Learning Material II Human Value Development PDF

**Learning Material II: HUMAN VALUE DEVELOPMENT** **Value Development** How is it that humans have a wide range of potential behavior? How is that one moment we act angelic and in the next act as if we are living in an imagined state of nature described by Thomas Hobbs where life is nasty, brutish...

**Learning Material II: HUMAN VALUE DEVELOPMENT** **Value Development** How is it that humans have a wide range of potential behavior? How is that one moment we act angelic and in the next act as if we are living in an imagined state of nature described by Thomas Hobbs where life is nasty, brutish, and short? It may be easy to see the behavior is not random, but it is not easy to determine the cause and effect of our actions. One way to look at human behavior is to divide our actions as attempts to satisfy either our needs or our values. **Hierarchy of Needs** According to Maslow's Hierarchy of Needs, feeling of isolation results in need-satisfying activities such as joining a bowling team, whereas food-gathering activities would be explained by motivation at the physiological level. According to Maslow, as the need level is satisfied, the needs to the next level become the dominant motivators for our actions. If the 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. There are times, however, when individuals appear to move from needs-based motivation to attending to an inner subjective set of feelings, attitudes, beliefs, and opinions that make up their personal world view or value system. In these cases, the individuals, when faced with a dilemma, seem to ask themselves not what they would do but rather what they should do, and the outcomes are less predictable. In some sense, it is the difference found in Hume's Law, which holds that there is an unbridgeable gap between fact and value or, as it's classically portrayed, between "is" and "ought." The facts of the physical universe can tell us what it is, but it is our value that guides us to in understanding what ought to be as it relates to our behavior. Consider how an athletic patient, who places a high value on personal independence, self-determination, personal privacy, and freedom from disability, might react to a spinal injury that left him paralyzed and in need of his bodily functions being cared for by others. It is conceivable that someone with this world view might see the loss of these characteristics of the "good life" as being so important that the option of no life might be preferable. The same injury to another individual with a differing set of values---perhaps including the view that life is a mere test of rewards given in the after-life---might lead that person to cling to life with great tenacity, never considering death as a viable option. **Common Decision-Shaping Values** Independence- Freedom from constraint Autonomy- self-determination Privacy/confidentiality-fear of invasion Self-esteem-Need to value oneself Well-being-Freedom from pain and suffering Security- Control of fear and anxiety Sense of belonging- Group identification Sexual and spiritual support- Fulfillment Freedom from disability- Physical/mental capacity Accomplishment- Personal Fulfillment **VALUE DEVELOPMENT MODEL** As a human, we are born with a series of undifferentiated potentials. As an example, we can learn a language, but a particular 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. The capacity to become ethical beings who conform to some universal principle of cooperation and altruism seems universal and is as old as the species itself. **Kohlberg's Stage Theory of Moral Reasoning** We are born into this world without a prescribed set of rules for what we should do in any given situation. Our values are the product of our interaction with our cultural environment. The foremost theorists in value development are Jean Piaget, and Lawrence Kohlberg. According to their model individual can be seen to grow through several stages of ever-increasing complex, value orientation from infant to adult.  Kohlberg's technique in developing his model was to observe and interview children and adults to pose moral dilemmas, which he would then ask them to puzzle out verbally so he could follow their reasoning. One of his most famous dilemmas concerned a man named Heinz. After posing the Heinz and other dilemmas to his sample of children (mostly young males) Kolhberg developed his moral development model, and found it also highlighted an important difference between sexes. Whereas young men often worked out a legalistic rationale for stealing the drugs, young women would more often want Heinz to return to the pharmacist, believing if the situation were explained better, the pharmacist would understand and supply the medicine. Using his original research model, Kolhberg concluded that females were often found not to progress to final the autonomous stage of value development (Postconventional level) but seemed arrested in the Conventional level. Females seemed to reach a plateau in the value orientation based on pleasing others rather than being true to their moral compass. These findings have been challenged, most notably in the research of Carol Gilingan. Gilingan argued that Kolhberg research methods were flawed and gender-biased. Her research describes a separate value development pathway for a female that results in different highest values for each sex--- "personal responsibility" for females and "legalistic equality" for males. It is interesting to note that the differences observed by Gilingan are somewhat confirmed by the typographical profile developed by Isabel Myers and Katherine Briggs, which look a normal human behavior. Men and women score equally on the major dimension of the Myers-Briggs instrument except for decision making. In this area, men fall predominantly into the "thinking" category for decision making, being more comfortable following rules, laws, formulas, and the like, and subordinating relationships to