MORAL DEVELOPMENT AND ETHICAL JUDGMENT: A THEORETICAL ANALYSIS OF KOHLBERG’S PROPOSAL IN THE LIGHT OF PIAGET

Abstract

This article aims to analyze the construction of moral judgment based on the theoretical contributions of Jean Piaget and Lawrence Kohlberg, emphasizing the cognitive-developmental foundations of moral development and their relevance for contemporary discussions on morality. This is a theoretical literature review in which Piaget’s pioneering investigations on children’s understanding of rules and the transition from heteronomy to moral autonomy are examined, highlighting the use of the clinical method and observations of rule-based games as empirical strategies. Subsequently, the study addresses Kohlberg’s theory of moral development, which expands Piagetian assumptions by proposing a sequence of six stages organized into three levels of moral reasoning: pre-conventional, conventional, and post-conventional. The article also discusses the psychometric context that supported the development of the Moral Judgment Interview (MJI), an instrument designed to assess the structure of moral reasoning through the analysis of justifications presented in response to hypothetical moral dilemmas. Special attention is given to the centrality of justice in Kohlberg’s framework, as well as to the roles of cooperation, reciprocity, and autonomy in the evolution of moral reasoning. It is concluded that the theoretical and methodological contributions of Piaget and Kohlberg remain fundamental for the scientific investigation of morality, offering important references for research in psychology, education, and moral education in contemporary social contexts.