GROUP 4: WRITTEN REPORT (GEC 008 Ethics w/ PE)

Chapter 3 UNIVERSAL VALUES

Our group tackled the universal values, which basically means - the values that
everyone around the world share in common. Schwartz's Concept of Universal values
was also mentioned - the ten broad values around the world: Power, Achievement,
Hedonism, Stimulation, Self-direction, Universalism, Benevolence, Tradition, Conformity
and Security - are aligned with Abraham Maslow's Hierarchy of needs. Universal values
on the UN charter were also discussed, wherein the UN charter serves as an instrument
to preserve and promote the Universal Values. In a nutshell, The importance of
Universal Values is to give harmony or peace around the world. These values are the
standards that humans adhere to avoid destruction and harm to other people physically,
emotionally, mentally and spiritually.

WHAT ARE VALUES?

The term “value” means something that an individual or community believes has a worth
that merits it being pursued, promoted, or privileged. This can be a thing (money, food,
art), a state of mind (peace, security, certainty) or a behavior that results from those
things or states of mind (protecting innocents, telling the truth, being creative).

WHAT IS UNIVERSAL VALUES?

A value is a universal value, when:

-It has the same value or worth for all, or almost all,
people.
-Values that are commonly shared by different
societies or cultures around the world.
-moral values are universal values , they are the
basic rules or principles of good behavior established to maintain harmony in the
universe and attain desired benefits for the majority. Moral values direct behaviors.
Moral values such as honesty, integrity, and respect, instill and enhance relationships.
Knowing these moral values or right actions help shape one's moral character.

“Theory of Basic Human Values“

Schwartz hypothesized universal values would relate to the three different types of
human need:a.) biological need, b.) social coordination, and c.) needs
related to the welfare and survival of groups. He offers a universal model outlining ten
broad values that steer human behavior. These include power, achievement, hedonism,
stimulation, self-direction, universalism, benevolence, tradition,
conformity, and security.

Self-direction refers to independent thought and action — choosing, creating, and

exploring.
Stimulation seeks novelty and challenge in life, valuing excitement, variety, and
adventure.
Hedonism encompasses the pursuit of pleasure, enjoyment, and sensory and
emotional gratification
Power, in this context, refers to the pursuit of social status, dominance, and control over
people and resources.
Achievement is the personal pursuit of success, demonstrating competence according
to social standards.
Tradition refers to respect, commitment, and acceptance of the customs and ideas that
traditional culture or religion provide the self.
Conformity is the restraint of actions, inclinations, and impulses likely to upset or harm
others and violate social expectations or norms.
Security encompasses safety, harmony, and stability of society, relationships, and the
self.
Universalism embodies understanding, appreciation, tolerance, and protection for the
welfare of all people and nature.
Benevolence represents preserving and enhancing the welfare of those with whom one
is in frequent personal contact (the ‘in-group’).

UN CHARTER ON UNIVERSAL VALUES

-The UN Charter serves as a global framework for promoting and protecting these
values through international cooperation and adherence to principles of justice, human
rights, and the rule of law.
- The Universal Declaration, in particular, has been accepted in legal systems across
the world, and has become a point of reference for people who long for human rights in
every country.
UN CHARTER ON UNIVERSAL VALUES:
1. Peace and Security
2. Human Rights and Dignity
3. Equality
4. Justice and Rule of Law
5. Social Progress and Development
 6. International Cooperation
7. Sovereignty and Non-Interference
8. Peaceful Resolution of Disputes

Basic Universal Human Values

Basic Universal Human Values refer to fundamental principles and beliefs that are
universally recognized as essential for the well-being of individuals and societies. These
include respect, honesty, compassion, fairness, and responsibility. They guide our
behavior and decisions, helping to create a just and harmonious society.

Human Dignity

The inherent worth and value of every human being, regardless of their circumstances
or characteristics.

KEY ASPECTS:

Equality: All humans are equal in dignity, regardless of differences in race, ethnicity,
gender, religion, socio-economic status, or other characteristics.

Autonomy: Individuals have the right to make choices and decisions about their own
lives, based on their own values and beliefs.

Respect: Treating others with dignity involves respecting their autonomy, opinions, and
rights, and avoiding actions that undermine their well-being or integrity.

Lesson 2 Development of Moral Character

LESSON 2.1
What is Moral Character?

Moral character refers to the attributes or qualities that individuals possess which
determine their moral actions and reactions. It includes virtues such as honesty,
integrity, compassion, and fairness.

