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115 Moral Development Essay Topic Ideas & Examples

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Moral development is a crucial aspect of a person's growth and character. It shapes how we perceive right and wrong and influences our actions and decisions. Writing an essay on moral development can help us reflect on our own values and beliefs and understand the factors that contribute to our moral compass.

To help you get started on your moral development essay, here are 115 topic ideas and examples:

• The role of family in shaping moral values
• How cultural background influences moral development
• The impact of religion on moral beliefs
• The importance of education in fostering moral development
• Peer influence and its effects on moral decision-making
• Moral dilemmas in the workplace
• The relationship between empathy and moral development
• The influence of media on moral values
• How personal experiences shape moral character
• The role of punishment in moral development
• The connection between moral development and emotional intelligence
• Moral relativism vs. moral absolutism
• The role of ethics in moral decision-making
• Kohlberg's stages of moral development
• Gilligan's theory of moral development
• The impact of social media on moral values
• The concept of moral courage
• Moral development in children
• The role of parents in teaching moral values
• The relationship between moral development and character education
• The impact of societal norms on moral behavior
• The role of peer pressure in moral decision-making
• The influence of role models on moral development
• The connection between moral development and self-esteem
• The role of forgiveness in moral development
• The impact of trauma on moral character
• The relationship between moral development and cognitive development
• The influence of gender on moral decision-making
• The connection between moral development and social justice
• The role of empathy in moral reasoning
• The impact of poverty on moral development
• The relationship between moral development and mental health
• The role of moral development in conflict resolution
• The connection between moral values and political beliefs
• The impact of peer relationships on moral character
• The role of moral development in building trust
• The relationship between moral development and decision-making
• The influence of technology on moral values
• The connection between moral development and leadership
• The impact of environmental factors on moral development
• The role of storytelling in teaching moral values
• The relationship between moral development and resilience
• The connection between moral values and personal identity
• The impact of discrimination on moral character
• The role of social norms in shaping moral behavior
• The relationship between moral development and social change
• The influence of emotional intelligence on moral decision-making
• The connection between moral values and ethical principles
• The impact of trauma on moral reasoning
• The role of empathy in moral development
• The relationship between moral development and social responsibility
• The connection between moral values and cultural diversity
• The impact of globalization on moral character
• The role of moral development in promoting social justice
• The relationship between moral values and human rights
• The influence of power dynamics on moral decision-making
• The connection between moral development and environmental ethics
• The impact of social inequality on moral character
• The role of moral development in fostering empathy
• The relationship between moral values and social change
• The connection between moral development and ethical leadership
• The impact of trauma on moral behavior
• The relationship between moral development and conflict resolution
• The influence of peer relationships on moral character
• The connection between moral values and political ideology
• The impact of social media on moral development
• The role of moral development in building community
• The relationship between moral values and civic engagement
• The connection between moral development and social activism
• The role of empathy in promoting moral behavior
• The relationship between moral development and cultural diversity
• The impact of social inequality on moral reasoning
• The connection between moral values and human rights
• The relationship between moral values and environmental ethics
• The influence of power dynamics on moral behavior
• The connection between moral development and social change
• The role of empathy in moral decision-making
• The relationship between moral values and ethical leadership
• The influence of peer relationships on moral development
• The connection between moral development and conflict resolution
• The impact of cultural diversity on moral character
• The role of empathy in promoting social change
• The impact of globalization on moral behavior
• The relationship between moral values and political ideology
• The connection between moral development and ethical principles
• The impact of social media on moral reasoning
• The relationship between moral values and social responsibility
• The connection between moral development and human rights
• The role of empathy in promoting social justice

These essay topic ideas and examples can serve as a starting point for your exploration of moral development. Whether you choose to focus on a specific aspect of moral development or examine it from a broader perspective, there are countless ways to approach this important topic. By delving into the complexities of moral development, you can gain a deeper understanding of yourself and the world around you.

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Essay on Moral Development

Students are often asked to write an essay on Moral Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Moral Development

What is moral development.

Moral development is the way we learn to decide what is right and wrong as we grow up. Think of it like learning to play a sport. Just as you get better at soccer by practicing, you learn about morals by watching others and making choices.

Stages of Growth

As kids, we first do things to avoid punishment. Later, we act nicely to be liked. As we grow older, we start to think about rules and fairness. Finally, we reach a point where we care about values and the good of everyone.

Why It Matters

Understanding right from wrong is important. It helps us live together peacefully. When we know what is good, we can make better choices, like sharing with a friend or helping someone in need.

Influences on Morals

Our family, friends, and teachers all help shape our morals. Stories, songs, and games can also teach us about being kind and fair. It’s like getting advice from many coaches to play better in a team.

250 Words Essay on Moral Development

Moral development means how people learn what is right and wrong as they grow up. Like learning to walk or talk, understanding morals is a big part of becoming an adult. It’s about knowing the difference between good and bad actions and being able to make good choices.

Stages of Growing Morals

Scientists think there are stages to moral growth. Young kids often follow rules because they fear punishment. As they get older, they start to see rules as necessary for getting along with others. Finally, adults reach a point where they think about what is fair and just, and they make choices based on these ideas, even when no one is watching.

Learning from Others

People around us, like parents, teachers, and friends, help us learn morals. They teach us by setting examples and telling us stories about heroes who do the right thing. We watch and listen to them to understand how we should act.

Why Morals Matter

Good morals make sure we live together peacefully. They help us treat each other with respect and kindness. When we all agree on what is right, it’s easier to work together and help each other out.

In conclusion, moral development is a journey from childhood to adulthood where we learn to choose right over wrong. It’s important because it shapes how we treat others and helps us live together in harmony.

500 Words Essay on Moral Development

Understanding moral development.

Moral development is about how people learn what is right and wrong as they grow up. Like learning to walk or talk, understanding morals is a big part of becoming an adult. It starts when we are very young and continues as we grow older. This learning helps us make good choices and live in peace with others.

Stages of Moral Growth

Think of moral development as a ladder with different steps. Each step is a stage where we learn new things about what is good or bad. In the first few years of life, kids mostly learn by watching their parents or older people. They start to see that some actions make others happy or sad. As children get older, they learn rules like sharing toys and saying “please” and “thank you.”

When kids go to school, they begin to understand that rules are important for everyone. They learn to wait for their turn and that hurting others is wrong. At this stage, they follow rules because they want to be seen as good by their friends and teachers.

As teenagers, people start thinking more deeply about right and wrong. They ask questions and might not agree with all the rules. They learn to think about how their actions affect others and the world. This is when they begin to develop their own sense of what is morally right.

Why Moral Development Matters

Good moral development is important because it helps us live together without fighting. When people understand and respect rules, they can work together and help each other. It also makes sure that everyone is treated fairly, which is important for a happy community.

Family and Moral Growth

Families play a big role in moral development. Parents teach their children by setting examples and explaining why some things are right or wrong. When parents praise good behavior or correct bad actions, they guide their children’s moral growth.

Education and Morals

Schools also help with moral development. Teachers show students how to behave in class and with friends. They talk about famous stories and events that teach lessons about bravery, honesty, and kindness. This helps students understand why morals are important in life.

Challenges in Moral Development

Sometimes, learning about morals can be hard. People might see others breaking rules or being unfair and wonder why they should be good. There are also many different ideas about what is right and wrong. This can be confusing, but it is a normal part of growing up. Asking questions and talking about these things helps people learn and make better decisions.

In conclusion, moral development is a journey that starts when we are very young and continues throughout our lives. It helps us know the difference between right and wrong, and it guides us to be good people. Families, schools, and our own questions shape our morals. Understanding this can help us all live better and more happily with others.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Money Management
• Essay on Money And Happiness
• Essay on Modesty

Apart from these, you can look at all the essays by clicking here .

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Kohlberg's Theory of Moral Development

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Verywell / Bailey Mariner

• Applications
• Other Theories

Kohlberg's theory of moral development is a theory that focuses on how children develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a series of six stages and that moral logic is primarily focused on seeking and maintaining justice.

Here we discuss how Kohlberg developed his theory of moral development and the six stages he identified as part of this process. We also share some critiques of Kohlberg's theory, many of which suggest that it may be biased based on the limited demographics of the subjects studied.

What Is Moral Development?

Moral development is the process by which people develop the distinction between right and wrong (morality) and engage in reasoning between the two (moral reasoning).

How do people develop morality? This question has fascinated parents, religious leaders, and philosophers for ages, but moral development has also become a hot-button issue in psychology and education. Do parental or societal influences play a greater role in moral development? Do all kids develop morality in similar ways?

American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of these basic questions. His work modified and expanded upon Jean Piaget's previous work but was more centered on explaining how children develop moral reasoning.

Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan. Kohlberg's theory outlines six stages of moral development within three different levels.

In recent years, Kohlberg's theory has been criticized as being Western-centric with a bias toward men (he primarily used male research subjects) and for having a narrow worldview based on upper-middle-class value systems and perspectives.

How Kohlberg Developed His Theory

Kohlberg based his theory on a series of moral dilemmas presented to his study subjects. Participants were also interviewed to determine the reasoning behind their judgments in each scenario.

One example was "Heinz Steals the Drug." In this scenario, a woman has cancer and her doctors believe only one drug might save her. This drug had been discovered by a local pharmacist and he was able to make it for $200 per dose and sell it for $2,000 per dose. The woman's husband, Heinz, could only raise $1,000 to buy the drug.

He tried to negotiate with the pharmacist for a lower price or to be extended credit to pay for it over time. But the pharmacist refused to sell it for any less or to accept partial payments. Rebuffed, Heinz instead broke into the pharmacy and stole the drug to save his wife. Kohlberg asked, "Should the husband have done that?"

Kohlberg was not interested so much in the answer to whether Heinz was wrong or right but in the reasoning for each participant's decision. He then classified their reasoning into the stages of his theory of moral development.

Stages of Moral Development

Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are two stages. Similar to how Piaget believed that not all people reach the highest levels of cognitive development, Kohlberg believed not everyone progresses to the highest stages of moral development.

Level 1. Preconventional Morality

Preconventional morality is the earliest period of moral development. It lasts until around the age of 9. At this age, children's decisions are primarily shaped by the expectations of adults and the consequences of breaking the rules. There are two stages within this level:

• Stage 1 (Obedience and Punishment) : The earliest stages of moral development, obedience and punishment are especially common in young children, but adults are also capable of expressing this type of reasoning. According to Kohlberg, people at this stage see rules as fixed and absolute. Obeying the rules is important because it is a way to avoid punishment.
• Stage 2 (Individualism and Exchange) : At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.

