Application of the Kohlberg Cognative Stage Theory for Moral Reasoning at the US Naval Academy

by - Lt. Stephen Hoffman

INTRODUCTION

Enclosure 2 is a brief lesson plan which summarizes Kohlberg’s theory. The lesson plan is used to teach every first year midshipman Kohlberg’s theory. Hence, Kohlberg’s theory constitutes the primary framework used at USNA for discussions on moral development. The Kohlberg model spans the spectrum of the humanistic and Judeo-Christian traditions. In other words, there is a behavioristic (e.g., humanistic, stage 1) and universal (e.g., Judeo-Christian, stage 6) approach.

BACKGROUND

A system for moral development of midshipmen can be seen through the USNA conduct system, which is designed to help facilitate the development of moral character and conduct. Conduct, in this case, refers to one’s ability to control behavior and conform to rules. There is a paucity of research in this area. Therefore, many of the arguments posed below are from a philosophical or anecdotal perspective. One’s conduct, also known in the Navy as "good order and discipline", is an integral factor at the Naval Academy (COMDTMIDNINST 1610.2A, p. 1). During the developmental process at the Academy, one might argue that conduct is a reflection of one’s character. Additionally, one purpose of the Naval Academy is "to provide the Naval Service with leaders of character who will serve the nation in peace and war." (Reef Points (1998), p. 20, emphasis added). Character is defined by Webster’s Dictionary (1987) as "moral excellence." (p. 227). Character and moral development are dominant themes taught at the Naval Academy. Hence, Reef Points (1998) state the Naval Academy’s mission includes the moral development of its students. (p. 20). The conduct of the midshipmen becomes an important factor in determining the Academy’s developmental success of establishing norms for correct behavior. In essence, one could argue that an aspect of moral character is exemplified through one’s conduct. Goleman (1995) conveys John Dewey’s thoughts that moral education is most effective when lessons are taught through real events instead of theoretical lessons. Goleman (1995) argues that character’s primary attribute is self-discipline. He quotes Lickona (1991) who said, "We need to be in control of ourselves " our appetites, our passions- to do right by others. . . It takes will to keep emotion under the control of reason." (p. 285). Furthermore, Goleman (1995) notes Etzioni’s (1994) perspective that schools have a "....central role in cultivating character by inculcating self-discipline and empathy, which in turn enable true commitment to civic and moral values...." (p. 286). Based on the mission of the Naval Academy to develop midshipman morally, one might reason that the Academy has adopted a philosophy similar to Etzioni’s on the importance of schools in developing character.

USNA MODEL

The Adkinson and Kapusta (1998) model consists of four separate columns which represent each of the four years at USNA. The first year, second, third, and fourth years are represented by the terms "Plebe Year", "Youngster Year", "Second Class Year", and "Firstie Year", respectively.

Kohlberg’s level one is represented during the first two years where the perception of the Academy environment tends to emphasize obedience through punishment. In particular, the first year is geared toward the development of the "plebes" who are on a strictly professional relationship with the upperclass midshipmen.

Interestingly, the second year at the Academy allows the former plebes to test the boundaries of their new environment. Statistically, the highest rate of conduct offenses (violations of the midshipmen regulations) occur during the second year. These offenses are usually seen as a deficiency in moral fortitude.

The project gave evidence that the third year midshipmen show an increased sense of dedication and conformity to USNA regulations. Perhaps this may be attributed to the role given to the third year midshipmen. They are given the responsibility of individually training the plebes. By the very nature of the task, the third year students tend to behave more professionally than their previous year when they were not required to be role models.

Finally, the fourth year students begin to anticipate their future requirements and solidify their personal ethics. Ideally, these midshipmen take a more holistic approach to leadership. They are given greater levels of responsibility and control over the younger midshipmen. Selected midshipmen are given the authority to adjudicate conduct offenses and determine the punishment for specific offenses. In doing so, they have potentially completed the circle of behavior modification. In their early years, they are motivated to conform to the rules through the fear of discipline while in their latter years they are given the authority to discipline.

