In Kohlberg's level 2 'law and order orientation', which statement indicates that the teaching has been effective?

In Kohlberg's level 2 'law and order orientation', which statement indicates that the teaching has been effective?

• A. I will always follow rules even if they conflict with my own values.
• B. If I follow the rules, I will always be rewarded.
• C. Doing the right thing is about pleasing others.
• D. An example of this is: If I skip down the hall, will the teacher be mad at me?

Answer: (D)

In Kohlberg’s conventional level, law and order orientation means a child evaluates actions by whether they conform to rules and obey authority, with the aim of keeping social order. The statement about wondering if the teacher would be mad if you skip down the hall shows the child expecting a consequence from an authority figure for a specific behavior. That demonstrates awareness that hallway conduct is subject to a rule and that breaking it could upset the orderly environment the classroom relies on. It reflects internalizing the rule and anticipating what adults will do to enforce it, which is exactly what teaching aimed at this stage tries to develop. Other ways of thinking don’t align as well with this stage. Following rules even when they conflict with one’s own values leans toward obedience in general, but it doesn’t as clearly show applying the rule within a system that maintains order. Linking rule-following to rewards focuses on external incentives rather than understanding and upholding the rule itself. Emphasizing pleasing others taps into a different stage that centers on interpersonal approval rather than adherence to societal rules and authorities.

In Kohlberg’s conventional level, law and order orientation means a child evaluates actions by whether they conform to rules and obey authority, with the aim of keeping social order. The statement about wondering if the teacher would be mad if you skip down the hall shows the child expecting a consequence from an authority figure for a specific behavior. That demonstrates awareness that hallway conduct is subject to a rule and that breaking it could upset the orderly environment the classroom relies on. It reflects internalizing the rule and anticipating what adults will do to enforce it, which is exactly what teaching aimed at this stage tries to develop.

Other ways of thinking don’t align as well with this stage. Following rules even when they conflict with one’s own values leans toward obedience in general, but it doesn’t as clearly show applying the rule within a system that maintains order. Linking rule-following to rewards focuses on external incentives rather than understanding and upholding the rule itself. Emphasizing pleasing others taps into a different stage that centers on interpersonal approval rather than adherence to societal rules and authorities.