FILAMER CHRISTIAN UNIVERSITY

Roxas City, Capiz

GE 8 – ETHICS
Second Semester, SY 2021-2022

Name: DE TOMAS NICOLE ERIKA E.

Year & Section: BCAED 2-C
Subject Professor: PROF. JEHIEL C. CAMAN

Module 3
Basic Universal Values, Development of Moral
Character, Stages of Moral Development

What this module is about

You are now on Module 3. Read and have fun in learning the following
lessons:

Chapter 3: UNIVERSAL VALUES

Lesson 1: Basic Universal Values
Lesson 2: Development of Moral Character
Lesson 3: Stages of Moral Development

What you are expected to learn

After going through this module, you should be able to:
1. Explain why universal values are necessary for human survival;
2. Identify the different universal values;
3. Explain the relationship between individual acts and character; and
4. Explain and articulate each stage of moral development.

Chapter 3: UNIVERSAL VALUES

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Lesson 1: Basic Universal Values

A value is a quality that weans people, things, events, or situations. The term is
used to designate the moral characteristics that are inherent in a subject piety,
responsibility, secularism, respect, etc.
Universal, however, is an objective that is related to what belongs or which
relates to the universe. The concept refers to the set of all things created and what is
common to all its kind.
Universal values are formed by implied behavioral standards that are necessary
to live in a harmonious and peaceful society. Also, are acquired with family education
and school, because the process of socialization involves that new generations
internalize timeless concepts.

Schwartz Concept of Universal Values

Schwartz defined ‘values’ as “conceptions of the desirable that influence the way
people select action and evaluate events”. According to his studies, there are fifty-six
specific universal values and ten types of universal value.

1. Power: social status and prestige, control or dominance over people and
resources.
2. Achievement: personal success through demonstrating competence according
to social standards.
3. Hedonism: pleasure or sensuous gratification foe oneself.
4. Stimulation: excitement, novelty, and challenges in life.
5. Self-direction: independent thought and action- choosing, creating, exploring.
6. Universalism: understanding, appreciation, tolerance, and protection for the
welfare of all people and for nature.
7. Benevolence: preservation and enhancement of the welfare of people with
whom one is in frequent personal contact.
8. Tradition: respect, commitment, and acceptance of the customs and ideas that
traditional culture or religion or religious provide.
9. Conformity: restraint of actions, inclinations, and impulses likely to upset or
harm others and violate social expectations or norms.
10. Security: safety, harmony, and stability of society, of relationships and of self.

Basic Universal Human Values

1. Happiness- Eternal happiness is the ultimate value of all religious people.

2. Peace- Basic condition for freedom and happiness.
3. Love-Feelings, or an experience of deep connectedness with any other human
being, or to the whole of existence.
4. Freedom- The experience of unrestricted and to be as much as possible
independent of the social pressure of others.

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 5. Safety- Free of threat, fear and survival-stress.
6. Intelligence- Ability to perceive or infer information and retain it as knowledge to
be applied.
7. Human respect- Creates trust and a friendly attitude towards the other.
8. Equality-aequalis, aequus and aequalitas. This mean even, level and equal.
9. Justice- Proper administration of the law; the fair and equitable treatment of all
individuals under the law.
10. Nature- Physical dependence of nature and awareness of being part of it.
11. Health- A resource for everyday life, not the objective of living.

The Human Dignity

The English word dignity comes from the Latin word, dignitas, which means
“worthiness”. Dignity implies that each person is worthy of honor and respect for who
they are, not just for what they can do. Dignity is the right of a person to be valued and
respected for their own sake, and to be treated ethically.

Human dignity originates from God and is for God because we are made in
God’s own image and likeness.

What you will do

Self-Test 3.1

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 Identify five universal human values and explain each. Why are these values
necessary for human survival?

1.

Self-Test 3.2

It is said that human existence is dependent of human nature and its ecology.
Why?

Lesson 2: Development of Moral Development

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 Moral character or character is an evaluation of an individual’s stable moral
qualities. The concept of character can imply a variety of attributes including the
existence or lack of virtues such as empathy, courage, fortitude, honesty, and loyalty, or
of good behaviors or habits. Moral character primarily refers to the assemblage of
qualities that distinguish one individual from another.

