Understanding Kohlberg’s Stages of Moral Development
Lawrence Kohlberg, an American psychologist, is renowned for his theory on the stages of moral development in individuals. Moral development refers to the process of cognitive maturation (from child into adulthood) that creates the ability to distinguish between right and wrong (morality) and for the person to engage in reasoning between the two (moral reasoning).
Kohlberg’s work on moral development remains relevant nearly seventy years later. His theory of moral development has significantly influenced the fields of psychology, education, and various other social sciences.
Key Definition:
Kohlberg’s concept of moral development is based on his theory of stages of moral development, which consists of three levels: pre-conventional, conventional, and post-conventional. Each level is further divided into two stages, totaling six stages overall. According to Kohlberg, individuals progress through these stages as they mature. Each stage represents a more complex understanding of moral reasoning and ethical decision-making. Kohlberg’s theory emphasizes the importance of reasoning and thinking processes in moral development, and it has been influential in shaping our understanding of how individuals develop their sense of right and wrong.
Background
Kohlberg’s theory of moral development is a significant contribution to the field of psychology. It is based on the premise that moral reasoning evolves through distinct stages, where individuals progress through these stages in a sequential manner. Kohlberg’s theory is an adaptation of Jean Piaget’s four stages of cognitive development. Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded on his moral development theory throughout his life.
According to Kohlberg, there are six identifiable stages of moral development that are grouped into three levels, with each level denoting a different mode of moral thinking. This notion has profound implications for understanding how individuals form their ethical perspectives and navigate moral dilemmas in various contexts. Kohlberg’s work has sparked extensive research and discussions about the nature of moral development, encompassing not only the cognitive aspect but also the social and emotional components that influence one’s moral reasoning.
We Need an Internal Moral Compass
The need for moral development is inherent to the human experience. It encompasses the ongoing process through which individuals and societies cultivate an understanding of right and wrong, and subsequently apply ethical principles to their actions and decision-making. This development is crucial for fostering empathy, cooperation, and a sense of responsibility towards others, ultimately contributing to the harmonious functioning of communities and the progress of civilization as a whole.
Furthermore, moral discernment equips individuals with the tools necessary to navigate complex ethical dilemmas and make informed choices that align with their values. As such, it plays a central role in shaping personal character and social cohesion. The conflict between self-serving motivations and community building behaviors is the primary dilemma of humanity. Moral development is the cognitive growth that adapts the individual for finding balance within this primary and ongoing conflict inherent to all human beings and society.
See Morals and Ethics and Primary Dilemma for more on this topic
Kohlberg’s Basics of Cognitive Development
Kohlberg explains that “basic development involves basic transformations of cognitive structure.” These transformations are “the result of processes of interaction between the structure of the organism and the structure of the environment.” He adds that “the direction of development of cognitive structure is toward greater equilibrium in this organism-environment interaction” (Kohlberg, 1973).
Kohlberg explains that development is part of a feedback loop. He wrote that the child interacts with their immediate environment, and that “this interaction leads to cognitive stages which represent the transformations of simple early cognitive structures as these are applied to (or assimilate) the external world and as they are accommodated to or restructured by the external world in the course of being applied to it” (Kohlberg, 1984, p. 13).
This constant process of action, transformation, and feedback propels the child through a series of developmental changes (or stages). According to Kohlberg, the development into a fully functioning integrated adult in regards to this primary dilemma occurs in six stages.
Kohlberg’s Six Stages of Moral Development
Kohlberg’s theory of moral development focuses on the development of morality and moral reasoning. His theory suggests that moral development has three levels (preconventional morality, conventional morality, postconventional morality). Kohlberg further divided each level into two stages.
The Three Levels of Moral Development
Kohlberg explains that we can best understand the three levels by viewing them “as three different types of relationships between the self and society’s rules and expectations.” He continues to explain that “from this point of view, Level I is a preconventional person, for whom rules and social expectations are something external to the self; Level II is a conventional person, in whom the self is identified with or has internalized the rules and expectations of others, especially those of authorities; and Level III is a postconventional person, who had differentiated his or her self of others and defines his or her own values in terms of self-chosen rules” (Kohlberg, 1984, p. 173).
One researcher defines the different stages like this: the first two stages are characterized by the “preconventional point of view, which lacks awareness of social order; the third and fourth, by the conventional perspective, which recognizes the values of conforming to and maintaining the social order; and the fifth and sixth stages, by the autonomous or principled perspective, which recognizes the social order as itself subject to rational criticism and capable of improvement” (Baier, 1974, p. 605).
The Six Stages
Preconventional Level
- Stage 1: Obedience and Punishment Orientation: At this stage, individuals focus on avoiding punishment and obedience to authority figures. The moral reasoning is characterized by a desire to adhere to rules in order to avoid negative consequences. This stage is often observed in young children and is essential for the development of basic moral principles. It lays the groundwork for the subsequent stages of moral development where individuals begin to consider broader societal norms and internalized moral principles.
