1
Lesson 2. The Moral Agent: Developing Virtue as a Habit
Human beings are complex beings. Unlike other organisms that are simply driven
by the survival instinct, human beings experience the world in a variety of ways through
a variety of perspective capacities. Apart from our rational capacity which allows us to
reckon reality with imaginative and calculative lenses, our feelings also play a crucial
part in determining the way we navigate through various situations we experience.
Lesson Objectives:
At the end of this lesson, you will be able to:
Understand how one’s moral character is developed
Recognize different stages of moral development
Apply these morality in real-life situation
Getting Started:
When we encounter difficult
situation, we tend to think through and
through and we weigh each possible
decision that we will arrive. We consider
several factors such as who will be
affected, how they will be affected, how it
will reflect on our own moral standards,
and also the most important question, is
it right or wrong? This is the typical step
of a person who wants to maintain a
morally upright living. Being fair to
everyone and arriving to the best
decision possible. Fig. 10. Devil VS. Angel
In this lesson, we will discuss how we Retrieved from:
https://www.clipartmax.com/middle/m2i8i8
discern and weigh the different things or A0N4d3K9A0_angel-demon-devil-clip-art-
factors and why we arrive in a certain devil-and-angel-png/
outcome.
2
Discussion:
Moral development involves the formation of a system of values on which we base
decisions concerning if it is "right" or "wrong" or if it is "good" or "bad." Moral character
is perhaps best described as the totality of a person’s dispositions or characteristics that
play a role in how the person, morally speaking, how he behaves. To put it another way,
to have a particular moral character is to have (or to lack) certain virtues and vices of
character.
Since a person’s character consists in his or her dispositions to act in certain ways,
the development of good habits (both habits of thought and action) is essential to the
formation of good character.
It’s not always easy to admit a mistake, persevere during tough times, or follow
through on every promise made. It’s not always comfortable to convey the hard truth or
stand up for your beliefs. Doing the right thing is the clear path to both success and
happiness. Moral character matters.
Moral Development
Although morality has been a topic of discussion since the beginning of human
civilization, the scientific study of moral development did not begin in earnest until the
late 1950s.
Lawrence Kohlberg (1927-1987), an American
psychologist building upon Jean Piaget's work in cognitive
reasoning, posited six stages of moral development in his
1958 doctoral thesis. Since that time, morality and moral
development have become acceptable subjects of scientific
research.
Prior to Kohlberg's work, the prevailing positivist view
claimed that science should be “value-free"—that morality
had no place in scientific studies. By choosing to study moral
development scientifically, Kohlberg broke through the
positivist boundary and established morality as a legitimate
subject of scientific research.
Fig. 11. Lawrence
Kohlberg
Retrieved from:
https://unsep.com/img/lawrence-
kohlberg-biography-of-this-american-
psych_019.jpg
3
Kohlberg’s Stages of Moral Development
Kohlberg identified three levels of moral reasoning: pre-conventional, conventional,
and post-conventional. Each level is associated with increasingly complex stages of
moral development.
Level 1: Pre-conventional
Throughout the pre-conventional level, a child’s sense of morality is externally
controlled. Children accept and believe the rules of authority figures, such as parents
and teachers. A child with pre-conventional morality has not yet adopted or internalized
society’s conventions regarding what is right or wrong, but instead focuses largely on
external consequences that certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey
rules and avoid being punished. For example, an
action is perceived as morally wrong because the
perpetrator is punished; the worse the punishment
for the act is, the more “bad” the act is perceived to
be.
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?”
position, in which right behavior is defined by
whatever the individual believes to be in their best
interest. Stage two reasoning shows a limited
interest in the needs of others, only to the point
where it might further the individual’s own interests. Fig. 12. Scolding a Child
Retrieved from:
As a result, concern for others is not based on https://www.pinterest.ca/chantal2600
loyalty or intrinsic respect, but rather a “you scratch my /
back, and I’ll scratch yours” mentality. An example
would be when a child is asked by his parents to do a chore. The child asks “what’s in it
for me?” and the parents offer the child an incentive by giving him an allowance.
4
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal
and societal relationships. Children continue to accept the rules of authority figures, but
this is now due to their belief that this is necessary to ensure positive relationships and
societal order. Adherence to rules and conventions is somewhat rigid during these
stages, and a rule’s appropriateness or fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl
Orientation
In stage 3, children want the approval
of others and act in ways to avoid
disapproval. Emphasis is placed on good
behavior and people being “nice” to others.
Stage 4: Law and Order
Orientation
In stage 4, the child blindly accepts
rules and convention because of their importance in maintaining a functioning society.
