VALUES DEVELOPMENT

Presented by: Jerico M. Gamboa

TRANSCULTURAL CONSIDERATIONS IN VALUES DEVELOPMENT

Moral development: human values development
Product of sociocultural environment
Perception of right and wrong within culture learned in various ways
Formal ways: precept and admonition
Informal ways: role modeling, technical learning (teacher-learner process)

Norms for etiquette and ethical behavior

Known within a culture by insiders
May become apparent to outsiders through technical learning
Neophyte may learn only via inadvertent transgressions: corrections and sanctions
> How Have Your Values Developed?
> When and How did you learn to view each belief as important?
> How have they change over time?
 THEORETICAL PERSPECTIVES OF VALUES
DEVELOPMENT

Kohlbergs: theory suggests cognitive development is necessary but not

sufficient for moral development

Piaget proposes theory on cognitive development

Theories are not necessarily truth or reality but sheds light on same
Piagets Stages of Cognitive Development
4 Stages of cognitive development
Sensorimotor (birth to 24 months) includes 6 substages
Preoperational (2-7 yrs) - includes preconceptual and intuitive stages
Concrete operations (7-11 yrs)
Formal operations (11-15 yrs)

Suggests that no further quantifiable changes in cognitive abilities after age

15 Progression of cognitive development
Thought dominated by motor activity and reflex
Development and use of symbolic representations e.g. language
Logical thought applied to concrete situations
Logical thought applied to abstract situations
Kohlbergs Theory of Moral Development
Considered an ethic of justice
-Approach to ethical decision-making based on objective rules and
principles
-Choices made from a stance of separateness
Developed initially from interview with boys from early childhood to late
adolescence
Participants asked to respond to hypothetical ethical dilemmas
Example: man steals to pay for dying wifes medication which he cannot
otherwise afford
Pattern of responses is observed, coupled with inferences about reasoning
Study suggests that moral reasoning spans three levels each of which
includes 2 stages
Model proposes linear movement through hierarchical stages
Each stage presupposes having completed prior stage
Each stage basis for subsequent stage
PHASES OF KOHLBERG THEORY

Level I - Preconventional Level - egocentric focus

Stage 1: The Stage of Punishment and Obedience: rules obeyed to avoid punishment
Stage 2: Individual Instrumental Purpose and Exchange
-Conformity to rules provides rewards thus perceived as in ones own interest
- Fear of punishment is a major motivator
Level II - Conventional Level - focus on social conformity
Stage 3: Stage of Mutual Interpersonal Expectation, Relationships and Conformity
- Concerns about reaction of others is basis for decisions and behavior
- Being good to maintain relations is import
Stage 4: Stage of Social System and Conscious Maintenance
- Conforms to law out of duty (and respect for laws) and to avoid censure
- Fulfilling role in society is important
- Living up to others expectations is important
- Guilt is more of a motivator than fear of punishment
Level III - Post-Conventional and Principled Level - focus on universal moral
principle
Stage 5: The Stage of Prior rights and Social Contract or Utility
-Relativity of some societal values is recognized
-Moral decisions derive from principles that support individual rights
-Moral decisions transcends societal rules eg equality, liberty, justice

Stage 6: The Stage of Universal Ethical Principles

-Internalized rules
-Conscious reflecting abstract principles guide behavior
-Principles guiding behavior: human dignity, mutual respect and trust
-Judgements based on impartial universal moral principles
-Principles guide judgement even where it conflicts with societal standards
Gilligans Study of Psychological Development of Women
Gilligan (1982, 1987, 1988) was former student of Kohlberg Studied psychological development of
women

Proposed that women approached moral decision-making from different perspective vs men Kohlberg
describes ethics of justice where personal liberty and rights are prime

ETHICS OF CARING
Moral imperative grounded in relationship with
and responsibility for one another
Care and responsibility vs rights and rules
define moral problems
 PHASES OF GILLIGANS THEORY
Phase 1: Concern for Survival
- Focus is on what is best for self and includes selfishness and dependence on others
TRANSITION TO PHASE 2

Involves appreciation of connectedness

Reflects understanding that responsible choices account for effect on others
Phase 2: Focusing on Goodness
Includes sense of goodness as self-sacrifice where needs of others put ahead of self
Sense of being responsible for others defines being regarded positively
Goodness reflects an awareness of relationship with others
Awareness of relationship with others
May be used to manipulate others: see how good Ive been to you
TRANSITION TO PHASE 3 - SHIFTING OF CONCERN
Away from the reactions of others
Toward greater honesty re personal motivation + consequences of choices and actions
 Phase 3: The Imperative of Care
Deep appreciation of connectedness
Connectedness includes responsibility to self and others as moral equals
Clear imperative to harm no one
One takes responsibilities for choices
Projected consequences and personal intention are the motivation for actions vs concern for
reactions of others

Fowlers Stages of Faith Development

Fowler (1981) incorporates reflections on development of values Proposes 6
stages of faith *
Begins with intuitive faith of early childhood progresses to universal faith Movement
may not be limited to linear pattern
Spiraling back may occur in response to various life experiences

Faith defined as generic feature of human struggle to find and maintain meaning
Faith is not synonymous with religion - may or may not find religious expression
 Stage 1 - Intuitive Projective faith
Image and fantasy filled - occurs after undifferentiated faith of infancy
Childs understandings and feelings toward ultimate conditions of life are intuitive
Shaped by stories, actions, moods, examples of others
Stage 2 - Mythic- Literal Faith
Reflects beliefs and moral rules/attitudes symbolic of belonging within family/community
Beliefs taken on with literal interpretation
Story provides major source of meaning
W orld view based on reciprocity and fairness develops
Stage 3 - Synthetic-Conventional Faith
Movement into world beyond family wherein values and beliefs derived
Experiences originally derived from interpersonal relationships
Significant others have expectations and judgements which are very influential
Significant others (expectations and judgements) influence value determination
Personal clustering of values and beliefs is emerging at this stage
Reliance on authority or consensus remains common despite emerging values Seeking
consensus of valued group for validation of beliefs and action Reliance on traditional
authority roles
Stage arises in adolescence but many adults never move beyond
 Stage 4 - Individuative-Reflective Faith
Persons must begin to take responsibility for own beliefs, values and commitments
Differentiating personal identity and world view from that of others
Individuals own values become factors in judgements and reactions (self/others)

Stage 5 - Conjunctive Faith

Opening of ones inner depths
Ability to recognize values, beliefs and myths developed within ones own milieu
Milieu can be cultural, social or religious tradition
Requires attitude of openness to that which formerly perceived as foreign Foreign describes
that which is threatening, different or other
Recognize that ones own values are relative and partial apprehensions of reality Partial
apprehensions of transcendental reality (Burkhardt p 100)
Stage 6 Universalizing Faith
Absolute love and justice become prime
Focus of energy is on transformation
Transforming present reality toward transcendent actuality inclusive of all beings (Burkhardt p
100)
Persons at this stage are rare; frequently honored more after death than life (Fowler)
THANK YOU