Lesson 5: Moral

Dilemma &
Stages of Moral
Development
UNIVERSITY OF SAINT LOUIS ETHICS TEACHERS
Kinds of
Valuation
Ethics is about determining
the grounds for the values
with particular and special
significance to human life.
 There are instances when
we make value judgments
that are not considered to
be part of ethics.
 Some valuations may fall SEE
under Aesthetics. HEAR
-judgments of personal SMELL
approval or disapproval that TASTE
is dependent on what we:
The ‘right’ to We also have a sense of
knock at the approval and disapproval
door before concerning certain actions
entering it which are relatively more
or trivial in nature.
It is wrong
to barge into
one’s office.
 Some valuations may fall
under ETIQUETTE
which is concerned with
right and wrong actions, but
they are not grave enough
to be considered part of
ethics.
 BUT WHAT ARE WE
CONCERNED ABOUT IN ETHICS
IN TERMS OF MORAL
VALUATION?
 Moral issues are issues
which are included in
ethics and non-moral
issues are issues which
are not.
 Matters that concern life
and death such as war,
capital punishment,
abortion and matters that
concern human well-bring
such as poverty, inequality
or sexual identity are
included in the discussion of
ethics.
WHAT IS A MORAL
DILEMMA?
You are in a dilemma
when you are in a
difficult situation and
each option looks
equally bad.
 Dilemma is from a
Greek for "double
proposition." It was
originally a technical
term of logic, but we
use it now for any
time you have a
problem with no
satisfactory solution.
 MORAL DILEMMA
-Difficult choices need
careful decisions.
It is appropriate to
feel guilt no matter
what course of action
is taken.
A dilemma is a tough
choice.
 If the agent of moral action is obliged
Three Conditions to make a decision about which
of Moral Dilemma course of action is best.

There must be different courses of

action to choose from.

No matter what course of action is taken,

some moral principles are always
compromised.
Level 1: Pre Conventional
Lawrence
Morality
Kohlberg’s
Stages of Moral
Level 2: Conventional Morality
Reasoning
Level 3: Post Conventional Morality
 Lawrence Kohlberg
The first psychologist to do heavy research into human
ethics and how people reacted to dilemmas.
a comprehensive stage theory of moral development
based on Jean Piaget’s theory of moral judgment for
children (1932) and developed by Lawrence Kohlberg in
1958.
 Lawrence Kohlberg

Cognitive in nature, Kohlberg’s theory focuses on the

thinking process that occurs when one decides whether
a behaviour is right or wrong.
Thus, the theoretical emphasis is on how one decides to
respond to a moral dilemma, not what one decides or
what one actually does.
Level I: Pre-conventional morality (Egoistic self-interest)
-completely focused on the self.
-preconventional morality concerns a child-like approach
to right and wrong.
-At this level, morality is externally controlled. Rules
imposed by authority figures are conformed to in order to
avoid punishment or receive rewards.
-This perspective involves the idea that what is right is
what one can get away with or what is personally
satisfying. Level 1 has two stages.
Right and wrong is determined by rewards/punishment.
 Stage 1: Punishment/obedience orientation

-This is the stage that all young children start at (and a few
adults remain in).
-Rules are seen as being fixed and absolute. Obeying the
rules is important because it means avoiding punishment.
-The individual will obey in order to avoid punishment.
-Behaviour is determined by consequences.
-Whatever leads to punishment is WRONG.
-Morality is based on punishment.
 Stage 1: EXAMPLES

(heinz dilemma): Heinz should not steal the medicine,

because he will consequently be put in prison.

Dimple should not cheat during exam because she will be

sanctioned or expelled from the institution.

Tuguegarao citizens should follow the IATF Protocols if

they do not want to be sanctioned and penalized.
 Stage 2: Self-Interest/Instrumental purpose
orientation/Rewards
-As children grow older, they begin to see that other people have
their own goals and preferences and that often there is room for
negotiation.
-Decisions are made based on the principle of "What's in it for me?"
For example, an older child might reason: "If I do what mom or dad
wants me to do, they will reward me. Therefore I will do it."
-Morality is based on rewards.
-The right way to behave is the way that is rewarded.
-Behaviour is determined again by consequences.
-The individual focuses on receiving rewards or satisfying personal
needs.
 Stage 2: EXAMPLES

-Maria studied very well because her benefactor will tour her to
Japan after graduation, so, she did well.

-Louis does his research because of the promotion waiting for

him.

-A 3 year-old male child will not take a bath unless he gets

chocolate for his snacks.

-Employees extend their stay in the company unless their salary

gets higher.
Level II: Conventional morality (broader social implications and laws)

-Conformity to social rules remains important to the individual.

