, widely applied in practice by moral theorists and educators all over the world. It is proved to be very effective. The current moral education in the mainland of China is characteristic of low efficiency. This paper intends to analyze the causes of this low efficiency after the reforming and opening policy was adopted in China and to tentatively give some suggestions to improve this situation.

This article investigated the moral development of the main character in the novel The Husky and His White Cat Shizun. The research aimed to identify the main character's moral development stages and examine how the main character’s personality relates to these stages throughout the story. This study focused on understanding the stages of the main character's moral reasoning development within the context of the novel. To achieve the research's aims, the study utilized data from the novel, employing documentation and observation methods along with a note-taking technique for data collection. Through this approach, the study explored the moral development of the main character, Mo Ran. The key findings of this research reveal that Mo Ran undergoes six stages of moral development. The analysis demonstrates that Mo Ran’s moral reasoning develops into a more complex and principled understanding of morality. The findings indicate Mo Ran’s character develops his moral understanding, moving from self-centeredness to a more complex principled sense of morality.

This study aims to analyze the moral development of the main character Jin Sakai in the video game Ghost of Tsushima using Lawrence Kohlberg's moral development theory. Ghost of Tsushima is an action-adventure game by Sucker Punch Productions released in 2020. The main data of this study is the narrative of the Ghost of Tsushima game, including the storyline, dialogue, and moral choices of the main character. A qualitative approach and descriptive method were used to explore the narrative, dialogue, and moral choices made by the characters in the game. Data were collected through observations of relevant cutscenes and gameplay, then analyzed using Kohlberg's six stages of moral development. The results showed that Jin Sakai underwent a complex moral transformation, starting from the preconventional phase of the legal and obedience orientation stage, the instrumental-relativist orientation stage, then entering the conventional phase of the interpersonal agreement orientation stage, the law and order orientation stage, until reaching the postconventional phase of the social contract orientation stage, and the universal ethical principles stage. This change is reflected through the inner conflict between maintaining the honor of the samurai and saving the people from the Mongol invasion in new ways that Jin Sakai created himself. These findings show that interactive media such as video games not only offer entertainment, but are also able to represent deep and relevant moral dynamics in the context of learning ethics and reflecting on human values in the digital era.

Previous articleNext article No AccessMoral Philosophy and Moral Education: A Critique of Kohlberg's TheoryIsraela Ettenberg AronIsraela Ettenberg Aron Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 85, Number 2Feb., 1977 Article DOIhttps://doi.org/10.1086/443328 Views: 89Total views on this site Citations: 9Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1977 The University of ChicagoPDF download Crossref reports the following articles citing this article:Lynne Goldschmidt, Malose Langa, Daleen Alexander, Hugo Canham A review of Kohlberg’s theory and its applicability in the South African context through the lens of early childhood development and violence, Early Child Development and Care 191, no.7-87-8 (Jul 2021): 1066–1078.https://doi.org/10.1080/03004430.2021.1897583Alan J. Kearns The ethical demand in teaching and learning, Teaching and Teacher Education 86 (Nov 2019): 102874.https://doi.org/10.1016/j.tate.2019.07.004Charles J. Vitton, Teresa A. Wasonga Between Kohlberg and Gilligan: Levels of Moral Judgment among Elementary School Principals, Leadership and Policy in Schools 8, no.11 (Jan 2009): 92–116.https://doi.org/10.1080/15700760802344721Daniel K. Lapsley, Robert D. Enright, Ronald C. Serlin Moral and Social Education, (Jan 1989): 111–141.https://doi.org/10.1016/B978-0-08-088582-7.50011-9Betty A. Sichel Women's Moral Development in Search of Philosophical Assumptions∗, Journal of Moral Education 14, no.33 (Jul 2006): 149–161.https://doi.org/10.1080/0305724850140301D. E. BENOR, NETA NOTZER, T. J. SHEEHAN, G. R. NORMAN Moral reasoning as a criterion for admission to medical school, Medical Education 18, no.66 (Nov 1984): 423–428.https://doi.org/10.1111/j.1365-2923.1984.tb01297.xCharles S. Evans Moral Stage Development and Knowledge of Kohlberg’s Theory, The Journal of Experimental Education 51, no.11 (Jan 2015): 14–17.https://doi.org/10.1080/00220973.1982.11011833Hiram E. Fitzgerald Comment: Response to “Kohlberg at the ‘Is-Ought’ Gap”, (Jan 1982): 271–276.https://doi.org/10.1007/978-1-4613-3473-6_29 Israela Ettenberg Aron Moral Philosophy and Moral Education II. The Formalist Tradition and the Deweyan Alternative, The School Review 85, no.44 (Oct 2015): 513–534.https://doi.org/10.1086/443366

