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This document discusses the topic of value classification. It begins by defining values and outlining their role in bringing about positive behavioral changes and developing peace in society. It then provides definitions of values from various scholars and theorists. The document goes on to classify values according to different frameworks, such as Spranger's classification of theoretical, economic, aesthetic, social, political and religious values. It also discusses Gandhi's values of truth, non-violence, freedom, democracy and others. Finally, the document presents general classifications of values like social values, personal values, moral values and spiritual values.
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Basic human values hebrew university
1. The document presents Schwartz's theory of basic human values, which identifies 10 universal motivational values: self-direction, stimulation, hedonism, achievement, power, security, conformity, tradition, benevolence, and universalism.
2. These 10 values are derived from universal human requirements of individuals, social interaction, and group welfare. Each value represents a distinct type of motivational goal.
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Values are acquired from family, culture, religion, and other sources. Families are responsible for teaching children right from wrong. Some families also introduce children to religion, which provides guidance on moral behavior. There are several types of values including personal values, cultural values, religious values, political values, aesthetic values, and moral values. Personal values reflect an individual's principles, cultural values are customs important to an ethnic group, religious values are determined by principles of a faith, and political values influence how a society is governed.
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This document provides an overview of values from several perspectives:
1. It defines values and lists examples like integrity, accountability, diligence, perseverance, and discipline.
2. It outlines 10 basic universal values identified by Schwartz - self-direction, stimulation, hedonism, achievement, benevolence, power, security, conformity, tradition, and universalism.
3. It discusses an activity for students to reflect on what values are most important to them and common Filipino values.
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Values represent basic convictions about what is good versus bad. They influence our perceptions and guide our behaviors. [1] Values have both content, specifying what is important, and intensity, how important it is. [2] An individual's value system is a hierarchy of their most important values. [3] Values are subjective and vary across cultures.
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Basic human values hebrew university
1. The document presents Schwartz's theory of basic human values, which identifies 10 universal motivational values: self-direction, stimulation, hedonism, achievement, power, security, conformity, tradition, benevolence, and universalism.
2. These 10 values are derived from universal human requirements of individuals, social interaction, and group welfare. Each value represents a distinct type of motivational goal.
3. Schwartz proposes that the values are structured in a circular model based on the conflicts and compatibilities between their underlying motivations. This integrated structure can be summarized by two dimensions: self-enhancement vs. self-transcendence and openness to change vs. conservation.
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Values refer to what is considered good, desirable, and proper in a culture. They are specific to each culture and stable over time, being learnt and becoming part of one's personality. Values can be classified individually or collectively, and intrinsically or instrumentally. Major classifications include theoretical, economic, aesthetic, social, political and religious values. Values are important as they regulate behavior, provide ideals and objectives, and serve as the basis for judgments. They help integrate human desires and build stable societies. Education plays a key role in developing values through programs that celebrate culture and encourage service, unity, and health.
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Values are acquired from family, culture, religion, and other sources. Families are responsible for teaching children right from wrong. Some families also introduce children to religion, which provides guidance on moral behavior. There are several types of values including personal values, cultural values, religious values, political values, aesthetic values, and moral values. Personal values reflect an individual's principles, cultural values are customs important to an ethnic group, religious values are determined by principles of a faith, and political values influence how a society is governed.
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VALUE EDUCATION IS ONE OF THE IMPORTANT CORE SUBJECT IN ALL SORT OF EDUCATIONAL INSTITUTIONS AND ALSO FOR OUR DAY TO DAY LIFE. IN THIS POWER POINT PRESENTATION I CLEARLY PRESENT ABOUT THE CLASSIFICATION OF VALUES IN DETAILED MANNER. THIS WILL PROVIDE MORE IDEAS ABOUT THE IMPORTANCE OF VALUE EDUCATION IN HUMAN LIFE. PLEASE USE THIS POWER POINT PRESENTATION THE REFERENCE.
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This document provides an overview of values from several perspectives:
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2. It outlines 10 basic universal values identified by Schwartz - self-direction, stimulation, hedonism, achievement, benevolence, power, security, conformity, tradition, and universalism.
3. It discusses an activity for students to reflect on what values are most important to them and common Filipino values.
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This document discusses human values and theories. It defines values as goals that give meaning to human existence and help people achieve fulfillment. The document outlines three kinds of values: biological values related to physical survival, social values related to relationships and community, and rational values related to using reason and will. Moral values directly relate to choices and actions. The document also discusses characteristics of moral values, other types of values like religious and cultural values, a hierarchy of values from most to least important, and the importance of choosing values wisely.
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Values represent basic convictions about what is good versus bad. They influence our perceptions and guide our behaviors. [1] Values have both content, specifying what is important, and intensity, how important it is. [2] An individual's value system is a hierarchy of their most important values. [3] Values are subjective and vary across cultures.
