I understand what defines a value. I understand what defines moral/ethical principles. I understand how we develop our values. I understand how our values shape our morals/ethical ethos. I understand why it is important to understand our values in order to make sound moral/ethical decisions.

1. EDS 740 Section OC

2. CRITERIA FOR A CORE VALUE
Chosen:
A value a person selects freely from
alternatives after careful examination
and with a clear understanding of the
consequences of the selection.
Prized:
A value a person is happy with and is
willing to publicly affirm.
Acted
Upon:
A value a person affirms repeatedly
through some life pattern.
Core
Value
A value that is acted upon.

3. A little psychology….

5. Values Acquisition
Imprinting:
(0-5 years)
The child absorbs values through observing parents and
other family members. Parents have the greatest influence
over a child’s attitudes and beliefs.
Modeling:
(6-10 years)
Parent’s influence is decreasing as the child is exposed to
more experiences. Heroes become more important. The
child tends to model behavior after that person the
youngster sees as being the “ideal.”
Socialization
(early teen years)
The peer group is the most important influence. The
youngster begins to sort, define, and validate attitudes,
beliefs, and standards into a values system. The
independent person is beginning to emerge.
Young Adults:
The values system is tested against the “real world.” The
result of this testing will be those core values and value
indicators that will become the person’s values system.
“Why” is asked a lot.
Lock In:
The person’s values system is pretty well locked in place at
this stage. Values will not alter significantly unless there is
a major emotional experience that has a high impact on the
person.
Source: Massey, M. (1979). The people puzzle. Reston, VA: Reston Publishing Co.

6. A young child hears about one boy
who broke 15 cups trying to help
his mother and another boy who broke only
one cup trying to steal cookies; the young
child thinks that the first boy did worse.
(Piaget, 1932, p. 137).
• Children 10-11
 Fixed and Absolute-amount of damage/consequences
• Older Children
 Relativist-it depends on what were the motives behind the
action

7. In Europe, a woman was near death from a
special kind of cancer. There was one drug that
the doctors thought might save her. It was a form
of radium that a druggist in the same town had
recently discovered. The drug was expensive to
make, but the druggist was charging ten times
what the drug cost him to make. He paid $200 for the radium
and charged $2,000 for a small dose of the drug. The sick
woman's husband, Heinz, went to everyone he knew to
borrow the money, but he could only get together about
$1,000 which is half of what it cost. He told the druggist that
his wife was dying and asked him to sell it cheaper or let him
pay later. But the druggist said: "No, I discovered the drug and
I‘m going to make money from it." So Heinz got desperate and
broke into the man's store to steal the drug-for his wife. Should
the husband have done
that? (Kohlberg, 1963, p. 19)
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm

8.  Stage 1-Obedience & Punishment Orientation
• “Bad to steal because you will get punished”
 Stage 2-Individualism & Exchange
• Reasoning-What is right for Hienz is OK
• Punishment is only a risk
• Heinz doesn’t have to steal the drug if he wants to
marry someone younger and better looking
• Heinz needs to steal to have someone at home to
help with the children
• It’s OK because the druggist would not make a fair
deal
• Heinz should steal because his wife may return the
favor someday
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm

9. Stage 3-Good Interpersonal Relationships
• Love, empathy, trust, and concern for others
• “It was really the druggist fault for not being
fair”
Stage 4-Maintaining the Social Order
• Concerned with Society as a whole-laws,
authority, keep social order
• Like stage one, BUT understands WHY we
have rules/laws to have a “good society”.
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm

10.  Stage 5-Social Contract & Individual Rights
• “What is a good society?”—People freely work toward the
benefit of all--life, liberty, and democratic process for
changing or improving society-benefit maximization
• Heinz’s wife’s life (or any life) is more important than
property-this transcends other standards
 Stage 6-Universal Principles (theoretical stage)
• Abe Lincoln, MLK and Mahatma Ghandi-The principles of
justice require us to treat the claims of ALL people in an
impartial manner, respecting the basic dignity of ALL
people (UNIVERSAL)-The Golden Rule
• Seek first to understand!
• Heinz’s wife should be saved and druggist should
understand this
• Few folks use this consistently
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm

