A Comparative Study of Moral Development in Psychological Theories and Islamic Teachings with a Focus on Piaget’s and Kohlberg’s Theories of Moral Development

Abstract

This study aims to conduct a comparative analysis of Piaget’s and Kohlberg’s theories of moral development in psychology and Islamic teachings. Employing a qualitative approach and comparative content analysis, the research examines the foundations, stages, driving forces, and ultimate aims of moral development within both intellectual frameworks. The findings indicate that a shared point between the two perspectives is their emphasis on the active role of reason and the gradual nature of the developmental process. However, fundamental divergences were also identified: in psychological theories, the source of morality lies in “cognitive structures” and “social interaction,” whereas in Islam this role is fulfilled by “divine nature (fitrah)” and “revelation.” The driving force of development in Piaget’s and Kohlberg’s views is “cognitive equilibration,” while in Islam “faith,” “will,” and “self-purification” constitute the primary motivating forces. Furthermore, the ultimate goal in Western theories is “moral autonomy and adherence to abstract principles,” whereas in Islam “nearness to God and attaining divine satisfaction” is depicted as the highest objective. This study concludes that Islamic teachings, while preserving the valuable contributions of psychology in explaining the cognitive trajectory of moral growth, provide a fitrah-based, theological, and teleological framework that endows the concept of moral development with unparalleled depth, spirituality, and comprehensiveness, elevating it from a merely “reasoning-based process” to an “existential path” toward transcendence and ultimate perfection.