1. MORAL AND SOCIAL DEVELOPMENT
PIAGET/KOHLBERG / LOEVINGER
Presented by:
Khadija GOUALI
Nadia BAT
Ikram AIT DRA
Mustapha OMARAKLY
Brahim MEZGAR

2. THE OUTLINE
 Piaget’s theory of Moral development.
 Kohlberg’s stages of Moral reasoning.
 Moral Development in the classroom.
 Criticisms of Kohlberg's theory.
 Loevinger’s Social Development.

3. PIAGET’S THEORY OF MORAL DEVELOPMENT
 MORALITY: one's ability to distinguish between right and
wrong, and to be able to act on this distinction.
 Piaget’s theory of cognitive development also include a theory
about the development of moral reasoning.
 Moral development depends on cognitive development that is,
one have to understand right from wrong if he/she is to be
expected to act in right or wrong ways.

4. EXPERIMENT
 To understand children's
moral reasoning, , Piaget
spent a great deal of time
watching children play
marbles and ask them about
the rules of the game.
 He pretended to be ignorant
of the rules of the game and
asked children to explain
them to him.

5. FINDINGS
 Before age of 6, children play by their own
idiosyncratic rules.
 Very young children are incapable of interacting in
cooperative ways and therefore unable to engage
in moral reasoning.
 By the age of 6, children acknowledged the
existence of rules.
 children did not conscientiously use and follow rules
until the age of 10 or 12 years, when they are
capable of formal operations.

6. STAGES OF MORAL DEVELOPMENT
Heteronomous morality
 In Piaget's theory of moral development, the stage
at which children think that rules are unchangeable
and that breaking them leads automatically to
punishment.
Autonomous morality
 In Piaget's theory of moral development, the stage
at which children understand that people make
rules and that punishments are not automatic.

7. DISTINCTION
Heteronomous Morality Autonomous Morality
 Based on relations of  Based on relations of cooperation
and mutual recognition of equality.
constraint.
 Reflected in rational moral
 Reflected in attitudes of attitudes:
moral realism:  rules are viewed as products of
 rules are seen as mutual agreement
inflexible requirements  open to recognition
 external in origin and  made legitimate by personal
authority acceptance and common
consent
 not open to negotiation,
 “right” is a matter of acting in
 “right” is a matter of literal accordance with the
obedience to adults and requirements of cooperation
rules. and mutual respect.

8.  Badness is judged in  Badness is viewed as
terms of the objective relative to the actor’s
form and consequences intentions;
of actions;  fairness is defined as
 fairness is equated with equal treatment or taking
the content of adult account of individual
decisions needs
 arbitrary and severe  fairness of punishment is
punishment are seen as defined by
fair. appropriateness of the
 Punishment is seen as offense.
automatic consequences  Punishment is seen as
of the offense and justice affected by human
is seen as inherent. intention.

9. Story A Story B
 A little boy who is called  Once there was a little
John is in his room. He boy whose name was
is called to dinner. He Henry. One day when his
goes into the dining mother was out he tried
room. But behind the
dining room door there to reach some jam out of
was a chair, and on the the cupboard. He
chair there were 12 cups. climbed onto a chair and
John couldn't have stretched out his arm.
known that there was all But the jam was too high
this behind the door. He up and he couldn't reach
goes in, the door knocks it.... While he was trying
against the tray, bang go to get it, he knocked over
the 12 cups, and they all a cup. The cup fell down
get broken.
and broke

10. PIAGET’S METHOD: SAMPLE DIALOG BETWEEN
A RESEARCHER AND A CHILD
 The following dialog is revealing (from Piaget, 1932/1962, pp. 124-125):
 Q: Is one of the boys [who broke teacups] naughtier than the other?
 A: The first is because he knocked over twelve cups.
 Q: If you were the daddy, which one would you punish most?
 A: The one who broke twelve cups.
 Q: Why did he break them?
 A: The door shut too hard and knocked them. He didn’t do it on purpose.
 Q: And why did the other boy break a cup?
 A: He wanted to get the jam. He moved too far. The cup got broken.
 Q: Why did he want to get the jam?
 A: Because he was all alone. Because his mother wasn’t there.
 Q: Have you got a brother?
 A: No, a little sister.
 Q: Well, if it was you who had broken the twelve cups when you went into the
room and your little sister who had broken one cup when she was trying to
get the jam, which of you would be punished more severely?
 A: Me, because I broke more than one cup.