11.  Studies conducted on 72 boys
• Rules and rights vs. interpersonal relationships
(compassion and care)
• Carol Gilligan: boys vs. girls
 How much do we really consider our core
values in our reasoning? Or do we use intuition
(gut feeling most of the time? Ethics?
 Listening to moral judgment is not good enough-
must formulate our own position with thoughtful
questioning and/or experiences

12. Tally Value Characteristics
Alfred
Bill
Cora
David
Edna

13.  The “correct” decision or action is not clear and may violate
one’s own conscience or an ethical principle or be harmful to
others.
 The decision calls for a delicate balancing of complicated
issues surrounding the rights and fair treatment or the harm
and benefits to all.
 The “correct” decision is in conflict with the existing norms and
values of an organization.
 The decision creates a conflict between the organization’s
needs and individual’s personal values.
 The “correct” decision is clear, but the cost of acting on the
decision seems unreasonable high to the individual, the group,
or the organization.
 The situation is totally new and there are no existing norms and
standards to guide the decision-making process.

14. 1931 Norman
Maier at the
University of
Michigan wanted
to explore how
people solved
problems. He
developed the 2
cord experiment.

15. They see things through a
different lens and will apply
their own logic and perceptions
they have used to create their
own point of view in an attempt
to change your point of view
and perception.

18. Characteristics
Seniors
1920-1939
Baby Boomers
1940-1959
Generation X
1960-1980
Millennials
1981-2006
Landmark
Events
•Depression
•World War II
•Civil Rights Act
passed
•First manned
space flight
•Vietnam War
•Operation Desert
Storm
•Oklahoma
bombing
•Columbine
shootings
•Clinton scandal
•9/11
Music
•The Great Era of
Radio
•Big bands
•Elvis
•Punk
•Disco
•Grunge
•Hip Hop
•Boy bands
•Rap
TV
Culture
•Virtually
nonexistent
•Movies/Radio
•"Ozzie & Harriet"
•Leave it to Beaver
•"The Brady
Bunch"
•Anything goes
•Reality Shows
•Home Theatres
Cultural
Memorabili
a
•Juke boxes
•Fireside chats
•TV dinners
•Poodle skirts
•Pet rocks
•Platform shoes
•Skateboards
•Piercings
•IPODS/MP3s
Heroes
•Franklin
Roosevelt
•Winston Churchill
•Joe DiMaggio
•Babe Ruth
•Gandhi
•Martin Luther
King
•John &
Jacqueline
Kennedy
•John Glenn
•Generally aren’t
influenced by
heroes
•Their parents
•Bill Gates
•NYC Firefighters
•Michael Jordan

19. Characteristic
Seniors
(1920-39)
Baby Boomers
(1940-59)
Generation X
(1960-80)
Millennials
(Generation
“Next”)
(1981-2006)
Core
Values
•Dedication
•Respect for authority
•Adherence to rules
•Optimism
•Personal gratification
•Health and wellness
•Diversity
•Balance
•Fun
•Techno-literacy
•Diversity
•Civic duty
•Achievement
•Sociability
•Informality
•Street smarts
Work
Ethic
•Hard worker
•Loyalty
•Will do whatever is
asked
•Delayed reward
•Team-oriented
Overly sensitive to
feedback
Self-promoting
Driven
•Impatient
Independent
Process-averse
Creative, cynical
Multi-tasking, balanced
•Determined
People-oriented
Optimistic
Need for supervision
& structure
Job
Expectations
•Defined job duties
•Input on projects
•Job security
•Recognition
•Team projects
•Advancement
•opportunities
•Meaningfulness
•Equal power
•"Hands-off" supervision
•Specific job duties
•Treated Respectfully
•Teamwork
•Flexibility with structure
•Don’t often stay in one
job
•Need feedback
Motivational
Messages
•"Your experience is
valued and rewarded.“
•"It's valuable to all of
us to hear what has and
hasn't worked in the
past."
•"You're important to our
success.“
•"We need you.“
•"Your contribution is
unique and important to
the organization."
•"Do it your way.“
•"There aren't many
rules here.“
•"We're not very
corporate around here."
•"You'll be working with
other, creative people.“
•"You and your co-
workers can turn this
company around."
From Generations at Work: Managing the Clash of Veterans, Boomers, Xers and Nexters in Your Workplace by R. Zemke, C. Raines and R. Filipczak,
published by WACOM Publishing in 2000.

