Bioethics - Session 2 (PDF)

Health Care Ethics (Bioethics) Module #2 Teacher’s Guide Lesson Title: Human Value Development...

Health Care Ethics (Bioethics) Module #2 Teacher’s Guide Lesson Title: Human Value Development and the System of Materials: Public Law Pen, paper, index card, book, and class List Learning Targets: At the end of the module, students will be able to: 1. Understand the interaction of needs and behavior with References: Abraham Maslow’s Hierarchy of needs; 2. List the three value development stages and value Ethics of Health Care: A Guide for Clinical orientations of Kohlberg model; Practice Fourth Edition, Raymond S. Edge, J. 3. Outline the theoretical position of carol Gilligan and Randall Groves Kohlberg found in her research; and, 4. Identify the 5 current generational value cohorts in term of their major value shaping events. A. LESSON PREVIEW/REVIEW Brain Teaser: The instructor will ask questions about the previous topic to be answered by the students. 1. What are the steps in civil lawsuit?  Complaint  Answer  Discovery  Trial and Judgment  Appeal 2. What are the 3 basic sources for modern law and where did it originate or arises?  Common law- emanates from judicial decisions  Statutory law- arises from legislative bodies  Administrative law- flows from the rules and regulation of administrative agencies. B. MAIN LESSON The instructor should discuss the following topics. Instruct students to take down notes. Value Development  As humans we are born with a series of undifferentiated potentials. As an example, we have the capacity to learn a language, but the language is not prescribed by our genetic heritage. In the same sense, humans have an innate ability to acquire ethical beliefs. But the value system we develop is dependent on the cultural framework in which we live in. World view or value system  An inner subjective set of feelings, attitudes, beliefs, and opinions Maslow’s Hierarchy of Needs 1. Survival or Physiological (foods, shelter, water) 2. Safety (security like purchasing a weapon) 3. Belonging and Love (love, affection, intimacy, family, joining a club) This document is the property of PHINMA EDUCATION 1  Health Care Ethics (Bioethics) Module #2 Teacher’s Guide 4. Prestige and Esteem (becoming president of the club) 5. Self-actualization (fulfillment of personal potential) According to Maslow’s Hierarchy of needs, feelings of isolation result in needs satisfying activities like joining a bowling team. Under most situations, our actions are explainable using this model as we seem to satisfy a given set of needs. As each need level is satisfied the needs of the next level become the dominant motivators of our actions. If hierarchy of needs is correct, an observer who could determine what level of need you were operating on could predict the nature of your next actions. Hume’s Law  Unbridgeable gap between fact and value; between “is” and “ought” o Facts of physical universe can tell us what is o Our values guide us to understanding what ought to be as it relates to our behavior  Individuals’ experiences will shape the way these values will be considered in personal decision making.  Difference between needs and values: Our needs tell us what “is” in a particular situation, for example we are broke and find a wallet. Our needs may tell us to take the money in the wallet, whereas our values provide guidance regarding what “ought” to be done as it relates to human behavior. Value Development Models Lawrence Kohlberg created a value development model with three stages and associated value orientation. Development was intimately tied to the individual’s cognitive and psychomotor development. For Kohlberg, the highest personal value for humans was equality, where the individual issues based on an internal set of personal principles or rules. Kohlberg’s Stage of Moral Reasoning Preconventional (Age 3-7)  Punishment/Obedience  Egotism (satisfy one’s desires)-self-importance, self-centered, thinking that you are superior to others Conventional (Age 7-12)  Please others  Respect rules Postconventional (12 and above)  Social contract- they believe that some laws are unjust and need to be change  Personal conscience Kohlberg concluded in his original research model that females were often found not to progress to the final autonomous stage of value development (Post conventional level) but seemed arrested in the conventional level. Females seem to reach plateau in value orientation based on pleasing others rather than being true to their own moral compass. Carol Gilligan argued that Kohlberg’s research methods flawed, and gender biased that’s why she made a separate value development pathway for females results in different highest values for each sex. Personality responsibility for female and legalistic equality for males. This document is the property of PHINMA EDUCATION 2  Health Care Ethics (Bioethics) Module #2 Teacher’s Guide And this was confirmed by profile developed by Isabel Myers and Katherine Briggs. According to Myers Briggs instrument men and women score equally on the major dimensions. Except on decision making where men are predominantly on “thinking” category more comfortable following rules, laws and “feeling” category for women decisions are based on personal relationship and outcomes. Value Development Models GENERATIONAL THEORY  This theory popularized in the 1970s and 1980s by sociologist Morris Massey  Historical time in which individual is born shapes development of their world view  Value systems formed in first decade by families, friends, communities, significant events  “Who You Are Is Where You Were When" this phrase used to explain value differences between the cohorts Generational Cohorts and Core Values Silent Generation (born 1929-1945)  Great Depression and World War II  Conformity, stability, security etc. Baby Boomers (born 1946-1960s)  Civil rights, moon landings, freedom riders, calls for change  Thought as the “ME Generation”  Personal and social expression, idealism, health, and wellness Generation X (born 1968-1989)  Programmed in an era of social change  Free agency, independence, cynicism, strive for balance in their lives Millennials (born mid 1980s-2000)  Defined by events immediately following Cold War  Collaboration, social activism, tolerance for diversity, globally aware Generation Z (late 1990s-2025)  Foreign wars, September 11th and other terrorist attacks, both overseas and on homeland  Unsettled time; personal and fiscal insecurity  Masters at multitasking, techno-savvy, personally tolerant regarding social and ethnic diversity, thrive on instant gratification, fiscally pragmatic This document is the property of PHINMA EDUCATION 3  Health Care Ethics (Bioethics) Module #2 Teacher’s Guide CHECK FOR UNDERSTANDING The instructor will prepare 10 questions that can enhance critical thinking skills. Students will work by themselves to answer these questions and write the rationale for each question. 