principle. Women, on the other hand, are more likely to fall into the "feeling" category, in which decisions are based on personal relationships and personal outcomes rather than on legalism and rules. Thinking and feeling are just two describe methods of deciding---nether being preferred or useful in all situations. Everyone uses both decision-making approaches; however, females predominantly use the feeling pathway and males the thinking pathway. Gilinga's criticism was well taken by Kolhberg, whose later writings were revised to account for possible gender bias. **GENERATIONAL THEORY** Another interesting line in research regarding moral development is the generational theory which is more of a sociological, rather than a psychological Theory. This theory holds that the historical period in which an individual is born shapes the development in their world view. Our value system is formed in the first decade or so our lives, by our families, our friends, our communities, and significant events. These events tend to shape the generational value cohort with similar world views. According to this theory, the critical period of value programming is between birth and teens, with approximately 90 percent being firmly in place by the age of 10. Beyond this age, our generational value does not change unless we are affected by a significant emotional event. Massey used the phrase "Who You Are Is Where You Were When," to explain value differences between the cohorts. The attraction is just by knowing someone's age, you can adjust your approach to him or her and have a greater chance of a connection, and therefore influencing him or her. Names currently living value cohort generations are: Traditionalists (born 1929-1945), Baby Boomers (born 1946-1960's), Generation X (born 1968-1989), Millennials (born mid 1980's-2000), and Generation Z (born late 1990's-2025). Between each generational group is a cusp, the point at which two parts of the 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. Cuspers make great generational mediators and appear not to feel the discomfort that people who are typical of one generation experience with another. This makes them extremely valuable in multigenerational workplaces. A. **Silent Generation, aka Traditionalist, Veterans (Born 1929-1945)** This generation received its value programming by the events surrounding the Great Depression and World War II. These 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 comfortable with rules, order, and social structure. They believe they can achieve almost everything if they are willing to pay their duties, work hard, be loyal, live frugally, and minimize risk. Values and characteristics: - Loyalty - Respect for position - Private - Conform to rules - Self-sufficient - Reticent to express emotion - Hard work - Frugal - Law and order - Sacrifice B. **Baby Boomers (Born 1946-1960s)** Baby Boomers received their value programming in good fiscal times following World War II. What their parents had denied themselves they provided for their children. Goods and materials were abundant and disposable. Their large numbers made them focus on societal change and accommodation at each level of their development. They are deeply affected by the events of the civil rights movement, moon landings, freedom riders, and calls for change. As a result, they often moralistic in their approach to the world, believing they have a duty and the ability to remove corruption from the system. They lived in a time of conspicuous consumption and are often thought of as a "Me Generation/" As a young adult, they embrace drugs, sex, and rock-n-roll. The lesson they took from events such as the civil rights movement was that institutions of society were often wrong. Entering college and the workplace, they rebelled against the traditional institutions. In the workplace, they often considered workaholic and bottom-line focused, and as a group, they created and spent more wealth than any previous generation. Values and characteristics: - Idealism - Team orientation - Personal gratification - Big talkers - Socially revolutionized - Image - Personal growth - Media savvy - Health/wellness - Skepticism in regard to rules C. **Generation X or the Xers (Born 1968-1989)** They were programmed in an era of social change; both parents were working, the contraceptive pill, which changes sexual standards and made children a choice, rising divorce rates, antimilitarism following Vietnam, the collapse of communism, an energy crisis, AIDS, and the blurring of gender roles. In a sense generation X was programmed by what it did not have. They are slower to marry and have children. Reaching middle age, they are not workaholics, and far more focused on family values and quality time with children than their work. They strive to balance their lives. Their home life is marked by a more equitable division of labor than previous generations. It is said to them that they "work to live," not live to work." Unlike their grandparents, they understand that a long --term commitment to a particular worksite, being loyal, paying their dues, and accepting incremental progress is not a model of success. They are very entrepreneurial, looking for quick, short term rewards, and when correctly incentivized, they are willing to work hard for themselves. This generation feels the need for options and flexibility and prefers freedom from close supervision at the worksite. They are known for their love of variety, choice, and change. Values and characteristics - Entrepreneurial spirit - Pragmatism - Self-reliance - Change - Diversity - Risk takers - Choice - Informality - Techno-literacy - Individualism **Millennial Generation (Born mid-1980-2000)** Millennials are defined by events immediately after the Cold War. They grow up in a global world. Global communication technology has opened the world's unprecedented diversity and cultural variety to them. They quickly adapted to and navigated the new world of communication