20. CRITERIA FOR A CORE VALUE
Chosen:
A value a person selects freely from
alternatives after careful examination
and with a clear understanding of the
consequences of the selection.
Prized:
A value a person is happy with and is
willing to publicly affirm.
Acted
Upon:
A value a person affirms repeatedly
through some life pattern.
Core
Value
A value that is acted upon.

21. What is important
to us in a school?

22. Factors That Influence Decisions
 Interest of constituencies (e.g. stakeholders,
community members, faculty, BOE, district
administration)
 Competitive pressures (high stakes testing, co-
curricular programs, common assessments)
 Public health and safety considerations
 Legal considerations
 Government regulations
 Peer or group pressures
 Social pressures
 Professional code of conduct
 The tension between the decision maker’s personal
standards or values and the needs of the
organization.

24. How things out to be…
Vs.
Right and wrong

25. We need a coherent view of our own role
and our own authority and of how to deal
with conflicting demands made upon us
We need a coherent vision of the
education we wish to provide and we
ought to provide it.
What are the norms of ethical decision
making?

26. Break the law
Do not tell the truth
Deviate from moral rectitude
Right vs. wrong = easy
Right vs. right = hard

27. Could we be successful with the following:
Be truthful
Do not steal from our schools
Not be racist or sexist
Avoid conflicts of interest
Make fair decisions
These are important, but we need more to
create school into a great educational
community (the science vs. the art).

28. Decision Process Steps
1. Situation/Problem Definition
2. Solution/Decision Alternatives
3. Value-Based Criteria
4. Implementation
5. Evaluation/Reflection

29. What is the problem?
 What are the circumstances out of which the problem arose?
What are the end results I want to receive?
 What is the right thing to do? What is the successful thing to do?
 What is your first inclination for course of action?
What is the continuum of possible solutions?
 What are the advantages and disadvantages of each solution?
Community Acceptability Test
 Does this solution conform to my school, community, district,
professional code of conduct?
 Is it legal?
 Is it safe?
 Does it adhere to the values of the community?
 What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
 Does it adhere to my personal values?
 Can I sleep tonight?
What ethical or moral principals are involved? (benefit maximization,
equal respect, equal treatment, maximin principle)
What is your decision?

30. DO
SAY
BE

31. DO NOTHING
SAY NOTHING
BE NOTHING

32. People are just begging to be told what to
do. There are a lot of reasons for this;
possibly, the biggest one is:
"If you tell me what to do, the
responsibility for the outcome
is yours, not mine. I'm safe."
When asked, resist.

33. “I find comfort in the fact that the longer I’m
in politics the less nourishing popularity
becomes, that a striving for power and
rank and fame seems to betray a poverty
of ambition, and that I am answerable
mainly to the steady gaze of my own
conscience.”
Obama, B. (2006). The audacity of hope: Thoughts on reclaiming the American
dream. Crown publishing group. p. 134.

34. Ethics in the News

35. Ethics in the
News

36. At the public high school where I teach, a school
sponsored student club, Sharing Our Spirit, staged a “Pro
Life Day of Silent Solidarity” during school hours. Students
wore red armbands and did not speak. The club’s faculty
adviser sent an e-mail to the entire faculty, including this:
“They will be standing on behalf of the one-third of their
generation that have been innocent victims of abortion.”
Was the students’ activity legitimate? The adviser’s?
-SARATOGA SPRINGS, N.Y.

37. 1. I understand what defines a value.
2. I understand what defines moral/ethical
principles.
3. I understand how we develop our values.
4. I understand how our values shape our
morals/ethical ethos.
5. I understand why it is important to
understand our values in order to make
sound moral/ethical decisions.