Lawrence Kohlberg Biography, Age, Height, Family, Education, Research, Quotes,

Lawrence Kohlberg was an American psychologist best known for his theory of stages of moral development.

Lawrence Kohlberg Biography

Lawrence Kohlberg was born on October 25, 1927, in Bronxville, New York, and grew up in Brooklyn.

Lawrence Kohlberg began his career as a professor at the University of Chicago, where he taught and conducted research on moral development.

Lawrence Kohlberg later became a professor at Harvard University, where he continued his research on moral development and also developed his influential theory of moral development.

Lawrence Kohlberg passed away on January 19, 1987, at the age of 59. On January 19, 1987, Kohlberg parked at the end of a dead-end street in Winthrop, Massachusetts, across from Boston’s Logan Airport.

Lawrence Kohlberg Age

Lawrence Kohlberg was 59 years old when he passed away on January 19, 1987.

Lawrence Kohlberg Height

Lawrence Kohlberg stood at 5 feet 7 inches tall.

Lawrence Kohlberg Family

Lawrence Kohlberg was the youngest of four children of Alfred Kohlberg and of his second wife, Charlotte Albrecht.

Lawrence Kohlberg Education

Lawrence Kohlberg received his undergraduate degree in psychology from the University of Chicago in 1948 and later earned his PhD in psychology from the University of Chicago in 1958.

Lawrence Kohlberg Research

Lawrence Kohlberg’s work focused on understanding how individuals develop a sense of moral reasoning and how this process is influenced by social and cultural factors. He conducted extensive research with children and adolescents, using moral dilemmas to study the stages of moral development.

Lawrence Kohlberg’s research was influential in shaping our understanding of the psychological factors that underlie moral development and decision-making.

Lawrence Kohlberg Quotes

• Right action tends to be defined in terms of general individual rights and standards that have been critically examined and agreed upon by the whole society.
• It seems obvious that moral stages must primarily be the products of the child’s interaction with others rather than the direct unfolding of biological or neurological structures.
• The individual makes a clear effort to define moral values and principles that have validity and application apart from the authority of the groups of persons holding them and apart from the individual’s own identification with the group.
• The unit of effectiveness of education is not the individual but the group. An individual’s moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior. 
• Insofar as each of us has been through the moral stages and has held the viewpoint of each stage, we should be able to put ourselves in the internal framework of a given stage. Lawrence Kohlberg The human’s being right to do as he pleases without interfering with someone else’s rights is a formula defining rights prior to social legislation.
• I have always tried to be clear that my states are stages of justice reasoning, not of emotions, aspirations, or action.
• Essentially, social education is moral education, and moral education is preparation for citizenship… When Jefferson and others advocated public education, it was to prepare for citizenship in a new, constitutional, democratic society.
• The first meaning of ‘cognitive’ for us is that observations of others are made phenomenologically: i.e., by attempting to take the role of the other, to see things from his or her conscious viewpoint.
• The main experiential determinants of moral development seem to be amount and variety of social experience, the opportunity to take a number of roles and to encounter other perspectives.