Running header: COMPARE/CONTRAST MORAL DEVELOPMENT
Compare and Contrast Moral Development
Shekena M. Williams
Liberty University
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COMPARE/CONTRAST MORAL DEVELOPMENT2
Abstract
Historically, several theorists developed their own perceptions, or theories, of moral development
to explain the cognitive abilities of children as they progress through childhood. Cognitive
limitations were also theorized, leading theorists to establish specific categories of stages of
moral development in children. Some theorists agreed on the moral development of children,
only expanding each other’s idea further to give more concise reasonings for why children do,
act, and think the way they do. Other theories gave opposing rationales, finding inconsistencies
in what prior theorists hypothesized and offered a theory of their own, supported by research and
experimentation instead. A description of four moral development theories is given to
summarize the thoughts of Jean Piaget, Lawrence Kohlberg, Elliot Turiel, and Albert Bandura.
Biblical passages may be associated with the social, moral, and emotional development of
children. As such, it is important for children to be instilled with the ability to discern right from
wrong. Passages are included with supported explanations of how moral, social, and emotional
development is viewed in the Bible.
COMPARE/CONTRAST MORAL DEVELOPMENT
Four Moral Development Theories
Describe Jean Piaget’s Theory of Moral Development
Jean Piaget’s theory of moral reasoning places emphasis on cognitive abilities. Moral
development is theorized by Piaget to change with the child as he/she progress through
childhood into adulthood. Heteronomous morality, the first stage of moral development, and
autonomous morality, the second stage of moral development, are the two of types of moral
reasonings found in Piaget’s moral development theory. More rigidness can be found with
younger children as it relates to rules which are “decided for them, fixed and not to be broken”
(Ryan, 2011) and right from wrong. This is also referred to as the heteronomous morality phase.
Younger children have the cognitive abilities to conclude that rule-breakers will be punished.
“Younger children of 5-10 years focused on the results of an action to make their judgements,
regardless of each child’s intentions” (Slavin & Schunk, 2017, p. 53) as exemplified by inquiring
with younger children, ages 5-10, and older children of their opinions given two scenarios of a
boy breaking cups. “Older children in Piaget’s experiment were able to make judgements based
on the intent of the action” (Slavin & Schunk, 2017, p. 53). This type of moral development is
also referred to as autonomous morality. Contrary to heteronomous morality, children who have
reached autonomous morality are able to make judgements by concluding “intentions are more
important than the results of one’s behavior” (Slavin & Schunk, 2017, p. 53). It is during this
stage that children begin to rely less on parents and other adults telling them what to do and what
not to do. Conflict resolution with equal-status peers leads older children to realize rules are not
permanent.
Describe Lawrence Kohlberg’s Theory of Moral Development
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Furthering Jean Piaget’s Theory of Moral development, Lawrence Kohlberg theorized
there are six stages of moral reasoning which are categorized into three levels, preconventional,
conventional, and postconventional levels of morality. Children tend to obey rules in stage one
of the preconventional level. In stage one, children “base their moral decisions on their fear of
punishment” (Ryan, 2011). Stage two is focused around egocentrism as children’s “own needs
and desires become important” (Slavin & Schunk, 2017, p. 55). The third stage is categorized
with the conventional level. Children in this stage are more interested in pleasing others than
their desire to focus on their own needs as found in stage two. The opinions others have of
children in this stage is important to the children thus they base their moral reasoning on gaining
approval from others. Children have developed the cognition of perceive themselves as part of
their society in stage four. As such, children follow social laws and “base their judgment and
decisions on the importance of doing their duty” (Ryan, 2011). The postconventional level
begins with the fifth stage. This stage warrants an abstract perception of morals and the law.
The individual recognizes not all legal and moral right are equivocal. Lastly, stage six is driven
by an individual’s desire to do good regardless of societal rules and more emphasis is given to
what is thought to be true justice.
Describe Elliot Turiel’s Moral Domain Theory
In search of resolving inconsistencies in Kohlberg’s theory, Elliot Turiel developed the
Moral Domain Theory. Moral, social, and psychological domains comprise Turiel’s Moral
Domain Theory. According to this theory, children must endure each domain in sequential order.