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Watch my videos on snack here: --> --> http://sck.io/x-B1f0Iy
@ Kindly Follow my Instagram Page to discuss about your mental health problems-
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-----> behance.net/burhanahmed1
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A brief presentation on the history of Values research including a practical exercise part with a Values auction
Values education MA
Values are fundamental to defining what is desirable and meaningful for individuals and societies. Values guide behavior and decision-making. A value system comprises hierarchical values that people use to evaluate objects, ideas, and experiences. Values unite social groups and are essential for democratic societies, productivity, justice, and stability. Nations can only be as strong as the values upheld by their citizens. Values reflect people's aspirations for themselves and the world.
Moral Education.Socialogy. docx (4)
This document discusses moral education in schools. It argues that both teachers and parents play important roles in imparting moral values to children. While teachers can teach moral lessons in school, parents also influence children's moral development at home. The document examines different perspectives on morality and moral education. It reviews literature that discusses how morality can be taught in schools, and the debates around whether and how it should be done. The goal of moral education is to help children develop good character and become responsible community members.
Human Values
The document discusses the importance and meaning of human values in society. It states that human values play a vital role as they are the basis for humans to lead a better life, and that all holy books contain values for a good life. It emphasizes that developing values starts from families and continues through schools with educators. It also notes that families, teachers, and education programs are crucial for values education. Finally, it identifies some common human values like brotherhood, friendship, empathy, compassion, love, honesty, fairness, loyalty and sharing.
GENDER AND RABINDRIK WORK VALUE ORIENTATION
This document discusses gender differences in work value orientation, specifically examining Rabindrik work values identified from Tagore's songs. It summarizes previous research finding both convergence and divergence in values between genders. The study aims to examine gender differences in orientation toward 14 path-oriented and 14 goal-oriented Rabindrik work values identified by Dutta Roy and Bandopadhyay. Data was collected using a value questionnaire from 91 female and 57 male respondents across different occupations to analyze value convergence between genders.
School & Society PowerPoint - Oct 3
This document discusses different philosophical perspectives on the aims of education. It explores questions around why we educate people, what the goals of education should be, and the role of teachers. Several perspectives are presented, including focusing on developing human potential, promoting social justice, benefiting society, and benefiting individuals. The document also discusses an "ethic of care" perspective proposed by Nel Noddings which emphasizes caring, modeling, dialogue and practice as important for moral development.
Value inculcation through teaching
A lecture delivered to the students of teacher trainee of RKMTTI, Purulia on Value inculcation among students
Philippine Values
Values are standards that societies use to judge what is desirable or undesirable. They provide purpose and direction in people's lives and give meaning to society. There are several theories about the origin of values, including that they come from inner mental processes, external reinforcement, or cultural influences. Filipino values include concepts like utang na loob, bahala na, and pakikisama that guide behaviors and social interactions.
A study to investigate the relationship between self esteem
This study investigated the relationship between self-esteem and moral judgment in students. 81 students aged 13-18 from 3 schools participated. They completed the Self-esteem Scale of Raffia and the Padua Moral Judgment scale, which measures moral judgment across 11 social values. The researchers hypothesized that high self-esteem would correlate with high moral judgment. However, the results showed that higher stages of moral judgment were not related to high self-esteem. The study explored the concepts of self-esteem and moral development in adolescents and the relationship between the two constructs.
Reading material values & ethics 3rd bba
Here are a few key points to consider in evaluating this case:
- Raj is clearly intelligent but lacks discipline and work ethic as evidenced by his mediocre grades despite understanding class material. Padding his resume undermines his integrity.
- While Raj's goal of working at a prestigious research institute is admirable, lying on his resume is unethical and could damage his reputation and career prospects if discovered.
- Raj rationalizes that the changes don't matter since he'll prove himself through good work. However, getting the job under false pretenses is dishonest and sets a poor foundation for the employment relationship.
- There are better ways for Raj to improve his chances, such as networking, highlighting other strengths
Ethics of schooling
This document discusses different approaches to ethics and morality from various philosophical perspectives including virtue ethics, utilitarianism, and duty ethics. It also examines how moral development theories and gender differences may influence ethical reasoning. The document questions how teachers can reconcile conflicts between individual and group needs, ensure fairness and justice, and convey their own ethical values to students while addressing common classroom ethical problems.
1 Week 3 – The impact of personal and cultural
1
Week 3 – The impact of personal and cultural
values in educational contexts
TOPIC GOALS
Explore personal and cultural values in education for educators and
students
2
1. Introduction
“Great people have great values and great ethics.”
(Jeffrey Gitomer, 1993)
2. Educators Personal and Cultural Values
Our values as educators play a significant role to how we portray ourselves
in action, what we do and what we say. Most of the times you find educators
asking themselves the same question. What kind of an educator am I? Educators
always need to justify themselves through their teaching practices and that can
only be done when we reflect on what we do and why we teach in a particular
way. That involves the values of any educator to be questioned.