Level 2. Conventional Morality

The next period of moral development is marked by the acceptance of social rules regarding what is good and moral. During this time, adolescents and adults internalize the moral standards they have learned from their role models and from society.

This period also focuses on the acceptance of authority and conforming to the norms of the group. There are two stages at this level of morality:

• Stage 3 (Developing Good Interpersonal Relationships) : Often referred to as the "good boy-good girl" orientation, this stage of the interpersonal relationship 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.
• Stage 4 (Maintaining Social Order) : This stage is focused on ensuring that social order is maintained. 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.

Level 3. Postconventional Morality

At this level of moral development, people develop an understanding of abstract principles of morality. The two stages at this level are:

• Stage 5 (Social Contract and Individual Rights ): The ideas of a social contract and individual rights cause people in the next stage to 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.
• Stage 6 (Universal Principles) : Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Kohlberg believed that only a relatively small percentage of people ever reach the post-conventional stages (around 10 to 15%). One analysis found that while stages one to four could be seen as universal in populations throughout the world, the fifth and sixth stages were extremely rare in all populations.

Applications for Kohlberg's Theory

Understanding Kohlberg's theory of moral development is important in that it can help parents guide their children as they develop their moral character. Parents with younger children might work on rule obeyance, for instance, whereas they might teach older children about social expectations.

Teachers and other educators can also apply Kohlberg's theory in the classroom, providing additional moral guidance. A kindergarten teacher could help enhance moral development by setting clear rules for the classroom, and the consequences for violating them. This helps kids at stage one of moral development.

A teacher in high school might focus more on the development that occurs in stage three (developing good interpersonal relationships) and stage four (maintaining social order). This could be accomplished by having the students take part in setting the rules to be followed in the classroom, giving them a better idea of the reasoning behind these rules.

Criticisms for Kohlberg's Theory of Moral Development

Kohlberg's theory played an important role in the development of moral psychology. While the theory has been highly influential, aspects of the theory have been critiqued for a number of reasons:

• Moral reasoning does not equal moral behavior : Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions. Moral reasoning, therefore, may not lead to moral behavior.
• Overemphasizes justice : Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept of justice when making moral choices. Factors such as compassion, caring, and other interpersonal feelings may play an important part in moral reasoning.
• Cultural bias : Individualist cultures emphasize personal rights, while collectivist cultures stress the importance of society and community. Eastern, collectivist cultures may have different moral outlooks that Kohlberg's theory does not take into account.
• Age bias : Most of his subjects were children under the age of 16 who obviously had no experience with marriage. The Heinz dilemma may have been too abstract for these children to understand, and a scenario more applicable to their everyday concerns might have led to different results.
• Gender bias : Kohlberg's critics, including Carol Gilligan, have suggested that Kohlberg's theory was gender-biased since all of the subjects in his sample were male. Kohlberg believed that women tended to remain at the third level of moral development because they place a stronger emphasis on things such as social relationships and the welfare of others.

Gilligan instead suggested that Kohlberg's theory overemphasizes concepts such as justice and does not adequately address moral reasoning founded on the principles and ethics of caring and concern for others.

Other Theories of Moral Development

Kohlberg isn't the only psychologist to theorize how we develop morally. There are several other theories of moral development.

Piaget's Theory of Moral Development

Kohlberg's theory is an expansion of Piaget's theory of moral development. Piaget described a three-stage process of moral development:

• Stage 1 : The child is more concerned with developing and mastering their motor and social skills, with no general concern about morality.
• Stage 2 : The child develops unconditional respect both for authority figures and the rules in existence.
• Stage 3 : The child starts to see rules as being arbitrary, also considering an actor's intentions when judging whether an act or behavior is moral or immoral.

Kohlberg expanded on this theory to include more stages in the process. Additionally, Kohlberg believed that the final stage is rarely achieved by individuals whereas Piaget's stages of moral development are common to all.

Moral Foundations Theory

Proposed by Jonathan Haidt, Craig Joseph, and Jesse Graham, the moral foundations theory is based on three morality principles:

• Intuition develops before strategic reasoning . Put another way, our reaction comes first, which is then followed by rationalization.
• Morality involves more than harm and fairness . Contained within this second principle are a variety of considerations related to morality. It includes: care vs. harm, liberty vs. oppression, fairness vs. cheating, loyalty vs. betrayal , authority vs. subversion, and sanctity vs. degradation.
• Morality can both bind groups and blind individuals . When people are part of a group, they will tend to adopt that group's same value systems. They may also sacrifice their own morals for the group's benefit.

While Kohlberg's theory is primarily focused on help vs. harm, moral foundations theory encompasses several more dimensions of morality. However, this theory also fails to explain the "rules" people use when determining what is best for society.

Normative Theories of Moral Behavior

Several other theories exist that attempt to explain the development of morality , specifically in relation to social justice. Some fall into the category of transcendental institutionalist, which involves trying to create "perfect justice." Others are realization-focused, concentrating more on removing injustices.

One theory falling into the second category is social choice theory. Social choice theory is a collection of models that seek to explain how individuals can use their input (their preferences) to impact society as a whole. An example of this is voting, which allows the majority to decide what is "right" and "wrong."

A Word From Verywell

While Kohlberg's theory of moral development has been criticized, the theory played an important role in the emergence of the field of moral psychology. Researchers continue to explore how moral reasoning develops and changes through life as well as the universality of these stages. Understanding these stages offers helpful insights into the ways that both children and adults make moral choices and how moral thinking may influence decisions and behaviors.

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Elorrieta-Grimalt M. A critical analysis of moral education according to Lawrence Kohlberg .  Educación y Educadores . 2012;15(3):497-512. doi:10.5294/edu.2012.15.3.9

Govrin A. From ethics of care to psychology of care: Reconnecting ethics of care to contemporary moral psychology .  Front Psychol . 2014;5:1135. doi:10.3389/fpsyg.2014.01135

American Psychological Association. Heinz dilemma .

American Psychological Association. Kohlberg's theory of moral development .

Kohlberg L, Essays On Moral Development . Harper & Row; 1985.

Ma HK. The moral development of the child: An integrated model .  Front Public Health . 2013;1:57. doi:10.3389/fpubh.2013.00057

Gibbs J.  Moral Development And Reality . 4th ed. Oxford University Press; 2019.

Gilligan C.  In A Different Voice . Harvard University Press; 2016.

Patanella D. Piaget's theory of moral development . Encyclopedia of Child Behavior and Development . 2011. doi:10.1007/978-0-387-79061-9_2167

Dubas KM, Dubas SM, Mehta R. Theories of justice and moral behavior . J Legal Ethical Regulatory Issues . 2014;17(2):17-35.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Kohlberg’s Stages of Moral Development (6 Stages + Examples)

Have you ever wondered why little kids think sharing toys is a rule because "it's nice," while older students might believe it's right because "it's fair"? As we grow up, how we think about right and wrong changes greatly. This isn't just random; there's a pattern to it. A smart guy named Lawrence Kohlberg devised a way to explain this change, calling it the "Stages of Moral Development."

Imagine climbing a set of stairs. At the bottom, we might do things to avoid getting in trouble or to get a reward. As we go higher, we start to think about what others expect from us and what's generally accepted as right in society. And for some, at the very top, they might start to question and think deeply about these rules themselves.

This article will dive into these stages, helping you understand how our thinking evolves at different ages. It's like a roadmap to our moral growth , showing us how and why our views on right and wrong shift as we age. Let's take a journey together and explore these stages!

What Are Kohlberg's Stages of Moral Development? 

Kohlberg's Stages of Moral Development is a theory proposed by psychologist Lawrence Kohlberg (1927-1987), which outlines the different levels and stages of moral reasoning that individuals go through as they develop their understanding of right and wrong. There are 6 stages of development, divided into 3 levels.

Lawrence Kohlberg expanded on and revised the ideas of cognitive theorist Jean Piaget . Piaget’s work suggested that children’s morality changes over time as they move through stages of mental development.

In his interviews, Kohlberg employed Piaget’s method of questioning participants about moral dilemmas. He would tell stories with conflicting ideas representing two moral values and ask children whether these were right or wrong. Kohlberg was less interested in the answers themselves than in understanding the thinking process behind them. 

Based on the children’s responses, Kohlberg classified their moral reasoning into three levels: pre-conventional, conventional, and post-conventional. He further divided each level into two distinct stages.

Stages of Moral Development and Ages

Like Piaget's theory of moral development , Kohlberg believes that moral development occurs in stages, but he argues that it is a continuous process throughout a person's life. 

Let’s look at the characteristics of each of Kohlberg’s stages.

Pre-conventional Level

At the lowest level of moral development, children under nine have not yet internalized society’s conventions as to right or wrong. Adults fully determine the moral standards of young children. For example, they accept the rules made by authority figures, parents, or teachers. They base their moral reasoning on the external consequences of their actions, such as punishment. 

Heinz's dilemma is often used in the study of moral development, particularly in Kohlberg's theory of moral development. The dilemma goes something like this:

Heinz's wife is dying from a rare cancer; the only medication that can save her is extremely expensive. Heinz cannot afford the medication, so he breaks into a pharmacy to steal it. He is caught by the police and brought to court. The judge must decide what to do with Heinz.

At this level, a child faced with Heinz’s dilemma would say that the man shouldn't steal the drug because stealing is wrong, and he will end up in prison.

Stage 1) Obedience and punishment

The obedience and punishment stage is based on children’s desire to follow the rules created by authority figures. Their motivation is simply to avoid being punished. If an action is perceived as morally wrong, it is because punishment is possible. Morality is, at this stage, external to the self. Children suppose that rules are fixed and must be respected.

At this stage, individuals make moral decisions based on avoiding punishment or seeking reward. They follow rules to avoid physical punishment or loss of privileges but don't understand that rules are based on social norms or the need for social order.

Individuals at this stage may also have a limited perspective, unable to see things from another's point of view, and they may not consider the intentions or circumstances behind someone's actions. For example, a child at this stage might think that stealing a toy from a store is always wrong, regardless of the reason why the person did it or the consequences that might follow.

To identify Stage 1, look for individuals mainly focused on avoiding punishment or seeking rewards who may not yet fully understand the concept of social norms or the importance of considering other people's perspectives. They may also display a rigid and inflexible approach to moral decision-making.

