In the conventional morality, individuals define morality from a member of society point of view. At satge 3: good interpersonal relationship characteristic of kid entering “teens” define what is right in terms of what is expected by people close to them and in terms of the stereotypic roles that define being good. Being good means keeping mutual relationship, such as trust loyalty respect and gratitude, At this stage one can give a reason why or what rules are.
At stage 4: maintaining the social order what is right is fulfilling the actual duties to which one has agreed. Laws are to be upheld except in extreme cases where they conflict with other fixed social duties and rights. Right is also contributing to society, the group, or institution. At this stage individuals consider relations in terms of place in the system. This stage is characteristic of punishment obedience in stage 1. However the conception far exceeds the grasp of the younger child.
Post conventional level is characterized by reasoning based on the principle. The right is upholding the basic rights, values and legal contracts of a society, even when they conflict with the concrete rules and laws of the group.
Stage 5: Social contract and individual rights. Reasons for doing right are in general feeling obligated to obey the law for the good of all and to protect their own rights and the rights of others. Family, friendship, trust and work obligations are also commitments or contracts considered here for the rights of others. At this stage the individual considers the moral point of view and the legal point of view, recognizes they conflict and finds it difficult to integrate them.
Stage 6: universal principles.
This stage is guided by universal ethical principles. Particular laws or social agreements are usually valid because they rest on such principles when laws violate these principles.
One acts in accordance with the principle. Principles are universal. Principle of justice: the equality of human rights and respect for the dignity of human beings as individuals. The reason for doing right is that as a rational person, one has seen the validity of principles and has become committed to them.
According to kohl berg, children usually develop through stages 1& 2 and settle into 3&4. A minority of adults passes into higher stages 5&6. this theory explains a great deal about the varying morality that exists in any society. It also shows the way to elevate others. The advantage of kohl berg’s perspective is that we can better understand what motivates other people, their words and deeds, However I do believe that morality can be learned and also can progress. Religion is one way to progress morality through stages.
Sometimes, however, we have difficulty deciding what is right and what is wrong (moral dilemma). Perhaps our own experience and knowledge is not enough. Perhaps we sometimes do not recognize issues as being moral in nature. Sometimes we recognize moral issues but do not have sufficient insight into our value system or sufficient information to make a reasonable decision. Sometimes we have conflicting values and difficulty deciding which is more important. And as difficult as it can be when we’re trying to define right and wrong for ourselves. It becomes more difficulty when we have to work with other people and their beliefs and values.
