This document provides an overview of values, attitudes, behaviors and beliefs. It discusses how values influence behavior and priorities. The seven Army values of loyalty, duty, respect, selfless service, honor, integrity and personal courage are defined. Other important values for soldiers and leaders like candor and competence are also explained. The document outlines the categories of personal, social, political, economic, religious values that make up an individual's value system, and how socialization is the major source of these values.
Kohlberg's theory of moral development outlines six stages of moral reasoning grouped into three levels: pre-conventional, conventional, and post-conventional. The document presents a moral dilemma where Nic discovers his brother Ryan plans to attend a concert against their parents' wishes. Nic struggles with whether to tell their parents. According to Kohlberg's stages, Nic could choose not to tell to avoid punishment or gain rewards from Ryan, or tell to seek social approval from his parents and appear honest. The document does not provide Nic's final decision.
Values education is the process of transmitting values from one person to another, which can take place in various organizations through assisted learning. It involves developing moral, cultural, spiritual values and the ability to make proper value judgments. Various methodologies can be used, including classroom learning activities using stories and discussions, practical activities to practice values, socialized techniques like role playing, and several approaches such as awareness, moral reasoning, and value clarification.
Values education personhood development lecture 2Jm Alegre
The document discusses Filipino values and self-development. It describes the perceived self as composed of self-cognitions about one's traits, competencies, and values, which are reinforced through feedback. The ideal self represents the traits, competencies, and values one aspires to have. Social identities are aspects of one's self-concept derived from social groups. Self-esteem depends on how well the perceived self matches the ideal self. Values education involves understanding one's values and receiving feedback to improve self-awareness. Filipino values were shaped by pre-colonial, Spanish, American, Japanese, and family influences.
This document outlines the major stages of human development from pre-natal period through late adulthood. It describes key aspects of physical, cognitive, social, and emotional development that occur during each phase. The document also discusses developmental tasks, which are goals that should be achieved during each life stage in order to support healthy development and functioning in later stages. Some examples of developmental tasks include learning to walk during infancy, developing a sense of identity during adolescence, and adjusting to retirement during late adulthood. Accomplishing the tasks of earlier stages helps to achieve tasks in subsequent stages.
STEPS IN VALUING PROCESS AND VALUE INDICATORSShin Tampus
This document outlines the steps in valuing process and value indicators. The 7 steps in valuing process are: 1) choosing freely, 2) considering alternatives, 3) considering consequences, 4) prizing, 5) affirming, 6) acting upon choices, and 7) repeating. Value indicators are expressions or behaviors that could help clarify values, including purposes, aspirations, attitudes, interests, feelings, beliefs, activities, and worries. The document provides descriptions of each step and indicator.
The document discusses Lawrence Kohlberg's theory of moral development. Kohlberg proposed that moral reasoning progresses through six stages grouped into three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, reasoning is based on obedience and self-interest. At the conventional level, maintaining social order and relationships is important. At the post-conventional level, reasoning is based on abstract ethical principles and justice. Kohlberg believed people progress sequentially through these stages as their reasoning becomes more sophisticated.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
This document discusses the situation of Filipino children and young persons. It notes that drug use, drinking, and smoking have declined among youth aged 15-24 based on survey findings. However, HIV cases among youth remain a concern. The document also discusses that Filipino youth rank lowest internationally in areas of citizen participation and economic opportunity based on a global youth well-being index. It concludes by stating the number of children and youth considered at-risk in the Philippines.
Kohlberg's theory of moral development outlines six stages of moral reasoning grouped into three levels: pre-conventional, conventional, and post-conventional. The document presents a moral dilemma where Nic discovers his brother Ryan plans to attend a concert against their parents' wishes. Nic struggles with whether to tell their parents. According to Kohlberg's stages, Nic could choose not to tell to avoid punishment or gain rewards from Ryan, or tell to seek social approval from his parents and appear honest. The document does not provide Nic's final decision.
Values education is the process of transmitting values from one person to another, which can take place in various organizations through assisted learning. It involves developing moral, cultural, spiritual values and the ability to make proper value judgments. Various methodologies can be used, including classroom learning activities using stories and discussions, practical activities to practice values, socialized techniques like role playing, and several approaches such as awareness, moral reasoning, and value clarification.
Values education personhood development lecture 2Jm Alegre
The document discusses Filipino values and self-development. It describes the perceived self as composed of self-cognitions about one's traits, competencies, and values, which are reinforced through feedback. The ideal self represents the traits, competencies, and values one aspires to have. Social identities are aspects of one's self-concept derived from social groups. Self-esteem depends on how well the perceived self matches the ideal self. Values education involves understanding one's values and receiving feedback to improve self-awareness. Filipino values were shaped by pre-colonial, Spanish, American, Japanese, and family influences.
This document outlines the major stages of human development from pre-natal period through late adulthood. It describes key aspects of physical, cognitive, social, and emotional development that occur during each phase. The document also discusses developmental tasks, which are goals that should be achieved during each life stage in order to support healthy development and functioning in later stages. Some examples of developmental tasks include learning to walk during infancy, developing a sense of identity during adolescence, and adjusting to retirement during late adulthood. Accomplishing the tasks of earlier stages helps to achieve tasks in subsequent stages.