Stage 2) Self-interest

As children mature, their motivation for displaying certain behaviors shifts from seeking external rewards to considering what they personally believe is in their best interest. This stage of moral reasoning is self-centered and shows little or no consideration of the needs of others. Children start realizing that rules are not absolute. People can have different perspectives, and there is more than one correct point of view.

At this stage, individuals make moral decisions based on their own self-interest and the exchange of favors. They begin to understand that others have their needs and wants and may be willing to negotiate to meet them.

Individuals at this stage may also display a more flexible approach to moral decision-making, recognizing that there are different perspectives and that the rules can be changed if they benefit everyone. For example, a child at this stage might think it's okay to take someone else's toy if they offer something else in exchange or convince the other person that it's a fair trade.

To identify Stage 2, look for individuals who are mainly focused on their own self-interest but also aware of others' needs and wants. They may display a more flexible approach to rules and be willing to negotiate to achieve their goals. They may also be more aware of the social exchange of favors and obligations.

Conventional Level

The conventional level of morality is typical of adolescents and adults who internalize moral standards. An individual’s sense of morality is increasingly based on interpersonal relationships. At this level, children continue to conform to the rules of authority figures. But although they understand that there are conventions dictating how they should behave, following the rules is not necessarily related to the prospective punishment. Above all, they wish to ensure good relationships with others.

When presented with Heinz's dilemma, some older children at the conventional level of moral development might argue that while stealing the drug can be justified to save his wife's life, Heinz should still face the consequences and go to prison for his actions.

Stage 3) Conformity

During the conformity stage, children’s actions are motivated by the approval of others. Morality arises from living up to the standards of a group, such as family or community. Older children will often do their best to be good group members. Their moral decisions are based on whether they would win the approval of individuals whose opinions matter to them. The intentions of their actions are important regardless of the outcomes. 

At this stage, individuals make moral decisions based on the expectations and approval of others, particularly those who are important to them. They begin to understand that good behavior is seen as what pleases others, and they want to be seen as a good person in the eyes of those who are important to them.

Individuals at this stage are also more likely to take into account the feelings and perspectives of others and may seek to maintain positive relationships. For example, a child at this stage might think it's important to share toys with others so they will like them and want to play with them.

To identify Stage 3, look for individuals mainly focused on pleasing others and maintaining positive relationships. They may be more aware of social norms and expectations and may be more likely to take the perspective of others into account. They may also seek approval from authority figures and conform to social norms to gain approval.

Stage 4) Law and order

This stage is characterized by accepting rules because they are important in maintaining a functional society. Rules are the same for everyone, and it is essential that all members of society obey them. Moral reasoning goes beyond the need for individual approval of the conformity stage. Instead, morality is determined by what is best for most people. Individuals who obey law and authority and don’t challenge the established social order are perceived as good. 

At this stage, individuals make moral decisions based on a sense of duty to uphold social order and respect for authority. They begin to understand that social order depends on the rule of law and that laws must be respected to maintain social order.

Individuals at this stage are also more likely to consider the broader social context and the greater good rather than just their own personal relationships or interests. For example, a person at this stage might think it's important to follow traffic laws, not just to avoid a ticket or to please others, but because it's necessary for public safety and the greater good.

To identify Stage 4, look for individuals mainly focused on upholding social order and respect for authority. They may have a strong sense of duty and obligation to follow the rules and maintain social order. They may also be more likely to consider the broader social context and the greater good when making moral decisions.

Kohlberg believes that most individuals don’t develop their reasoning beyond this stage of moral development, in which morality is still predominantly dictated from the outside.

Postconventional Level

According to Kohlberg , only 10-15% of the population can achieve the post-conventional level of moral development because abstract principles and values define the sense of morality. 

Those individuals who attain the highest level of moral development question whether what they see around them is good. There is an increasing sense of individuals being separate entities from society. Morality on this level comes from self-defined principles. Laws that are seen as unjust should be removed or changed. Disobeying rules is not necessarily wrong when they are incompatible with personal principles. 

Participants in Kohlberg’s experiment who have reached the post-conventional level would believe that stealing the drug from the chemist’s office was not wrong. For them, saving a life is more important than the law itself.

Stage 5) Social Contract 

Individuals at this stage of moral development understand that society is full of contrasting opinions and values that should be respected. Laws are regarded as flexible social contracts. Laws that don't serve the greater common good should be changed to better align with the collective interests of society. In this context, morality and individual rights take precedence over established laws.

At this stage, individuals make moral decisions based on justice, democracy, and individual rights. They begin to understand that laws and social norms are not set in stone and can be changed if they do not promote the greater good or protect individual rights.

Individuals at this stage are also more likely to consider different groups' perspectives and recognize the need for compromise and negotiation. For example, a person at this stage might think it's important to advocate for policies promoting equality and individual rights, even if it means challenging existing laws or social norms.

To identify Stage 5, look for individuals mainly focused on justice and rights. They may be more likely to challenge authority and advocate for change if they see laws or social norms as unjust or unfair. They may also be more aware of the perspectives of different groups and the need for compromise and negotiation to achieve the greater good.

Stage 6) Universal Ethical Principles

In the final stage of moral development, individuals construct their own moral principles, which might sometimes deviate from societal laws. Their moral reasoning becomes more abstract, rooted in universal ethical principles, as described by Kohlberg. These principles embrace notions such as equality (valuing everyone equally, irrespective of status or background), dignity (recognizing the inherent worth of every person), and respect (upholding others' rights and sentiments).

At this stage, individuals believe that laws should align with these universal principles. If laws are perceived as unjust based on these principles, they feel such laws can and should be challenged or disobeyed. However, Kohlberg believed that very few people consistently operate at this advanced stage.

Individuals at this stage are also more likely to take a principled, ethical approach to decision-making and may see themselves as part of a larger moral community. For example, a person at this stage might think it's important to fight against social injustices such as discrimination or environmental destruction, even if it means going against established laws or social norms.

To identify Stage 6, look for individuals mainly focused on universal ethical principles and willing to take personal risks to uphold them. They may be more likely to challenge established laws or social norms if they see them as unjust or harmful. They may also see themselves as part of a larger moral community and be motivated by a sense of responsibility to uphold ethical principles. It's worth noting that Kohlberg believed that few people actually reached this stage, which he saw as the highest stage of moral development.

Kohlberg's Stages of Moral Development's Heinz Dilemma

Consider the following moral dilemma. A man named Heinz has a wife dying of a rare cancer. Heinz learns that a local chemist has invented a new drug that might save his wife's life. But he can’t afford the drug. Although he tries to borrow money from his friends and family, the amount is still insufficient. The chemist is not ready to lower the price either. After trying everything he could think of without success, Heinz breaks into the chemist’s office and steals the drug. Was this the right thing to do? 

Here is an example of how an individual may behave at each stage in Kohlberg's Stages:

Obedience and Punishment Stage 1 : An individual may say that Heinz should not steal the drug because stealing is wrong, and he could get arrested.

Self-Interest Stage 2 : An individual may say that Heinz should steal the drug to save his wife because he is important to him, and he would want others to do the same for him if he were in a similar situation.

Conformity Stage 3 : An individual may say that Heinz should steal the drug because he will be viewed as a good husband and respected by others for doing whatever he can to save his wife.

Law and Order Stage 4 : An individual may say that Heinz should not steal the drug because it's against the law, and breaking the law would undermine social order and respect for authority.

Social Contract Stage 5 : An individual may say that Heinz should steal the drug because the right to life and the principle of fairness outweigh the property rights of the pharmacist who owns the drug.

Universal Ethical Principles Stage 6 : An individual may say that Heinz should steal the drug because it's the right thing to do, even if it means breaking the law and risking punishment. They may also argue that the ethical principle of valuing human life is more important than any legal or social norm.

Heinz’s dilemma is a famous example used by Lawrence Kohlberg to assess moral developmental levels. 

Is Kohlberg's Stages of Moral Development Theory Still Relevant Today?

Today, people reference Kohlberg's moral development stages when discussing communication, debate, and relating to others. But it's not always accepted in these discussions. 

Take this one Reddit user's take on the Jordan Peterson subreddit : 

"This is one psychologist's take on morality. It uses mortality, ethics and justice interchangeably, and hence lacks cohesion. Which is to be expected as morality is a deeply philosophical topic. It makes sense that a psychologist would have this sort of approach (which everyone acknowledges is just a reformatting of Jean Piaget's stages of childhood development).

I think Maslow's heiarchy of needs would have been a better map, looking at the general requirements in becoming moral, rather than treating morality as an ultimate ontological fact.

To put it more simplistically; knowing what people need to become moral - has more value, than judging others by their current stage of moral development as this chart seems to do.

Either way, systematizing morality may not be the smartest idea. Better to pursue ethics."

With its detailed delineation of children’s moral development, Kohlberg's theory has significantly impacted psychology and education. However, like many pioneering theories, aspects of Kohlberg's framework have been critiqued. Notably, Carol Gilligan , an ethicist and once Kohlberg’s research assistant, presented a key critique. She argued that Kohlberg's stages of moral development were male-centric and might not adequately represent moral reasoning in women.

Gilligan proposed that while men tend to have a justice-based perspective rooted in fairness, women more often adopt a care-based perspective, emphasizing interconnectedness and relationships. In her view, moral development should be understood with these different orientations, suggesting that morality isn't a one-size-fits-all concept but is influenced by gendered socialization and perspectives.

Criticisms of Kohlberg's Theory of Moral Development

Kohlberg’s theory has been largely criticized for its gender bias toward the white male American population. For his experiment, Kohlberg interviewed 72 boys in suburban Chicago between 10 and 16 years old. His research was, therefore, inevitably influenced by upper-middle-class male values and perspectives. 

What’s more, Kohlberg’s theory does not consider the role cultural differences might play in the development of moral reasoning. For example, Western cultures may have different moral philosophies than societies that give more importance to the community than personal rights. 

Questions about Age

Some researchers have had doubts about Kohlberg’s general conclusions after he questioned whether older children and adolescents could attain the latest stages of moral reasoning. Some recent studies have shown that children as young as six can already understand vague concepts of universal ethical principles. 

Kohlberg did not always tailor his experiments to present dilemmas relevant to the participant's experiences. The Heinz story might not be relatable to individuals who have never been married. As a result, Kohlberg’s findings might have been different if the situations the participants were asked to analyze were more age-appropriate. 