Components of Moral Character

Virtues: Positive qualities or habits of character that enable individuals to act in morally
good ways. Examples include empathy, kindness, humility, and self-discipline.

Integrity: Consistency between one's beliefs, words, and actions. It involves honesty
and adherence to ethical principles even in challenging situations.

Resilience: Ability to maintain moral principles and values in the face of adversity or
temptation.

Responsibility: Taking ownership of one's actions and their consequences, and fulfilling
duties and obligations towards others.

Importance of Moral Character

● Moral character is essential for ethical decision-making and responsible behavior

in personal, social, and professional contexts.
● It contributes to building trust, fostering positive relationships, and creating a
supportive and ethical community.
● Individuals with strong moral character are more likely to make choices that
promote justice, fairness, and well-being for themselves and others.
● Moral character is developed through a combination of upbringing, education,
role models, and personal experiences.
● Education and ethical training play a crucial role in shaping moral character by
teaching values, promoting critical thinking about ethical dilemmas, and
encouraging ethical decision-making.
● Personal reflection, self-awareness, and practicing virtues in daily life are also
important for the continuous development of moral character.

LESSON 2.2 IMPORTANCE OF HAVING A STRONG MORAL CHARACTER

When you have a strong moral character, you'll be judged by who you are rather than
who you pretend to be. Below are some of the consequences of having a strong moral
character.
1. Achieve peace of mind. People with character sleep well at night. They take great
pride in knowing that their intentions and actions are honorable. People with character
also stay true to their beliefs, do right by others, and always take the high ground.

2. Strengthen trust: People with character enjoy meaningful relationships based on

openness, honesty and mutual respect. When you have good moral character, people
know that your behavior is reliable, your heart is in the right place, and your word is
good as gold. 3. Build a solid reputation. People with character command a rock-solid
reputation. This helps them attract exciting opportunities "like a magnet".

4. Reduce anxiety: People with character carry less baggage. They're comfortable
within their own skin, and they accept responsibility for their actions. They never have to
play games, waste precious time keeping their stories straight, or invent excuses to
cover their behind.

5. Increase leadership effectiveness: Leaders with character are highly effective. They
have no need to pull rank or resort to command and control to get results. Instead,
they're effective because they're knowledgeable, admired, trusted, and respected. This
helps them secure buy-in automatically, without requiring egregious rules or strong
oversight designed to force compliance.

6. Build confidence: People with character don't worry about embarrassment if their
actions are publicly disclosed. This alleviates the need for damage control or the fear of
potential disgrace as a result of indiscretions.

7. Become a positive role model: People with character set the standard for excellence.
They live their life as an open book, teaching others important life lessons through their
words and their deeds.

8. Live a purpose-driven life: People with character live a life they can be proud of.
They're driven to make a difference and to do right by others rather than trying to
impress others with extravagance.

9. Build a strong business: Doing the right thing is good business. Everything else being
equal, talented people would rather work for and customers would rather buy from
companies that do right by their people, customers and communities. While unprincipled
business tactics may provide short-term results, it's NOT a long-term strategy.

LESSON 2.3 DEVELOPMENT OF MORAL CHARACTER

If you believe developing your character is an endeavour you want to pursue, here are
some steps to show you how:
1. Define your core values - Know what is most important to you by determining your
values for your professional and personal life. These are the principles that are the
foundation for your priorities, choices, actions, and behaviors.

2. Practice the habits Pick one or two of the traits of good character to practice for
several weeks. Write down the actions you want to take or the behaviors you define that
reflect this trait, and implement them in your daily life and interactions. Wear a rubber
band on your wrist or create other reminders to help you practice.

3. Find people with character - Surround yourself with people who reflect the character
traits you want to embrace. They will inspire and motivate you to build these traits in
yourself. Try to avoid people who have a weak character and make bad decisions.

4. Take some risks - Start taking small actions toward a goal or value that involve some
level of risk. When you face the possibility of failure and challenge yourself toward
success, you become mentally and emotionally stronger and more committed to your
principles.

5. Stretch yourself - Create high standards and big goals for yourself. Expect the best of
yourself and constantly work toward that, even though you will have setbacks and
occasional failures. Every stretch builds your confidence and knowledge that your
character is getting stronger.

6. Commit to self-improvement - Realize that building your character is a life-long

endeavor. It is something that is practiced both in the minutiae and the defining
moments of your life. There will be times you step up to the character traits you
embrace and other times you falter. By remaining committed to personal growth and
learning about yourself, your character will naturally improve, even though the failures.