1. According to Kohlberg’s stage theory of moral reasoning, a child between the ages of 3 and characteristic of satisfying his or her desires is operating at the stage? A. Pre conventional B. Conventional C. Post conventional D. Nonconventional ANSWER: A Pre conventional fall under ages 3-7 under Kohlberg’s theory of moral reasoning and one of their characteristics is egotism which means they are self-centered, and they just want to satisfy their own desire, they also think that they are superior to others. 2. Carol Gilligan believes that for females, the highest value consideration is based on _. A. Pleasing others B. Personal responsibility C. D. Respect for rules E. Legalistic equality ANSWER: B Because Carol Gilligan believes that Kohlberg’s research for value development is gender biased. Gilligan describes a separate value development pathway in her research where she describes values for each sex—“personal responsibility “for females and” legalistic equality” for males. 3. He is a humanist psychologist who is known for his work regarding the interaction of needs and behavior which the Hierarchy of needs? A. Aristotle B. Abraham Maslow C. Abraham Lincoln D. Isabel Myers ANSWER: B Abraham Maslow was an American psychologist who was best known for creating Maslow’s Hierarchy of Needs, a theory of psychological health predicated on fulfilling innate human needs in priority, culminating in self-actualization. 4. Who is the foremost theorist of value development? A. Katherine Briggs and Isabel Myers B. Maslow and Barrie C. Kohlberg and Piaget D. Aristotle and Maslow ANSWER: C The foremost theorists of value development are Kohlberg and Piaget. According to their models individuals can be seen to grow through several stages of ever- increasing complex, value orientation from infant to adult. 5. In Kohlberg’s theory what stage does these following characteristics; social contract and personal conscience fall under? A. Nonconventional B. Preconventional C. Conventional D. Postconventional This document is the property of PHINMA EDUCATION 4  Health Care Ethics (Bioethics) Module #2 Teacher’s Guide ANSWER: D Kohlberg’s orientation of stages: Preconventional-3-7 years of age; Punishment/Obedience, Egotism Conventional- 7-12 years of age; Respect rules, please others Postconventional- 12 and above; Social contract, Personal conscience 6. What do you call a term between each generational group? A. Space B. Generational gap C. Cusp D. Overlap ANSWER: C Cusp is the point at which two parts of a curve meet. In generational theory, individuals who fall into the overlap between two generations are born in time between eras and are influenced by both eras. 7. These are constructs from generational theory, which holds that generation occupy a 20-year span of time? A. Value cohorts B. Need C. Behavior D. Attitude ANSWER: A Value Cohorts are constructs from generational theory, which holds that generations occupy a 20-year span of time during which individuals in their youth are value programmed as a group by historical events. 8. The Generation Z is best described by which of the following characteristics? A. Law and order B. Techno savvy multitaskers C. Social Activist D. Street smart ANSWER: B Generation Z are known to be techno savvy multitaskers because they grew up with advanced technologies like computers, cellphones etc., they are master of multitasking; they can text, talk, read and eat at the same time which amazes previous generation. They have adopted and mastered advances in technology faster than any previous group. As a result of their techno savvy, some have suggested generation names such as iGeneration, Gen Tech, Net Gen and Digitarians. 9. He is a sociologist who popularized the phrase “Who You Are Is Where You Were When”? A. Morris Johnson B. Morris Massey C. Carol Gilligan D. Lawrence Kohlberg ANSWER: B Morris Massey is known for his phrase “who you are is where you were when” is his popular generational theory during 1970-1980, in this theory it holds that the historical time period in which an individual is born shapes the development of their world view. 10. Which generation received its value programming by the events surrounding the Great Depression and World War 2? A. Silent Generation B. Baby Boomer Generation C. Millennial Generation D. Generation X This document is the property of PHINMA EDUCATION 5  Health Care Ethics (Bioethics) Module #2 Teacher’s Guide ANSWER: A Great Depression and World War 2 were trying times, when fiscal and personal survival required that all participate, all work together, and all do their duty. As a result, they are conservative and serious with an ethic of hard work and are comfortable with rules, order, and social structures. C. LESSON WRAP-UP AL Activity: Minute Paper Instruction: 1. Reserve a few minutes at the end of class session. Leave enough time to ask the questions, to allow students to respond, and to collect their responses. 2. Pass out slips of paper on index cards for students to write on. You may also ask students to bring out and write on a half sheet of paper instead. 3. Collect the responses as or before students leave. One way is to station yourself at the door and collecting “minute papers” as student file out. 4. Respond to students’ feedback during the next class meeting or as soon as possible. 1) What was the most useful or the most meaningful thing you have learned this session? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2) What question(s) do you have as we end this session? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ This document is the property of PHINMA EDUCATION 6