STEPS IN VALUING PROCESS AND VALUE INDICATORSShin Tampus
This document outlines the steps in valuing process and value indicators. The 7 steps in valuing process are: 1) choosing freely, 2) considering alternatives, 3) considering consequences, 4) prizing, 5) affirming, 6) acting upon choices, and 7) repeating. Value indicators are expressions or behaviors that could help clarify values, including purposes, aspirations, attitudes, interests, feelings, beliefs, activities, and worries. The document provides descriptions of each step and indicator.
The document discusses Lawrence Kohlberg's theory of moral development. Kohlberg proposed that moral reasoning progresses through six stages grouped into three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, reasoning is based on obedience and self-interest. At the conventional level, maintaining social order and relationships is important. At the post-conventional level, reasoning is based on abstract ethical principles and justice. Kohlberg believed people progress sequentially through these stages as their reasoning becomes more sophisticated.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
This document discusses the situation of Filipino children and young persons. It notes that drug use, drinking, and smoking have declined among youth aged 15-24 based on survey findings. However, HIV cases among youth remain a concern. The document also discusses that Filipino youth rank lowest internationally in areas of citizen participation and economic opportunity based on a global youth well-being index. It concludes by stating the number of children and youth considered at-risk in the Philippines.
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.
The document outlines the legal and philosophical foundations of values education in the Philippines. It establishes that values education is mandated by the Department of Education through Department Order 41 and aims to develop students who are self-actualized, socially responsible, productive citizens and people of faith imbued with a sense of nationalism and global solidarity. It also describes the values education program which focuses on being God-loving, people-loving, nature-loving, country-loving and patriotic. Additionally, it presents a framework for values based on the dimensions of the human person - intellectual, moral, social, economic, physical and political - and core values like human dignity, social responsibility, health, spirituality, truth, love and
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
Values refer to interests, preferences, and other selective orientations that serve as criteria for judging attitudes and behavior. Values education is the process of forming values in learners through guidance and interactions. It involves critical thinking on moral issues. There are two kinds of values - absolute moral values that are universally binding, and behavioral/cultural values that are subjective and situational responses that prompt certain behaviors. The document discusses values, values education, and different types of values while assigning further reading on the topic.
Human development occurs throughout the lifespan, from conception through old age. It includes physical, cognitive, and socio-emotional changes. Development follows general principles - it is relatively orderly, varies between individuals, and takes place gradually through the interaction of biological, cognitive, and social processes. Approaches to development include the traditional view that most occurs by adulthood and the lifespan view that development continues throughout life in a multi-dimensional, plastic, and contextual manner focused on growth, maintenance, and regulation. Principles of child development state that all domains are interrelated, development proceeds at varying rates and is shaped by both nature and nurture through sensitive periods.
This document discusses values and different types of values. It begins by defining what a value is and explaining why values are needed. It then discusses whether values can be taught and if they are subjective or objective. Several types of values are outlined in sets A through C, including appetitive, aesthetic, intellectual, moral, spiritual, personal, sociological, cultural, and ultimate values. For each value type, one or more examples are provided. The document concludes by examining different perspectives on ultimate values, such as materialism, hedonism, Marxism, Hinduism, Taoism, God-ism, and humanism.
Approaches, Methods and Strategies in Edukasyon sa PagpapakataoDee Barr
The document outlines six approaches to teaching Edukasyon sa Pagpapakatao (Education for Human Development) in the Philippines:
1. Values inculcation approach focuses on instilling pre-chosen values through explanation, reinforcement and modeling.
2. Moral development approach stimulates students' moral reasoning through dilemmas and self-reflection to advance to higher stages.
3. Analysis approach uses logical thinking and scientific inquiry to guide valuing, focusing on public policy over personal values.
4. Value clarification approach helps students clarify and actualize personal values through choosing freely after considering alternatives.
5. Action learning approach develops students' ability to act on personal values in real situations
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
Philosophical and ethical foundations of values is a topic from values education for education students, good motive, classification of act, law and its importance, different kinds of laws, human positive law, divine positive law, values on human acts, acts of man, kinds of human acts, elicited acts, commanded acts, classification of actions, moral actions, immoral actions, amoral actions
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
This document discusses concepts and approaches related to values education. It defines values education as the process of transmitting values from one person to another, which can take place in organizations like schools, colleges, and youth groups. The document outlines several methodologies for values education, including classroom learning activities using sources that illustrate values, practical activities to apply values in real-world settings, and role-playing exercises. It also analyzes different approaches for implementing values education, such as evocation, awareness, moral reasoning, and commitment. The goal of values education is to help develop students' character and ability to make ethical decisions.