However, the emphasis shifts from self-interest to relationships
with other people and social systems.
-The individual strives to support rules that are set forth by others
such as parents, peers, and the government in order to win their
approval or to maintain social order.
-Views of others matter. Avoid blame, seek approval.
 Stage 3: Good boy/Nice girl orientation/Good intentions/Social
Conformity orientation

-behaving in ways that conform to good behaviour.

-There is a sense of what "good boys" and "nice girls" do and
the emphasis is on living up to social expectations and norms
because of how they impact day to day relationships.
-Behaviour is determined by social approval. The individual
wants to maintain or win the affection and approval of others
by being a “good person.”
 Stage 3: EXAMPLES

-reasoning that considers ones immediate peers

-heinz dilemma: Heinz should steal the medicine, because his
wife expects it.

-An NSTP teacher asks her students to: "Please help me clean
up the mess from our area so we can all get to recess on time!"
 Stage 4: Law and Order

-Social rules and laws determine behaviour. The individual now

takes into consideration a larger perspective, that of societal
laws. All people have the duty to uphold laws.
-Moral decision making becomes more than consideration of
close ties to others.
-The individual believes that rules and laws maintain social
order that is worth preserving.
-Obedience to authority/ Importance of doing one's duty.
-The focus is on maintaining social order by doing one's duty,
obeying laws, and following the rules.
 Stage 4: EXAMPLES

-(heinz dilemma)-Heinz should not steal the medicine, because

the law prohibits stealing.
-Louisians should not color their hairs because there is a policy
on colored hair and it is prohibited by the school.
-I should buckle up while driving because if i don't, then i
violate R.A. 8750 on seat belt law.
-Ferdie should not use his cellphone while driving his motorcycle
because it is a violation of R.A. 10913 or the Anti-Distracted
Driving Act.
 Level III: Post Conventional morality (universal ethical
principles of Justice)
-the individual moves beyond the perspective of his or her own
society.
-Morality is defined in terms of abstract principles and values
that apply to all situations and societies.
-The individual attempts to take the perspective of all
individuals.
-Abstract notion of justice. Rights of others can override
obedience to laws/rules
 Stage 5: Social Contract/Human Rights

-Difference between moral from legal right

Recognition that rules should sometimes be broken
-At this stage, people understand that there are differing
opinions out there on what is right and wrong and that laws are
really just a social contract based on majority decision and
inevitable compromise.
-People at this stage sometimes disobey rules if they find them
to be inconsistent with their personal values and will also argue
for certain laws to be changed if they are no longer "working".
 Stage 5: Social Contract/Human Rights

-Individual rights determine behaviour. The individual views

laws and rules as flexible tools for improving human purposes.
That is, given the right situation, there are exceptions to rules.
-When laws are not consistent with individual rights and the
interests of the majority, it does not bring about good for people
and alternatives should be considered.
-This stage is defined not by what is legally right but what is
morally right.
-Saving the most amount of lives possible is always the best
decision.
 Stage 5: EXAMPLES
-(heinz dilemma)-Heinz should steal the medicine, because
everyone has a right to live, regardless of the law. Or: Heinz
should not steal the medicine, because the scientist has a right
to fair compensation.
-I would steal the drug because a law cannot justify losing a
human life.
-Starving less fortunate people steal food to be freed from
starvation and death because life is important.
-The government should spend its money on humanitarian
purposes rather than build infrastructures that only benefit the
rich people.
Stage 6: Universal ethical principle orientation/universal human ethics

-According to Kohlberg, this is the highest stage of functioning.

However, he claimed that some individuals will never reach this
level.
-At this stage, the appropriate action is determined by one’s
self chosen ethical principles of conscience.
-These principles are abstract and universal in application.
-This type of reasoning involves taking the perspective of every
person or group that could potentially be affected by the
decision.
Stage 6: Universal ethical principle orientation/universal human ethics

-Individual principles of conscience.

-Takes account of likely views of everyone affected by a moral
decision.
-Few people operate at this stage all the time. It is based on
abstract reasoning and the ability to put oneself in other
people's shoes.
-At this stage, people have a principled conscience and will
follow universal ethical principles regardless of what the official
laws and rules are.
-Principle of the Golden Rule
 Stage 6: EXAMPLES

-A person should steal the food, because saving a human life

from starvation is a more fundamental value than the property
rights of another person. Or:
-people should not steal the food, because that violates the
golden rule of honesty and respect.
-War on drugs should be stopped because it is affecting the
lives of the relatives in their economic status.
-Drugs addicts should not be killed because they are still human
beings and they deserve a chance to make a difference.
Thanks
for
listening