Information systems (IS) is a fairly new discipline, and in our first paper Juhani Iivari, Rudy Hirschheim and Heinz Klein attempt to define a body of knowledge that encompasses the subject. They suggest five topic areas that IS experts should know about. Of these, they regard two as distinct in IS: the knowledge about IS applications and the process of IS development; and they attempt to codify the latter. In doing so, the paper reveals many concerns, but even so, this and subsequent papers can have a major positive impact on IS teaching and research. One recurring theme of IS development research concerns resistance to the introduction of new systems and, using data spanning a six-year period, Bill Doolin discusses how doctors reduced the potential of a hospital information system by their resistance. He considers this a result of the power that the doctors had in this situation and he analyses the case study using a Foucauldian perspective. Such an approach is often discussed from a purely theoretical perspective but here, we have empirical data illustrating the approach in practice. The many citations from the interviews help to make the arguments convincing as does the fact that this is a longitudinal study. Markos Goulielmos also looks at aspects of IS development, but this time at the process of IS development, including the roles of the actors involved. Goulielmos uses grounded theory to make sense of the interview data from five consultancy firms and six other large organizations. The paper makes many interesting observations about IS development in practice, and distinguishes between a broader, pragmatic view of an IS ‘approach’ from the more traditional focus on methodology. The final paper of this issue concerns the moral and ethical issue of unauthorized copying of software. But it is also a practical concern of course – how should companies attempt to prevent such copying? Mikko Siponen and Tero Vartiainen apply Kohlberg's theory of cognitive moral development to the issue and finds that the current preventative actions fail to take into account all the necessary aspects of moral development and are therefore unlikely to be fully successful. The research approach involves a hermeneutic study of texts (33 studies about the issue of unauthorized software copying) and the study argues for a more holistic approach to the problem.

Moral development has been a noticeable social issue. The holy Quran as the most complete guiding book for humankind endorses deep teachings regarding morality. On the other hand because of importance of ethical issues, many theorists and philosophers have been trying to develop ethical and moral theories, according to their ideological and cultural back grounds. But most of them could not go beyond institutional life of human beings and failed to consider spiritual and motivational underpinnings of morality, which are deeply rooted in God creation and human nature. Although studying moral development in Quran view required a wide and deep reflection in various dimensions, this paper tries to open the discussion as an introduction for future works by analyzing the Kohlberg’s theory of moral development from Quran point of view. Method: This is a review article, which is done using library and web-based sources and deriving relevant references. Results: According to Quran, human beings pass through some stages during their lives. A similar step wised approach to moral development has been discussed in theories such as Kohlberg and Pageant’s. According to Kohlberg, steps and levels of moral development are fixed and unchangeable. In addition he mentioned that moral arguments and judgments are related to cognitive properties. But from Islamic and Quran viewpoint, moral regulations and principles are factual and abstract (Not-relative). Therefore in some dimensions views of western Theorists is completely different and even contradictory with Islamic tradition. One of These major differences is lack of a holistic approach to human moral development and lack of enough attention to spiritual and supererogatory moral ideals. Conclusion: The most important critique against Kohlberg’s theory is its relative weakness in explaining multi-dimensional nature of moral development because of its theoretical and experimental limitations. Using such western theories and instruments for evaluating moral development is not completely compatible with our religious and national culture. Although there are a number of works that try to explain moral development from Islamic (Shi’a) point of view, but very few works have used a comparative approach toward this issue. We recommend more detailed future studies about this issue.

Student ratings of the ethicality of 19 behavioral interactions between male and female clients and counselors were used to explore gender differences in ethical judgments from the perspective of several theoretical models. Models pertinent to individual and gender differences were tested and included Kohlberg's (1976) theory of moral development, Gilligan's (1982) theory of moral orientation, Bem's (1981a) sex role schema theory and Eagly's (1987) social role interpretation. Significant gender differences across all dependent variables were found in the ratings of unethical behaviors. Women rated sexual interactions between clients and therapists more conservatively than did men ~ regardless of the gender of the therapist and client except in one condition. The one condition where men provided ethics ratings comparable to women was in response to sexual interactions between male therapists and male clients. It was hypothesized that males in this one condition identified more strongly with a scenario depicting a male client as victim, and therefore gave ratings more consistent with the ratings females provided. Hierarchical regressions in which the variance in ethicality ratings were predicted by gender, academic ability, moral development, moral orientation, sex role identification, and general opinion of counselors were conducted. Main effects were found to be significant for gender of subject and for the therapistclient gender pairings depicted, with a significant interaction between these two main effects. While some mediation effect was found for the sex role identification of feminism, neither moral development stage or moral orientation had significant effects on ethical judgment.

Recent world events such as the threat of terrorism and the global economic crises have rekindled an interest in ethics and values education. This study, conducted in Singapore, combines a Kohlbergian approach to the assessment of moral judgement with a framework based on the self-determination theory to assess the motivational regulations of adolescent students towards civics and moral education (CME). The findings show that the Singaporean students' development of moral reasoning follows the trend prescribed for their age groups in Kohlberg's theory. With regard to their motivation in CME, students showed a moderate degree of autonomous motivation, although the correlations between moral development stage and motivation in CME were low.