Rethinking Kohlberg’s Moral Development Thoery

By Bridgette Snow

College of Education
Long Island University, C. W. Post
September , 2010

In today’s class we talked about moral development rather than cognitive development. I guess it is called moral because the theories are considered from a more moral point of view. Although Piaget feels there are two categories of moral realism or moral relativism, Kohlberg views these theories differently. I learned the difference in realism and relativism. The realism is the textbook perfect teacher who abides by all the rules strictly, where as compared to relativism; the teacher would be more understanding and flexible and could be less strict. We discussed why teachers should contain properties from each term. Being solely relativistic would result in students taking advantage of you. I learned that for becoming a good teacher I should balance between realism and relativism.

Compared to Kohlberg who believes moral development happens in stages. In the first pre-conventional stage students are learning that when they avoid punishment they will receive benefits in return. To be a good teacher you need to reward students’ good behavior in order for students to avoid the need to not behave. They will feel a trade off; “if teachers are nice to me I will be nice in return.”

Secondly there is the conventional stage. I learned that this stage is when students are trying to impress others. They also feel that it is important to obey the rules of the law. I feel this is a good theory but is not completely correct. Many children do behave in a good manner to impress a peer, but when it comes to the law I feel this is where Kohlberg may be incorrect. Children like challenge the authority and do the things they are told strictly not to do. They may even consider themselves ‘cool’ if they do not follow the rules or act out in class. His last stage would be post conventional. In this stage people are voicing their opinion more so. They tend to follow the laws but stand up for the laws they believe are right. This is when a student would have the backbone to tell a teacher that something in class is unjust. Students will behave the way they feel is best for them, not what is really expected from them.