He believed that there were six identifiable stages which could be more generally classified into three levels. The first level of moral thinking is that generally found at the elementary school level.
In the first stage of this level, people behave according to socially acceptable norms because they are told to do so by some authority figure e.
This obedience is compelled by the threat or application of punishment. The second stage of this level is characterized by a view that right behavior means acting in one's own best interests. The second level of moral thinking is that generally found in society, hence the name "conventional. The second stage is one oriented to abiding by the law and responding to the obligations of duty. The third level of moral thinking is one that Kohlberg felt is not reached by the majority of adults.
Its first stage stage 5 is an understanding of social mutuality and a genuine interest in the welfare of others. The last stage stage 6 is based on respect for universal principle and the demands of individual conscience. While Kohlberg always believed in the existence of Stage 6 and had some nominees for it, he could never get enough subjects to define it, much less observe their longitudinal movement to it. Kohlberg believed that individuals could only progress through these stages one stage at a time.
That is, they could not "jump" stages. They could only come to a comprehension of a moral rationale one stage above their own. Thus, according to Kohlberg, it was important to present them with moral dilemmas for discussion which would help them to see the reasonableness of a "higher stage" morality and encourage their development in that direction.
The last comment refers to Kohlberg's moral discussion approach. He saw this as one of the ways in which moral development can be promoted through formal education. He worked there from the time period of to After that, he joined the University of Chicage as an assistant in the psychology department.
He spent one year working as an assistant and then he was appointed as an associate professor for teaching social psychology and education. He wrote a thesis on his findings for the research on the stages of moral development. The theories proposed by Lawrence Kohlberg is based on the evolution of moral reasoning.
His thesis was inspired by the works by Jean Piaget as well as the behavior dilemmas faced by children. According to the theory of moral development, the purpose of education should be to nurture and develop minds. Lawrence Kohlberg developed his theory on the basis of the assumption that human beings are internally motivated to learn and broaden their horizons by experiencing through the environment they interact with on a daily basis.
This phenomenon is known as social development. Humans in a particular society maintain the same cognitive patterns and action based activities to maintain and develop the society individually and collectively. These common patterns of social behavior also play a significant role in maintaining fruitful relations with others in the society. Moreover, the experience of each others in the society also motivates them to accept their roles and function smoothly with the society.
Eventually Kohlberg frimly embedded the idea that moral development can be incorporated effectively in the society through moral reasoning. He developed six stages of moral development that addressed to the varying levels of ethical behavior in the society.
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