LESSON 2.4 SOME GOOD CHARACTER TRAITS TO PRACTICE

1. Attract the trust and respect of other people.

2. Allows you to influence others.

3. Changes your perspective about failure.

4. Sustains you through difficult times or opposition.

5. Improves your self-esteem, self-respect and confidence.

6. Creates a foundation for happy, healthy relationship.

7. Helps you stay committed to your values and goals.

8. Improves your chance of success in work and other endeavors.

LESSON 2.5 CHARACTER TRAITS THAT IMPACT ONE'S HAPPINESS

Good character consists of defining your values and integrity based on

time-tested principles and self-reflection and having the courage to live your life
accordingly.

1. Integrity-Integrity is having strong moral principles and core values and then
conducting your life with those as your guide. When you have integrity, you main your
adherence to it whether or not other people are watching.

2. Honesty - Honesty is more than telling the truth. It's living the truth. It is being
straightforward and trustworthy in all of your interactions, relationships, and thoughts.
Being honest requires self-honesty and authenticity.

3. Loyalty - Loyalty is faithfulness and devotion to your loved ones, your friends, and
anyone with whom you have a trusted relationship. Loyalty can also extend to your
employer, the organizations you belong to, your community and your country.

4. Respectfulness - You treat yourself and others with courtesy, kindness, deference,
dignity and civility. You offer basic respect as a sign of your value for the worth of all
people and your ability to accept the inherent flaws we all possess.

5. Responsibility - You accept personal, relational, career, community and societal

obligations even when they are difficult or uncomfortable. You follow through on
commitments and proactively create or accept accountability for your behavior and
choices.

6. Humility - You have a confident yet modest opinion of your own self-importance. You
don't see yourself as "too good" for other people or situations. You have a learning and
growth mindset and the desire to express and experience gratitude for what you have,
rather than expecting you deserve more.

7. Compassion - You feel deep sympathy and pity for the suffering and misfortune of
others, and you have a desire to do something to alleviate their suffering.

8. Fairness Using discernment, compassion and integrity, you strive to make decisions
and take actions based on what you consider the ultimate best course or outcome for all
involved.

9. Forgiveness You make conscious, intentional decisions to let go of resentment and

anger toward someone for an offense whether or not forgiveness is sought by the
offender. Forgiveness may or may not include pardoning, restoration or reconciliation. It
extends both to others and to one's self.

10. Authenticity You are able to be your real and true self, without pretension, posturing
or insincerity. You are capable of showing appropriate vulnerability and self-awareness.

11. Courageousness - In Spite of fear danger, discomfort, or pain, you have the mental
fortitude to carry on with a commitment, plan, or decision, knowing it is the right or best
course of action.

12. Generosity- You are willing to offer your time, energy, efforts, emotions, words, or
assets without the expectation of something in return. You offer these freely and often
joyously.

13. Perseverance- Perseverance is the steadfast persistence and determination to

continue on with a course of action, belief or purpose, even if it's difficult or
uncomfortable in order to reach a higher goal or outcome.

14. Politeness - You are knowledgeable of basic good manners, common courtesies
and etiquette, and are willing to apply those to all people you encounter. You desire to
learn the skills of politeness in order to enhance your relationships and self-esteem.

15. Kindness - Kindness is an attitude of being considerate, helpful and benevolent to

others. It is motivated by a positive disposition and the desire for warm and pleasant
interactions.

16. Lovingness - The ability to be loving toward those you love means showing them
through your words, actions, and expressions how deeply you care about them. It
includes the willingness to be open and vulnerable.

17. Optimism Optimism is a sense of hopefulness and confidence about the future. It
involves a positive mental attitude in which you interpret life events, people and
situations in a promising light.

18. Reliability - You can be consistently depended upon to follow on your commitments,
actions, and decisions. You do what you say you will do.

19. Conscientiousness - You have the desire to do things well or to the best of your
ability. You are thorough, careful, efficient, organized and vigilant in your efforts, based
on your own principles or sense of what is right.

20. Self-discipline - You are able, through good habits or willpower, to overcome your
desires or feelings in order to follow the best course of action or to rise to your
commitments or principles. You are able, through good habits or willpower, to overcome
your desires or feelings in order to follow the best course of action or to rise to your
commitments or principles. You have a strong sense of self-control in order to reach a
desired goal.

LESSON 3 STAGES OF MORAL DEVELOPMENT

In this lesson we discussed the stages of Moral development, Kohlberg's stages of

moral development and the arguments against Kohlberg's theory.