- Stage 2: Individualism and Exchange: In this stage of moral development, the focus shifts to satisfying one’s own needs and the possibility of equal exchange. Individuals at this stage tend to make decisions based on what serves their own self-interests, while also considering the concept of fairness and reciprocity in their interactions with others. This stage reflects a growing awareness of personal rights and the importance of respecting the rights of others.
At this stage, individuals begin to understand the value of autonomy and the right to pursue their own goals. This also includes an emerging recognition of the need for mutual respect and fairness in relationships and interactions. However, moral reasoning at this stage may still be limited to a relatively self-centered perspective. Individuals remain primarily focused on their own needs and interests. However, they begin considering the principle of fair exchange in their interactions with others.
Conventional Level
- Stage 3: Interpersonal Relationships: At this stage encapsulates the crucial transition where individuals begin to place value on good behavior as a means of fostering positive relationships and adhering to the societal expectations. Essentially, it marks the shift from a self-centered approach to a more socially-oriented perspective.
At this stage, individuals become increasingly attuned to the impact of their actions on others within their social sphere. The emphasis on maintaining healthy and constructive relationships becomes a guiding principle, steering behavior towards actions that uphold harmony and reciprocity.
Furthermore, conformity to the norms and expectations of the community plays a pivotal role during this stage. Individuals start to internalize the values and standards upheld by their social environment. They start employing them as a compass for their conduct. - Stage 4: Maintaining Social Order: the Maintaining Social Order stage, also known as the Law and Order stage, is characterized by a desire to uphold the social order and maintain the functioning of society. Individuals at this stage view social norms, laws, and authority as crucial for preserving stability and preventing chaos. They adhere to rules and regulations to avoid disruption and ensure collective well-being. This stage reflects an understanding of the importance of a structured and orderly society. In these ordered societies, it is understood that the enforcement of rules is essential for the greater good.
At the Maintaining Social Order stage, individuals may prioritize the preservation of societal norms over individual needs and beliefs. Their moral decision-making is heavily influenced by the legal system and established authority, as they believe that adherence to rules is fundamental for a harmonious coexistence. Consequently, they may struggle to recognize situations where moral principles conflict with societal regulations, potentially leading to ethical dilemmas.
Postconventional Level
- Stage 5: Social Contract and Individual Rights: In the stage of moral development concerning the social contract and individual rights, individuals begin to understand the importance of societal rules and laws in maintaining order and promoting the greater good. This stage, as proposed by Lawrence Kohlberg, is a crucial phase in the development of one’s moral reasoning.
At this stage, individuals recognize that a functioning society depends on a set of agreed-upon rules and institutions. They start to comprehend the concept of a social contract, wherein individuals willingly give up certain freedoms in exchange for the benefits of a well-ordered society. This understanding leads to a deeper appreciation for the rights and responsibilities inherent in the social contract.
Furthermore, the recognition of individual rights becomes increasingly salient. Individuals at this stage begin to appreciate the importance of protecting the rights of every member of society. They understand that these rights are essential for preserving the freedom and dignity of each individual. Consequently, these considerations of individual rights contributes to a more just and harmonious society. - Stage 6: Universal Principles: This stage of moral development represents the highest level of moral development in his theory of moral reasoning. At this stage, individuals move beyond conventional morality, and their ethical decisions are guided by universal ethical principles that transcend societal norms and laws.
Characteristics of the Universal Principles Stage:
- Autonomous Moral Reasoning: Individuals at this stage develop a sense of individual principles of conscience and justice, detached from the expectations of any particular society.
- Universal Ethical Principles: Moral reasoning is based on universal ethical principles, such as justice, equality, and human rights, which are considered fundamental and applicable to all.
- Transcendence of Law: While individuals at lower stages of moral development adhere strictly to societal laws and norms, those at the Universal Principles stage may act in civil disobedience if they believe that a law violates fundamental ethical principles.
- Rare in Society: According to Kohlberg, relatively few people reach this stage of moral development, as it requires a high level of cognitive and moral maturity.
Application
Education
The comprehension of Kohlberg’s stages of moral development holds significant importance in diverse domains. For instance, within the realm of education, profound knowledge of these stages can play a pivotal role in shaping curricula that not only nurture intellectual growth but also prioritize the cultivation of moral reasoning. Kohlberg believed that the public school should “engage in moral education and that the basis of such education should be universal principles of justice, not particular religious and personal values” (Kohlberg & Power, 1981).
By integrating principles from Kohlberg’s stages, educators can effectively design learning experiences that encourage ethical deliberation and reflection. This can foster the development of morally conscious individuals.
Ethical Decision Making
Similarly, in the field of psychology, the understanding of Kohlberg’s stages offers valuable insights into the ethical decision-making processes of individuals. This comprehension provides psychologists with a framework to analyze and interpret the moral reasoning behind various actions and behavioral patterns. By incorporating this understanding into therapeutic interventions, psychologists can tailor their approaches. Accordingly, they can align treatment with the moral development of their clients. Consequently, this will enhance the effectiveness of their professional practice.