“Action in the moral domain have and adhering effects on other people so here morality is
concerned with harm, welfare, and fairness” (Ryan, 2011). Young children have the cognitive
abilities to act fairly with each other at a younger age than depicted in bot Piaget and Kohlberg’s
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early stages. The social domain relates to the norms set by society. Politeness weighs heavy in
the actions of the social domain. Children do and say what is socially acceptable as polite and it
“is what they were told they should” (Ryan, 2011). “The psychological domain deals with the
child’s understanding of who they are as individuals” (Ryan, 2011). It is the psychological
domain where children gain an understanding of others and how they think which helps children
to not only make decisions for themselves, but it also helps them to create opinions of others
based on their perception of others.
Albert Bandura’s Theory of Moral Development through Social Learning
According to Albert Bandura’s theory of moral development through social learning,
children model adult behavior. Once an adult behavior is observed by the child, it is internalized,
and the child then begins to experiment with the modeled behavior causing the child to “develop
their own sense of moral self” (Ryan, 2011). Unfortunately, children to not discern the difference
between behaviors deemed good and bad. They model whichever behavior they are exposed to.
Albert Bandura “believed the violent tendencies in children grew as a result of observing others
violent behavior personally or through the media or in environment” (Ryan, 2011). Positive
reinforcements also motivate children to do what is right. The promise or recollection of
something desirable drives children to display appropriate behavior.
Biblical Integration
“Everyone must submit to governing authorities. For all authority comes from God, and
those in positions of authority have been placed there by God” (Romans 13:1). This passage
describes the way individuals should respond to authoritative figures. It explains that society
should adhere to the laws and submit to the rules of authority. God places governmental
institutions therefore, by submitting to governing authorities or following the established laws,
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individuals are following the will of God. When individuals do not submit themselves to
governing authorities, they are going against the desires of God and the respect for God is
diminished. The governing authorities and its hierarchical position is reflective of God’s
ultimate authority over both heaven and Earth. In an earthly sense, the authority of the
government reigns supreme comparatively to God’s ultimate authority. It is important to instill a
sense of right and wrong in children from a biblical perspective, so they understand the desires of
God and live in ways that pleases Him. We are disobedient to God when we disobey the laws.
Children are disobedient to God when we they disobey their parents. Romans 13:1 commands
the lesser authority to obey the more superior authority. Children should obey their teachers
because they are the authority figure in the classroom. Teachers and other adults and children
must obey law officials because they are representatives of the law and therefore, more superior.
Law officials must also obey the law because they are not superior to laws but merely an
enforcer of the laws.
It is also important to instill a sense of right and wrong in children from a biblical
perspective to teach them the importance of seeking God as their Savior. Children need to
understand that we all were born into sin, but this fact does not define how they should live their
lives. They can be saved from sin and live the life Christ wants them to live.
A good person produces good things from the treasury of a good heart, and an evil person
produces evil things from the treasury of an evil heart. What you say flows from what is
in your heart (Luke 6:45).
This passage teaches parents and other authority figures how to respond to children to
facilitate appropriate emotional development. It helps children understand the choices they make
are deliberate and seeking God will help them to make the right decisions.
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“Whoever spares the rod hates their children, but the one who loves their children is
careful to discipline them” (Proverbs 13:24). Children are human and will make wrong choices
from time to time. The rod in this passage can have both literal and figurative meanings. The
traditional meaning of this passage usually means authority figures are expected to discipline
their children whenever wrong choice are made. This may teach children that the decision or
action was wrong and the perhaps they will not make the same decision given the same or
similar situation again. I also believe this passage means parents should not ignore wrongdoings
of their children. It means that wrongness should be corrected. It does not necessarily mean the
child should be physically punished but that the parent should steer the child in the right
direction and not leave them to continue their wrongdoings.
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REFERENCES
Ryan, K. O. (Producer). (2011). A Child’s Mind: How Kids Learn Right & Wrong [Video file].
2017, from Education in Video: Volume I.
Slavin, R. E., & Schunk, D. H. (2017). Learning theories: EDUC 500 (1st ed.). Boston, MA:
Pearson.
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