11. * Clearly this child understand that the boy who
broke twelve cups did not do this intentionally, yet
he still claims that this boy was more guilty
(deserved greater punishment) than the one who
broke just a single cup while doing something he
wasn’t supposed to be doing.
*Guilt is determined by the extent of violation of
rules rather than by intention.

12. KOHLBERG’S THEORY OF
MORAL DEVELOPMENT

13. KOHLBERG'S THEORY OF MORAL
DEVELOPMENT
 Kohlberg believed much of Piaget's theory but thought it should
be extended into adolescence and adulthood.
 Kohlberg was less interested in what the subject's decision was
than in the underlying rationale. What is important is HOW they
EXPLAINED their judgments.
 1) Like Piaget, Kohlberg developed stages of Moral
development which follow some invariant sequences.
 2) Because each successive stage is built upon the
foundation of an earlier one, each stage must be followed in a
particular order.
 3) Again, according to Kohlberg, each stage represents a
METHOD OF THINKING about a moral dilemma rather than a
particular TYPE of moral decision.

14. THE HEINZ DILEMMA:
A woman was near death from a special kind of cancer. There was one drug that the doctors
thought might save her. It was a form of radium that a druggist in the same town had recently
discovered. The drug was expensive to make, but the druggist was charging ten times what
the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small
dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow
the money, but he could only get together about $1,000 which is half of what it cost. He told
the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But
the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz
got desperate and broke into the man's store to steal the drug for his wife.

15. WHAT WOULD YOU DO?
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16. KOHLBERG’S 3 LEVELS OF MORAL DEVELOPMENT
Pre-Conventional Moral Development
 Stage 1
 Stage 2
Conventional Moral Development
 Stage 3
 Stage 4
Post-Conventional Moral Development
 Stage 5
 Stage 6

17. LEVEL 1: PRE-CONVENTIONAL MORALITY 0-9 YEARS
Stage 1 - Obedience and Punishment
Especially common in young children, but adults are capable of expressing this type of
reasoning. At this stage, children see rules as fixed and absolute.
 Obeys rules in order to avoid punishment
 Determines a sense of right and wrong by what is punished and what is not punished
 Obeys superior authority and allows that authority to make the rules, especially if that
authority has the power to inflict pain
 Is responsive to rules that will affect his/her physical well-being
Stage 2 – Naively egotistical
At this stage of moral development, children account for individual points of view and judge
actions based on how they serve individual needs.
 Is motivated by vengeance or “an eye for an eye” philosophy
 Is self-absorbed while assuming that he/she is generous
 Believes in equal sharing in that everyone gets the same, regardless of need
 Believes that the end justifies the means
 Will do a favor only to get a favor
 Expects to be rewarded for every non-selfish deed he/she does

18. I will do what I am supposed to do In order to avoid
punishment.

19. LEVEL 2: CONVENTIONAL MORALITY 10-15 YEARS
Stage 3 - "good boy-good girl" orientation
This stage of moral development is focused on living up to social expectations
and roles. There is an emphasis on conformity, being "nice," and consideration
of how choices influence relationships.
 Attitude which seeks to do what will gain the approval of others
 Feels that intensions are as important as deeds and expects others to accept
intentions or promises in place of deeds
 Begins to put himself/herself in another’s shoes and think from another perspective
Stage 4 – Law and Social Order
At this stage of moral development, people begin to consider society as a whole
when making judgments. The focus is on maintaining law and order by following
the rules, doing one’s duty, and respecting authority.
 Respects authority and obeys it without question
 Supports the rights of the majority without concern for those in the minority
 Is part of about 80% of the population that does not progress past stage 4

20. I will do what I am supposed to do as things work out
better when everyone follows the rules.

21. LEVEL 3: POST-CONVENTIONAL MORALITY – 16+
Stage 5 - Legalistic Social Contract
At this stage, people begin to account for the differing values, opinions, and beliefs of
other people. Rules of law are important for maintaining a society, but members of the
society should agree upon these standards.
 Is motivated by the belief in the greatest amount of good for the greatest number of people
 Believes in consensus (everyone agrees), rather than in majority rule
 Respects the rights of the minority especially the rights of the individual
 Believes that change in the law is possible but only through the system
Stage 6 – Universal ethical Principles
Kohlberg's final level of moral reasoning is based upon universal ethical principles and
abstract reasoning. At this stage, people follow these internalized principles of justice,
even if they conflict with laws and rules.
 Believes that there are high moral principles than those represented by social rules and customs
 Is willing to accept the consequences for disobedience of the social rule he/she has rejected
 Believes that the dignity of humanity is sacred and that all humans have value

