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Kohlberg'S Theory AND Gilligang'S Theory: Presented By, Neha R Rao (41) Neil David (42

Kohlberg and Gilligan developed theories about moral development. Kohlberg proposed 6 stages of moral reasoning grouped into 3 levels: pre-conventional (obedience to avoid punishment), conventional (conformity to social norms), and post-conventional (universal ethical principles). Gilligan critiqued Kohlberg for emphasizing justice over care. She proposed an ethic of care model with 3 levels focused on relationships and nonviolence. While Kohlberg saw moral reasoning as justice-based, Gilligan argued females tend toward a care-based perspective valuing connection and compromise over autonomy and rules. Both theories attempt to describe how morality develops from childhood through adulthood.

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Neha Rao
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311 views12 pages

Kohlberg'S Theory AND Gilligang'S Theory: Presented By, Neha R Rao (41) Neil David (42

Kohlberg and Gilligan developed theories about moral development. Kohlberg proposed 6 stages of moral reasoning grouped into 3 levels: pre-conventional (obedience to avoid punishment), conventional (conformity to social norms), and post-conventional (universal ethical principles). Gilligan critiqued Kohlberg for emphasizing justice over care. She proposed an ethic of care model with 3 levels focused on relationships and nonviolence. While Kohlberg saw moral reasoning as justice-based, Gilligan argued females tend toward a care-based perspective valuing connection and compromise over autonomy and rules. Both theories attempt to describe how morality develops from childhood through adulthood.

Uploaded by

Neha Rao
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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KOHLBERG’S THEORY

AND
GILLIGANG’S THEORY

PRESENTED BY,

NEHA R RAO (41)


NEIL DAVID (42)
KOHLBERG’S THEORY

KOHLBERG’S STAGES OF MORAL DEVELOPMENT


LEVEL 1 – PRE-CONVENTIONAL

Stage 1. Obedience and punishment orientation


(How can I avoid punishment?)

• In Stage one, individuals focus on the direct consequences of their


actions on themselves.
• The worse the punishment for the act is, the more "bad" the act is
perceived to be.

Example: "The last time I did that I got screwed, so I will not do it again."

Stage 2. Self-interest orientation


(What's in it for me?)

• Behavior is defined by whatever is in the individual‘s best interest


• Limited interest in the needs of others
• Concern for others is not based on loyalty or intrinsic respect

Example: “You scratch my back I will scratch yours.”


LEVEL 2 – CONVENTIONAL

Stage 3. Interpersonal accord and conformity


(Social norms and the good boy/good girl attitude)

• Self enters society by filling social roles


• Individuals are receptive to approval or disapproval from others
• They try to be a "good boy" or "good girl" to live up to these
expectations, having learned that there is inherent value in doing so.

Stage 4. Authority and social-order maintaining orientation


(Law and order morality)

• It is important to obey laws, dictums and social conventions because of


their importance in maintaining a functioning society.
• 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 society remain at stage four, where morality
is still predominantly dictated by an outside force.
LEVEL 3 – POST-CONVENTIONAL

Stage 5. Social contract orientation

• The world is viewed as holding different opinions, rights and values


• Laws are regarded as social contracts rather than rigid edicts.
• Those that do not promote the general welfare should be changed to
meet “the greatest good for the greatest number of people.”
• Democratic government is based on stage five reasoning.

Stage 6. Universal ethical principles


(Principled conscience)

• Moral reasoning is based on abstract reasoning using universal


ethical principles.
• Laws are valid only insofar as they are grounded in justice.
• A commitment to justice carries with it an obligation to disobey
unjust laws.
• The individual acts because it is right, and not because it is
instrumental, expected, legal, or previously agreed upon.
• Kohlberg found it difficult to identify individuals who consistently
operated at that level
HEINZ DILEMMA
 A dilemma that Kohlberg used in his original research was the
druggist's dilemma: “Heinz Steals the Drug In Europe.”
 From a theoretical point of view, it is not important what the
participant thinks that Heinz should do.
 Kohlberg's theory holds that the justification the participant offers is
what is significant, the form of their response.

Criticisms of Kohlberg’s Stages of Moral


Development Theory
• Emphasizes justice to the exclusion of other moral values, such
as caring.
• Although they progress through the stages in the same order,
individuals in different cultures seem to do so at different rates.
• Psychologists have also questioned the assumption that moral
action is primarily a result of formal reasoning.
GILLIGAN'S THEORY

GILLIGAN’S STAGES OF THE ETHIC OF CARE


PRE-CONVENTIONAL LEVEL

• A person in this stage cares for oneself to ensure survival.


• Though the person’s attitude is selfish, this is the transition phase,
where the person finds the connection between oneself and others.

CONVENTIONAL LEVEL

• In this stage, the person feels responsible and shows care towards
other people.
• Carol Gilligan believes that this moral thinking can be identified in
the role of a mother and a wife. This sometimes leads to the ignorance
of the self.

POST-CONVENTIONAL LEVEL

• This is the stage, where the principle of care for self as well as others,
is accepted.
• However, a section of people may never reach this level.
Levels of Thinking

Care-based Morality
• More emphasis is given to inter-connected relationships and
universality.
• Acting justly focuses on avoidance of violence.
• Women with this are usually interested in helping others.
• More common in girls because of their connections to their mothers.
• Because girls remain connected to their mothers, they are less
inclined to worry about issues of fairness.

Justice-based Morality
• They view the world as being composed of autonomous individuals
who interact with one another.
• Acting justly means avoiding inequality.
• Individuals with this are usually interested in protecting
individuality.
• Thought to be more common among boys because of their need to
differentiate between themselves and their mothers.
• Because they are separated from their mothers, boys become more
concerned with the concept of inequality.
EXAMPLE OF GILLIGAN’S THEORY

A group of moles give shelter to a porcupine. But they are being continuously
stabbed by the porcupine’s quills. Now, what should they do?

PRE CONVENTIONAL - To think for the good of oneself, either the moles or
the porcupine only can live there. The other has to leave the place.

CONENTIONAL - Brings a transition, from self to the good of others and which
might even lead to sacrifice, either the moles or the porcupine has to sacrifice
and again this leads to a stage where only moles or the porcupine can live in
the burrow.

POST CONVENTIONAL - States that the good of both the parties has to be
considered, both the moles and the porcupine come to an agreement that both
will have separate places in the same burrow, where they limit to behave
themselves and will not cause any trouble to other. This helps both of them to
live in the same place with peace.
In a Justice-based perspective, the solution to the problem is viewed
as a conflict between two individual groups. Only one of them can have
the property. Either moles or the porcupine will get the place in the
burrow. Hence the solution to the dilemma, is not a resolution of the
conflict, it is a verdict.

In a Care-based perspective, the problem is viewed as a difficult


situation faced by both the parties together, rather than a fight between
both of them. Hence the solution is sought in a way around the problem
or to remove the problem completely. The solution may sound
compromising but not damaging. The relationship will still be the same,
after the resolution.

Researchers found that Justice-based perspective is pre-dominant among


males while Care-based prospective is among females.

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