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This stage is also characterized by a more complex analysis of a given situation. The cognitive development of teenagers allows for a deeper understanding of other people’s intentions and motives.

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Of course, usually, we would think a person volunteers out of a deep sense of the importance of the task itself (that would be postconventional).

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This action, guided by a desire for social harmony rather than personal conviction, fits into conventional morality. You’re not agreeing with the opinions out of deep conviction after critical thinking and reflection – you’re doing it for social reasons.

This is an example of the kind of conflict that can exist in the conventional morality stage. Individuals are confronted with the conflicting demands of key figures in their life.

1.1 Key Psychological Concepts1.2 Behavioral Psychology | 3:441.3. Clinical Psychology | 2:561.4. Humanistic Psychology | 2:471.5. Comparative Psychology | 2:571.6 Cognitive Psychology1.7 Social Psychology1.8 Cultural Psychology1.9 Sociocultural Psychology1.10 Educational Psychology | 3:321.11 Experimental Psychology1.12 Pseudo-Psychology1.13 Functionalist Psychology1.14 Evolutionary Psychology | 2:461.15 Biological Psychology1.16 Positive Psychology | 2:411.17 Psychodynamic Psychology | 3:11

Morality-related decision-making is considered in the context of interpersonal relationships and how one’s actions will affect those relations. Winning the approval of key role models is paramount.

Piaget used the term moral relativism to highlight the key feature of a child’s reasoning that there is no absolute right and wrong. Children begin to recognize that the determination of what is moral or not depends on intentions, not just consequences.

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An employee might praise an idea proposed by their boss, not because they genuinely agree with it, but because they want to be viewed favorably.

Some individuals may publicly agree with popular or majority opinions in discussions, especially on controversial topics, simply to avoid conflict or to be liked by others.

This can be readily observed in many middle school classrooms as some students strive to win the approval of their favorite teacher.

8.1 Maslow’s Hierarchy of Needs | 3:558.2 Physiological Needs8.3 Safety Needs8.4 Social Needs8.5 Esteem Needs8.6 Self-Actualization8.7 Extrinsic vs Intrinsic Rewards8.8 Unconditional Positive Regard

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Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

However, the dominant influence at this age comes from social groups. Therefore, children may make fashion choices that are objectionable by some.

This is also a period of time when definitions of morality can come from role models and various social groups, which may or may not be the same as those from the broader society.

Engaging in social media activities, like sharing content that aligns with what is popular or trending, solely to gain likes or approval from others, is another manifestation of conventional morality.

Someone might follow rules strictly when under direct supervision or in visible settings but might not adhere to the same rules when alone.

3.1 Operant Conditioning | 2:173.2 Discriminative Stimuli3.3 Shaping3.4 Target Behaviors3.5 Positive Consequences3.6 Positive Punishment3.7 Negative Punishment3.8 Vicarious Punishment3.9 Escape Learning3.10 Avoidance Learning3.11 The Premack Principle3.12 Reinforcement Schedules3.13 Intermittent Reinforcement3.14 Continuous Reinforcement3.15 Partial Reinforcement3.16 Fixed Interval Schedules3.17 Variable Ratio Schedules3.18 Fixed Ratio Schedules | 2:25

7.1 Gestalt Theory7.2 Connectedness Principle7.3 Closure Principle7.4 Continuity Principle7.5 Proximity Principle7.6 Similarity Principle7.7 Visual Encoding7.8 Perception7.9 Convergence

Paying taxes is never pleasant and most people would avoid the grueling process if they could. But many of us pay taxes because we believe it helps maintain society.

Remember, from Kohlberg’s perspective, it’s not the act that counts so much as the reasoning. If you pay taxes because you don’t want to get caught, that’s one thing.

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The consequences of refusing to cheat, or help others cheat, can mean disapproval from valued members of a social group. Non-compliance can lead to being rejected from the group and ostracized by others.

Conventional morality begins during the pre-teen years and continues into adolescence. This can be a time when young people experiment with different styles of clothing.

This can become a point of internal conflict when there is a disparity between the rules of a particular social group and the rules of society.

This kind of understanding represents a gradual progression into Kohlberg’s next level of moral reasoning, the postconventional level.