Erik Erikson developed eight stages of psychosocial development that occur throughout the lifespan. Each stage is characterized by a psychosocial crisis that must be resolved. If unresolved, it can negatively impact future development. The stages include: trust vs. mistrust (infancy), autonomy vs. shame and doubt (early childhood), initiative vs. guilt (preschool), industry vs. inferiority (middle childhood), identity vs. role confusion (adolescence), intimacy vs. isolation (young adulthood), generativity vs. stagnation (middle adulthood), and integrity vs. despair (late adulthood). Erikson's theory emphasizes the importance of social relationships at each stage of development.
This powerpoint is about one of the theories of development a future educator should know -- the theory of Moral Development by Lawrence Kohlberg. The theory has six levels and each of which were given examples. Hope you like it! :)
Module 8: Kohlberg's Stage of Moral DevelopmentKaren Acuario
The document describes a moral dilemma faced by a man named Heinz. His wife has a type of cancer that can potentially be treated by a newly discovered drug. However, the drug is very expensive, costing $4,000 for a small dose. Heinz is only able to raise $2,000 from friends and family. When he asks the druggist to lower the price or allow payment later, the druggist refuses. Considering every legal option has failed, Heinz contemplates stealing the drug from the store to save his wife's life. The document poses the question of whether Heinz should steal the drug or not.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Robert J. Havighurst was an influential American developmental psychologist and educator who developed a theory of human development and identified developmental tasks occurring at different life stages from infancy to old age. He recognized that developmental tasks arise from physical maturation, personal values, and societal pressures. Some key developmental tasks he identified included learning to walk and talk in infancy, getting along with peers and developing gender roles in childhood and adolescence, selecting an occupation and starting a family in early adulthood, assisting teenage children in middle age, and adjusting to retirement and reduced mobility in later life. Havighurst stressed the importance of teachers helping students accomplish developmental tasks appropriate for their age.
This document defines key concepts related to values, attitudes, beliefs, and behaviors. It outlines how values form a value system that influences individual and societal behavior. Values fall under categories like personal, social, economic, political, and religious. Attitudes are collections of opinions and sentiments that are demonstrated through behavior and shaped by socialization. Beliefs are assumptions based on values and attitudes. Behavior is how individuals act in response to their environment. The document also describes how attitudes and behaviors mutually influence each other through a cyclic relationship.
Values are things that are considered important and influence behavior. They serve as guiding principles and determine what seems worthwhile. Values help determine what a person likes or considers important. They allow a person to plan their life and set goals.
Bayanihan refers to a Filipino spirit of communal unity and effort where community members volunteer to help others, such as by carrying a house to a new location. It demonstrates group values of cooperation and helping one another.
Values can be classified in different ways, such as general societal values accepted by most versus personal values, or based on whether they are exercised by an individual, group, or society. Examples of different types of values are provided.
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.
The document outlines the legal and philosophical foundations of values education in the Philippines. It establishes that values education is mandated by the Department of Education through Department Order 41 and aims to develop students who are self-actualized, socially responsible, productive citizens and people of faith imbued with a sense of nationalism and global solidarity. It also describes the values education program which focuses on being God-loving, people-loving, nature-loving, country-loving and patriotic. Additionally, it presents a framework for values based on the dimensions of the human person - intellectual, moral, social, economic, physical and political - and core values like human dignity, social responsibility, health, spirituality, truth, love and
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
Values refer to interests, preferences, and other selective orientations that serve as criteria for judging attitudes and behavior. Values education is the process of forming values in learners through guidance and interactions. It involves critical thinking on moral issues. There are two kinds of values - absolute moral values that are universally binding, and behavioral/cultural values that are subjective and situational responses that prompt certain behaviors. The document discusses values, values education, and different types of values while assigning further reading on the topic.
Human development occurs throughout the lifespan, from conception through old age. It includes physical, cognitive, and socio-emotional changes. Development follows general principles - it is relatively orderly, varies between individuals, and takes place gradually through the interaction of biological, cognitive, and social processes. Approaches to development include the traditional view that most occurs by adulthood and the lifespan view that development continues throughout life in a multi-dimensional, plastic, and contextual manner focused on growth, maintenance, and regulation. Principles of child development state that all domains are interrelated, development proceeds at varying rates and is shaped by both nature and nurture through sensitive periods.
This document discusses values and different types of values. It begins by defining what a value is and explaining why values are needed. It then discusses whether values can be taught and if they are subjective or objective. Several types of values are outlined in sets A through C, including appetitive, aesthetic, intellectual, moral, spiritual, personal, sociological, cultural, and ultimate values. For each value type, one or more examples are provided. The document concludes by examining different perspectives on ultimate values, such as materialism, hedonism, Marxism, Hinduism, Taoism, God-ism, and humanism.
Approaches, Methods and Strategies in Edukasyon sa PagpapakataoDee Barr
The document outlines six approaches to teaching Edukasyon sa Pagpapakatao (Education for Human Development) in the Philippines:
1. Values inculcation approach focuses on instilling pre-chosen values through explanation, reinforcement and modeling.
2. Moral development approach stimulates students' moral reasoning through dilemmas and self-reflection to advance to higher stages.