‘Throughout our teaching careers we think and behave in certain ways and
believe in certain things, such as how far our teaching can be called ‘educational’,
about what we can offer children and what our capabilities are. What we do, think,
and feel about teaching constitute our sense of professional identity. We can
reveal and communicate this identity when we address and articulate an answer
to the question’ (Ghaye, 2011).
3
If we reflect on these descriptions of practice, we give
ourselves the chance to learn from our experiences of
teaching. This can help to move our practice forward.
(Ghaye, 2011)
‘While a case could be made that there are some universally accepted
values, values in education are culturally bound. No aspect of curriculum is taught
in a cultural void, and the relationship of values education to cultural context
throws up particular challenges in attempting an international study’ (Stephenson,
1998).
Educators usually do not stay in an unchanged set of values as they develop
more practice and experience the reflection on these shifts and changes happen
depending on the setting and context they work in. To be called a professional
implies that educators need to reflect on their teaching constantly and be
responsive to what is happening around them. ‘A teacher’s values should be
derived from the nature of what constitutes effective and ethical practice. To
reach this position, we have to understand and question the purposes of education’
(Ghaye, 2011)
4
Cultural values on the other hand are the particular concepts of interest of
each individual when asked about their beliefs, personality, values and identity.
That way you can distinguish their cultural views and behaviours in their personal
lives which then reflect in their practices as well. This also reflects specific
characteristics and certain practices on a larger nationwide scale that constitutes
each educational context. However, ‘Individuals are expected to cultivate and
express their own preferences, feelings, ideas, and abilities. Schwartz (1994)
distinguishes two types of auto ...
Value classification
The document discusses various classifications and types of values. It summarizes Rokeach's value survey which separates values into two categories: terminal values, which are desirable end-states or goals; and instrumental values, which are preferable modes of behavior to achieve terminal values. It also outlines value classifications by Z.K Sajaranjiwallah based on biological, intrinsic and instrumental values, and by Eduard Spranger based on theoretical, economic, aesthetic, social, political and religious values. Finally, it lists different types of values such as aesthetic, material, personal, social, behavioral, spiritual, moral values as well as traditional Indian values and constitutional values.
Making the case_for_values_character_education
This document summarizes the research literature on values and character education. It discusses key theories of moral and character development, such as those proposed by Piaget, Kohlberg, and Gilligan. Different approaches to teaching values are outlined, including inculcation, moral development, analysis, values clarification, and action learning. Effective character education programs involve students, parents, teachers and the community, and address cognitive, affective, and behavioral dimensions. Overall, the literature supports comprehensive, holistic approaches to character education that create a caring community and positive school climate.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Thomas ppt
- 1. MOUNT TABOR TRAINING COLLEGE, PATHANAPURAM Topic - Value Classification Submitted by, Thomas Panicker P.G.O. Submitted to, Dr. George Varghese, Asst.Professor
- 2. Edu.12 - Learner in the Educational Perspectives Thomas Panicker P.G.O. Second Year B. Ed., Social Science Option, Reg.No. 16919303014
- 4. VALUE Derived from the Latin word 'Valerie', meaning 'to be strong and vigorous' Bring behavioural changes towards positivism Develop peace and harmony, and quality of life in the individuals and in society Basis of the evaluation process In general, values expresses the qualitative significance we assign to ideas, feelings, activities and experiences
- 5. Definitions... According to Mukherjee (1956), “Socially approved desire and goal which become subjective preference, standard and aspiration”. According to Henry (1963), “Values are something that we consider good such as love, kindness, quietness, contentment, fun, honesty, decency, relation and simplicity”.
- 6. ROLE OF VALUES Motivation (Mc Dougall, 1960) “the master sentiment is the sentiment of self regard” Adjustive function (Mc Laughlin, 1963) Knowledge function (Katz, 1970) “the search for knowledge” The Ego - Defensive function (Freud) Self - Actualization function (Rogers Carl and Abraham Maslow, 1969) “for the creative individual, what is important is whether he is living in a way which is deeply satsfying to himself”
- 7. SOURCES OF VALUES The system of values can be treated from the following sources of understanding: Life experience Cultural background Religious background Scientific background
- 8. CLASSIFICATION OF VALUES Spranger's Classification: Theoretical values Economic values Aesthetic values Social values Political values Religious values
- 9. Gandhi 's Values: In order to create new social order, Gandhiji introduced Nai Talim the year 1937, which is popularly known as basic education. Truth Non-violence Freedom Democracy Equality Self-realization Purity of ends and means Self-discipline Sarva dharma sambhava
- 10. Parker's Classification: Biological values Economical values Affective values Social values Intellectual values Aesthetic values Moral values Religious values
- 12. Gail M. In-law Classification: Traditional and cultural values Economic values Political values Values in science and technology Philosophical values Values of the black community
- 13. General Classification of Values Social values Personal values Moral values Spiritual values Behavioural values
- 14. Reference: shodhganga.inflibnet.ac.in.Classification of values.Chapter-ii. Accessed Sep.26,2020.
- 15. THANK YOU