Social Interventions
Moreover, extending beyond the realms of education and psychology, Kohlberg’s stages can contribute to the design and implementation of more targeted social interventions. By recognizing the distinct moral developmental trajectories of individuals within different stages, social scientists and policymakers can devise strategies better attuned to the specific ethical considerations. Accordingly, decision-making processes can focus on each prevalent need at each stage. In doing so, they can promote more effective and empathetic interventions, addressing diverse perspectives.
Justice
Kohlberg suggests that societies also develop through stages. Perhaps, this is a consequence of the individual’s in the society also progressing through the levels and stages of development. He explains:
“Rules and laws are the mechanism for achieving a just or moral social order. Wherever both operate (e.g., school, nation, university, labor union), they are intended to facilitate human interaction insofar as they necessarily include views of obligation, authority, and justice” (Tapp & Kohlberg, 1971). Markedly, most groups of people need the assistance of a framework of rules to interact in a fair and just manner.
In 1981, Kohlberg wrote:
“There exists a considerable body of evidence that supports the hypothesis that the prevailing moral standards in the United States and in other societies are gradually evolving toward higher developmental stages and thus toward more adequate conceptions of justice” (Kohlberg, 1981, p. 253).
Associated Concepts
- Piaget’s Cognitive Development: These stages describes how children develop intellectually as they interact with the world around them. Piaget identified four stages of cognitive development: the sensorimotor stage (birth to 2 years), the preoperational stage (2 to 7 years), the concrete operational stage (7 to 11 years), and the formal operational stage (11 years and older).
- Freud’s Psychosexual Development: This theory refers to five stages of personality development proposed by Sigmund Freud: oral, anal, phallic, latency, and genital. According to Freud, during each stage, an individual’s libido is focused on a different erogenous zone, and the successful completion of each stage is essential for healthy personality development.
- Developmental Tasks: These refer to specific skills individuals need to acquire during different life stages, guiding human growth and maturation.
- Erikson’s Stages of Psychosocial Development: This theory of psychosocial development that outlines eight distinct stages spanning from infancy to late adulthood. Each stage presents a crisis that must be resolved for healthy psychological development. These stages highlight the impact of social experiences across the lifespan and underscore the importance of resolving conflicts to foster personal growth.
- Ego Development: this refers to a lifelong process of growth, shaping the complex interplay between biology and environment. It progresses through stages, influenced by experiences and interactions, and impacts individual well-being and relationships.
- Self-System: This concept by Harry Stack Sullivan emphasizes the formation of self through interpersonal relationships, and its impact on psychological well-being. The self-system aids in managing anxiety and balancing the conflicts between the “good me” and “bad me.” It also plays a crucial role in emotional regulation and personality development.
A Few Words by Psychology Fanatic
In conclusion, Kohlberg’s stages of moral development offer a profound insight into how individuals navigate their understanding of morality throughout their lives. This framework not only delineates the progression from self-centeredness to a more principled stance on ethical issues but also emphasizes the role that social interactions play in shaping our moral compass.
By recognizing and appreciating these stages, we can better understand the complexities of human behavior and decision-making processes. This comprehension is essential for educators and psychologists who strive to foster an environment conducive to moral growth, ultimately leading to a more empathetic society.
As we continue to explore the intricacies of moral reasoning, it becomes evident that supporting individuals through each stage is crucial for nurturing responsible citizens capable of making informed decisions. Policymakers have an opportunity to leverage this understanding in crafting laws and regulations that reflect progressive societal values while promoting justice and equity. By prioritizing moral education and awareness within communities, we can cultivate a culture where ethical deliberation flourishes—empowering future generations with the tools they need for compassionate leadership and thoughtful engagement with complex societal challenges.
Last Update: March 4, 2026
References:
Baier, Kurt (1974). Moral Development. The Monist, 58(4), 601-615. DOI: 10.5840/monist197458436
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Kohlberg, Lawrence (1973). Stages and Aging in Moral Development—Some Speculations. The Gerontologist, 13(4). DOI: 10.1093/geront/13.4.497
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Kohlberg, Lawrence (1984). The Psychology of Moral Development: the Nature and Validity of Moral Stages. Harper & Row. ISBN: 9780060647612
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Kohlberg, Lawrence (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. Harper & Row. ISBN: 9780060647605
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Kohlberg, L., & Power, C. (1981). Moral Development, Religious Thinking, and the Question of a Seventh Stage. Zygon Journal of Religion and Science, 16(3), 203-259. DOI: 10.1111/j.1467-9744.1981.tb00417.x
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Tapp, June; Kohlberg, Lawrence (1971). Developing Senses of Law and Legal Justice. Journal of Social Issues, 27(2). DOI: 10.1111/j.1540-4560.1971.tb00654.x
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