3. Analysis approach uses logical thinking and scientific inquiry to guide valuing, focusing on public policy over personal values.
4. Value clarification approach helps students clarify and actualize personal values through choosing freely after considering alternatives.
5. Action learning approach develops students' ability to act on personal values in real situations
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
Philosophical and ethical foundations of values is a topic from values education for education students, good motive, classification of act, law and its importance, different kinds of laws, human positive law, divine positive law, values on human acts, acts of man, kinds of human acts, elicited acts, commanded acts, classification of actions, moral actions, immoral actions, amoral actions
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
This document discusses concepts and approaches related to values education. It defines values education as the process of transmitting values from one person to another, which can take place in organizations like schools, colleges, and youth groups. The document outlines several methodologies for values education, including classroom learning activities using sources that illustrate values, practical activities to apply values in real-world settings, and role-playing exercises. It also analyzes different approaches for implementing values education, such as evocation, awareness, moral reasoning, and commitment. The goal of values education is to help develop students' character and ability to make ethical decisions.
Erik Erikson developed eight stages of psychosocial development that occur throughout the lifespan. Each stage is characterized by a psychosocial crisis that must be resolved. If unresolved, it can negatively impact future development. The stages include: trust vs. mistrust (infancy), autonomy vs. shame and doubt (early childhood), initiative vs. guilt (preschool), industry vs. inferiority (middle childhood), identity vs. role confusion (adolescence), intimacy vs. isolation (young adulthood), generativity vs. stagnation (middle adulthood), and integrity vs. despair (late adulthood). Erikson's theory emphasizes the importance of social relationships at each stage of development.
This powerpoint is about one of the theories of development a future educator should know -- the theory of Moral Development by Lawrence Kohlberg. The theory has six levels and each of which were given examples. Hope you like it! :)
Module 8: Kohlberg's Stage of Moral DevelopmentKaren Acuario
The document describes a moral dilemma faced by a man named Heinz. His wife has a type of cancer that can potentially be treated by a newly discovered drug. However, the drug is very expensive, costing $4,000 for a small dose. Heinz is only able to raise $2,000 from friends and family. When he asks the druggist to lower the price or allow payment later, the druggist refuses. Considering every legal option has failed, Heinz contemplates stealing the drug from the store to save his wife's life. The document poses the question of whether Heinz should steal the drug or not.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Robert J. Havighurst was an influential American developmental psychologist and educator who developed a theory of human development and identified developmental tasks occurring at different life stages from infancy to old age. He recognized that developmental tasks arise from physical maturation, personal values, and societal pressures. Some key developmental tasks he identified included learning to walk and talk in infancy, getting along with peers and developing gender roles in childhood and adolescence, selecting an occupation and starting a family in early adulthood, assisting teenage children in middle age, and adjusting to retirement and reduced mobility in later life. Havighurst stressed the importance of teachers helping students accomplish developmental tasks appropriate for their age.
This document defines key concepts related to values, attitudes, beliefs, and behaviors. It outlines how values form a value system that influences individual and societal behavior. Values fall under categories like personal, social, economic, political, and religious. Attitudes are collections of opinions and sentiments that are demonstrated through behavior and shaped by socialization. Beliefs are assumptions based on values and attitudes. Behavior is how individuals act in response to their environment. The document also describes how attitudes and behaviors mutually influence each other through a cyclic relationship.
Values are things that are considered important and influence behavior. They serve as guiding principles and determine what seems worthwhile. Values help determine what a person likes or considers important. They allow a person to plan their life and set goals.
Bayanihan refers to a Filipino spirit of communal unity and effort where community members volunteer to help others, such as by carrying a house to a new location. It demonstrates group values of cooperation and helping one another.
Values can be classified in different ways, such as general societal values accepted by most versus personal values, or based on whether they are exercised by an individual, group, or society. Examples of different types of values are provided.
1) The document discusses a study on the effectiveness of using a story analysis model to develop values and divergent thinking in students.
2) The study used an experimental method to test the impact of the story analysis model on 9th grade students' values of spirit of nationality and divergent thinking skills.
3) The results found that the story analysis classroom experiment was significantly effective in increasing both the students' values of spirit of nationality and their divergent thinking abilities.
Beliefs Attitudes Behavior in Critical ThinkingJim Marteney
This document discusses concepts related to beliefs, attitudes, values, and behavior. It introduces the "Big Four" of beliefs, attitudes, values, and behavior, with beliefs being the smallest units of awareness and values being enduring, salient beliefs. People strive for consistency, or stasis, between these concepts. When confronted with conflicting information, people will first need to be knocked off their stasis before changing. The two keys to change are adding new beliefs or altering behavior, as attitudes cannot be directly changed. Various value systems and codes of conduct are also presented, such as the Six Pillars of Character and Bushido Code.
This presentation aims to let the students appreciate the existence of Man. Needless to say, they will understand more the complexity of man as human being.
