Ethical Leadership

Would you break the law if you thought it would save the life of your spouse? Would you break the law if you thought it would save the life of a stranger?

What does the Bible say about dealing with people at different stages of moral development?

Episode 22 – Leadership Ethics

Since I am the leader, I can do anything I want, right?  Have you had a leader like that or knew

anyone that thought like that?

Php 2:3–5 Do nothing from selfish ambition or conceit, but

in humility count others more significant than yourselves.  Let each of you look not only to his own

interests, but also to the interests of others. 

Have this mind among yourselves, which is yours in Christ Jesus,

Verses:

Ga 5:16–26 But I say, walk by the Spirit, and you will not

gratify the desires of the flesh.  For

the desires of the flesh are against the Spirit, and the desires of the Spirit

are against the flesh, for these are opposed to each other, to keep you from

doing the things…

1 Pe 1:15–16 but as he who called you is holy, you also be

holy in all your conduct, since it is written, “You shall be holy, for I am

holy.”

Ethics  Definition

and Theory

·        

Is a derivative of the Greek word ethos, meaning

customs, conduct, or character

·        

Is concerned with the kinds of values and morals

an individual or society ascribes as  desirable

or appropriate

·        

Focuses on the virtuousness of individuals and

their motives

Kohlberg’s Stages of Moral Development

In 1958 Lawrence Kohlberg had the idea that moral reasoning

was linked to cognitive development. 

Kohlberg studied this by posing questions about morality to children

aged 10 – 16 years and what he found was there were three levels of moral

development and each level was split into two stages.  Kohlberg also noted that people progressed

through these in a fixed order.

One of the best known of Kohlberg’s (1958) stories concerns

a man called Heinz who lived somewhere in Europe.

Heinz’s wife was dying from a particular type of

cancer.  Doctors said a new drug might

save her.  The drug had been discovered

by a local chemist, and Heinz tried desperately to buy some, but the chemist

was charging ten times the money it cost to make the drug, and this was much

more than the Heinz could afford.

Heinz could only raise half the money, even after help from

family and friends.  He explained to the

chemist that his wife was dying and asked if he could have the drug cheaper or

pay the rest of the money later.

The chemist refused, saying that he had discovered the drug

and was going to make money from it.  The

husband was desperate to save his wife, so later that night he broke into the

chemist’s and stole the drug.

Kohlberg asked a series of questions such as:

1.     

Should Heinz have stolen the drug?

2.     

Would it change anything if Heinz did not love

his wife?

3.     

What if the person dying was a stranger? Would

it make any difference?

4.     

Should the police arrest the chemist for murder

if the woman died?

Stages of Moral Development

·        

Level 1. 

Pre-conventional morality - Preconventional morality is the initial

stage of moral development, lasting approximately until the age of nine.  Children do not have a personal moral code at

the preconventional level; instead, moral decisions are shaped by adult

standards and the consequences of following or breaking their rules.  For example, if an action leads to punishment

is must be bad, and if it leads to a reward is must be good.  Authority is outside the individual and

children often make moral decisions based on the physical consequences of

actions.

o  Stage 1--Obedience and Punishment: Rules are

fixed and handed down by authority.  The

child/individual is good in order to avoid being punished.  If a person is punished, they must have done

wrong.

o  Stage 2--Individualism and Exchange: At this

stage, children recognize that there is not just one right view that is handed

down by the authorities.  An action is

right if it serves the individual

·        

Level 2. 

Conventional morality. 

Conventional morality is the second stage of moral development.  At the most basic level (for the majority of

adolescents and adults), we begin to internalize the moral standards of

respected adult role models. 

Internalized authority is not questioned, and reasoning is based on the

group norms to which the individual belongs. 

A social system that emphasizes both relationship responsibilities and

social order is deemed desirable, and thus must influence our perceptions of

what is right and wrong.

o  Stage 3--Interpersonal Accord and Conformity:

The child/individual is good to be seen as being a good person by others.  Therefore, answers relate to the approval of

others.

o  Stage 4--Maintaining the Social Order: The

child/individual becomes aware of the wider rules of society, so judgments

concern obeying the rules in order to uphold the law and to avoid guilt.

·        

Level 3. 

Post-conventional Morality - Postconventional morality is the third

stage of moral development, and is characterized by an individuals’

understanding of universal ethical principles. 

These are abstract and ill-defined but might include: the preservation

of life at all costs and the importance of human dignity.  Individual judgment is based on self-chosen

principles, and moral reasoning is based on individual rights and justice.  According to Kohlberg, this level of moral

reasoning is as far as most people get. 

Only 10-15% are capable of the kind of abstract thinking necessary for

stage 5 or 6 (post-conventional morality). 

Most people take their moral views from those around them, and only a

minority think through ethical principles for themselves.

o   Stage 5--Social Contract and Individual Rights: The child/individual becomes aware

that while rules/laws might exist for the good of the greatest number, there

are times when they will work against the interest of particular

individuals.  The issues are not always

clear-cut.  For example, in Heinz’s

dilemma, the protection of life is more important than breaking the law against

stealing.

o   Stage 6--Universal Principles: People at this stage have developed their own set of

moral guidelines which may or may not fit the law.  The principles apply to everyone.  E.g., human rights, justice, and equality.  The person will be prepared to act to defend

these principles even if it means going against the rest of society in the

process and having to pay the consequences of disapproval and or imprisonment.  Kohlberg doubted few people reached this

stage.

Can we see any flaws in this study? Age, life

experience, doesn’t match internal vs external.

What does the Bible say about different moral

development:  Ro 14:2-4 2 One person believes he may eat anything, while the weak person eats only vegetables.  3 Let not the one who eats despise the one who abstains, and let not the one who abstains pass judgment on the one who eats, for God has welcomed him.  4 Who are you to pass judgment on the servant of another?  It is before his own master that he stands or falls.  And he will be upheld, for the Lord is able to make him stand.

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