22. I will do (or wont do) what I am supposed to do
because I think ( or don’t think) it is the right thing to
do.

24.  Kohlberg believed that individuals could only progress through
these stages one stage at a time. That is, they could not "jump"
stages. They could not, for example, move from an orientation of
selfishness to the law and order stage without passing through the
good boy/girl stage.
 They could only come to a comprehension of a moral rationale one
stage above their own. Thus, according to Kohlberg, it was
important to present them with moral dilemmas for discussion
which would help them to see the reasonableness of a "higher
stage" morality and encourage their development in that direction.
 The last comment refers to Kohlberg's moral discussion
approach. He saw this as one of the ways in which moral
development can be promoted through formal education. Note that
Kohlberg believed, as did Piaget, that most moral development
occurs through social interaction. The discussion approach is
based on the insight that individuals develop as a result of
cognitive conflicts at their current stage.

25. LET’S PRACTICE! SITUATION 1
Sophia borrowed her father’s car. She and
her friend Soumia were very late coming home
that evening. They were further delayed at a stop
light on a quiet street. After what seemed to be
an unnecessary long wait, Soumia reminded
Sophia that they were late. Sophia continued to
wait, insisting that if everyone ignored stop lights
when it was personally convenient to do so, no
street would be safe.
 At what stage do you think Sophia's decision
was? Why?
25

26. LET’S PRACTICE! SITUATION 2
Brahim was not prepared for a difficult exam,
so he wrote some important formulas on a slip of
paper which he put in his pocket before the test.
Just before the test began, the teacher informed
the class that any student caught cheating would
automatically fail the test. Even though Brahim
needed the information he wrote, he didn’t use it
because the teacher stood too close to his desk
during the entire exam.
At what stage do you think Brahim's decision
was? Why?

28. VALUE TO PRACTITIONERS
 Educators (and families) have grappled with the
important distinction that theories deal with moral
reasoning rather than actual moral behavior.
 Successful programs have incorporated values
education at the global, local, and individual levels.
1/Global Level-Districtwide Approach.
 Many schools have chosen to institutionalize a global,
inclusive approach to character building with input from
teachers, administrators, parents, and, at the higher
grade levels, even students. This emphasizes the
individual citizen as a member of the social institution
and advocate particular levels of moral behavior.

29. 2/ Local Level-Classroom Instruction.
 A teacher might choose to capitalize on students’ natural
curiosity and might teach values and decision making through
“What if…?” discussions.
 The classroom is an ideal laboratory in which students can test
hypothetical situations and potential consequences. Teachers
must recognize the cognitive abilities of those in their class and
maximize these abilities through problem-solving activities.
 An effective moral educator is no easy task. Teachers must
reexamine their teaching role; they must be willing to create
cognitive conflict in their classrooms and to stimulate social
perspective taking in students.

30. 3/ Individual Level-Conflict Management.
 Families want schools to provide students with the
necessary tools to mediate serious conflicts without
violence, and teachers and administrators are
evaluating or initiating conflict resolution programs
in many schools (see Bodine, Crawford, &
Schrumpf, 1994).

31. WHAT THE STAGES OF MORAL DEVELOPMENT
MEAN TO A TEACHER
 In the classroom having a basic understanding of a
student is important.
 Decisions based on trust could be based on how “
morally developed” a student is .
 Using this theory to improve a student and progress
them morally could be useful.

32. HOW TO APPLY KOHLBERG'S THEORY IN THE
CLASSROOM
 can be applied to the classroom where rules,
standards, and consequences are concerned.
 The theory tracks an individual's level of moral
reasoning by assigning him to one of six stages,
where the first stage is a basic submission to
authority and the last is universal ethics for all.
 As an educator:
- consider where your students' personal development lies in
terms of Kohlberg's six stages.
- Then work toward achieving optimal moral character along
the lines of Kohlberg's level six.

33. INSTRUCTIONS
 1/
- Give students the opportunity to help create a
classroom code of conduct.
- By creating classroom policy, students can
advance from stage one submission to stage
three where they are accountable within the small
classroom community.