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
Effective Instructional Techniques and Effective Teachingrjhayvcapatoy
This document discusses the key domains of effective teaching: subject matter expertise, classroom management expertise, instructional expertise, communication expertise, diagnostic expertise, and relational expertise. Each domain contains several strands that effective teachers demonstrate. For example, subject matter expertise involves having thorough knowledge of content, being up-to-date in one's field, understanding relationships between concepts, and providing practical examples. Overall, the document outlines the teaching skills and competencies that facilitate students' learning and intellectual growth.
This document discusses different perspectives on values formation and values. It presents the idealist view that there are unchanging, universal values that exist beyond time and culture. However, it also presents the relativist view that values are dependent on time and place. It emphasizes that values are formed through both cognitive understanding and behavioral demonstration. Living examples from others, like heroes and great teachers, have more influence on values formation than lectures alone. The document also discusses training the intellect and will through developing good habits and self-control.
This curriculum vitae outlines the personal and professional details of John Doe Filipino, a civil engineer. It includes his educational background, professional licensure, seminars attended, and work experience spanning from 1991 to present across various construction companies in the Philippines and Africa. His roles have included civil supervision, engineering, and field work on infrastructure projects such as roads, bridges, buildings, and power transmission lines.
The document discusses the seven Army values of loyalty, duty, respect, selfless service, honor, integrity, and personal courage. It explains each value in detail, with loyalty defined as bearing true faith and allegiance to the U.S. Constitution, the Army, and other soldiers. Duty is fulfilling obligations, respect is treating people as they should be treated, and selfless service is putting the welfare of others above your own. Honor involves living up to Army values, integrity is doing what is right legally and morally, and personal courage is facing fear and adversity. All soldiers are drilled on these seven core values from the beginning of their training.
1.Morals, Values and Ethics By Akshit Jain.pptAkshit Jain
The presentation "Morals, Values, and Ethics" by Akshit Jain delves into the fundamental concepts that underpin human behavior and decision-making. Through a series of slides, Jain explores the intricate relationship between morals, values, and ethics, shedding light on their significance in various aspects of life, including personal development, societal norms, and professional conduct.
1. Morals are generally taught by society and relate to groups, while values come from within individuals and are personal principles.
2. Morals motivate good behavior and are deep-seated, whereas values can change with time and circumstances.
3. Ethics are codes or rules set by groups, focusing on duties, while values are individual beliefs about what is good or desirable.
The document outlines the objectives and content of a lesson on military leadership. It defines key terms related to leadership, outlines the basic responsibilities and roles of a military leader, describes leadership traits and principles, and presents frameworks for effective leadership. The overarching goals are for participants to understand the importance of military leadership and adopt leadership skills to act as effective leaders.
This document provides an overview of business ethics and corporate governance. It discusses key concepts like values, ethics, sources of values, types of values, and how values can differ across cultures.
The main points are:
1. Ethics studies concepts like good and evil, right and wrong, and moral philosophy. Values are principles that guide actions and depend on personal judgment.
2. There are many sources of values like family, peers, role models, and institutions that help shape a person's values through socialization and experience.
3. Values can be classified in different ways, such as terminal vs instrumental values, and individual values like practical or moralistic values. Loyalty and ethical behavior are important foundations
Running head ARMY LEADER ATTRIBUTES 1ARMY LEADER ATTRIBUTES.docxtoddr4
Running head: ARMY LEADER ATTRIBUTES 1
ARMY LEADER ATTRIBUTES 6
Army Leader Attributes
Yehyun Park
BLC Class
09/16/2018
Army Leader Attributes
Army leader is an individual with strong intellectual capacity, presence, character, competencies, and serves as the role model to others. Army leadership encompasses the ability of an individual to take up the responsibility to lead, guide, and motivate other individuals or a team to accomplish the mission of the Army. Army leaders experience challenges in their work jurisdiction that usually demand a wide range of knowledge, skills, abilities, and other traits. The honor of serving a country as an Army leader requires passion, dedication, and undivided attention to develop the best plan that will yield positive results. The Army doctrine reference publication (ADRP) 6-22 exudes the leadership principles and describes both the attribute and leadership competencies that govern Army leaders.
The Army is an institution built on mutual trust and confidence. The leaders guide his teams to accomplish the mission successfully. Army leaders are to act decisively and command, within the purpose and intent set by the superiors to accomplish the mission. The Army is made of a team of lenient individual entrusted to perform certain task following the base command rule as ascertained in the hierarchy of power. The intention of an Army leader should always focus on how to inspire and improve the organization for a better future. Army leader is the most important aspect of Army leadership doctrine. In order to develop desired attributes associated with character, presence, and intellect, the Army leader is required to acknowledge the need of having consistent self-awareness and commit to lifelong learning.