Lastly, Kohlberg’s theory suggests that certain types of moral reasoning are superior to others. Kohlberg supposes that justice is the most fundamental moral principle. He has been reproached for emphasizing justice while overlooking other values, such as compassion and care for others.

Related posts:

• Lawrence Kohlberg (Psychologist Biography)
• Piaget's Theory of Moral Development (4 Stages + Examples)
• Erikson’s Stages of Psychosocial Development
• 40+ Famous Psychologists (Images + Biographies)
• 53+ Deviance Examples in Sociology (Definition + Theories)

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Generativity vs Stagnation

Integrity vs Despair

Attachment Styles

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Piaget's Cognitive Development

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Kohlberg’s Stages of Moral Development

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Key Takeaways

• Lawrence Kohlberg formulated a theory asserting that individuals progress through six distinct stages of moral reasoning from infancy to adulthood.
• He grouped these stages into three broad categories of moral reasoning, pre-conventional, conventional, and post-conventional. Each level is associated with increasingly complex stages of moral development.
• Kohlberg suggested that people move through these stages in a fixed order and that moral understanding is linked to cognitive development . 

Heinz Dilemma

Lawrence Kohlberg (1958) agreed with Piaget’s (1932) theory of moral development in principle but wanted to develop his ideas further.

He used Piaget’s storytelling technique to tell people stories involving moral dilemmas.  In each case, he presented a choice to be considered, for example, between the rights of some authority and the needs of some deserving individual unfairly treated.

After presenting people with various moral dilemmas, Kohlberg categorized their responses into different stages of moral reasoning.

Using children’s responses to a series of moral dilemmas, Kohlberg established that the reasoning behind the decision was a greater indication of moral development than the actual answer.

One of Kohlberg’s best-known stories (1958) concerns Heinz, who lived somewhere in Europe.

Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist, and the Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug, and this was much more than the Heinz could afford. Heinz could only raise half the money, even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused, saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemist’s and stole the drug. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

Kohlberg asked a series of questions such as:

• Should Heinz have stolen the drug?
• Would it change anything if Heinz did not love his wife?
• What if the person dying was a stranger, would it make any difference?
• Should the police arrest the chemist for murder if the woman dies?

By studying the answers from children of different ages to these questions, Kohlberg hoped to discover how moral reasoning changed as people grew older.

The sample comprised 72 Chicago boys aged 10–16 years, 58 of whom were followed up at three-yearly intervals for 20 years (Kohlberg, 1984).

Each boy was given a 2-hour interview based on the ten dilemmas. Kohlberg was interested not in whether the boys judged the action right or wrong but in the reasons for the decision. He found that these reasons tended to change as the children got older.

Kohlberg identified three levels of moral reasoning: preconventional, conventional, and postconventional. Each level has two sub-stages.

People can only pass through these levels in the order listed. Each new stage replaces the reasoning typical of the earlier stage. Not everyone achieves all the stages. 

Disequilibrium plays a crucial role in Kohlberg’s stages of moral development. A child encountering a moral issue may recognize limitations in their current reasoning approach, often prompted by exposure to others’ viewpoints. Improvements in perspective-taking are key to progressing through Kohlberg’s stages of moral development. As children mature, they increasingly understand issues from others’ viewpoints. For instance, a child at the preconventional level typically perceives an issue primarily in terms of personal consequences. In contrast, a child at the conventional level tends to consider the perspectives of others more substantially.

Level 1 – Preconventional Morality

Preconventional morality is the first level of moral development, lasting until approximately age 8. During this level, children accept the authority (and moral code) of others. 

Preconventional morality is when people follow rules because they don’t want to get in trouble or they want to get a reward. This level of morality is mostly based on what authority figures like parents or teachers tell you to do rather than what you think is right or wrong.

Authority is outside the individual, and children often make moral decisions based on the physical consequences of actions.

For example, if an action leads to punishment, it must be bad; if it leads to a reward, it must be good.

So, people at this level don’t have their own personal sense of right and wrong yet. They think that something is good if they get rewarded for it and bad if they get punished for it.

For example, if you get candy for behaving, you think you were good, but if you get a scolding for misbehaving, you think you were bad.

At the preconventional level, children don’t have a personal code of morality. Instead, moral decisions are shaped by the standards of adults and the consequences of following or breaking their rules.

Stage 1. Obedience and Punishment Orientation . The child/individual is good to avoid being punished. If a person is punished, they must have done wrong.

Stage 2. Individualism and Exchange . At this stage, children recognize that there is not just one right view handed down by the authorities. Different individuals have different viewpoints.

Level 2 – Conventional Morality

Conventional morality is the adolescent phase of moral development focused on societal norms and external expectations to discern right from wrong, often grounded in tradition, cultural practices, or established codes of conduct.

We internalize the moral standards of valued adult role models at the conventional level (most adolescents and adults).

Authority is internalized but not questioned, and reasoning is based on the group’s norms to which the person belongs.

A social system that stresses the responsibilities of relationships and social order is seen as desirable and must influence our view of right and wrong.

So, people who follow conventional morality believe that it’s important to follow society’s rules and expectations to maintain order and prevent problems.

For example, refusing to cheat on a test is a part of conventional morality because cheating can harm the academic system and create societal problems.

Stage 3. Good Interpersonal Relationships . The child/individual is good to be seen as being a good person by others. Therefore, answers relate to the approval of others.

Stage 4. Law and Order Morality . The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules to uphold the law and avoid guilt.

Level 3 – Postconventional Morality

Postconventional morality is the third level of moral development and is characterized by an individual’s understanding of universal ethical principles.

Postconventional morality is when people decide based on what they think is right rather than just following the rules of society. This means that people at this level of morality have their own ethical principles and values and don’t just do what society tells them to do.

At this level, people think about what is fair, what is just, and what values are important.

What is considered morally acceptable in any given situation is determined by what is the response most in keeping with these principles.

They also think about how their choices might affect others and try to make good decisions for everyone, not just themselves.

Values are abstract and ill-defined but might include: the preservation of life at all costs and the importance of human dignity. Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice.

According to Kohlberg, this level of moral reasoning is as far as most people get.

Only 10-15% are capable of abstract thinking necessary for stage 5 or 6 (post-conventional morality). That is to say, most people take their moral views from those around them, and only a minority think through ethical principles for themselves.

Stage 5. Social Contract and Individual Rights . The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear-cut. For example, in Heinz’s dilemma, the protection of life is more important than breaking the law against stealing.

Stage 6. Universal Principles . People at this stage have developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. E.g., human rights, justice, and equality.  The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people had reached this stage.

Problems with Kohlberg’s Methods

1. the dilemmas are artificial (i.e., they lack ecological validity).

Most dilemmas are unfamiliar to most people (Rosen, 1980). For example, it is all very well in the Heinz dilemma, asking subjects whether Heinz should steal the drug to save his wife.

However, Kohlberg’s subjects were aged between 10 and 16. They have never been married, and never been placed in a situation remotely like the one in the story.

How should they know whether Heinz should steal the drug?

2. The sample is biased

Kohlberg’s (1969) theory suggested males more frequently progress beyond stage four in moral development, implying females lacked moral reasoning skills.

His research assistant, Carol Gilligan, disputed this, who argued that women’s moral reasoning differed, not deficient.

She criticized Kohlberg’s theory for focusing solely on upper-class white males, arguing women value interpersonal connections. For instance, women often oppose theft in the Heinz dilemma due to potential repercussions, such as separation from his wife if Heinz is imprisoned.

Gilligan (1982) conducted new studies interviewing both men and women, finding women more often emphasized care, relationships and context rather than abstract rules. Gilligan argued that Kohlberg’s theory overlooked this relational “different voice” in morality.

According to Gilligan (1977), because Kohlberg’s theory was based on an all-male sample, the stages reflect a male definition of morality (it’s androcentric).

Men’s morality is based on abstract principles of law and justice, while women’s is based on principles of compassion and care.

Further, the gender bias issue raised by Gilligan is a reminder of the significant gender debate still present in psychology, which, when ignored, can greatly impact the results obtained through psychological research.

3. The dilemmas are hypothetical (i.e., they are not real)

Kohlberg’s approach to studying moral reasoning relied heavily on his semi-structured moral judgment interview. Participants were presented with hypothetical moral dilemmas, and their justifications were analyzed to determine their stage of moral reasoning.

Some critiques of Kohlberg’s method are that it lacks ecological validity, removes reasoning from real-life contexts, and defines morality narrowly in terms of justice reasoning.

Psychologists concur with Kohlberg’s moral development theory, yet emphasize the difference between moral reasoning and behavior.

What we claim we’d do in a hypothetical situation often differs from our actions when faced with the actual circumstance. In essence, our actions might not align with our proclaimed values.

In a real situation, what course of action a person takes will have real consequences – and sometimes very unpleasant ones for themselves. Would subjects reason in the same way if they were placed in a real situation? We don’t know.

The fact that Kohlberg’s theory is heavily dependent on an individual’s response to an artificial dilemma questions the validity of the results obtained through this research.

People may respond very differently to real-life situations that they find themselves in than they do to an artificial dilemma presented to them in the comfort of a research environment.

4. Poor research design

How Kohlberg carried out his research when constructing this theory may not have been the best way to test whether all children follow the same sequence of stage progression.

His research was cross-sectional , meaning that he interviewed children of different ages to see their moral development level.

A better way to see if all children follow the same order through the stages would be to conduct longitudinal research on the same children.

However, longitudinal research on Kohlberg’s theory has since been carried out by Colby et al. (1983), who tested 58 male participants of Kohlberg’s original study.

She tested them six times in 27 years and supported Kohlberg’s original conclusion, which is that we all pass through the stages of moral development in the same order.

Contemporary research employs more diverse methods beyond Kohlberg’s interview approach, such as narrative analysis, to study moral experience. These newer methods aim to understand moral reasoning and development within authentic contexts and experiences.

• Tappan and colleagues (1996) promote a narrative approach that examines how individuals construct stories and identities around moral experiences. This draws from the sociocultural tradition of examining identity in context. Tappan argues narrative provides a more contextualized understanding of moral development.
• Colby and Damon’s (1992) empirical research uses in-depth life story interviews to study moral exemplars – people dedicated to moral causes. Instead of hypothetical dilemmas, they ask participants to describe real moral challenges and commitments. Their goal is to respect exemplars as co-investigators of moral meaning-making.
• Walker and Pitts’ (1995) studies use open-ended interviews asking people to discuss real-life moral dilemmas and reflect on the moral domain in their own words. This elicits more naturalistic conceptions of morality compared to Kohlberg’s abstract decontextualized approach.