Lawrence Pervin defines moral character as a disposition to express behavior in

consistent patterns of functions across a range of situations. A moral character is
defined as an idea in which one is unique and can be distinguished from others. It is
“human excellence”, or unique thoughts of a character.

Importance of Having Strong Moral Character

1. Achieve peace of mind. They take great pride in knowing that their intentions
and actions are honorable.
2. Strengthen trust. Enjoy meaningful relationships based on openness, honesty,
and mutual respect.
3. Build a solid reputation. This helps them attract exciting opportunities ‘like a
magnet’.
4. Reduce anxiety. Carry less baggage in life. They are comfortable with
themselves and accept responsibility.
5. Increase leadership effectiveness. They are highly effective, knowledgeable,
admired, trusted and respected.
6. Build confidence. Don’t worry about embarrassment if actions are publicly
disclosed.
7. Become a positive role model. They live their life as an open book. Also set the
standard for excellence.
8. Live a purpose-driven life. Driven to make a difference and to do right by others
rather them impress others.
9. Build a strong business. Doing the right thing is a good business.

Development of Moral Character

If you believe developing your character is an endeavor you want to pursue, here
are some steps to show you how:
1. Define your core values- Know what is important to you by determining your
values for our professional and personal life.
2. Practice the habits- Pick one or two of the traits of good character to practice for
several weeks.
3. Find people with character- Surround yourself with people who reflect the
character traits you want to embrace.
4. Take some risks- Start taking small actions toward a goal or value that involve
some level of risks.
5. Stretch yourself- Create high standards and big goals for yourself.

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 6. Commit to self-improvement- Realize that building your character is a lifelong
endeavor.

Character Traits that Impact One’s Happiness

Good character consists of defining your values and integrity.

1. Integrity- Having strong moral principles and core values and then conducting
your life with those as your guide.
2. Honesty- It is living the truth. It is being straightforward and trustworthy in all
your interactions.
3. Loyalty- faithfulness and devotion to your loved ones.
4. Respectfulness- Treat others with courtesy, kindness, deference, dignity and
civility.
5. Responsibility- Accept personal, relational, career, community and societal
obligations.
6. Humility- Seeing self as “not so good” towards other people or situation.
7. Compassion- Feeling of deep sympathy for the suffering others.
8. Fairness- Using discernment, compassion and integrity.
9. Forgiveness- Let go of resentment and anger toward someone for an offense.
10. Authenticity- Being able to be real and true self without pretension.
11. Courageousness- You have the mental fortitude to carry on with a commitment
despite danger.
12. Generosity- Willing to offer time without expectation of something in return.
13. Perseverance- Steadfast persistence and determination to continue on with a
course of action.
14. Politeness- Knowledgeable of good manners and common courtesies.
15. Kindness- attitude of being considerate and helpful. Motivated by a positive
disposition and the desire for warm and pleasant interactions.
16. Lovingness- Willingness to be open and vulnerable.
17. Optimism- Sense of hopefulness and confidence about the future.
18. Reliability- You do what you say you will do.
19. Conscientiousness-Desire to do things well to the best of your ability. You are
careful, efficient, organized and vigilant in your efforts.
20. Self-discipline- Through willpower to overcome your desires or feelings in order
to follow the best course.

What you will do

Self-Test 3.3
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 On the space provided, assess the negative character traits of one of the
members of your family/neighbor. After making an assessment, interview him/her if
he/she was able to change or develop character traits. How did he/she change negative
character into a positive one?

LESSON 3: Stages of Moral Development

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Kohlberg’s Stages of Moral Development

Lawrence Kohlberg’s stages of moral development based on Jean Piaget’s

theory of moral judgment for children in 1923 and developed by Kohlberg in 1958,
Kohlberg’s theory focuses on the thinking process that occurs when one decides
whether a behavior is right and wrong.

The framework of Kohlberg’s theory consists of six stages arranged in

successive tiers of complexity. He organized his stages into three general levels of
moral development.

Level 1: Pre-conventional level

At the pre-conventional level, morality is externally controlled. Rules imposed by

authority figures are conformed to in order to avoid punishment or receive rewards. This
perspective involves the idea that what is right is what one can get away with or what is
personally satisfying. Level 1 has two stages.

Stage 1: Punishment/Obedient orientation. Behavior is determined by

consequences. The individual will obey in order to avoid punishment.

