Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
College of Graduate Studies
ACCESS, EJC Montilla, Tacurong City
Subject: Legal Liabilities and Risk Management in Sports
Topic: Lawrence Kohlbergs Stages of Moral Development
Teacher: Prof. Susan Losañes
Reporter: Jose Conrad C. Braña
P
M
adololesce - adulthood
I become to know who I am
when I enter this stage
This stage is my molding era
to make me what I am today
age 10- 13
A person with dignity and
I already discovered adult roles. Integrity with principles and
I always believe in norms and rights
rules in my own group I become more responsible
In this stage I also decided to on my values , opinions and
smoothen my attitiude and beliefs for other people
gestures to be fitted to the I know now the laws and
crowd standards
age 4-10 i am more focused on socila
i am dependent to the expectations.
standards of my parents and and needed to have pleasing
adults around me and perosonality to avoid rejection,
consequences of breaking rules and disapproval form others
i always obey because i dont
want to be punished
THEORY OF MORAL DEVELOPMENT
Kohlberg extended Piaget’s theory; proposed that moral development is a continual
process that occurs throughout the lifespan.
Used Piaget’s story telling technique to tell people stories involving moral dilemmas
A series of moral dilemmas were presented to determine the reasoning behind their
judgments of each scenario.
3 LEVELS OF MORAL REASONING
1. PRECONVENTIIONAL MORALITY
2. CONVENTIONAL MORALITY
3. POST CONVENTIONAL MORALITY
1. PRECONVENTIIONAL MORALITY
Throughout the preconventional level, a child’s sense of morality is externally controlled.
Children accept and believe the rules of authority figures, such as parents and teachers. A child
with pre-conventional morality has not yet adopted or internalized society’s conventions
regarding what is right or wrong, but instead focuses largely on external consequences that
certain actions may bring.
Stage 1 – Obedience and punishment
o Earliest stage of moral development
o Common in young children
o Children see rules as fixed and absolute
o Obeying the rules is important to avoid punishment
o Morality is motivated solely by punishment
Explanation: At this stage all of us desire to obey rules and avoid being punished. For example,
an action is perceived as morally wrong because the perpetrator is punished; the worse the
punishment for the act is, the more “bad” the act is perceived to be.
Stage 2 – Individualism & Exchange
o Children account individual points of view
o Judge action based on how they serve individual needs
o Reciprocity is possible but only if it serves one own interests.
o Children recognize that there is not just one right view and that different individuals have
different viewpoints.
o Focuses on individualism and different perspectives
o The goal is to avoid punishment
Explanation: stage 2 expresses the “what’s in it for me?” position, in which right behavior is
defined by whatever the individual believes to be in their best interest. Stage two reasoning
shows a limited interest in the needs of others, only to the point where it might further the
individual’s own interests. As a result, concern for others is not based on loyalty
or intrinsic respect, but rather a “you scratch my back and I’ll scratch yours” mentality.
2. Conventional Morality
Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to
their belief that this is necessary to ensure positive relationships and societal order. Adherence to
rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or
fairness is seldom questioned.
Stage 3 – Interpersonal Relationships
o Also known as “good boy-good girl orientation
o Focused on living up to social expectations and roles
o Emphasis on conformity, being nice”
o Consider how choices influence relationships
o Emphasizes the maintenance happy interpersonal relationship and pleasing others
o A need to avoid rejection. Disaffection, or disapproval from others
Explanation: In stage 3, we want the approval of others and act in ways to avoid disapproval.
Emphasis is placed on good behavior and people being “nice” to others.
Stage 4 – Maintaining Social Order
o Consider society as a whole when making judgments
o Focus is on maintaining law and order by following the rules, doing one’s duty and
respecting authority.
o Please individuals to maintaining social order by following social norms, customs, and
laws.
o Becomes aware of the wider rules of society to avoid guilt.
o A need to not be criticized by a true authority figure
Explanation: In stage 4, we accept rules and convention because of their importance in
maintaining a functioning society. Rules are seen as being the same for everyone, and obeying
rules by doing what one is “supposed” to do is seen as valuable and important.
3. POST CONVENTIONAL MORALITY
Throughout the post conventional level, a person’s sense of morality is defined in terms
of more abstract principles and values. People now believe that some laws are unjust and should
be changed or eliminated. This level is marked by a growing realization that individuals are
separate entities from society and that individuals may disobey rules inconsistent with their own
principles. Post-conventional moralists live by their own ethical principles, principles that
typically include such basic human rights as life, liberty, and justice and view rules as useful but
changeable mechanisms, rather than absolute dictates that must be obeyed without question.
Because post-conventional individuals elevate their own moral evaluation of a situation over
social conventions, their behavior, especially at stage six, can sometimes be confused with that
of those at the pre-conventional level. Some theorists have speculated that many people may
never reach this level of abstract moral reasoning.
Stage 5 – Social Contract & Individual Rights
o Begin to account the differing values, opinions and beliefs of other people.
o Laws are important but members of the society should agree upon these standards.
o Becomes aware there are times when they will work against rules or the interest of
particular individuals.
o Emphasis on the social contract and the maintenance of individual rights.
Explanation: In stage 5, the world is viewed as holding different opinions, rights, and values.
Such perspectives should be mutually respected as unique to each person or community. Laws
are regarded as social contracts rather than rigid edicts. Those that do not promote the general
welfare should be changed when necessary to meet the greatest good for the greatest number of
people.
Stage 6 – Universal Principles
o People have developed their own set of moral guidelines which may or may not fit the
law
o Search for universal principles
Explanation: In stage 6, moral reasoning is based on abstract reasoning using universal ethical
principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas
such as equality, dignity, or respect. Laws are valid only insofar as we are grounded in justice,
and a commitment to justice carries with it an obligation to disobey unjust laws. People choose
the ethical principles they want to follow, and if we violate those principles we feel guilty. In this
way, the individual acts because it is morally right to do so (and not because he or she wants to
avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously agreed
upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals
who consistently operated at that level.
JOSE CONRAD C. BRAÑA
Zone 11-A Blk 9 Lot39 Fatima Uhaw General Santos City
0917 – 4921 – 613
[email protected] Personal Data
Name: JOSE CONRAD C. BRAÑA
Sex: Male
Height: 175cm
Weight: 70
Date of Birth: May 15, 1995
Age: 24
Status: Single
Religion: Baptist
Language Spoken: Tagalog, Hiligaynon, English
EDUCATIONAL BACKGROUND:
Elementary: Dadianggas South Central Elementary School
Secondary: Holy Trinity College of General Santos City
Tertiary: Ramon Magsaysay Memorial Colleges. GSC
Course: BEED
Masters Degree: Sultan Kudarat State University
Course: Masters of Arts in Teaching – P.E (On going)
WORK EXPERIENCE:
2017-2018 --------- Romana Acharon Central Elementary School
2018-present -------- Surallah National Agricultural School
Resources
http://psychology.about.com/od/developmentalpsychology/a/kohlberg
http://www.goodtherapy.org/blog/psychpedia/kohlberg-moral-development.