Moral development

the process by which people develop the distinction between right and wrong (morality)
and engage in reasoning between the two (moral reasoning).

Kohlberg's theory of moral development

● Theory that focuses on how children develop morality and moral reasoning.
Kohlberg's theory suggests that moral development occurs in a series of six
stages and that moral logic is primarily focused on seeking and maintaining
justice.
● Lawrence Kohlberg formulated a theory asserting that individuals progress
through six distinct stages of moral reasoning from infancy to adulthood.
● He grouped these stages into three broad categories of moral reasoning,
pre-conventional, conventional, and post-conventional. Each level is associated
with increasingly complex stages of moral development.
● Kohlberg suggested that people move through these stages in a fixed order and
that moral understanding is linked to cognitive development.

How did Kohlberg develop his theory?

Kohlberg based his theory on a series of moral dilemmas presented to his study
subjects. Participants were also interviewed to determine the reasoning behind their
judgments in each scenario.

One example was "Heinz Steals the Drug." In this scenario, a woman has cancer and
her doctors believe only one drug might save her. This drug had been discovered by a
local pharmacist and he was able to make it for $200 per dose and sell it for $2,000 per
dose. The woman's husband, Heinz, could only raise $1,000 to buy the drug.
He tried to negotiate with the pharmacist for a lower price or to be extended credit to
pay for it over time. But the pharmacist refused to sell it for any less or to accept partial
payments. Rebuffed, Heinz instead broke into the pharmacy and stole the drug to save
his wife. Kohlberg asked, "Should the husband have done that?"

Kohlberg asked a series of questions such as:

1. Should Heinz have stolen the drug?

2. Would it change anything if Heinz did not love his wife?
3. What if the person dying was a stranger, would it make any difference?
4. Should the police arrest the chemist for murder if the woman dies?

By studying the answers from children of different ages to these questions, Kohlberg
hoped to discover how moral reasoning changed as people grew older.

The sample comprised 72 Chicago boys aged 10–16 years, 58 of whom were followed
up at three-yearly intervals for 20 years (Kohlberg, 1984).

Each boy was given a 2-hour interview based on the ten dilemmas. Kohlberg was
interested not in whether the boys judged the action right or wrong but in the reasons for
the decision. He found that these reasons tended to change as the children got older.

Kohlberg's stages of moral development

Level 1 – Preconventional Morality

● Preconventional morality is the first level of moral development, lasting until

approximately age 8. During this level, children accept the authority (and moral
code) of others
● People at this level don’t have their own personal sense of right and wrong yet.
They think that something is good if they get rewarded for it and bad if they get
punished for it. For example, if you get candy for behaving, you think you were
good, but if you get scolded for misbehaving, you think you were bad.
● At the preconventional level, children don’t have a personal code of morality.
Instead, moral decisions are shaped by the standards of adults and the
consequences of following or breaking their rules.
Stage 1. Obedience and Punishment Orientation.

The child/individual is good to avoid being punished. If a person is punished, they must
have done wrong. The earliest stages of moral development, obedience and
punishment are especially common in young children, but adults are also capable of
expressing this type of reasoning. According to Kohlberg, people at this stage see rules
as fixed and absolute. Obeying the rules is important because it is a way to avoid
punishment.Moral decisions are based on avoiding punishment and Rules are obeyed
to avoid consequences.Actions are considered wrong if they lead to punishment.

Stage 2. Individualism and Exchange.

At this stage, children recognize that there is not just one right view handed down by the
authorities. Different individuals have different viewpoints, children account for individual
points of view and judge actions based on how they serve individual needs. Right
actions are those that serve one's own needs or involve a fair exchange. Individuals act
based on their own interests and may negotiate or compromise.

"What's in it for me?" mindset.

Level 2 – Conventional Morality

● Conventional morality is the adolescent phase of moral development focused on

societal norms and external expectations to discern right from wrong, often
grounded in tradition, cultural practices, or established codes of conduct.We
internalize the moral standards of valued adult role models at the conventional
level (most adolescents and adults).
● A social system that stresses the responsibilities of relationships and social order
is seen as desirable and must influence our view of right and wrong.
● People who follow conventional morality believe that it’s important to follow
society’s rules and expectations to maintain order and prevent problems.

Stage 3. Good Interpersonal Relationships.

Often referred to as the "good boy" orientation, this stage of the interpersonal
relationship of moral development is focused on living up to social expectations and
roles. There is an emphasis on conformity, being "nice," and consideration of how
choices influence relationships. Behavior is driven by social approval and the desire to
maintain relationships and Actions are considered right if they conform to social
expectations and roles.

