Moral Psychology at the Crossroads

Abstract

Until recently the study of moral development has been dominated by stage theories in the cognitive developmental tradition. In this tradition moral reasoning is said to gradually approach an ideal form of perfected operation as a result of a series of successive accommodations that are made over the course of development. These accommodations progressively extend, elaborate and structure moral cognition, and are described as stages that possess certain sequential and organizational properties. The most vivid example of a moral stage sequence is, of course, Kohlberg’s well-known theory. Indeed, there are few theorists in the history of psychology who have had more influence on developmental theory and educational practice than has Kohlberg. His embrace of Piagetian constructivism, his writings on the developmental grounding of justice reasoning, and his educational innovations, has left an indelible mark on developmental psychology and education. Kohlberg claimed, for example, that his stage theory provided the psychological resources by which to defeat ethical relativism. His cognitive developmental research program mounted a profound challenge to behavioral and social learning views of socialization, and returned morality to the forefront of scientific study in developmental psychology. And the educational implications of his work are still evident in socio-moral curricula (e.g., “plus-one” dilemma discussion) and in efforts to reform the structure of educational institutions (e.g., “just communities”).