Defined by Kohlberg

/ Statements we expect to receive with regard to a given dilemma
Stage 1: Obedience and Punishment Orientation /
  • Concern on a fixed set of unchanging rules
  • We worry about what authorities will permit and punish
  • Punishment=wrong
/
  • “It’s bad/wrong to…”
  • “You’ll get punished”/ “You won’t get punished”
  • “It’s a sin to…”/ “It is against the Commandments…”

Stage 2: Individualism and Exchange /
  • Everything is now relative; punishments are now a risk
  • Individuals are seeking favors
  • Fair exchange policy
/
  • “Just because one person thinks it’s right, someone else might not”
  • “This person may think it’s good/right for him”
  • “It was unfair”/ “The fair way would have been…”

Stage 3: Interpersonal Relationships /
  • “Good Boy/Nice Girl” Orientation
  • Now there is a look at motives of each party involved
  • The children now see the multi-dimensional aspect to a problem
  • Character traits are described
/
  • “ This person had the right idea”
  • “His intentions were good, but…”
  • This person was “greedy, selfish” or “caring and loving”

Stage 4: Maintaining a Social Order /
  • Emphasis on obeying laws, respecting authority, and performing one’s duties so social order is maintained
  • Not only do we say it’s wrong, but we explore the reasons why it is so
/
  • “Stealing or breaking the law is never right, even though it is understandable why the person did it”
  • “What would happen if we all did that”
  • “It’s against the law to…”

Stage 5: Social Contract and Individual Rights /
  • Stress on basic rights and democratic procedures to change unfair laws
  • Strong language is used; the idea of right to life
/
  • “The person has a right to live”
  • “Laws are social contracts that everyone agrees to uphold”

Stage 6: Universal Principles /
  • Look at problems through all eyes- clear concept of universal principles
/
  • We decided no child would reach this stage at age 10 or 11