The character is one of the core foundations for being an Army leader and comprises of moral and ethical qualities above reproach. The moral and ethics create a distinction that empowers and motivates the leader to commit to doing the right thing no matter the circumstance or consequences. Successful leadership depends entire on traits such as values, empathy, discipline and services ethos. Army values comprise personal values, standard, principles, and qualities nurtured from childhood with a desire to serve. The most influential Army values include loyalty, respect, duty, honor, integrity, personal courage, and self-service. Army leaders demonstrate a high level of empathy that helps to relate, share feelings, and understand each other. With deeper understanding, Army leader is well equipped to anticipate feelings of others and envision the impact of their action or decision on their teams. Self-discipline or the ability to control individual behavior by doing the right thing at all times falls under character. Self-disciple drives the Army leader by having mindset aimed at practice sustained and systematic actions to enable the organization to perform military function smoothly. Wa.
NORMS AND VALUE-WPS understanding culture society and politicsJunaMasaglang
Norms and values are the accepted beliefs, behaviors, and standards that guide individual and collective actions within a society. Norms refer to the expected or typical behaviors that individuals should follow, while values are the principles or ideals that are considered important and desirable. Norms can vary across cultures due to factors like history, religion, and geography, while values provide a framework for evaluating actions and tend to exist at different levels of abstraction within a society. Norms and values play a crucial role in maintaining social order and cohesion.
Moral values are integral to civilized societies and distinguish humans from animals. Values determine what is right and wrong, and ethics is behaving consistently with right and wrong. People develop values at different stages - initially from parents, then peers, and ultimately personal awareness of fairness. Some key moral values include sincerity, honesty, respect, courage, and loyalty. Adhering strictly to these values could help humanity coexist peacefully and prosper, though creating a just society from nothing requires great effort.
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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
The document discusses the seven core Army values: loyalty, duty, respect, selfless service, honor, integrity, and personal courage. It provides definitions and explanations for each value, emphasizing how living by these values builds character and defines a soldier. Integrity involves doing what is morally and legally right. Personal courage involves facing fear, danger, or adversity through actions or by making unpopular moral decisions. Overall, the values are taught to help soldiers make honorable decisions and solidify good habits.
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Values attitudesbehavior 1
1. SUBJECT : Values, Attitudes, and Behaviors
CONDITION: Classroom environment
STANDARD: 1. Define Values, Attitudes, Behaviors and Beliefs.
2. Explain the importance of beliefs, values and norms.
3. Explain the value system and the significance of the socialization
process.
4. Explain Louis Rath’s seven value criteria.
5. Explain cognitive dissonance and ways to reduce it.
TYPE OF INSTRUCTION: Instruction and Small Group Discussion
TIME OF INSTRUCTION: 2 Hours
LEAD IN: The Army is probably the largest and most diverse organization in the
country with an ethnic and racial makeup most reflective of American society. Each
individual brings a set of values and attitudes that have been cultivated over many
years. Additionally, these values and attitudes are still being shaped and refined with
each new experience. Many of you have strong memories about recent events in your
lives, such as promotion, schooling, a new baby, or a transfer. These events and ones
yet to come, serve to shape your values and attitudes for the future. However, values
and attitudes do not automatically change just because someone puts on an Army
uniform. Some values and attitudes, when coupled with a lack of awareness, or
insensitivity about others that are different from ourselves, can produce confrontations,
anger, and even violence. It is imperative all soldiers and civilian employees recognize
and manage their differences so they do not interfere with the Army's mission
effectiveness or ability to fight and win on the battlefield.
PART I. VALUES
SHOW SLIDE #1
DEFINITIONS
• Values
• Value system
1. Values. Values are attitudes about the worth or importance of people, concepts, or
things. Values influence your behavior because you use them to decide between
alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are
and how we do things. They form the basis of how we see ourselves as individuals,
how we see others, and how we interpret the world in general.
QUESTION: Ask the group to give some examples of values. Examples are; money,
friendship, justice, human rights, and selflessness.
2. 2. Your values will influence your priorities. Strong values are what you put first,
defend most, and want least to sacrifice. Individual values can and will conflict at times.
Example: If you incorrectly reported a patrol checkpoint, do you have the moral
courage to correct the report even if you know your leader will never discover you sent
the incorrect report? In this situation, your values on truth and self-interest will collide.
What you value the most will guide your actions. In this example, the proper course of
action is obvious. There are times, however, when the right course of action is not so
clear.
QUESTION: Ask the group to identify the seven Army values.
SHOW SLIDE #2
ARMY VALUES
• Loyalty
• Duty
• Respect
• Selfless Service
• Honor
• Integrity
• Personal Courage
3. The seven Army values that that all soldiers and leaders are expected to know,
understand, and follow are:
a. Loyalty. Loyalty is an intangible bond based on a legitimate obligation; it
entails
the correct ordering of our obligations and commitments, starting with the Constitution,
but also including the Army, the unit, the family, friends, and finally the self. All soldiers,
whether officer, warrant officer, or enlisted take an oath in which they swear allegiance
to the Constitution, and the laws and regulations that govern the military. Loyalty
demands commitment and is a pre-condition for trust, cooperation, teamwork, and
camaraderie.
b. Duty. Duty outlines the sum total of all laws, rules, regulations, etc., that
make-up the professional and moral obligations of soldiers and leaders. Duty means
that the Army expects everyone to fulfill their obligations as a soldier. This includes
doing what is right, especially in ethical matters that are encouraged by morality, but
not required by it.
c. Respect. Respect denotes the regard and recognition of the dignity that every
human being possesses. Respect is treating people as they should be treated, both
legally and morally. Specifically, respect is indicative of compassion and consideration
of others, which includes a sensitivity to and regard for the feelings and needs of others
and an awareness of the effect of one’s own behavior on them. Respect is the value
that informs Army leaders on those issues related to equal opportunity and the
prevention of sexual harassment.
