Moral Feeling - Susceptibility to feel pressure or displeasure

Axiology - The study of values

Values - beliefs that influence people's behavior's

Max Ferdinand Scheler - know as "the strongest philosophical force in modern Germany

MORAL DEVELOPMENT - Is the gradual development of an individual's concept of right or wrong conscience, values, social attitudes, and other moral behaviors.

Human Acts - Are actions performed by a person who has full knowledge through free will.

Intention - Is an element essential to the moral evaluation of an action.

Circumstances - They contribute to increasing or diminishing the moral goodness or evilness of human acts.

Norms - Are the accepted standards of behavior social groups.

Moral Norms - Are the rules of morality that people ought to follow

Scheler's Hierarchy of values

• Sensory Value-Modality

• Vital Value-Modality

• Spiritual Value-Modality

• Value of Holiness Modality

Three main types of spiritual values

• Values of beuty and ugliness

• Values of right and wrong

• Values of the pure cognition of truth

Elements of Human Acts

1. Knowledge

2. Freedom

3. Voluntariness

The Modifiers of Human Acts

1. Ignorance

2. Passion or Concupiscence

3. Fear

4. Violence

5. Habits

Classification of Human Acts

1. Acts of will - refer to actions that humans perform freely or within their free will

2. Acts of reason - are actions conceived by reason as morally good or morally bad

Kinds of Acts of Will

1. Elicited Acts

2. Commanded Acts

ASPECTS FOR DEVELOPMENT OF MORAL CHARACTER

1. Emotions- are the feelings and values that shape or develop the moral standards of an individual

2. Knowledge- refers to the process of learning the moral code of one's community and making judgements about whether something is good or bad, right or wrong

3. Action- is how one decides on the appropriate actions to take in controlling negative impulses

THEORIES OF MORAL DEVELOPMENT

1. Social learning theory- children develop moral behaviors through observation and imitation of other people's behavior through the process of modeling

2. Cognitive development theory- Piaget explains that children learn how to critically evaluate rules and apply them based on mutual respect and cooperation

3. Psychoanalytic theory- proposes that much of the person's moral behaviors is governed by unconscious ideas and impulses that are rooted in childhood conflict

4. Evolutionary theory- focuses on neurobiological bases of moral development that all humans share

THREE (3) BASIC LEVELS OF MORAL THINKING

1. Preconventional morality - in this stage, children see rules as fixed and absolute. They obey rules in order to avoid punishment

2. Conventional morality- in this stage, one becomes conscious that he or she is living in a society with many people who have interests that may be similar or different from
3. Postconventional theory- people begin to account for the differing values, opini beliefs of other people.

Elicited acts are the following:

1. Wish - refers to the primordial desire, want or inclination of the will to do something conceived by the will as good.

2. Intention- refers to the purposive tendency of the will toward a thing regarded as realizable, whether the thig is done or not.

3. Counsel -refers to the series of thoughts and judgements concerning the most suitable means toward the attainment of the desired good or end

4. Consent -refers to a definite decision as to what means should be used.

5. Choice -refers to the active commitment of the person to follow what means the intellect has opted as the right pick

6. Command -refers to the active interplay between the intellect and the will where the intellect commands the will toward a goal

7. Fruition -refers to the actual attainment of the desired good

Commanded Acts:

1. Internal Acts-refer to actions which a person does by way of his or her internal mental functions under the command of the will

2. External Acts- refer to acts affected by the bodily functions of an individual under the command of the will

3. Mixed Acts- refer to the actions which make use of both bodily and mental functions

Kinds of Norms

1. Conscience- the inner voice that tells a person to do what is good and to avoid evil

2. Law- a rule of conduct enacted by competent figures of authority for the sake of the common good

Classification of laws:

1. Divine laws -are laws to work within religions. They are formations that are believed to come directly from a higher being

2. Human laws- are laws made by humans

3. Eternal laws-are the law higher being that directs all the actions and events of the universe

4. Natural laws- are based on the use of reason and are held to be natural or common to all humans

5. Positive laws-are man-made laws consisting of codes, regulations and decrees that oblige or specify people to obey

6. Affirmative laws- are also called permissive or suppletory laws.

7. Negative laws-also called prohibitory laws, are laws humans are obliged to comply with

Fundamental - Means necessary, foundational or basic. A factor that is fundamental

to human life can be described as something that is necessary for one to live and properly

function in society.

Fundamental Option - Is described as a basic commitment, an extraordinary choice tha

t will eventually be a part of one's all other choice.

Fundamental Stance - Is also an important aspect of the fundamental option. It is

a state that refers to one's disposition, total direction or orientation in life, made up of all of

one's concrete thoughts, decisions and actions in line with his or her fundamental choice

Masculinity refers to traits typically associated

with men, like strength and assertiveness,

Femininity refers to traits typically associated

with women, like nurturing and empathy. These

are cultural and social constructs that vary across

societies.

Body Image - Cultural norms of femininity and masculinity

dictate what "real" men and women should look like, leading

to feelings of dysphoria for transgender individuals due to

incongruent sex characteristics.

Lad culture, on Western campuses objectifies women

and the LGBT community, aiming to assert masculinity

and oppose feminism. It leads to harm like violence, harassment,

and discrimination.
hookup culture mirrors lad culture on campuses,

where sexual activity signifies manhood. Boys

employ gender traits to enact sexuality.

What Makes a Man a Man?

Man's strength varies based on age, iology, and

physical ability, and can range from physical to

emotional and mental strength

Sexist language reinforces unequal gender relations

through stereotypes, microaggressions, and harassment.

It perpetuates biases and impacts self-perception, shaping

how we view the world.

Individualization of Women

This is rooted in the assumption that men are dominant

and are the norm of the fullness of humanity, and women do not exist

Gender and education studies how gender affects learning,

teaching, and educational policies, aiming to promote equality

in schools and institutions.

Self-Revelation: A Gender-Specific Conversational Ritual

One way that many women create and maintain closeness is

by keeping tabs on each other's lives, including (perhaps especially)

romantic relationships.

six main differences between the ways males and females use language:

1. Status vs. Support men see language as a means of asserting dominance;

women see it as a way of confirming/supporting ideas.

2. Independence vs. Intimacy-men "go it alone"; women seek support.

3. Advice vs. Understanding men see language as problem solving; women

see it as a means of empathy.

4. Information vs. Feelings-males are concerned with the facts; women

with emotions.

5. Orders vs. Proposals men use imperatives, females use hidden directives.

6. Conflict vs. Compromise men will argue; women will try to find a middle ground.