Problems with Kohlberg’s Theory

1. are there distinct stages of moral development.

Kohlberg claims there are, but the evidence does not always support this conclusion.

For example, a person who justified a decision based on principled reasoning in one situation (postconventional morality stage 5 or 6) would frequently fall back on conventional reasoning (stage 3 or 4) with another story.

In practice, it seems that reasoning about right and wrong depends more on the situation than on general rules. Moreover, individuals do not always progress through the stages, and Rest (1979) found that one in fourteen slipped backward.

The evidence for distinct stages of moral development looks very weak. Some would argue that behind the theory is a culturally biased belief in the superiority of American values over those of other cultures and societies.

Gilligan (1982) did not dismiss developmental psychology or morality. She acknowledged that children undergo moral development in stages and even praised Kohlberg’s stage logic as “brilliant” (Jorgensen, 2006, p. 186). However, she preferred Erikson’s model over the more rigid Piagetian stages.

While Gilligan supported Kohlberg’s stage theory as rational, she expressed discomfort with its structural descriptions that lacked context.

She also raised concerns about the theory’s universality, pointing out that it primarily reflected Western culture (Jorgensen, 2006, pp. 187-188).

Neo-Kohlbergian Schema Model

Rest and colleagues (199) have developed a theoretical model building on but moving beyond Kohlberg’s stage-based approach to moral development. Their model outlines four components of moral behavior: moral sensitivity, moral judgment, moral motivation, and moral character.

For the moral judgment component, Rest et al. propose that individuals use moral schemas rather than progress through discrete stages of moral reasoning.

Schemas are generalized knowledge structures that help us interpret information and situations. An individual can have multiple schemas available to make sense of moral issues, rather than being constrained to a single developmental stage.

Some examples of moral schemas proposed by Rest and colleagues include:

• Personal Interest Schema – focused on individual interests and preferences
• Maintaining Norms Schema – emphasizes following rules and norms
• Postconventional Schema – considers moral ideals and principles

Rather than viewing development as movement to higher reasoning stages, the neo-Kohlbergian approach sees moral growth as acquiring additional, more complex moral schemas. Lower schemas are not replaced, but higher order moral schemas become available to complement existing ones.

The schema concept attempts to address critiques of the stage model, such as its rigidity and lack of context sensitivity. Using schemas allows for greater flexibility and integration of social factors into moral reasoning.

2. Does moral judgment match moral behavior?

Kohlberg never claimed that there would be a one-to-one correspondence between thinking and acting (what we say and what we do), but he does suggest that the two are linked.

However, Bee (1994) suggests that we also need to take into account of:

a) habits that people have developed over time. b) whether people see situations as demanding their participation. c) the costs and benefits of behaving in a particular way. d) competing motive such as peer pressure, self-interest and so on.

Overall, Bee points out that moral behavior is only partly a question of moral reasoning. It also has to do with social factors.

3. Is justice the most fundamental moral principle?

This is Kohlberg’s view. However, Gilligan (1977) suggests that the principle of caring for others is equally important. Furthermore, Kohlberg claims that the moral reasoning of males has often been in advance of that of females.

Girls are often found to be at stage 3 in Kohlberg’s system (good boy-nice girl orientation), whereas boys are more often found to be at stage 4 (Law and Order orientation). Gilligan (p. 484) replies:

“The very traits that have traditionally defined the goodness of women, their care for and sensitivity to the needs of others, are those that mark them out as deficient in moral development”.

In other words, Gilligan claims that there is a sex bias in Kohlberg’s theory. He neglects the feminine voice of compassion, love, and non-violence, which is associated with the socialization of girls.

Gilligan concluded that Kohlberg’s theory did not account for the fact that women approach moral problems from an ‘ethics of care’, rather than an ‘ethics of justice’ perspective, which challenges some of the fundamental assumptions of Kohlberg’s theory.

In contrast to Kohlberg’s impersonal “ethics of justice”, Gilligan proposed an alternative “ethics of care” grounded in compassion and responsiveness to needs within relationships (Gilligan, 1982).

Her care perspective highlights emotion, empathy and understanding over detached logic. Gilligan saw care and justice ethics as complementary moral orientations.

Walker et al. (1995) found everyday moral conflicts often revolve around relationships rather than justice; individuals describe relying more on intuition than moral reasoning in dilemmas. This raises questions about the centrality of reasoning in moral functioning.

4. Do people make rational moral decisions?

Kohlbeg’s theory emphasizes rationality and logical decision-making at the expense of emotional and contextual factors in moral decision-making.

One significant criticism is that Kohlberg’s emphasis on reason can create an image of the moral person as cold and detached from real-life situations. 

Carol Gilligan critiqued Kohlberg’s theory as overly rationalistic and not accounting for care-based morality commonly found in women. She argued for a “different voice” grounded in relationships and responsiveness to particular individuals.

The criticism suggests that by portraying moral reasoning as primarily cognitive and detached from emotional and situational factors, Kohlberg’s theory oversimplifies real-life moral decision-making, which often involves emotions, social dynamics, cultural nuances, and practical constraints.

Critics contend that his model does not adequately capture the multifaceted nature of morality in the complexities of everyday life.

Bee, H. L. (1994). Lifespan development . HarperCollins College Publishers.

Blum, L. A. (1988). Gilligan and Kohlberg: Implications for moral theory.  Ethics ,  98 (3), 472-491.

Colby, A., Kohlberg, L., Gibbs, J., & Lieberman, M. (1983). A longitudinal study of moral judgment. Monographs of the Society for Research in Child Development , 48 (1-2, Serial No. 200). Chicago: University of Chicago Press.

Day, J. M., & Tappan, M. B. (1996). The narrative approach to moral development: From the epistemic subject to dialogical selves.  Human Development ,  39 (2), 67-82.

Gilligan, C. (1977). In a different voice: Women’s conceptions of self and of morality. Harvard Educational Review , 47(4), 481-517.

Gilligan, C. (1982). In a different voice . Harvard University Press.

Gilligan, C. (1995). Hearing the difference: Theorizing connection. Hypatia, 10 (2), 120-127.

Jorgensen, G. (2006). Kohlberg and Gilligan: duet or duel?.  Journal of Moral Education ,  35 (2), 179-196.

Kohlberg, L. (1958). The Development of Modes of Thinking and Choices in Years 10 to 16. Ph. D. Dissertation , University of Chicago.

Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages (Essays on Moral Development, Volume 2) . Harper & Row

Piaget, J. (1932). The moral judgment of the child . London: Kegan Paul, Trench, Trubner & Co.

Rest, J. R. (1979). Development in judging moral issues . University of Minnesota Press.

Rosen, B. (1980). Moral dilemmas and their treatment. In, Moral development, moral education, and Kohlberg. B. Munsey (Ed). (1980), pp. 232-263. Birmingham, Alabama: Religious Education Press.

Walker, L. J., Pitts, R. C., Hennig, K. H., & Matsuba, M. K. (1995). Reasoning about morality and real-life moral problems.

Further Information

• BBC Radio 4: The Heinz Dilemma
• The Science of Morality
• Piaget’s Theory of Moral Development

What is an example of moral development theory in real life?

An example is a student who witnesses cheating on an important exam. The student is faced with the dilemma of whether to report the cheating or keep quiet.

A person at the pre-conventional level of moral development might choose not to report cheating because they fear the consequences or because they believe that everyone cheats.

A person at the conventional level might report cheating because they believe it is their duty to uphold the rules and maintain fairness in the academic environment.

A person at the post-conventional level might weigh the ethical implications of both options and make a decision based on their principles and values, such as honesty, fairness, and integrity, even if it may come with negative consequences.

This example demonstrates how moral development theory can help us understand how individuals reason about ethical dilemmas and make decisions based on their moral reasoning.

What are the examples of stage 6 universal principles?

Stage 6 of Kohlberg’s moral development theory, also known as the Universal Ethical Principles stage, involves moral reasoning based on self-chosen ethical principles that are comprehensive and consistent. Examples might include:

Equal human rights : Someone at this stage would believe in the fundamental right of all individuals to life, liberty, and fair treatment. They would advocate for and act according to these rights, even if it meant opposing laws or societal norms.

Justice for all : A person at this stage believes in justice for all individuals and would strive to ensure fairness in all situations. For example, they might campaign against a law they believe to be unjust, even if it is widely accepted by society.

Non-violence : A commitment to non-violence could be a universal principle for some at this stage. For instance, they might choose peaceful protest or civil disobedience in the face of unjust laws or societal practices.

Social contract : People at this stage might also strongly believe in the social contract, wherein individuals willingly sacrifice some freedoms for societal benefits. However, they also understand that these societal norms can be challenged and changed if they infringe upon the universal rights of individuals.

Respect for human dignity and worth : Individuals at this stage view each person as possessing inherent value, and this belief guides their actions and judgments. They uphold the dignity and worth of every individual, regardless of social status or circumstance.

What is the Kohlberg’s Heinz dilemma?

The Heinz dilemma is a moral question proposed by Kohlberg in his studies on moral development. It involves a man named Heinz who considers stealing a drug he cannot afford to save his dying wife, prompting discussion on the moral implications and justifications of his potential actions.

