There have been several versions of morality over the years, and the theory of the 3 levels (Preconventional morality, Conventional, Post-conventional) that follow is one such interpretation. It was revealed by Lawrence Kohlberg, a cognitive-developmental psychiatrist. He concluded that moral reasoning is subdivided into 6 stages, and each stage is grouped into 3 morality levels. In this article, we will put light on all the levels.
Pre-conventional is the 1st level of morality. It is normal in children, and seldom in teens. In pre-school, this morality is at its most obvious. In primary school, it is started for most students. In the middle of the school, some students are experiencing it still. In high school, it’s shorter.
The 1st scene of pre-conventional morality is punishment restraint and docility. In other terms, a kid or even a teen will not obey a rule because it is the correct thing to make or because they consider it to be just, but they will obey it because of a worry of punishment. Someone will obey a rule because their teachers, parents, or other officials’ characters will try to punish them if they not obey it. They may not understand why the response is faulty, but they bypass it because of punishment. If there is a possibility that they can disclose the rules without a result, they will do that.
Many children just don’t know right from wrong, and they need someone to discipline them. As they become older, they will deliver moral actions or bypass what they find to be unethical actions because it’s the right or wrong thing to do.
Then, there’s step 2nd, which is the interchange of favors. In this step, a person discovers that everyone has a requirement they oblige to fulfill. They will know that you can provide for the needs of someone and get a favor back. It is the conception of scraping back coming to being. For them, right and wrong yet end, but they are acquiring to help others only if they are helping themselves.
Conventional Morality is level 2, and it’s often observed in high school students. Nevertheless, some intermediate school students maintain it and some middle school students, individually the older ones.
In scene 3, identified as a genuine boy or girl, it’s all about creating the determinations that will be capable to please other people. They apprehend that if they wish their right figures, they will some type of reward. It’s where the professor’s pet comes from. Other learners may roll their cores at someone kissing up to the mentor, but the person understands that by doing so, they can get benefits. These are also the rust-colored noses at work who are acknowledged to kiss up to the boss rather than disliking them.
It is not just administration figures, though, but friends in common. People start discerning that you can form bonds in many various ways, including:
- If you have a mastery that 1 person needs, you can share it or make bonds. If the 2 of you have something commonly, you determine how to share it. This involves siblings and buddies.
- You determine how to trust other people if they can establish their liability. Meantime, you try to look as reliable as other people as you probably can.
- You continue faithful to your friend. If they are running through a condition, you try to keep faith even though the odds may be against them.
- Judgment-building. When someone gets a choice, they read how it will influence other people around them. They determine how to view a choice through many aspects to obtain the choice that helps the most people they love.
Post-conventional is level 3 of the stages in morality. It’s unusually seen in anyone under the college-age, and stage-6, as we will soon review, is not even noticed in many adults. Let’s begin with stage 5, the cultural construct.
In the cultural or social construct step, a person starts to realize that rules are just contracts that people have made about what is right and what is wrong. A rule is not a hidden command from a certain god, but rather a mechanism that holds the order of the community going and has the peace. People start understanding that rules are flexible. Some rules are seldom required. Others are selectively depending on the moment. Laws that go against what society should be going towards should develop, no topic what the value may be. A body at this age has apparently seen a few laws change or be achieved and has discerned that the rule of the land is always shifting no matter what. Community, as they quickly determine, is just a cultural construct, and with any construction, you can make on to it or tear it down.
During the pre-conventional stage, a child’s imagination of morality is regulated from outside. Children affirm and accept the rules of authority figures, such as teachers and parents. A kid with pre-conventional morality has not yet ratified or internalized society’s rules concerning what is right or wrong but rather concentrates largely on external results that specific actions may bring.