MODULE II: HUMAN VALUE DEVELOPMENT

Value Development
How is it that humans have 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 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 need level is satisfied, the
needs to 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-base motivation
to attending to an inner subjective set of feelings, attitudes, belief, and opinion 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 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 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

1
 Freedom from disability- Physical/mental capacity
Accomplishment- Personal Fulfillment

VALUE DEVELOPMENT MODEL

As human we are born with a series of undifferentiated potentials. As an example, we
have the capacity to learn language, but the 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 mutual 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 fro 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.

A man name Heinz had a very sick wife who was dying of an unusual cancer. There
is only one special drug that the doctors feel might save her. This formula had recently
discovered by local pharmacist and was available only from the single source. The
medicine was expensive to make and given that he was the only source, the pharmacist
was charging ten times what the drug cost him. The daily charge for the medication was
$10,000, and Heinz’s wife needed at least enough for a two-week trial. Heinz did not
have enough money to pay the medicine. Finally, in desperation, he approached the
pharmacist and told him about his dying wife, asking to sell the medicine to him at a
reduced price, or at least sell it to him on the basis that he would pay what he could now
pay the remainder later. But the pharmacist said “No, I discovered the drug, and I am
going to make money from it.” So Heinz went away, but returned that night to the store
and stole the drug for his wife. Should Heinz have done that?

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

2
medicine. Using his original research model, Kolhberg concluded that females were often found
not to progress to final autonomous stage of value development (Postconventional level) but
seemed arrested in the Conventional level. Female seemed to reach plateau in the value
orientation based on pleasing others rather than being true to their own moral compass.
These findings have been challenged, most notably in research of Carol Gilingan.
Gilingan argued that Kolhberg research methods were flawed and gender biased. Her research
describes a separate value development pathway for 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 with the exception of 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 decision are based on personal
relationships and personal outcomes rather than on legalism and rules. Thinking and feeling are
just two describe methods of making decision—nether being preferred or useful in all situations.
Everyone uses both decision-making approaches; however female 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 generational theory
which is more of a sociological, rather than a psychological Theory. This theory holds that
historical time period in which individual is born shapes the development in their world view.
Our value system are formed in the first decade or so our lives, by our families, our friends, our
communities, and significant events. These events tend to shape 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 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 curve meet.
In generational theory, individual who fall into the overlap between two generations are born in a
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:

o Loyalty
o Respect for position
o Private
o Conform to rules
o Self-sufficient
3
 o Reticent to express emotion
o Hard work
o Frugal
o Law and order
o 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
material were abundant and disposable. Their large numbers made them focus of 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 young adult they embrace drugs, sex, and rock-n-roll. The lesson they took
from events such as civil rights movement was that institutions of society were often wrong.
Entering college and 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:
o Idealism
o Team orientation
o Personal gratification
o Big talkers
o Socially revolutionized
o Image
o Personal growth
o Media savvy
o Health/wellness
o 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 change 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
to 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 sad 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

o Entrepreneurial spirit
o Pragmatism
o Self-reliance
o Change
o Diversity

4
 o Risk takers
o Choice
o Informality
o Techno-literacy
o Individualism

Millennial Generation (Born mid-1980-2000)

Millennial 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 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 threaten 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

o Positive enforcement
o Media overload
o Global citizens
o Confidence
o Networkers
o Techno-savvy
o Ethical consumption
o Street smart

Generation Z (Born late 1990s-2025)

Some have suggested that Generation Z consist 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, Great Recession and housing bubble would be significant emotional
events, especially when couple with a declined of the middle class with decades of lowered or
stagnant wages, lowered expectation, and fiscal stress. This is unsettled time characterized by
both personal and fiscal insecurity.
Generation Z grew up with computers, mobile phones, gaming system, 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 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

o Collaborative and creative
o Little concern for privacy
o Techno-savvy multitaskers
o Need for quick information
o Thrive on instant gratification
o Embrace social and ethnic diversity

5
 o Less likely to believe in American dream
o Fiscally risk aversive and pragmatic
o Value contentment/passion over salary
o Innovative and entrepreneurial

Generational Cohorts and Core Values

Generational Cohort Birth Core Values
Years
Traditionalists 1929- Conformity, stability, security
(Silent) 1945
Baby Boomers 1946- Personal and social expression, idealism, health, wellness
1960s
Generation X 1968- Free agency, independence, cynicism
1989
Millennial Mid Collaboration, social activism, tolerance for diversity
1980s-
2000
Generation Z Late Master at multitasking, techno-savvy, personal tolerant
(Digitarians, Gen 1990s- regarding social and ethnic diversity, thrive on instant
Tech) 2025 gratification, fiscally pragmatic

THE SYSTEM OF PPRIVATE 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 us concerned with the state in its political or
sovereign capacity. Generally, public law consists in the following forms:
o Constitution/Political law
o Administrative
o Criminal
o International

LAW- A rule of civil conduct prescribed by the power in a state, commanding what is right
and what is wrong.
Who will prescribe?
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.

6
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 organize 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 person engaged in
commerce.
Remedial Law “prescribes method of enforcing rights or of obtaining redress for their invasion