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Simple & Easy Moral Development Essay Titles

• How Moral Development Is Influenced by Television
• An Analysis of Moral Development Influences
• How the Moral Development of a Child is Influenced by Parenting
• Honesty in Management and How it Is Influenced by Cognitive Moral Development
• Moral Development & Changes of Huckleberry Finn
• Responsibility for Moral Development in Children
• Mary Shelley’s Frankenstein Overview of Morality and Responsibility
• The Theories of Moral Development and Gender Care
• Moral Development as Summarized by Jean Piaget and Lawrence Kohlberg
• Lawrence Kohlberg, Overview of Kaylee Georgeoff’s Moral Development
• The Criticisms of Kohlberg’s Moral Development Stages
• The Moral Development of an Organization and Its Ethics
• The Stages of Moral Development: Assessed by Lawrence Kohlberg’s
• Moral Development Theories Correlation with Personal and Psychosocial Development Theories
• How Moral Reasoning Impacts Moral Development
• Implementing Moral Development Through Integrating Care and Justice
• The Influence of Moral Development on Youth Sport
• How the New Field of Study in Western Science Is Influenced by Kohlberg’s Theory on Moral Development
• The Foundation of Moral Development and the Fundamentals of Ethics
• Moral Development Philosophy of Kohlberg
• Kohlberg’s Moral Development Stages and the Overview of Stealing and Moral Reasoning
• How Moral Development Influences Plagiarism
• An Overview of Moral Development in 1 to 6-Year-Old Children by Kohlberg

Good Essay Topics on Moral Development

• Private and Public University Business Students Moral Development and Narcissism
• Transcendental Meditation Techniques’ Impact on Moral Development
• Moral Development Psychology Stages
• Moral Development and How It Is Related to Friendship
• The Correlation between Gender-Related Reasoning Styles and Moral Development
• Mark Twain’s the Adventures of Huckleberry and How it Portrays Moral Development
• An Analysis of the Influence of Moral Development on the Way Someone Thinks, Feels, and Behaves
• A Gender-Based Assess on The Impact of Nuclear and Joint Family Systems on the Moral Development
• The Caribbean School Children’s Teachings on Moral Development
• The Evolution of Mental Health Treatment and Involuntary Commitment and Its Moral Development
• How the Justice System Takes in Moral Development
• Kohlberg and Gilligan Explain the Moral Development Theory in Boys and Girls
• The Levels of Moral Development
• 6-Year-Old Children’s Moral Development
• Kohlberg’s Moral Development Model and Demonstration of Erik Erikson’s Developmental Theory
• Jem and Scout’s Moral Development in to Kill a Mockingbird
• How Children Develop Morality and Aggression
• Mark Twain’s Book Adventures of Huckleberry Finn and How it Illustrates the Idea of Moral Development
• How Moral Development and Self-Concept of Youth is Impacted by Media Technology
• The Personality of Tituba in the Novel Different Stages of Moral Development by Lawrence Kohlberg
• The Correlation of Moral Development with Multiple Intelligences and Metacognition
• How the Foundation of Ethical Behavior Is Impacted by Moral Development

Questions About Moral Development

• Can Upward Influence of Behavior Be Caused by Moral Development?
• Which 5 Stages of Moral Development Exist?
• What is One Example of Moral Development?
• What is the Definition of Moral Development, and How it Benefits?
• What Are the 3 Levels of Moral Development?
• What Are the 6 Stages of Kohlberg’s Theory of Moral Development?
• How Does Moral Development Manifest in a Child?
• According to Kohlberg, What Is Moral Development?
• What are the Different Levels of Moral Development?
• What is the Importance of Moral Development in Early Childhood?
• How many Moral Development Factors Exist?
• How Can You Describe Moral Development in Adolescence?
• What Characterizes Moral Development?
• What Is the Importance of Kohlberg’s Moral Development Theory?
• What are the Key Characteristics of a Healthy Moral Development?
• In What Way Does the Moral Development of a Child Be Affected by Parents?
• What Influences the Moral Development of a Child Mostly?
• What Is the Importance of a Teacher on Moral Development?
• What is the Importance of Moral Development?
• What is the Definition of Moral Development?
• What is the Importance of Moral Development Research?
• What is Moral Development Study?
• Which Are the Different Aspects that Affect Moral Development?
• Which Method Did Kohlberg Use to Research Moral Development?
• What is the Moral Development Theory of Carol Gilligan?
• What Strategy Was Used by Piaget for Studying Moral Development?
• Which Major Criticism Did Gilligan Disclose about Kohlberg’s Theory of Moral Development?
• How is Gilligan’s Theory of Moral Evolution and Gender Different from Kohlberg’s Theory of Moral Development?
• What Is the Reason behind the Indifference of Scholars on Kohlberg’s Theory of Moral Development?

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Ethics and Morality

Morality, Ethics, Evil, Greed

Reviewed by Psychology Today Staff

To put it simply, ethics represents the moral code that guides a person’s choices and behaviors throughout their life. The idea of a moral code extends beyond the individual to include what is determined to be right, and wrong, for a community or society at large.

Ethics is concerned with rights, responsibilities, use of language, what it means to live an ethical life, and how people make moral decisions. We may think of moralizing as an intellectual exercise, but more frequently it's an attempt to make sense of our gut instincts and reactions. It's a subjective concept, and many people have strong and stubborn beliefs about what's right and wrong that can place them in direct contrast to the moral beliefs of others. Yet even though morals may vary from person to person, religion to religion, and culture to culture, many have been found to be universal, stemming from basic human emotions.

• The Science of Being Virtuous
• Understanding Amorality
• The Stages of Moral Development

Those who are considered morally good are said to be virtuous, holding themselves to high ethical standards, while those viewed as morally bad are thought of as wicked, sinful, or even criminal. Morality was a key concern of Aristotle, who first studied questions such as “What is moral responsibility?” and “What does it take for a human being to be virtuous?”

We used to think that people are born with a blank slate, but research has shown that people have an innate sense of morality . Of course, parents and the greater society can certainly nurture and develop morality and ethics in children.

Humans are ethical and moral regardless of religion and God. People are not fundamentally good nor are they fundamentally evil. However, a Pew study found that atheists are much less likely than theists to believe that there are "absolute standards of right and wrong." In effect, atheism does not undermine morality, but the atheist’s conception of morality may depart from that of the traditional theist.

Animals are like humans—and humans are animals, after all. Many studies have been conducted across animal species, and more than 90 percent of their behavior is what can be identified as “prosocial” or positive. Plus, you won’t find mass warfare in animals as you do in humans. Hence, in a way, you can say that animals are more moral than humans.

The examination of moral psychology involves the study of moral philosophy but the field is more concerned with how a person comes to make a right or wrong decision, rather than what sort of decisions he or she should have made. Character, reasoning, responsibility, and altruism , among other areas, also come into play, as does the development of morality.

The seven deadly sins were first enumerated in the sixth century by Pope Gregory I, and represent the sweep of immoral behavior. Also known as the cardinal sins or seven deadly vices, they are vanity, jealousy , anger , laziness, greed, gluttony, and lust. People who demonstrate these immoral behaviors are often said to be flawed in character. Some modern thinkers suggest that virtue often disguises a hidden vice; it just depends on where we tip the scale .

An amoral person has no sense of, or care for, what is right or wrong. There is no regard for either morality or immorality. Conversely, an immoral person knows the difference, yet he does the wrong thing, regardless. The amoral politician, for example, has no conscience and makes choices based on his own personal needs; he is oblivious to whether his actions are right or wrong.

One could argue that the actions of Wells Fargo, for example, were amoral if the bank had no sense of right or wrong. In the 2016 fraud scandal, the bank created fraudulent savings and checking accounts for millions of clients, unbeknownst to them. Of course, if the bank knew what it was doing all along, then the scandal would be labeled immoral.

Everyone tells white lies to a degree, and often the lie is done for the greater good. But the idea that a small percentage of people tell the lion’s share of lies is the Pareto principle, the law of the vital few. It is 20 percent of the population that accounts for 80 percent of a behavior.

We do know what is right from wrong . If you harm and injure another person, that is wrong. However, what is right for one person, may well be wrong for another. A good example of this dichotomy is the religious conservative who thinks that a woman’s right to her body is morally wrong. In this case, one’s ethics are based on one’s values; and the moral divide between values can be vast.

Psychologist Lawrence Kohlberg established his stages of moral development in 1958. This framework has led to current research into moral psychology. Kohlberg's work addresses the process of how we think of right and wrong and is based on Jean Piaget's theory of moral judgment for children. His stages include pre-conventional, conventional, post-conventional, and what we learn in one stage is integrated into the subsequent stages.

The pre-conventional stage is driven by obedience and punishment . This is a child's view of what is right or wrong. Examples of this thinking: “I hit my brother and I received a time-out.” “How can I avoid punishment?” “What's in it for me?” 

The conventional stage is when we accept societal views on rights and wrongs. In this stage people follow rules with a  good boy  and nice girl  orientation. An example of this thinking: “Do it for me.” This stage also includes law-and-order morality: “Do your duty.”

The post-conventional stage is more abstract: “Your right and wrong is not my right and wrong.” This stage goes beyond social norms and an individual develops his own moral compass, sticking to personal principles of what is ethical or not.

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Children’s Social and Moral Development

Children grow and develop so rapidly that parents often cannot keep up. These children imbibe a lot from the people and environment around them that helps them develop their personalities. It is an accepted belief that no man is an island, and it is with other people that children learn how to relate. His own inborn personal traits likewise come into play, and together, nature and nurture work on another unique individual who seeks to have a place in the world!

The process of growth and maturity of an individual entails development in all areas. Development in one area affects another. In children, this is very obvious, as they are in a stage in life when development occurs rapidly.

Social and Emotional Development

Socially, there are children who may be inherently shy or gregarious, as is likewise dictated by their genetic makeup or as an effect of exposure to shy or gregarious parents. However, as children get older, they are provided more opportunities to be with other people and learn to deal with different personalities. That is why children move from being very egocentric in their infancy and toddlerhood stages to becoming more others-oriented when they get into preschool. Here, they learn that they are not the center of the universe as they may have believed, because there are other people who, like them, have exactly the same needs and wants, and the only thing that would maintain peace and harmony in relating with them is to compromise. Thus, preschoolers learn to share, take turns, and accept others’ points of view (Piaget & Inhedler, 1969).

Erikson’s Psychosocial Stages propose that in each stage of a person’s life, he encounters various conflicts that pertain to his developmental stage. The following are the stages describing the psychosocial development from early childhood to late adolescence.

Early Childhood: Autonomy vs. Shame & Doubt

Toddlers are at a stage when many developmental milestones occur. Consistent with Freud’s Anal stage, this second stage of psychosexual development is the time when autonomy or self-reliance is being developed as toddlers become more mobile in their explorations and limit-testing exploits. Body control is also a prevailing issue since toilet training commences at this stage. “To develop autonomy, a firmly developed and convincingly continued stage of early trust is necessary” (Erikson, 1959, p. 68)

Early Childhood: Initiative vs. Guilt

In this stage, preschoolers are so into doing things on their own and showing everyone how much they have grown in many ways. Having developed more skills, a child exhibits competence in some tasks more than before. He craves for freedom to make choices to have a positive view o himself and follow through on his projects. However, at this stage, children may be awkward, and their good intentions may backfire, as in destroying some things in the process. When this happens, they are overcome with guilt. Not being allowed to make their own decisions makes them develop guilt over taking the initiative. Hence, the tendency is to take a passive stance and let others choose for them (Erikson, 1963).

