Kohlberg's Moral Development Theory

Applied to Middle Schoolers

Jan 2, 2011 Donna Kehl

Middle School and and the Moral Development Theory - Donna Kehl
From spitwads, to marble swapping, middle schoolers exhibit behaviors according to their
stage of moral development that require patience and direction.

In applying Kohlbergs Theory of the Six Stages of Moral Reasoning to students at the
middle school level, teachers must first look at the demographics and developmental factors
of the students being examined. Because most middle schools serve a wide range of students
from 10 to 14 years old, many stages of moral reasoning are represented among the student
body.

William Damon in his 1999 article, The Moral Development of Children, expounded upon
Kohlbergs Six Stages of Moral Reasoning published in the 1950s. Damon referred to these
six stages as, The Six Stages of Moral Judgment. The stages are then further divided into
three different levels outlined as follows:

Level l: Preconventional Morality (Self Interest)

This stage is most often seen in children from preschool age to high school. Most children
who fall into this level of moral development are most often elementary and junior high
school age.

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Stage 1 punishment and avoidance: children at this stage tend to very egocentric,
where they base their actions on what is best for them, without considering the
feelings or needs of others. Children tend to follow the rules enforced by their parents
and teachers, but will disobey when the teachers' or parents' backs are turned.

Examples of this behavior are demonstrated when a student pays attention in class only when
he thinks the teacher is looking; but, when the teacher turns her back, the students at stage 1
will attempt to throw spit wads and other objects across the classroom. Students at this level
are willing to risk getting in trouble,and may seem to be very immature compared to other
students in the classroom.

Stage 2 Reward or Exchange of favors: These students are highly motivated by

extrinsic rewards. That is they tend to cooperate best in a token economy, where the
 teacher regularly gives prizes for exhibiting desired behaviors. Students at this stage
are often reluctant to cooperate without the reward being offered.

Students at this level will tend to work with others so long as they will be rewarded
themselves. Examples of this stage are evident with the boys who bring marbles to school.
They may only agree to cooperate and play with a student, even if they dont like the student,
in hopes of winning some of his marbles during recess. The same situation applies in the
class as well. Students may only work on a project, perhaps somewhat reluctantly, in hopes of
winning a class prize or teacher recognition.

Level ll Conventional Morality

This level is seen in a few older elementary children and in junior high age students, and
many high school students.

Stage 3 Interpersonal Relations: In this stage the child has learned to make moral
decisions that are more likely to please their parents, teachers, coaches, and other
authority figures. Students at this stage have developed a strong sense of character
virtues such as cooperation, compassion, trustworthiness and loyalty, and may
reinforce these traits through interpersonal relationships. This child also knows the
difference between innocence and guilt in given situations.

Stage three is present among middle school students that tend to be a bit more mature. They
usually come from homes that provide more familial and parental support for their academics
and school success. These students tend to be responsible with their homework, and feel great
pleasure when they do something well.

Read on

Teaching Morals and Values to Children

Character Education and Behavior in Public Schools

Classroom Management and Behavior Strategies

Stage 4 Social Order: In this stage, students are more apt to follow rules and
conform to social expectations and norms. They have a strong sense of right and
wrong, and strive to exhibit positive behavior.

Stages four is evident in students who tend to provide leadership in the school. These are the
students that participate in student government. They volunteer for community events that
support charities the homeless shelter or the needy at Christmas time with food baskets. They
go beyond the call of duty to help others and to be a role model at the school. These students
rarely get in trouble, and they have friends that are involved also in being leaders in the
school.

Level III: Postconventional Morality (Abstract Ideals)

This level is rarely seen before students reach college age.

 Stage 5 Social Contract: Stage five affords the individual with higher thinking skills,
and the knowledge that rules are flexible and subject to change for the greater good of
society.

Stage 6 Universal Rights: Rely on the conscience for making decisions rather than
social norms. Individuals at this level may feel that its acceptable to break a law as to
justify the obligations of his moral belief system.

Moral Development Theory Applied in Middle Schools

The stages of Kohlbergs Development of Moral Reasoning normally present within the
middle school level are stages 1 to 4, with stage 5 and 6 being rare among students. The
reason for the wide disparity in stages is due to various maturity levels among students. Some
students within this age group may display very immature levels or moral judgment; those
that seem to be very self-centered, and willing to risk getting away with things that they know
they should not be doing.

Schools that serve a large number of economically or socially disadvantaged students may
see a larger number of students stuck in stages 2 and 3 because parents are absent due to
working excessive hours, and children are left alone at home to fend for themselves. Little
supervision and character education is available due to absent or over-burdened parents;
therefore, schools must do what they can to provide activities and curriculum that enhances
and strengthens the moral development of their students.

References

Ormrod, Jeanne E. Educational Psychology, Developing Learners. NY: Prentice Hall, 2007.

Damon, William. "The Moral Development of Children." The Scientific American Journal.
1999.

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