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CISCEISC (Arts) Class 12
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पाठ्यपुस्तक उत्तर१६६८१
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अवधारणा स्पष्टीकरण और वीडियो९५३
समय सारणी१५
पाठ्यक्रम

Critique of Kohlberg's Moral Reasoning Theory

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Topics

  • Introduction
  • Link to Piaget
  • Stages and Levels
  • Method: Moral Dilemmas
  • Educational Application
  • Cross-Cultural Questions
  • Indian Research: Vasudav and Hummel (1987)
  • Overall Evaluation
  • Key Points: Critique of Kohlberg's Moral Reasoning Theory
CISCE: Class 12

Introduction

Kohlberg’s theory explains moral reasoning as the basis of ethical behaviour. It has six developmental stages, grouped into three levels: pre-conventional, conventional, and post-conventional. Higher stages give a person a better capacity to handle complex moral dilemmas.

CISCE: Class 12

Link to Piaget

  • Piaget had earlier said that logic and morality develop through stages.
  • Kohlberg extended this work by studying moral judgement beyond the age range studied by Piaget.
  • On this basis, moral development is seen as mainly concerned with justice and is believed to continue throughout the life span.
CISCE: Class 12

Stages and Levels

  • Kohlberg’s stages of moral development are grouped into three levels:
  • Pre-conventional level
  • Conventional level
  • Post-conventional level
  • Each level has two stages, making a total of six identifiable stages.
  • Each later stage is considered more adequate in responding to moral dilemmas than the previous one.
CISCE: Class 12

Method: Moral Dilemmas

  • Kohlberg studied moral reasoning by presenting subjects with different moral dilemmas.
  • He focused on how people reasoned about these dilemmas to identify their stage.
  • His stages influenced later work by others, such as James Rest.
CISCE: Class 12

Educational Application

  • Kohlberg suggested that moral dilemmas are an important contribution to moral education.
  • He proposed using dilemma discussions in schools to increase moral reasoning.
  • He tested this by integrating discussions of moral dilemmas into school humanities and social studies classes.
  • Studies reported that moral discussion increases moral reasoning.
  • This method works best when a person discusses with someone whose reasoning is just one stage above their own.
CISCE: Class 12

Cross-Cultural Questions

  • Longitudinal research shows that many individuals move through Kohlberg’s stages of moral development.
  • However, a doubt arises: Is this pattern true for other cultures as well?
  • Growing evidence suggests it is not always so.
  • Comparisons between American and Israeli children support this doubt.
  • This raises the question whether Kohlberg’s theory is mainly applicable to Western cultures, which stress institutionalized moral values and individual rights.
CISCE: Class 12

Indian Research: Vasudav and Hummel (1987)

  • Vasudav and Hummel conducted a study in India to examine this question.
  • They carried out moral reasoning interviews with urban middle-class and upper-middle-class people from all religions.
  • Their sample covered ages from 11 years to over 50 years.
  • Results showed that moral development increased with age, agreeing with earlier findings.
  • At the same time, stages of moral development were found to vary from culture to culture.
  • Moral development appeared to be more related to culture and less universal.
CISCE: Class 12

Overall Evaluation

  • Kohlberg’s theory cannot be accepted as universal, because his research was conducted mainly in his own country and does not fully apply to all cultures.
  • However, his contributions to the study of moral development are significant.
  • The theory provides a stage-based view of moral reasoning and has influenced educational practices and subsequent research.
CISCE: Class 12

Key Points: Critique of Kohlberg's Moral Reasoning Theory

  • Kohlberg explained that moral thinking develops in six stages, grouped into three levels: Pre-conventional, Conventional, and Post-conventional.
  • He extended Piaget’s ideas and believed moral development continues through life, focusing on justice.
  • His method involved asking people to solve moral dilemmas and analyzing how they reasoned about right and wrong.
  • In education, he suggested using moral discussions to improve students’ moral reasoning.
  • Critics say the theory is not universal—studies, including in India, show that culture affects moral development.

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