College of Teacher Education

Additional Journal Entry

Personhood Development, Identity, Things I Value in Life

I. What is the significance of identity achievement to person hood development.

State the four components of James Marcia’s theory of identity development. How
do you identify yourself among the four components of Marcia’s status mode? Why?

James Marcia's four identity statuses are:

1. Identity Diffusion: Adolescents have not yet attempted to find their identity,
nor do they have a clear picture of what their identity may be. They have not
set any goals for themselves. Identity diffusion is characterized by low
commitment and low exploration.
2. Identity Foreclosure: Adolescents have blindly accepted and committed to
values and beliefs taught to them by their family, community, or significant
others without exploring alternatives. They do not question the values that
were taught to them. Identity foreclosure is characterized by high
commitment and low exploration.
3. Identity Moratorium: Adolescents are actively experiencing a crisis which has
led them to explore their identity and values. However, they have not yet
committed to any values or beliefs and are instead experimenting. Identity
moratorium is characterized by low commitment and high exploration.
4. Identity Achievement: After a process of active exploration, adolescents have
made a strong commitment to a highly developed set of beliefs and values.
Identity achievement is characterized by high commitment and high
exploration.

Identity achievement is the life stage where an individual has finally achieved a "true
sense of self." Reaching this stage requires self-exploration and an exploration of the
options that are available in life, whether that means traveling, working a number of
jobs, or higher education.
 College of Teacher Education

II. Color each circle and write in each what you value.

FAMILY
FAMILY
HEALTH
HEALTH

FRIENDS
FRIENDS
CAREER
CAREER

LOVE
LOVE 10 Things that I EDUCATION
EDUCATION
Value in Life

LIFE
LIFE
ESPERIENCE
ESPERIENCE
SS
COMMUNITY
COMMUNITY

TIME
TIME
RESPECT
RESPECT
 College of Teacher Education

II. Search for your favorite saint or hero you want to make as a role model. Write the
biography and values of the saint or hero you’ve chosen as a model in your life.

Saint Jude Thaddeus

Patron Saint of Impossible Cases

St. Jude is the Patron Saint of Hope and impossible cases and one of Jesus original
twelve apostles.

He preached the Gospel with great passion, often in the most difficult
circumstances. Through the power of the Holy Spirit, he made profound differences
in people's lives as he offered them the Word of God. The Gospel tells us that St.
Jude was a brother of St. James the Less, also one of the Apostles. They are
described in the Gospel of Matthew as the "brethren" of Jesus, probably cousins. St.
Jude is often confused with Judas Iscariot who betrayed Jesus.

St Jude is traditionally depicted carrying the image of Jesus in his hand.

This recalls one of his miracles during his work spreading the Word of God. King
Abagar of Edessa asked Jesus to cure him of leprosy and sent an artist to bring him a
drawing of Jesus. Impressed with Abagar's great faith, Jesus pressed His face on a
cloth, leaving the image of His face on it. He gave the cloth to St. Jude , who took the
image to Abagar and cured him.

After the death and resurrection of Jesus, St. Jude traveled throughout
Mesopotamia, Libya, and Persia with St. Simon preaching and building up the
foundations of the early Church. St. Jude died a martyr's death for his unwavering
faith. His body was later brought to Rome and placed in a crypt under St. Peter's
Basilica.
 College of Teacher Education

III. Explain the following statements.

 “Nothing can make a person good but the intuition of the example of a good
person, whose love, in turn, invites one to follow. Model persons are the primary
vehicle of value transformation in our moral world.”
 The habits, actions, and emotional responses of the person of good character
all are united and directed toward the moral and the good. Because human
beings are body/soul unities, actions of the body are actions of the self, that
is, human beings are self-possessing, self-governing, and self-determining. In
order to be of good character, one must know the good, act in morally good
ways, and be disposed and inclined toward the good through the
development of virtues.

 Values must be chosen freely, after considering alternatives and consequences,

cherish it and must be acted upon consistently and repeatedly.
 The only requirements in this process were that the value must be freely
chosen from alternatives after consideration of the consequences of each
alternative, it must be prized and cherished, it must be publicly affirmed, it
must be acted upon, and it must be used repeatedly. The teacher could
express his or her own values, but the students understood that the teacher’s
viewpoint was not necessarily right.

 A deed is good if it prefers a higher or positive value in place of a lower or

negative one.
 A deed is evil if it prefers a lower or negative value in place of a higher or
positive one. Without the deed and the person who performs it, no moral
good or evil occurs. In this sense moral values are personal values-----they
originate from persons. But to the extent that good that good is the
realization of higher values, the spiritual and the holy which refer which refer
to our being persons, and to the extent that evil is the realization of lower
values, the sensory and the vital which refer to our likeness to the animals,
then good enhances our personhood while evil degrades our humanity.