Emphasis on being "nice" and gaining approval from others.

Stage 4. Law and Order Morality

● The child/individual becomes aware of the wider rules of society, so judgments
concern obeying the rules to uphold the law and avoid guilt.
● The focus is on maintaining law and order by following the rules, doing
one’s duty, and respecting authority.

Level 2 – Postconventional morality

- is characterized by an individual’s understanding of universal ethical principles.

- Postconventional morality is when people decide based on what they think is
right rather than just following the rules of society.

Stage 5. Social Contract and Individual Rights

● The child/individual becomes aware that while rules/laws might exist for the good
of the greatest number, there are times when they will work against the interest of
particular individuals.
● Rules are seen as social agreements that can be changed when necessary.

Stage 6. Universal Principles

● People at this stage have developed their own set of moral guidelines, which
may or may not fit the law. The principles apply to everyone. E.g., human rights,
justice, and equality.
● At this stage, people follow these internalized principles of justice, even if
they conflict with laws and rules.

Arguments against Kohlberg's theory

Age bias:

Most of his subjects were children under the age of 16 who obviously had no
experience with marriage. The Heinz dilemma may have been too abstract for these
children to understand, and a scenario more applicable to their everyday concerns
might have led to different results.

The dilemmas are artificial (i.e., they lack ecological validity):

Most dilemmas are unfamiliar to most people (Rosen, 1980). For example, it is all very
well in the Heinz dilemma, asking subjects whether Heinz should steal the drug to save
his wife.However, Kohlberg’s subjects were aged between 10 and 16. They have never
been married, and never been placed in a situation remotely like the one in the story.
How should they know whether Heinz should steal the drug?

Overemphasizes justice:

Critics have pointed out that Kohlberg's theory of moral development overemphasizes
the concept of justice when making moral choices. Factors such as compassion, caring,
and other interpersonal feelings may play an important part in moral reasoning.

Moral reasoning does not equal moral behavior:

Kohlberg's theory is concerned with moral thinking, but there is a big difference between
knowing what we ought to do versus our actual actions. Moral reasoning, therefore, may
not lead to moral behavior.

Gender bias:
Kohlberg's critics, including Carol Gilligan, have suggested that Kohlberg's theory was
gender-biased since all of the subjects in his sample were male.9 Kohlberg believed
that women tended to remain at the third level of moral development because they
place a stronger emphasis on things such as social relationships and the welfare of
others.

References:
"Universal Values Discussion and Explanation | Download Free PDF | Value (Ethics) |
Morality"
https://www.scribd.com/document/553175966/Universal-Values-Discussion-and-Explan
ation
https://www.un.org/en/about-us/un-charter#:~:text=United%20Nations%20Charter&text=
As%20such%2C%20the%20UN%20Charter,of%20force%20in%20international%20rela
tions.

PDF uploaded by Giezele Ballatan at SCRIBD (Oct 27, 2020)

https://www.scribd.com/document/481768337/Lesson-2-Development-of-Moral-Charact
er

American Psychological Association. (n.d.). Heinz dilemma.

American Psychological Association. (n.d.). Kohlberg's theory of moral development.

Kohlberg, L. (1985). Essays on moral development. Harper & Row.

Ma, H. K. (2013). The moral development of the child: An integrated model. Frontiers in
Public Health, 1, 57. https://doi.org/10.3389/fpubh.2013.00057

Gibbs, J. (2019). Moral development and reality (4th ed.). Oxford University Press.

Gilligan, C. (2016). In a different voice. Harvard University Press.

Patanella, D. (2011). Piaget's theory of moral development. In Encyclopedia of child

behavior and development. https://doi.org/10.1007/978-0-387-79061-9_2167

Dubas, K. M., Dubas, S. M., & Mehta, R. (2014). Theories of justice and moral behavior.
Journal of Legal, Ethical and Regulatory Issues, 17(2), 17-35.

MSEd, K. C. (2022, November 7). Kohlberg's Theory of Moral Development. Verywell

Mind. https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071

Simply Psychology. (2024, January 17). Kohlberg's Stages of Moral Development.

https://www.simplypsychology.org/kohlberg.html?fbclid=IwZXh0bgNhZW0CMTAAAR2T
P7Aw3aXL4XYk0DsmO2thiLEAEWMlMOnw00cvjWH5lNU7oCISagIcynI_aem_ZmFrZW
R1bW15MTZieXRlcw#Level-3-%E2%80%93-Postconventional-Morality