34.  2/
- Allow for a written self evaluation as part of
any disciplinary consequence.
- - This type of action relates to Kohlberg's
fourth stage of morality, in which individuals
do their part to maintain order by reflecting on
the impact of their words and actions.

35. 3/
-Plan group projects where students work
together toward the understanding of curriculum
instead of sitting back and listening to the teacher
talk at them.
- Kohlberg's fifth morality stage on upholding a
social contract.

36. 4/
-Make time for role play, whether it be
related to the curriculum or used as a
problem solving tool.
-Kohlberg's sixth stage, in which the
needs of every person in society are worth
considering.

38. THE CRYING BABY
It is wartime, and you’re hiding in a
basement with your baby and a group of
other people.
Enemy soldiers are outside and will be
drawn to any sound. If you are found.
You will be killed immediately. Your baby
starts to cry loudly and cannot be
stopped. Smothering him to death is the
only way to silence him and save the
lives of everyone in the room. Could you
do so? Assume the baby is not yours,
the parents are unknown and there will
be no penalty for killing him. Could you
be the one who smother this baby if no
one else would?
Your baby someone else’s baby
 Yes Yes
 No No

41. Criticisms of the moral development theory
 Kohlberg’s work involves only boys
 Some research on girls‘ moral reasoning finds patterns that are
somewhat different from those proposed by Kohlberg. Whereas
boys' moral reasoning revolves primarily around issues of justice,
girls are more concerned about issues of caring and responsibility
for others (Gilligan, 1982, 1985; Gilligan & Attanucci, 1988;
Haspe & Baddeley, 1991).
 Kohlberg’s theory is heavily dependent on an individual’s
response to an artificial dilemma. This brings question to the
validity of the results obtained through this research.

42.  Young children can often reason about
moral situations in more sophisticated
ways than a stage theory :
 Children as young as 3 or 4 years old
use intentions to judge the behavior of
others.

43.  Turiel(1998) demonstrated in his reasearch that
children as young as 2 to 3 years old make
distinctions between moral and social-
conventional rules: young children make a
distinction between moral rules, such as not lying
and stealing, that are based on principles of
justice, and social-conventional rules, such as
not wearing pajamas to school, that are based
on social consensus and etiquette.

44.  kohlberg’s theory deals with moral reasoning rather
than with actual behavior
 Behavior may be affected by many other factors other
than reasoning such as the ability to interpret correctly
what is happening in a social situation, the motivation
to behave in a moral fashion, and the social skills
necessary to actually carry out a moral plan of action.
 Many individuals at different stages behave in the
same way, and individuals at the same stage often
behave in different ways

45. EGO DEVELOPMENT THEORY
(Loevinger)

46. JANE LOEVINGER CONCEPTUALIZED THE
THEORY OF EGO DEVELOPMENT IN WHICH
THE EGO WAS THEORIZED TO MATURE AND
EVOLVE THROUGH A PROCESS ACROSS
THE LIFESPAN AS A RESULT OF A DYNAMIC
INTERACTION BETWEEN THE INNER SELF
AND THE OUTER ENVIRONMENT'

47. • INCLUDING NINE SEQUENTIAL STAGES,
EACH OF WHICH REPRESENTS A
PROGRESSIVELY MORE COMPLEX WAY OF
PERCEIVING ONESELF IN RELATION TO THE
WORLD.. EACH NEW EGO STAGE OR
FRAME OF REFERENCE BUILDS ON THE
PREVIOUS ONE AND INTEGRATES IT,

48. 1- pre-social² stage
during infancy.
 babies have a very id-like ego that is very focused
on gratifying immediate needs.
 They tend to be very attached to the primary
caregiver, often the mother, and while they
differentiate her from the rest of the world, they tend
experience a cognitive confusion and emotional
fusion between the caregiver and the self.

49. 2- The impulsive stage
Toddlers
 The ego continues to be focused on bodily feelings, basic
impulses,and immediate needs.
 They experience the world in egocentric terms, in terms
of how things are affecting me. If something or someone
meets my needs, it is good; if something or someone
frustrates my needs, it is bad. Thus, their thinking is very
simplistic and dichotomous.

50. 3- The self-protective stage
early and middle childhood
 self potective ego is still using his/her greater awareness
of cause and effect, of rules and consequences, to get
what they want from others. Therefore, they tend to be
exploitive, manipulative, and opportunistic.