Example
“I wouldn't steal the drug because I don't want to go to jail”. As I known to my mother’s
advice.

The child/individual is good in order to avoid being punished. If a person is punished,

they must have done wrong.

Stage 2: Instrumental purpose orientation. Behavior is determined again by

consequences. The individual focuses on receiving rewards or satisfying
personal needs.

Example
An example would be when a child is asked by his parents to do a chore. The child asks
“what’s in it for me?” and the parents offer the child an incentive by giving him an
allowance.

Level 2: Conventional level

At the conventional level, conformity to social rules remains important to the

individual. However, the emphasis shifts from self-interest to relationships with other
people and social systems. The individual strives to support rules that are set forth by
others such as parents, peers, and the government in order to win their approval or to
maintain social order.

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Stage 3: Good Boy/Nice Girl orientation. Behavior is determined by
approval. The individual wants to maintain or win the affection and
approval of others being a ‘good person’.

Example
“I wouldn't steal the drug because a good boy/girl doesn't steal.”
“I would steal the drug because a good husband would steal to save his wife's life.”
“I will buy that dress so that my friend will like me.”

Stage 4: Law and order orientation. Social rules and laws determine behavior.
The individual now takes into consideration a larger perspective, that of
societal laws. Moral decision making becomes more than considerations
of close ties to others. The individual believes that rules and laws maintain
social order that is worth preserving.

Example
“I wouldn't steal the drug because it is against the law.”
“I would steal the drug because most honest people would steal to save their wive's
live.”
“You should not cut the class because it’s against school rules.”

Level 3: Post-conventional level or principled level

At the post-conventional level, the individual moves beyond the perspective of his
or her own society. Morality is defined in terms of abstract principles and values that
apply to all situations and societies. The individual attempts to take the perspective of all
individuals.

Stage 5: Social contract orientation- Individual rights determine behavior. The

individual views laws and rules as flexible tools for improving human
purposes. That is, given the right situation, there are exceptions to rules.
When laws are not considered

For example, in Heinz’s dilemma, the protection of life is more important than breaking
the law against stealing.
“I would not steal because respect of property ownership is an important part of
maintaining laws and societal order.”
“I would not steal because respect of property ownership is an important part of
maintaining laws and societal order.”
Stage 6: Universal ethical principle orientation. According to Kohlberg, this is
the highest stage of functioning. However, he claimed that some
individuals will never reach this level. At this stage, the appropriate action

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 is determined by one’s self-chosen ethical principles of conscience. These
principles are abstract and universal in application. This type of reasoning
involves taking the perspective of every person or group that could
potentially be affected by the decision.

E.g., human rights, justice, and equality.The person will be prepared to act to defend
these principles even if it means going against the rest of society in the process and
having to pay the consequences of disapproval and or imprisonment.

Kohlberg believed that individuals could only progress through these stages one
stage at a time. That is, they could not "jump" stages.

They could not, for example, move from an orientation of selfishness to the law
and order stage without passing through the good boy/girl stage. They could only come
to a comprehension of a moral rationale one stage above their own.

Thus, according to Kohlberg, it is important to present them with moral dilemmas

for discussion which would help them to see the reasonableness of a "higher stage"
morality and encourage their development in that direction.

Arguments Against Kohlberg’s Theory

How does this theory apply to males and females? Kohlberg felt that more males
than females move past stage four in their moral development. He went on to note that
women seem to be deficient in their moral reasoning abilities. These ideas were not well
received by Carol Giligan, a research assistant of Kohlberg, who consequently
developed her own ideas of moral development. In her groundbreaking book, in a
“Different Voice: Psychological Theory and Women’s Development”, Giligan criticized
her former mentor’s theory because it is based only on upper class white men and boys.
She argued that women are not deficient in their moral reasoning- she proposed that
males and females reason differently. Girls and women focus more on staying
connected and the importance of interpersonal relationships/

Moral development plays an important role in our social interactions.

Understanding how and why individuals make decisions regarding moral dilemmas can
be very useful in many settings. Kohlberg’s theory of moral development provides a
framework in which to investigate and begin to comprehend how moral reasoning
develops within individuals.

What you will do

Self-Test 3.4

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 How does moral development play an important role in our daily interactions?
How does it help solve moral dilemma?

Self-Test 3.5

What are the salient points of Giligan’s argument against Kohlberg’s theory?

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