Are the lines between the moral, conventional, and personal domains clear?

The lines between the domains are often blurred and depend on individuals' interpretations. Some preservice teachers, for example, view giving all students the opportunity to participate in class as a moral issue, whereas others are more likely to classify it in the conventional domain (Schellenberg & Eggen, 2008). Further, some researchers view reasoning about social conventions and society's rules as advances in moral development (Kohlberg, 1981, 1984).