CONCLUSION

One might argue, as does Kohlberg, that individuals operate at each of the different stages at different times. However, the research reinforces the relevance of Kohlberg’s model within the curriculum. The theory is useful in assessing moral goals and moral progress through the four years of a midshipman's character education by identifying the progress in levels of moral reasoning.

REFERENCES

Daffron, J. (1998). Reef Points. Annapolis, Maryland: United States Naval Academy.

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Mish, F.C. (Ed.). (1987). Webster’s Ninth New Collegiate Dictionary. Springfield: Merriam-Webster

Roughhead, G. (1998). COMDTMIDN INSTRUCTION 1610.2A: Administrative Conduct System Manual. Annapolis, Maryland: United States Naval Academy.

Session 7: Learning to Do the Right Thing - Moral Development

GENERAL STATEMENT:

This session's study of Kohlberg's theory on moral development combined with last session's overview of human development will help you evaluate your current level of moral and identity development. This study should also help to explain some of the potential conflicts you will face as you continue to define yourself as an individual As you gain seniority at the Naval Academy and begin your tenure as a junior officer, you will find that much of the behavior of your junior people can be traced to the moral and psychological patterns of development discussed in these two sessions.

In much the same manner as psychosocial development, moral development appears to progress in clearly identifiable stages. Understanding the stage of moral development at which your subordinates operate should enhance your ability to effectively lead.

OBJECTIVES:

1. Outline Kohlberg's theory of moral development and describe some major criticisms of it.

   Level 1: Preconventional Morality (ages 4-10)
   - moral dilemmas are resolved in ways that satisfy self-serving motives
   - moral values = own need's and wants
   Stage 1: Obedience and Punishment Orientation - avoid punishment
   Stage 2: Instrumental-Relativist Orientation - satisfy own denim
   

   Level II: Conventional morality (adolescence)
   - moral dilemmas resolved in ways that reflect laws of the land/norms set by authority figure.
   - moral values = perform right roles, maintain convention order, please others
   Stage 3: "Good Boy/Nice Girl" Orientation
   - avoid rejection, disaffection, or disapproval from others
   Stage 4: Law and Order Orientation
   - need to not be criticized by a true authority figure
   

   Level III: Postconventional Morality (adolescence - adulthood)
   - moral dilemmas resolved in accordance with abstract principles of equality, justice, and the value of life.
   - moral values = principles
   Stage 5: Legalistic Orientation
   - community respect for A respecting social order, live under law
   Stage 6: Universal Ethical Orientation - motivated by own conscience

   Criticisms:
   culturally biased
   gender biased
   no definite guarantee that moral reasoning breeds moral conduct
   

   Examples of statements from each stage:

   • Stage 1: I do not say bad words because if I do, my mother will get mad at me'
   • Stage 2: For a cookie, I will pick up my toys.
   • Stage 3: I pass notes in class so that others will like me.
   • Stage 4: I do not talk in class because my teacher does not like it.
   • Stage 5: I pay taxes because it is the law.
   • Stage 6: I pay taxes not because it is the law, but because it is the right thing to do.

2. Apply Kohlberg's model to classic moral dilemmas and to moral dilemmas which you may face as a Naval officer

You may use an example from one of the readings, or an example you have experienced. The two video segments, "Kidder on Chernobyl" and "Captain Balian" provide excellent "grist for the mill."

READINGS:

- "Moral Reasoning" - This reading gives a background description of Kohlberg's Theory of Moral Reasoning. Some hypothetical and real life moral dilemmas are tested and analyzed against Kohlberg's Theory. Additionally, arguments are given that both support and criticize Kohlberg's methods and findings.

- "Hobson's Choice" - This story of a ship collision that occurred in 1952 investigates the issues of accountability and responsibility. These issues can be related to Kohlberg's Theory through questioning what level moral reasoning a commanding officer uses in making decisions.

- "The Story of Regulus" - In this ancient story of honor and courage, Regulus displays the highest possible level of moral reasoning by actually fulfilling a promise to return to prison after convincing the Roman leaders not to give in to the enemy in Carthage.

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