Question

Discuss the fourfold concept of truth and its methodological connection with the four issues (and thus with Kohlberg’s theory of moral development).

Answer 1

Morality is a system of beliefs about which what is right and good compared to what is wrong or bad. Moral development refers to changes in moral beliefs as a person grows older and gains maturity. Moral beliefs are related to, but not identical with, moral behaviour: it is possible to know the right thing to do, but not actually do it. It is also not the same as knowledge of social conventions, which are arbitrary customs needed for the smooth operation of soceity. Social conventions may have a moral element, but they have a primarily practical purpose.  

Kohlberg's morality of Justice

One of the best-known explanations of how morality of justce develops was developed by Lawrence Kohlberg, 1991). Using a stage model similar to Piaget's, Kohlberg proposed six stages of moral development, grouped into three levels. Individuals experience the stages universally and in sequence as they form beliefs about justice. He named the levels simply Preconventional, Conventional , and Postconventional.

Level 1 : Preconventional

Throughout the preconventional level, a child's sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers. A child with pre-conventional morality has not yet adopted or internalised soceity's conventions regarding what is right or wrong, but instead focuses largely on external consequences that certain actions may bring.

Stage 1. Obedience and Punishment Orientation

Stage 1 focuses on the child's desire to obey rules and avoid being punished. For example, an action is perceived as morally wrong because the perpetrator is punished; the worse the punishment; the worse the punishment for the act is, the more "bad" the act is perceived to be.

Stage 2: Instrumental Orientation

Stage 2 expresses the "what is in it for me?" position , in which right behavior is defined by whatever the individual believes to be in their best interest. Stage two reasoning shows a limited interest in the needs of others, only to the point where it might further the individual's own interests. As a you result, concern for others is not based on loyalty or intrinsic respect, but rather a "you scratch my back, and I will scartch yours" mentally. An example would be when a child is asked by his parents to do a chore. The child asks "what's in it for me?" and the parents offer the child an incentive by giving him an allowance.

Level 2: Conventional

Throughout the conventional level, a child's sense of morality is tied to personal and soceital relationships. Children continue to accept the rules of authority figures,but this is now due to their belief that this is necessary to ensure positive relationships and societal order. Adherence to rules and conventions is somewhat rigid during these stages, and a rule's appropriateness or fairness is seldom questioned.

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being "nice" to others.

Stage 4 : Law-and Order Oreintation

In Stage 4, the cild blindly accepts rules and convention because of their importance in maintaining a functioning soceity. Rules are seen as being the same for everyone, and obeying rules by doing what one is "supposed" to do is seen as valuable and important. Moral reasoning in stage four is beyond the need for individual approval exhibited in stage three. If one person violates a law, perhaps everyone would-thus there is an obligation and a duty to uphold laws and rules. Most active members of soceity remain at stage four, where morality is stil predominantly dictated by an outside force.

Level 3: Postconventional

Throughout the postconventional level, a person's sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. This level is marked by a growing realisation that individuals are separate entities from soceity and that individuals may disobey rules inconsistent with their own principles. Post-conventional moralists live by their own ethical principles-principles that typically include such basic human rights as life, liberty, and justice-and view rules as useful but changeable mechanisms,rather than absolute dictates that must be obeyed without question. Because post-conventional individuals elevate their own moral evaluation of a situation over social conventions, their behavior, especially at stage six, can sometimes be confused with that of those at the pre-conventional level. Some theorists have speculated that many people may never reach this level of abstract moral reasoning.

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique to each person or community. Laws are regarded as social contracts rather than rigid edicts. Those that do not promote the general welfare should be changed when necessary to meet the greatest good for the greatest number of people. This is achieved through majority dceision and inevitable compromise. Democratic government is theoretically based on stage five reasoning.

Stage 6: Universal Ethical Principal Orientation

In stage 6, moral reasoning based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries with it an obligation to disobey unjust laws. People choose the ethical principles they want to follow, and if they violate those principles, they feel guilty. In this way, the individual acts because it is morally right to do so (and not because he or she wants to avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously agreed upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individulas who consistently operated at that level.