Kohlberg (1969)

Question 1

what were Jean Piaget’s theorised two levels of moral thinking

Answer 1

• heteronomous moral thinking
• autonomous moral reasoning

Question 2

Describe heteronomous moral thinking

Answer 2

it weighs the outcome of an action to determine how bad it is. the higher the magnitude of the consequences, the worse the action is and the worse they should be punished

Question 3

describe autonomous moral reasoning

Answer 3

takes into account the intent of the person committing the action. the worse their intent the worse they should be punished

Question 4

what was the aim of Kohlberg’s study

Answer 4

to provide research that would back up his theory of moral development

Question 5

describe the sample from the US in Kohlbergs study

Answer 5

• 75 boys, aged 10-16 until they were aged 22-28
  (the same boys for 12 years)

Question 6

Describe the procedure of Kohlbergs study

Answer 6

• each boy presented with moral dilemmas (such as the Heinz dilemma) every 3 years for 12 years
• using answers given, the boys were ranked in 6 categories if around 50% of their responses to any of the concepts fell into that specific stage
• ranked from 1-6 (least-most morally devleoped)

Question 7

what type of research was Kohlbergs study

Answer 7

longitudinal

Question 8

Why was Kohlbergs study longitudinal (in terms of the US)

Answer 8

it followed a number of participants (75) over an extended period of time (12 years)

Question 9

name two strengths of longitudinal studies

Answer 9

• same participants used reduces the effects of participant variables
• it can show the development of individuals and how these differ through gender, culture, environment, etc..

Question 10

name three weaknesses of longitudinal studies

Answer 10

• time consuming
• can have a low retention rate ( people may drop out before the end of the study) - risk of ‘panel attrition’
• it requires a large sample size to be valid

Question 11

name the other countries Kohlberg collected data in

Answer 11

• malaysia
• mexico
• turkey
• the united kingdom
• taiwan
• canada

Question 12

name 3 strengths of cross-cultural studies (for Kohlberg)

Answer 12

• enables Kohlberg to demonstrate that his theory of moral development doesn’t just apply to americans
• reduces ethnocentrism
• comparisons can be made to generalise the results

Question 13

name 3 weaknesses of cross-cultural studies

Answer 13

• cost implications and a language barrier to overcome
• moral dilemmas may be too culture bound to the USA
• lots of effort and time required to conduct the experiment

Question 14

name the six stages of Moral Reasoning

Answer 14

1. obedience and punishment orientation
2. self-interest orientation
3. conformity to expectations and rules
4. authority and social order orientation
5. social contract orientation
6. universal ethical principles

Question 15

describe stage one of moral reasoning

Answer 15

the child is responsive to cultural norms but is able to behave in an immoral; way if authoritarial structure is missing

Question 16

describe the thoughts in stage one of moral reasoning

Answer 16

’ how can i avoid punishment?’ ‘is this action good or bad?’

Question 17

describe stage two of moral reasoning

Answer 17

the child behaves in a self-centered way (what action brings benefit to them)

Question 18

describe the childs thoughts in stage two of moral reasoning

Answer 18

’ whats in it for me?’ ‘what will i get in return?’

Question 19

describe stage three of moral reasoning

Answer 19

the child is now seeking approval from others and beginning to consider the intention of the act

Question 20

describe the childs thoughts in stage three of moral reasoning

Answer 20

‘what does everyone say is right and wrong?’ ‘i am a good girl/boy’

Question 21

describe stage four of moral reasoning

Answer 21

child now sees right behaviour as adults in order to show respect and maintain social order. laws are not set in stone.

Question 22

describe the childs thoughts in stage four of moral reasoning

Answer 22

’ i must do what is right and make sure everyone else does too’ ‘ i must respect others by doing the right thing’

Question 23

describe stage five of moral reasoning

Answer 23

the child now does what is right based on laws plus on personal values and opinions. sees laws as changeable.

Question 24

describe the childs thinking in stage five of moral reasoning

Answer 24

‘there is a difference between law and morality’ ‘laws can be questioned’ ‘what makes laws right is whether it promotes social utility’

Question 25

describe stage six of moral reasoning

Answer 25

child now bases judgement on universal human rights of justice, equality, reciprocity, and respect for the individual

Question 26

describe the childs thinking in stage six of moral reasoning

Answer 26

‘all individuals have value, even those that don’t value themselves’ ‘we should be wary of ethical positions that could potentially involve sacrificing the well-being of an individual for the well-being of the majority

Question 27

what level of moral reasoning does stage one and two fit into

Answer 27

pre-conventional

Question 28

what level of moral reasoning does stage three and four fit into

Answer 28

conventional

Question 29

what level of moral reasoning does stage five and six fit into

Answer 29

post-conventional

Question 30

what four conclusion did Kohlberg make about moral development

Answer 30

• the stages follow an ‘invariant development sequence’ (come one at a time and always in the same order)
• all movement is forward and doesnt skip steps
• nature of the sequence is not significantly affected by widely varying social, cultural or religious conditions
• moral thought behaves like all other kinds of thoughts. takes into account everything in the previous stage and organises them into a more comprehensive and equilibrated structure.