Middle Childhood: Industry vs. Inferiority

School-aged children aged 7-12 juggle multiple tasks to meet their goals: expansion of understanding of the world, development of appropriate gender-role identity, and learning basic skills required for school success. Their task is to achieve a sense of industry. They have gained enough skills that make them perform well in school. They become industrious to make their families and friends proud of their achievements, but if they fail, they may develop a sense of insecurity and inferiority (Brewer, 2001).

Early Adolescence: Identity vs. Identity Diffusion

Adolescence, being the time of transition between childhood and adulthood, becomes a challenging time of testing limits, gaining more independence, and establishing a new identity. There surfaces the need to clarify self-identity, life goals, and life’s meaning, and failure to achieve a sense of identity results in role confusion (Erikson, 1963)

Late Adolescence: Intimacy vs. Distantiation vs. Self-Absorption

The developmental task of young adults is to form intimate relationships by seeking their lifetime mates through romantic relationships of very close friendships that form strong emotional bonds. However, when intimacy is not achieved, alienation and isolation take place (Erikson, 1963).

The Association for Supervision and Curriculum Development (1975) has identified some behavioral patterns in their overview of patterns in Children’s Development. Some behaviors in terms of social development of preschoolers and first graders are itemized below:

(taken from Brewer, 2001, p. 14)

Moral Development

Children’s emotional development is also linked to their moral development. A man named Kohlberg (1984) even came up with a theory of moral development based on a hypothetical moral situation calling on children’s decision-making skills, and his theories attracted much attention from moral philosophers. His proposed dilemma was about a husband named Heinz who needed to decide whether to steal an overpriced drug to save his dying wife.

Early Childhood

It was theorized that young children conceptualize morality in terms of obedience to adults’ rules and regulations. They know that it makes them good children. This is so because they think in concrete, physical, egocentric ways, and their social worlds are dominated by adults.

Middle Childhood

On the other hand, older children think of morality in terms of cooperation with peers because they are cognitively able to comprehend the views of others and already understand concepts such as reciprocity and cooperation because their social worlds consist mainly of interactions with peers. Kohlberg based his work on this theory of cognitive development and emphasized reasoning as the key to moral development (Krebs & Denton, 2005).

Barasch (1997) theorizes that by the time a child reaches 6 or 7 (First Grade), he gets to develop a conscience. This becomes his unconscious guide in distinguishing between right from wrong. Children at this age understand the logic and reasoning behind rules, and principles are strengthened when adults get to discuss with them thoroughly about what is right and wrong. Not learning to reason at this stage will make it more difficult for him later to understand and regulate his own behavior.

Also, it is at this stage when children test their limits and moral boundaries. They attempt to lie, steal, use language that is taboo or engage in “naughty” behavior to experience their need for the power of not taking into account rules of behavior (Barasch, 1997). It is essential for parents and teachers to make them understand how to reconcile their needs with the needs of the rest of the world and be considerate of the consequences of their behavior on others, and ultimately on themselves.

Growth and development are much more complicated than it seems if one is to analyze all the factors that affect it. Developmental researchers have unearthed a wealth of information on how human beings go through the life span in terms of various developmental aspects, and such research pursuits are currently being used to the advantage of parents, educators, and psychologists to understand the process of development of humans and what they may expect in certain stages of growth.

In conclusion, young children go through various stages in their social and moral development. Although they must be allowed the freedom to discover their capacities and boundaries, they would always need the support and guidance of adults around them to help them grow into mature, responsible, socially aware, and considerate members of society.

Association for Supervision and Curriculum Development (1975) Developmental Characteristics of Children and Youth. Alexandria, VA: ASCD.

Barasch, D. (1997) “Discipline: How a child develops through the years.”, Family Life, 1997, pp. 54-61.

Brewer, J.A. (2001) Introduction to Early Childhood Education. Boston: Allyn and Bacon.

Erikson, E. H. (1959) Identity & the Life Cycle. N.Y.: International Universities Press, Inc.

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.

Kohlberg, L. (1984). Essays in moral development: Vol. 2. The psychology of moral development. New York: Harper & Row.

Krebs, D. L. & Denton, K. (2005), “Toward a More Pragmatic Approach to Morality: A Critical Evaluation of Kohlberg’s Model”, Psychological Review , Vol. 112, No. 3, 629–649.

Piaget, J. & Inhelder, B. (1969) The Psychology of the Child . New York: Basic Books.

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EssayEmpire

Moral development essay.

In trying to describe the stages through which children achieve cognitive development, a number of theorists have recognized that, since not all reasoning involves the sort of school-derived tasks that frequently drive research on child cognition, they should attempt to describe the development of reasoning about moral dilemmas as well. The best known of these theorists is Lawrence Kohlberg. Kohlberg based his theory on the work of Jean Piaget, and like Piaget, he believed that a person’s level of moral reasoning depended on that person’s level of cognitive development. To study the processes of moral reasoning, Kohlberg presented his research participants with a series of moral dilemmas. One of the most famous is below:

In Europe, 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 rare 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 make. 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. (Kohlberg and Elfenbein, 1975)

Participants would then be asked whether or not Heinz should have stolen the drug, followed by a series of additional probing questions. Kohlberg was less interested in whether the answer was “yes” or “no” than he was in the reasoning the subject followed to arrive at an answer.

Based on the responses his subjects gave to the dilemmas, Kohlberg concluded that people progress through three broad levels of moral reasoning, each of which he further subdivided into two specific stages (see table on following page). A convention is a standard rule or practice agreed to by a society. Kohlberg’s levels are distinguished from each other in terms of the role of conventionality in moral reasoning. The preconventional child has not yet internalized conventions as the source of right and wrong, whereas the conventional child (or adult) bases decisions on what is or isn’t expected, either by legal authorities (Stage 4) or by friends and family (Stage 3). In the postconventional level, the person has moved beyond social conventions as a source of morality, basing decisions on personal conscience rather than the expectations of others. In Kohlberg’s theory, these stages are universal and invariant, meaning that all children should move through the same stages in the same order. The timing of the stages is not invariant, however: people move through them at a different pace, and the final stage achieved will differ from person to person as well.

Table 4. Kohlberg’s Levels and Stages of Moral Development

A major criticism of Kohlberg’s theory has been that his data, based on male subjects, produced a theory that focuses on and rewards a traditionally male perspective on morality. There may be some truth to this, as his original research was conducted using a sample of upper-class males, and so Carol Gilligan is correct in pointing out that female perspectives were missing from his theory. In 1982 Gilligan proposed that Kohlberg’s higher stages at the conventional and post conventional levels reward a justice ethic, which she saw as primarily masculine, whereas a care ethic emphasizing concern for others and the maintenance of relationships, which Gilligan considered the source of women’s moral reasoning, was regarded in Kohlberg’s theory as less moral. Gilligan went so far as to propose a separate sequence of stages for women, based on a test that considered actual behavior in real-world moral dilemmas rather than hypothetical Kohlberg-style dilemmas that didn’t resemble anything the participants had actually been through.

The problem with Gilligan’s approach is that it may be unnecessary. Largescale tests of Kohlberg’s stage theory mostly fail to find any consistent gender differences, because both men and women can and do follow both the care orientation and the justice orientation, and neither approach is consistently scored at a lower level.

A bigger problem with the universal applicability of Kohlberg’s stages involves cultural differences rather than gender differences. Cross-cultural studies have found that people in more rural, less technological cultures progress through the stages more slowly, and achieve a lower end-stage, than the American samples on which the theory was based. Kohlberg rewards reasoning based on justice and autonomy, but in some societies community and duty are considered more important.

Within the United States, however, data have provided remarkably consistent support for Kohlberg’s sequence of stages and their universality, though the usual rate of progress through the stages is slower than Kohlberg envisioned. In a twenty-year follow-up of Kohlberg’s original research participants, Stage 1 reasoning wasn’t found in anyone after age sixteen, but some subjects remained at Stage 2 well into adulthood. Stage 3 and Stage 4 reasoning were frequently used in adulthood, but only 10 percent of subjects in their early thirties used Stage 5 reasoning, and not a single one of Kohlberg’s original participants ever reached Stage 6. While this last fact has been the basis of some criticism of Kohlberg, it can also be seen as evidence that his theory provides a reasonably accurate description of human morality. A cursory glance at human history, and at the present state of the world, will suffice to demonstrate that the highest levels of moral development probably should be regarded as fairly rare.

Bibliography:

• Gilligan, C. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press, 1982;
• Kohlberg, L., and Elfenbein, D. “The Development of Moral Judgments Concerning Capital Punishment.” American Journal of Orthopsychiatry, 45 (1975): 614–639.

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Huck’s Moral Development in The Adventures of Huckleberry Finn by Mark Twain

• Categories: Mark Twain The Adventures of Huckleberry Finn

About this sample

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Published: May 19, 2020

Words: 547 | Page: 1 | 3 min read

Works Cited

• Arnett, J. J., & Jensen, L. A. (2002). A congregation of one: Individualized religious beliefs among emerging adults. Journal of Adolescent Research, 17(5), 451-467.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.
• Côté, J. E., & Levine, C. G. (2002). Identity formation, agency, and culture: A social psychological synthesis. Lawrence Erlbaum Associates.
• Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
• Foster, T. C. (2003). How to read literature like a professor: A lively and entertaining guide to reading between the lines. HarperCollins.
• Kohlberg, L. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In T. Mischel (Ed.), Cognitive development and epistemology (pp. 151-235). Academic Press.
• Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
• Piaget, J. (1932). The moral judgment of the child. Free Press.
• Twain, M. (1884). Adventures of Huckleberry Finn. Charles L. Webster & Company.

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My Moral Values

Introduction.

In the context of personal character, values are intangible qualities that are regarded as worth possessing due to their usefulness, importance or desirability. Virtually all values are morally relative in the sense that a particular value may seem good and beneficial to one person and yet be outright bad or inimical to others. So, values can be moral or otherwise depending on who is making the judgment. Moral values refer to a set of positive standards and principles that tend to guide or determine how a person distinguishes right from wrong, thus regulating his behaviours and choices. Great moral values have one thing in common – they dignify, enhance and protect life for the good of all.

What determines a person’s moral values?