3. d. Selfless Service. Selfless Service signifies the proper ordering of priorities.
Think of it as service before self. The welfare of the organization come before the
individual. A good example of this is a leader who will do what’s right, even if it may
affect the promotion or career of the leader.
e. Honor. Honor is a moral virtue, a state of being or state of character, that
people possess by living up to the complex or the set of all the values that make up the
public moral code for the Army. Honor also provides the motive for leaders to take
action to correct a wrong or to fix something that is broken.
f. Integrity. Integrity is also a moral virtue, one that encompasses the sum total of
a person’s set of values, their private moral code. A breach of any of these values will
damage the integrity of the individual.
g. Personal Courage. Courage comes in two forms. Physical courage is
overcoming fears and bodily harm and doing your duty. Moral courage is overcoming
fears of other than bodily harm while doing what ought to be done.
4. There are also other values soldiers and leaders must possess and are considered
essential for building the trust of others and of subordinates. These are candor and
competence and commitment. Both must exist for a unit to operate a peak efficiency.
a. Candor. Candor is being frank, open, honest, and sincere with your soldiers,
and peers. It is an expression of personal integrity and expected by soldiers. If
handled properly, disagreeing with others and presenting your point of view are not
wrong.
b. Competence and commitment. Competence is required professional
knowledge, judgment, and skills. Competence builds confidence in one’s self and one’s
unit; both are crucial elements of morale, courage, and, ultimately, success on the
battlefield. Soldiers expect and deserve to be led by leaders who are competent and
committed to them, their organization, and the mission.
5. Value system. Everyone has a value system. A value system is a set of values
adopted by an individual or society influencing the behavior of the individual or
members of the society, often without the conscious awareness of the members of that
society. One of the problems all soldiers must learn to deal with is that when they
perceive something that contradicts their own value system, oftentimes it is rejected is
as having no importance.
6. Values systems normally are comprised of six categories.
SHOW SLIDE #3
4. THE CATEGORIES OF VALUES
• Personal
• Social
• Political
• Economic values
• Religious
• Socialization
a. Personal values. Personal values are established traits that are representative
of an individual’s moral character. These may have an order of importance to us such
as; honesty, responsibility, loyalty, moral courage and friendliness. Universal values
held by most young people are an interest in others, intellectual development and self-
satisfaction. The values' people have integrated into their character are made apparent
by their attitudes, beliefs and actions.
b. Social values. These may include social responsibility, loving interpersonal
relationships, social consciousness, equality, justice, liberty, freedom, and pride in “our
country.” A social value is learned. It involves one’s relationship to society. For
example; many parents teach their children what they perceive to be right from wrong,
and what goal to work toward in their lives. To further explain, social values can be
divided into four classes and they are:
(1) Folkways - values people accept out of habit.
(2) Morals - morality which governs values.
(3) Institutional - ways or practices set up under law.
(4) Taboos - the emphatic do’s and don’ts of a particular society.
c. Political. These include loyalty to country, concern for national welfare,
democracy, the “American Way,” public service, voting, election and civic responsibility.
d. Economic. These are identified through such mediums as equal employment,
stable economy, balancing of supply and demand of goods, money, private property,
pride of ownership, and contrary to the beliefs of some people, taxes.
e. Religious. These are characterized by reverence for life, human dignity, and
freedom to worship. Religious values are indicated by the expressed belief in a
supreme being, or another force beyond the comprehension of people.
NOTE: Ask the group to give some examples of the above value systems. Discuss
how these values impact on each individual's life.
f. Socialization. Socialization is the major source of an individual’s values. These
values are formed in the home, schools, peer groups, neighborhoods, communities,
jobs, churches or synagogues. Through these institutions, a behavior code is given
5. and people not only learn what is expected of them, but they build their own value
system.
7. Values grow from a person’s experiences. Different experiences produce different
values, and a person’s values are modified as those experiences accumulate and
change. These patterns create what is known as process of valuing. It is a lifelong
process that incorporates an elaborate system of rewards and punishments from
significant others and society in general. It is the major source of an individual’s values.
NOTE: Now that we know the definition of values, lets take a look at Louis Rath’s
seven value criteria. The first area is more or less “choose,” the second is “act,” and
then “repeat because of meaning.”
