KOHLBERG’S MODEL OF MORAL DEVELOPME

KOHLBERG’S MODEL OF MORAL DEVELOPMENT
A frequently cited model of progressive moral reasoning was devel oped
by Kohlberg, who demonstrated that there are age-related stages in
moral, as in cognitive, development: ‘universal and regular age trends of
moral development may be found in moral judgement, and these have a
formal-cognitive basis’ (1969:375). Kohlberg’s classification is shown in
Table 8.1. Not all individuals will reach the final stage of the model; moral
development may cease at Stage 4 or 5 or even sooner, but it is argued
that the stages are sequential so that in order to reach Stage 6 an
individual would have to have progressed through all of the other stages
in order. It is important to the student of auditing ethics to work through
and understand the implications of Kohlberg’s model, because it has been
used as the basis of most of the empirical work which has been carried
out on the moral development of auditors and accountants.2
Kohlberg’s model offers a helpful, concise and very persuasive view of
moral development, although it may be argued that the model, like most
models, is too reductive. Several criticisms have been made of it. An
important and fundamental criticism is offered by Gilligan (1982:18); the
empirical work on the development of moral judgement upon which
Kohlberg bases his six stages was based upon a group of boys. If female
moral reasoning is qualitatively different from that of males, and Gilligan
argues that it is, then the Kohlberg model explains the moral development
of only one half of humankind.

Hasil (Bahasa Indonesia) 1:

KOHLBERG’S MODEL OF MORAL DEVELOPMENTA frequently cited model of progressive moral reasoning was devel opedby Kohlberg, who demonstrated that there are age-related stages inmoral, as in cognitive, development: ‘universal and regular age trends ofmoral development may be found in moral judgement, and these have aformal-cognitive basis’ (1969:375). Kohlberg’s classification is shown inTable 8.1. Not all individuals will reach the final stage of the model; moraldevelopment may cease at Stage 4 or 5 or even sooner, but it is arguedthat the stages are sequential so that in order to reach Stage 6 anindividual would have to have progressed through all of the other stagesin order. It is important to the student of auditing ethics to work throughand understand the implications of Kohlberg’s model, because it has beenused as the basis of most of the empirical work which has been carriedout on the moral development of auditors and accountants.2Kohlberg’s model offers a helpful, concise and very persuasive view ofmoral development, although it may be argued that the model, like mostmodels, is too reductive. Several criticisms have been made of it. Animportant and fundamental criticism is offered by Gilligan (1982:18); theempirical work on the development of moral judgement upon whichKohlberg bases his six stages was based upon a group of boys. If femalemoral reasoning is qualitatively different from that of males, and Gilliganberpendapat bahwa hal ini, maka Kohlberg model menjelaskan perkembangan moralhanya satu setengah manusia.