There are three major sources from which we derive our moral values. One of these is from society and government. The customs, cultures and traditions of society as well as the laws enacted by governments all together shape and define the moral values of individuals within the community, whether we are looking at a small town, state, nation or the global community. Events as well as cultural and legal changes inevitably result in changes in the general moral value. Another source of moral value is religion, ideology or creed. The belief system or philosophical leanings of individuals leave in them a set of codes and list of dos and don’ts which shape and concretize their sense of good and evil, right and wrong. In spite of some of its variants with contradictory showings, Christianity rises well above all other religions and philosophies in going beyond a system of dos and don’ts, emphasizing a vital relationship with God through His Son and setting moral values that clearly transcend society’s mores and man’s selfish instincts. A final source from which moral value is derived is from within one’s own self. There is an innate, instinctive tendency to, from within one’s self, distinguish right from wrong. Evidence of this is ably demonstrated by toddlers who watch their parent before going for or against an instruction. As knowledge increases and an individual grows from childhood to adulthood, he strengthens his ability to make choices between the forbidden and acceptable, kind or cruel, generous or selfish, from within his own self. This ability, though untaught, is usually modified or tamed by the earlier two sources of moral values.

My moral values have been largely influenced by my family upbringing, that is, what my parents taught me while growing up and my strong Christian faith. In addition to this, however, there is considerable contribution from my education, personal experience, my appreciation of how government works and cultural integration in our global village of diverse but same humanity. It may not be possible to list them all but the core of my moral values are represented by these few: integrity, love, courage, respect, obedience, responsibility, kindness, fairness, humility, politeness and modesty.

Moral values are only truly valuable when put into action. The essence of knowing and cultivating fine moral values is not to hold them deep within but to put them into action whenever and wherever they are required.

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Essays About Development: Top 5 Examples and 10 Prompts

Would you like to develop your writing skills? Our essays about development plus enriching prompts can help with this goal. 

Mahatma Gandhi once said, “constant development is the law of life.” Hence, the best way to succeed in life is to conform to this law. Once we do, we embrace the vast opportunities and surprises in the never-ending development cycle. Development, whether within ourselves, in a certain field, or the greater world we live in, requires allocating various resources in the form of time, action, and even financial capital. 

5 Essay Examples

1. why intersectional feminism matters for development by aviva stein, 2. how video games are made: the game development process by nadia stefyn, 3. why industrial development matters now more than ever before by li yong, 4. bangladesh really is a climate success story by joyashree roy, 5. what role does culture play in development by augusto lopez-claros, 1. my personal development goals, 2. importance of socialization in childhood development, 3. effects of the digital age on intellectual development, 4. economic growth vs. economic development, 5. united nations’ sustainable development goals, 6. urban development, 7. keeping pace with technological development, 8. winning strategies for career development, 9. challenges and perks of a business development manager, 10. education in development.

“Using an intersectional feminist lens to dig deeper into the factors that affect and hinder efforts for equality also allows us as development professionals to design programs, interventions, and support systems that aim to dismantle systems of inequality.”

This essay looks into intersectional feminism and the importance of inclusion. “Intersectional” means recognizing how different people live different experiences. Integrating an intersectional lens in feminist development work enables experts to design and implement programs that address inequality effectively. You might also be interested in these essays about bad habits .

“Much like a production line, the game development pipeline helps organize the flow of work so that everyone knows what they need to deliver and when. The pipeline also helps manage the game development timeline and budget, reducing inefficiencies and bottlenecks.”

This essay walks readers through the video game development process while also introducing the different critical players of the ecosystem. Overall, the piece provides budding game developers with a comprehensive resource on the basics of the industry. 

“Economists of the 20th century noted that a thriving industrial sector was crucial to the development of a modern economy, and in 2010, Cambridge economist Ha-Joon Chang observed that development without industrialization is like Shakespeare’s Hamlet without the Prince of Denmark.”

Creating a narrative out of data, this essay underscores the need to push for industrialization to further economies’ development. It sheds light on the myriad benefits of manufacturing on social development but also confronts the environmental challenges of the sector. 

Looking for more? Check out these essays about empathy and essays about gratitude .

“In the 50 years since the Bhola cyclone, the nation has carved out a path to development thanks to natural gas. Turning away from that path precipitously would strand the nation’s fossil-fuel assets and undermine its hard-won sovereignty and development gains.”

The essay demonstrates the determination of Bangladesh to bounce back from one of the deadliest cyclones in history. Now the fastest-growing economy in South Asia, Bangladesh marks a unique development journey that runs against the popular belief of patterning development strategies after those of more developed countries in the West. You might also like these essays about your mom .

“Development is not only about reducing poverty and expanding opportunities against the background of rising incomes. It is also in a very fundamental way about adopting a set of values that are compatible with humanity’s moral development.”

Integrating culture in discussions about development has been a longstanding challenge. But this essay points out that we might have been misled to categorize some development factors as cultural and, as a result, missed out on the proper way to resolve problems at their roots.

10 Unique Writing Prompts On Essays About Development

Whether it be acquiring a second language or graduating college with flying colors, use this essay to discuss your personal development goals and proudly share your progress in putting them into action. And then, write a commitment to keep sight of your personal development goals and what you think you should do more to achieve them in the most efficient way you can.

Socialization helps kids learn how to take turns and manage conflicts that arise from their play and interactions with other kids. Look for the latest research studies that show how the development of social skills relates to a child’s overall physical, intellectual, and emotional development.

Then, list the challenges in helping kids socialize more, given how gadgets are becoming a kid’s best friend for entertainment. Finally, include solutions and consider how society can encourage kids to have positive socialization experiences.

Digital technologies have certainly enabled wide-scale access to information and data that can expand our horizons. However, they also discourage the exercise of cognitive and analytical skills because the information is served on a silver platter. 

For this writing prompt, list the pros and cons of digital technologies in improving thinking skills and take the time to assess how each affects our intellectual development, including relevant studies to support your arguments. 

In this essay, aim to find out whether economic growth and economic development are independent or inextricably linked, such that economic development is not possible without economic growth and vice versa. 

For this, you can turn to the innovative insights of economists Simon Kuznets and Joseph Schumpeter. The creation of the Human Development Index is also worth delving into as it is one of the most ambitious metrics that emerged to measure the economy beyond the national income accounting framework . 

The United Nations has 17 Sustainable Development Goals (SDGs) adopted in September 2015 and targeted to be attained by 2030 to end global poverty while addressing issues such as inequality and climate change. 

In your essay, explain these goals, their origins, and their relevance to today’s challenges. Then find out whether it is on track through the latest SDG report . You can also pick just one SDG close to your personal and get updates on the world’s progress in realizing this goal. Dive into politics in this essay and determine if the UN is on track and adhering to its promises.

True urban development can happen only if security, sanitation, and climate resilience are part of the equation. In this essay, outline the challenges of balancing rapid urbanization with the need to provide people with a decent environment for living. 

Expound on the importance of urban development in reducing poverty. Finally, underscores the enormous role city governments have in steering urban development through a human-centric approach. 

We hear about incredible technological advancements every day, but there has been little development in the regulatory sphere. Elaborate on policy and lawmakers’ challenges in coping with nimble tech companies. 

Some primary challenges include the extraordinary complexity of technologies and the long period it takes to pass a law. In your writing, offer insights into how the government and private sector can join hands and balance strict regulations and self-regulation. 

Career development is the journey of finding your place in the professional world. Flesh out the importance of having a career development game plan and how to implement them. Then take a glimpse at the sea shift in career development amid our present VUCA world. Specifically, analyze how younger professionals are carving out their careers and how companies design professional development plans within a VUCA environment. 

With the fierce competition in today’s markets, how should business development managers think and act to drive their company’s sales growth? Strive to answer this by researching business journals and news articles to discover today’s most pressing challenges business development managers face. But also look on the bright side to flesh out the job’s pros, such as gaining new experiences and expanding your connections. 

This writing prompt highlights the critical role of schools in a child’s overall development and what teaching techniques are proven to be most effective in training a child. To expand your essay, add COVID-19’s long-term debilitating impact on human capital development and how this translates to economic losses. Then, write about the lessons teachers and parents can learn from the pandemic to arrest future global disruptions from affecting the accessibility, delivery, and quality of education.

Tip: When editing for grammar, we also recommend improving the readability score of a piece before publishing or submitting it. If you’d like more help with your essays, check out our round-up of the best essay checkers .

Yna Lim is a communications specialist currently focused on policy advocacy. In her eight years of writing, she has been exposed to a variety of topics, including cryptocurrency, web hosting, agriculture, marketing, intellectual property, data privacy and international trade. A former journalist in one of the top business papers in the Philippines, Yna is currently pursuing her master's degree in economics and business.

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Moral Development in Early Childhood Essay

The theme of moral development in early childhood is commonly discussed in many educational fields because of a variety of factors affecting vital processes. In this discussion, attention is paid to morality and its application in the idea of moral changes within children. Socialization of humans explains why certain behaviors are chosen, and some steps are better to avoid. However, I think that the recognition of such factors as family, religion, culture, education, and community cannot be ignored. Teachers, parents, and friends contribute to people’s moral perceptions and understanding such ethical issues as what is right and what is wrong (Durmuş, 2019). At the same time, in addition to the impact of interpersonal relationships, such external factors as culture or religion matter because they introduce the norms of how to behave, make decisions, and respond.

Choosing positive moral reasoning as the goal of early childhood education and care (ECEC) to improve decision-making and cooperation is a sound approach. It should help understand the nature of choices and the possibility to learn from mistakes. Social integration of values and norms is a permanent process that allows individuals to refer to past experiences and improve current situations (Durmuş, 2019). The only point to be poorly addressed in this discussion is the options for assessing values in young children and the worth of this task. It is not always possible to identify all meaningful values in early childhood, but teachers have to evaluate the already made achievements and future implications. Children need to evaluate their behaviors, compare outcomes, and share opinions on how not to repeat the same mistakes. It is easier for teachers and parents to implement policies and explain what living ethically and morally correctly at a young age means.

Durmuş, Y. T. (2019). Early childhood education teachers’ experiences on moral dilemmas and suggestions for morality and ethics in education course in faculty of education. International Journal of Progressive Education, 15 (5), 301-314. Web.

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1. IvyPanda . "Moral Development in Early Childhood." March 3, 2023. https://ivypanda.com/essays/moral-development-in-early-childhood/.

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IvyPanda . "Moral Development in Early Childhood." March 3, 2023. https://ivypanda.com/essays/moral-development-in-early-childhood/.

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