Kohlberg's theory of moral development has three levels with two stages each: 1) Pre-conventional morality focuses on obedience to avoid punishment 2) Conventional morality considers interpersonal relationships and societal laws 3) Post-conventional morality is based on universal ethical principles. Teachers can use the Lickona model to improve student moral development through building self-esteem, cooperative learning, moral reflection, and participatory decision-making.

1. PRESENTED BY P.K LYEVERA
07/05/2018
Kohlberg theory
Assumptions:
•cognitive development controls (governs) moral development
•meaning: the higher the cognitive development, the higher the
moral development
•moral development is the response to dilemmas or
hypothetical situations

2. Levels and stages of moral development
Level Stages Characteristics
One:
Pre-conventional
morality
One:
Punishment-obedience
• Moral reasoning of 4 to 10- year olds
• Moral decision is egocentric (selfish)
• Good and bad behaviours depend on
consequences after the act
• Acts are rewarded or punished
• Rules are seen not to be negotiable
• Morality: individuals avoid bad behaviours
to avoid being caught
Two:
Market exchange
• Consequences (e.g. punishment and reward)
still drive person’s behaviours
• Focuses on reciprocity (e.g. if you scratch my
back, I will scratch yours)
• A person obeys rules to gain something good
• What is seen to be right, makes a person
happy, too.

3. Levels and stages of moral development
Level Stages Characteristics
Two:
Conventional
morality
Three:
Interpersonal harmony
• Moral reasoning of 10 to 20 - year olds
• Most adolescents and adults function at this
level moral reasoning
• Egocentric reasoning is replaced with socio-
centric reasoning
• One considers his decisions can affect others
• Other people’s interests are important
• Approval of families and others is important
Four:
Law and order
• Shifts from the need to please people to
obeying law and rules of society
• Refuses to engage in acts against the law
• Realizes that laws governs the society
• Morality: Strong desire to live by and
support society conventions and rules

4. Levels and stages of moral development
Level Stages Characteristics
Three:
Post-conventional
morality
Five:
Social contract
• Person moves away from pleasing people as
a priority
• Rules are seen to be mutually agreed
principles and are not absolute (complete)
• Unfair laws or rules are changed
• One becomes autonomous in judgment
• Behaviour is focused on protecting basic
rights people
• It is accepted that rules can be broken
• Few adolescents reach this stage of MD
Six:
Universal principles
• Views about what is wrong and right are
focused on internalized ethical principles
• Human dignity, equality and life are
considered very important
• Very few people reach this stage in life

5. Teaching implications
• Teachers can use the Lickona Model to improve the moral development
of their learners. The model suggests a programme of four components:
- self-esteem
- cooperate learning
- moral reflection
- participatory decision-making

6. Using the Lickona Model
Component Description Teachers should:
Self-esteem
- Positive self-concept
motivates a person to
behave morally
- Self-pride motivates a
person to behave morally
• value learners so that learners value
themselves, too
• help learners develop positive self-
concepts
• allow learners to take pride in
themselves
Cooperate
learning
- working together
- sharing needs and
concerns of others
- considering needs and
concerns of others
• encourage learners to work in groups
and teams
• create enabling environments in which
learner can share their needs and
concerns
• assign tasks that make learners
become aware of the rights of others
• teach learners to consider the rights of
other people

7. Lickona Model – 2
Component Description Teachers should:
Moral reflection
- discussing moral issues
- sharing personal views on
morality
- listening to other people’s
views of morality
• establish debates and discussions
on moral issues
• encourage learners sharing
personal views on morality
Participatory
decision making
- involving learners in the
process of decision
making
- allowing learners to take
part in setting rules
- discussing possible
punishments
• involve learners in the process of
decision making
• allow learners to take part in setting
rules
• encourage to discuss possible
punishments for breaking the set rules
HAVE BLESSED EVENING A HEAD !!!!!!