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6.1 Introduction to Psychoanalysis | 2:306.2 Freud’s Theory of Personality6.3 The Id6.4 The Ego6.5 The Superego6.6 Congruence6.7 Freudian Slips6.8 Reality Principle6.9 Pleasure Principle6.10 Defense Mechanisms | 2:576.11 Sublimation | 2:376.12 Repression | 2:226.13 Erikson’s Psychosocial Theory6.14 Trust vs Mistrust6.15 Autonomy vs Shame and Doubt6.16 Initiative vs Guilt6.17 Industry vs Inferiority6.18 Identity vs Role Confusion6.19 Intimacy vs Isolation6.20 Generativity vs Stagnation6.21 Integrity vs Despair6.22 Identity Diffusion6.23 Identity Foreclosure6.24 Identity Moratorium6.25 Identity Achievement6.26 Jung’s Collective Unconscious6.27 Jungian Archetypes | 2:426.28 Stages of Attachment | 3:02

Malti, T., Gasser, L., & Buchmann, M. (2009). Aggressive and prosocial children’s emotion attributions and moral reasoning. Aggressive Behavior, 35(1), 90–102. https://doi.org/10.1002/ab.20289Piaget, J. (1932). The moral judgment of the child. London: Kegan Paul, Trench, Trubner & Co.

This type of behavior is typical of conventional morality, where the approval and positive perception of authority figures are valued more than honest expression.

In the conventional morality stage, the child is becoming more oriented toward social acceptance and following the definition of morality as prescribed by society.

Kohlberg’s theory of moral development suggests that people go through three main stages of moral development as they grow: pre-conventional, conventional, and post-conventional.

2.1 Classical Conditioning | 2:362.2 The Neutral Stimulus2.3 The Conditioned Stimulus2.4 The Conditioned Response2.5 The Unconditioned Stimulus2.6 The Unconditioned Response2.7 Contingent Reinforcement2.8 Noncontingent Reinforcement2.9 Extinction2.10 Stimulus Generalization2.11 Response Generalization2.12 Discrimination2.13 Non-Associative Learning2.14 Associative Learning2.15 Aversive Conditioning2.16 Habituation2.17 Dishabituation2.18 Sensitization2.19 Systematic Desensitization2.20 Counterconditioning2.21 Aversive Conditioning2.22 Higher-Order Conditioning | 1:51

This allows for an understanding of intention. Therefore, doing something wrong, but with good intentions, should not always lead to punishment.

Cite this Article in your Essay (APA Style)Drew, C. (August 13, 2022). 10 Conventional Morality Examples (Kohlberg’s Theory). Helpful Professor. https://helpfulprofessor.com/conventional-morality-examples/

According to Piaget, around the age of 8 or 9, children escape the confines of egocentrism and are now able to see situations from the perspective of others.

At this stage, individuals begin to give greater consideration to the broader needs of society rather than solely focused on receiving approval from others.

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In later writings, Kohlberg stated that this stage did not become the dominant way of thinking for most people until reaching their 20s and even 30s.

Conventional morality is level 2 in Kohlberg’s theory of moral development. It begins around the age of 10 or 11 years old and lasts until the age of 15.

This action is motivated by the desire to blend in or not stand out negatively within the group. It shows a prioritization of social cohesion over personal or environmental ethics.

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When someone chooses to litter because their peers are doing it, they’re acting under the influence of conventional morality.

This behavior, driven by a desire to be seen as compliant rather than an understanding of the rules’ importance, aligns with conventional morality.

Kohlberg, L. (1958). The Development of Modes of Thinking and Choices in Years 10 to 16. Ph. D. Dissertation, University of Chicago.

If you pay taxes because it helps maintain social order by funding law enforcement and building infrastructure, that is completely different. Paying taxes because it is a social obligation that maintains order is moral reasoning at stage 4.

The focus is on ensuring that social order is supported through one’s actions. A person is good because they respect society and participate in a positive and constructive manner.

As children grow out of egocentrism, they also begin to realize that rules can be arbitrary. Rules are not absolutes, but they can and should change, depending on specific circumstances.