51. 3- The self-protective stage (continue)
early and middle childhood
 The self-protective ego is more cognitively sophisticated
than the impulsive ego.
 Children are self-protective in the sense of externalizing
blame--blaming others when anything goes wrong.

52. 4-THE CONFORMIST STAGE
around five or six
 Conformistindividuals are very invested in
belonging to and obtaining the approval of
important reference groups, such as peer
groups.
 Theytend to view and evaluate themselves and
others in terms of externals—how one looks,
the music that you listen to ....

53. 4- THE CONFORMIST STAGE (CONTINUE)
 More generally, they tend to view the world in
simple, conventional, rule-bound and moralistic
ways. What is right and wrong is clear to them—
namely, what their group thinks is right or wrong.
Their feelings also tend to be simple and rule-
governed, in the sense that there are some
situations in which one feels happy, and other
situations in which one feels sad.

54. 4-The conformist stage (continue)
 both feelings of happiness and feelings of shame tend to
peak at this stage. Shame peaks because individuals are
so concerned about approval from their group
 as long as their place in the group is not threatened,
conformist egos are quite happy, even happier than egos
at the later stages, where right and wrong can never
again be so simple and clear.

55. 5-THE SELF-AWARE STAGE
 The self-aware ego shows an increased but still limited
awareness deeper issues and the inner lives of
themselves and others.
 The being to wonder what do I think as opposed to what
my parents and peers think about such issues as God
and religion, morality, love and relationships.

56. 5-THE SELF-AWARE STAGE (CONTINUE)
 They tend to not be at the point where they reach much
resolution on these issues, but they are thinking about
them.

57. 5- THE SELF-AWARE STAGE (CONTINUE )
 They are also more aware that they have unique feelings
and motives, different from those that might be
prescribed by the feeling rules they have learned from
society.
 They recognize that just because one is part of the group
does not mean that one always feels or thinks the same
as the other group members

58. 5- THE SELF-AWARE STAGE (CONTINUE)
 they are appreciating themselves and others as unique.
 Increasing awareness of one’s unique feelings and
motives creates tension between the “real me” and the
“expected me”, which can lead to increased conflicts with
family and peers.

59. 6- THE CONSCIENTIOUS STAGE
 The tendency towards self-evaluation and
self-criticism continues.
 The conscientious ego values
responsibility, achievement and the pursuit
of high ideals and long-term goals.
 Moralityis based on personally-evaluated
principles, and behavior is guided by self-
evaluated standards

60. 6-THE CONSCIENTIOUS STAGE
(CONTINUE)
with increasing awareness of the
depth and uniqueness of others’
feelings and motives as well comes
increasing concern with mutuality
and empathy in relationships.

61. 7-The individualistic stage
 the focus on relationships increases, and
although achievement is still valued,
relationships tend to be more valued even
more.
 The individualistic ego shows a broad-
minded tolerance of and respect for the
autonomy of both the self and others.

62. 7-The individualistic stage (continue)
 The heightened sense of individuality and
self-understanding can lead to vivid and
unique ways of expressing the self as well as
to an awareness of inner conflicts and
personal paradoxes. But this is an incipient
awareness of conflicting wishes and
thoughts and feelings

63. 8-The autonomous stage
 there is increasing respect for one’s own and others’
autonomy. The autonomous ego cherishes individuality
and uniqueness and self-actualization; individuals’ unique
paths are a source of joy.
 these independent paths are no longer seen in opposition
to depending on each other; rather relationships are
appreciated as an interdependent system of mutual
support

64. 8-The autonomous stage (continue)
 conflicts—both inner conflicts and conflicts between
people—are appreciated as inevitable expressions of the
fluid and multifaceted nature of people and of life in
general
 the heightened and acute awareness of one’s own inner
space is manifest in vivid ways of articulating feelings.

65. 9- The integrated stage
 the ego shows wisdom, broad empathy towards oneself
and others
 a capacity to reconcile a number of inner conflicts and
make peace with those issues that will remain unsolvable
and those experiences that will remain unattainable. The
integrated ego finally has a full sense of identity

66. 9-The integrated stage (continue)
 seeking to understand and actualize my own potentials
and to achieve integration of all those multi-faceted
aspects of myself that have become increasing vivid as
I’ve moved through the preceding three stages. In
Loevinger’s research this highest stage is reached by
less than 1% of adults in the United States.