technology, often assisting their parents in the process. Being confident, if not a bit arrogant, they demand reasons and rationales for decisions. They globally aware and they are living in a world creaking under the strain of providing for our modern lifestyle, which threatens to destroy our fragile environment. It is no surprise that they are emerging as ethical consumers who recognize that the status quo cannot be maintained, and they see themselves as the needed change agents. Values and Characteristics - Positive enforcement - Media overload - Global citizens - Confidence - Networkers - Techno-savvy - Ethical consumption - Street smart **Generation Z (Born late 1990s-2025)** Some have suggested that Generation Z consists of those born from the late 1990s to around 2025. Because generations are shaped by significant emotional event, when one ends, the obvious questions arise: What is the next generation cohort, what has shaped them, and what will we call them? Foreign wars, September 11 and other terrorist attacks, both overseas and homeland, are significant shaping events. Some have suggested we called this generation the "Homeland Generation." Certainly, the Great Recession and housing bubble would be significant emotional events, especially when coupled with a declined of the middle class with decades of lowered or stagnant wages, lowered expectations, and fiscal stress. This is an unsettled time characterized by both personal and fiscal insecurity. Generation Z grew up with computers, mobile phones, gaming systems, social networking, and instant messaging. They are masters of multi-tasking; they text, talk, read, and eat at the same time, which amazes previous generations. They have adopted and mastered advances in technology faster than the previous group. This generation is comfortable with technology that they used it to replace most other forms of traditional resource gathering, information seeking, communication, and unfortunately, physical activity. This ability to multitask has the side effect of decreasing their ability to focus on and analyze more lengthy and complex information. As a result of their techno-savvy, some have suggested generation names such as iGeneration, Gen Tech, Net Gen Wii, Net Gen, and Digitarians. Values and characteristics - Collaborative and creative - Little concern for privacy - Techno-savvy multitaskers - Need for quick information - Thrive on instant gratification - Embrace social and ethnic diversity - Less likely to believe in the American dream - Fiscally risk aversive and pragmatic - Value contentment/passion over salary - Innovative and entrepreneurial Generational Cohorts and Core Values -------------------------------------- ----------------- ---------------------------------------------------------------------------------------------------------------------------------------------------- Generational Cohort Birth Years Core Values Traditionalists (Silent) 1929-1945 Conformity, stability, security Baby Boomers 1946-1960s Personal and social expression, idealism, health, wellness Generation X 1968-1989 Free agency, independence, cynicism Millennial Mid 1980s-2000 Collaboration, social activism, tolerance for diversity Generation Z (Digitarians, Gen Tech) Late 1990s-2025 Master at multitasking, techno-savvy, personal tolerant regarding social and ethnic diversity, thrive on instant gratification, fiscally pragmatic **THE SYSTEM OF PRIVATE AND PUBLIC LAW** The requirement that we provide ethical and legal practice is not negotiable. It is not a matter of preference; it cannot be set aside owing to time constraints, productivity, or efficiency. It is not just the way to practice, it is the only way. Understanding the legal environment of our practices will assist us in providing appropriate care. Our system is divided into two basic elements---public and private law. The law that deals with relationships between citizen and citizen, or that is concerned with the definition, regulation, and enforcement of rights in cases where both the parties involved are private citizens is known as private law. Public law deals with the relationship between private parties and the government, and it is hat branch of law that is concerned with the state in its political or sovereign capacity. Generally, public law consists of the following forms: - Constitution/Political law - Administrative - Criminal - International LAW- A rule of civil conduct prescribed by the power in a state, commanding what is right and what is wrong. Legislative branch of the government: Make law, rules and regulation; acts of Congress Executive branch of government: Implement the law; Executive Department Judiciary branch of [ ] government: Interpret the law; Judiciary Department The constitution is the supreme law of the land. ***Criminal Law-** Branch of jurisprudence which treats of the nature, extent, and every crime, and* *adjust to it its adequate and necessary penalty.* **International Law-** *the branch of public law which regulates the relations of the States and other* *entities which have been granted international personalities* Political law- *That branch of public law which deals on the organization and operation of the* *government organs of the State, **and** defines the relations of the state with the* *inhabitants of its territory.* **Administrative law** -*The branch of public law which fixes the organization and determines the* *competence of administrative authorities and indicates to the individual remedies* *for the violation of his right. (Quasi-legislative or rule making power; Quasi-* *judicial or adjudicatory power and Determinative/incidental power)* **Private Law** Civil Law- *Branch of law that organizes human personal and family and property relation (RA* *No. 386 "the civil code of the Philippines")* Commercial Law-Relates to the rights of property and the relation of a person engaged in commerce. Remedial Law "prescribes method of enforcing rights or of obtaining redress for their invasion