Fig. 13. Showing Good Report
Rules are seen as being the same for everyone, and
Card obeying rules by doing what one is “supposed” to do is
Retrieved from:
https://kidsactivitiesblog.com/10941/t
seen as valuable and important. Moral reasoning in stage
he-midyear-report-card/ four is beyond the need for individual approval exhibited in
stage three. 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
Throughout the post-conventional level, a person’s sense of morality is defined in
terms of more abstract principles and values. People now believe that some laws are
unjust and should be changed or eliminated. This level is marked by a growing
realization that individuals are separate entities from society and that individuals may
disobey rules inconsistent with their own principles. Post-conventional moralists live by
their own ethical principles—principles that typically include such basic human rights as
life, liberty, and justice—and view rules as useful but changeable mechanisms, rather
than absolute dictates that must be obeyed without question. Because post-conventional
5
individuals elevate their own moral evaluation of a situation over social conventions,
their behavior, especially at stage six, can sometimes be confused with that of those at
the pre-conventional level. Some theorists have speculated that many people may never
reach this level of abstract moral reasoning.
Stage 5: Social Contract Orientation
In stage 5, the world is viewed as holding different opinions, rights, and values.
Such perspectives should be mutually respected as unique to each person or community.
Laws are regarded as social contracts rather than rigid edicts. Those that do not promote
the general welfare should be changed when necessary to meet the greatest good for
the greatest number of people. This is achieved through majority decision and inevitable
compromise. Democratic government is theoretically based on stage five reasoning.
Stage 6: Universal Ethical Principle Orientation
In stage 6, moral reasoning is based on abstract reasoning using universal ethical
principles. Generally, the chosen principles are abstract rather than concrete and focus
on ideas such as equality, dignity, or respect. Laws are valid only insofar as they are
grounded in justice, and a commitment to justice carries with it an obligation to disobey
unjust laws. People choose the ethical principles they want to follow, and if they violate
those principles, they feel guilty. In this way, the individual acts because it is morally
right to do so (and not because he or she wants to avoid punishment), it is in their best
interest, it is expected, it is legal, or it is previously agreed upon. Although Kohlberg
insisted that stage six exists, he found it difficult to identify individuals who consistently
operated at that level.
While our feelings and reason set up the basis for your
moral action, it is the will which implements your decisions and
projects your motives into reality. It is not enough to want to do
the good, you must actually do it not only for your sake but for
the benefit of those that may bear the consequences of your
decision.
To a great extent, you owe it to others to do the right
thing. It shows how much you respect them that you cannot
allow yourself to not do something that may benefit them. It is
only by developing a habit to do good that your will becomes
your character. Moral courage id the result of morally developed
Fig. 14. “You did right!”
will. It is the capacity to initiate and sustain your decision
Retrieved from: whenever you are certain of doing the good.
https://depositphotos.com/124262728/stock-
photo-beautiful-businesswoman-giving-showing-
thumb.html
6
However, many factors can derail you from consistently standing by your moral
principles, such as intimidation from others, but remember, that a person of moral
courage is not afraid to stand his ground in matters that involve doing what is right and
just. Moral courage is a kind of virtue that enables one to be ethical not just in thought
but more importantly, in deed.
Application
Essay. (20 points). Directions. Share how you were disciplined as a child especially
when you did something that was not right and made your parent or guardian angry. It
will be checked based on the rubric below:
Criteria Corresponding
Points
A. Answers the specific central question that was asked. 5
B. Incorporates pertinent and detailed information from class 8
discussion and assigned readings, providing needed evidence.
C. Presents all information clearly and concisely and in an organized 5
manner.
D. Avoids distracting grammar and spelling. 2
Total 20
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Summary of the Lesson
7
1. Moral character is the totality of a person’s dispositions or characteristics that play
a role in how the person behaves.
2. Moral development involves the formation of a system of values on which we base
decisions concerning if it is "right" or "wrong" or if it is "good" or "bad."
3. Lawrence Kohlberg posited six stages of moral development in his 1958 doctoral
thesis.
4. Kohlberg’s stages of moral development has three levels and six stages discussing
how a person behaves on a certain level and what virtues and principles he/she
value in making decisions and taking actions.
Assessment:
Essay. (50 points). Directions. Discuss one level and its two stages of moral
development and relate it to your own experience. This will be graded according to the
rubric stated in the Application part.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Enrichment Activity:
8
Essay. 30 pts. Direction. Give at least three (3) reasons why it is important for you to
maintain a moral character. You can cite sample situation to prove your point/s. This will
be graded according to the rubric stated in the Application part.
1. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________
2. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________
3. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________
References/Attributions:
Agapay R. (2008). Ethics and the Filipino, 2nd Ed., National Bookstore
Bulaong O. et.al. (2018). Ethics: Foundations of Moral Valuation. Rex Bookstore
9
Cariño J. (2018). Fundamentals of Ethics. C & E Publishing Inc.
Pasco M. et.al. (2018). Ethics. C & E Publishing Inc.