8. Louis Rath’s value criteria are:
a. Choosing freely. No one can force you into a value. You choose it and act
upon it even when you are not being observed.
b. Choosing from alternatives. Choosing after thoughtful consideration of the
consequences of each alternative. There are other ways to believe and act. You
chose this one, even when you cannot speak it out loud, for reasons of appropriate
discretion.
c. Choosing after thoughtful consideration. Committed to chose even after
thoughtful consideration of the consequences of each alternative.
d. Prizing and cherishing. Being happy with the choice.
e. Affirming. Prizing enough to be willing to affirm the choice to others.
f. Acted upon. Acting or doing something with the choice. Values are held
mentally and emotionally, and the actions they produce really “speak louder than
words.”
g. Repeated. Acting repeatedly, in some pattern of life.
NOTE: Have the group explain how values may be different from other people’s
values, and that you are not necessarily trying to change the other person’s values.
9. If your value meets all seven areas, it’s considered a full value. If not, then it’s
perhaps a partial value. Some values are more important or can change with
circumstances, such as; winning the lottery, accidents, hurricanes, or a significant
emotional event. A value does not have to meet all criteria’s to be important or
meaningful in our lives. Example; love of skiing, not acted upon, but thinking about
skiing gives pleasure. Desires or thoughts not acted on, such as; opinions, interests,
aspirations, beliefs or attitudes.
6. 10. Sometimes we mistakenly think other sources have produced the conflict, because
we do not understand the way values function. You need to realize what values you
consider important--important enough that your actions fall in line with it. When
personal and interpersonal conflicts arise, it may be that our belief system is changing,
and our values are being challenged by our growth. Our religious experience teaches
us that beliefs grow and become valued through our life’s experiences. Values are
highlighted through the way we act.
NOTE: Ask the group to give an example of each criteria developed by Louis Rath that
is related to the military. Examples may include the following:
Choosing freely - all volunteer force, not the draft.
Choosing from alternatives - other occupations, Navy, Marines, Air Force, Coast
Guard, etc.
Choosing after thoughtful consideration - analyzed advantages and disadvantages,
assignments, promotions, living conditions, and still enlist or reenlist.
Prizing and cherishing - satisfied with choice after thoughtful consideration, so I like
the Army and I am happy to be in the Army.
Affirming - take pride in joining and wearing the uniform. Proud to publicly affirm
being in the Army.
Acting on choice - Take oath.
Repeating - reenlisting.
NOTE: Instruct the group to refer to Handout #1, The Louisa Exercise and conduct
Practical Exercise #1.
PART II. ATTITUDE, BEHAVIORS, AND BELIEFS
QUESTION: Ask the students to define the term “attitude.”
1. Webster’s Dictionary defines attitude as a state of mind or feeling with regard to
some matter; a disposition. In other words, an attitude is our tendency to evaluate
some symbol, object, or aspect of our world in a favorable or unfavorable manner. It
also can be defined as a state of mind or feeling with regard to some matter. The word
“attitude” is use rather loosely as a catchall term for the whole collection of one’s
beliefs, opinions, prejudices, and sentiments, even though the basic meanings of these
terms are different.
SHOW SLIDE #4
ATTITUDE
A state of mind or feeling with regard to some
matter.
7. 2. Once an evaluation of an attitude has been made it becomes a belief. An attitude or
belief cannot be seen or touched. My attitude belongs to me and only I can change it. I
can be influenced to change, but only after I overcome some of the barriers to change.
Attitudes are also more difficult to hide or disguise as they can be reflected in conscious
or unconscious actions.
3. Attitudes are difficult to measure and are often indicated by behavior as reactions to
stimuli from individual situations, social values, etc. Attitudes are mental positions that
we assume or learn. An attitude might be, for example; if I have an attitude about
staying on the job long after quitting time because I believe that was a good work ethic,
I may expect you to stay with me even though your work was done and you wanted to
go home to your family. I may say you have a bad attitude because we differ about
working hours. Another example may be that “White people are superior to Hispanic
people” or visa versa.
4. Some leaders may develop attitudes they assume or think is the popular attitude
simply because it is a popular one among those with whom they associate. This can
happen even when it does not agree with our value that people are created equal or is
morally and legally correct. Leaders and soldiers must have an understanding of
attitudes, as they are the individuals that can influence people toward accomplishing
human rights goals.
5. People behave in ways that satisfy their needs. These may be for physical comfort
or safety, social acceptance or ego gratification. Attitudes are a person’s beliefs toward
something or someone and are expressed in likes and dislike.
SHOW SLIDE #5
CHARACTERISTICS OF ATTITUDE
• Difficult to measure
• May create inflexibility and stereotypes
• Often indicated by behavior
• Formed largely from the continuous process of
socialization
• Positive or negative implications
• Usually are not easily changed
6. The characteristics of attitudes are:
a. Difficult to measure and are often only indicated by behavior as reactions to
stimuli from individual situations, social values, etc.
b. May create inflexibility and stereotypes if the attitude is based on
inconsistencies, incorrect assumptions or other false data.
c. Attitudes are often demonstrated through the behavior of the individual.
d. Many attitudes are formed largely from the continuous process of socialization.
8. e. Attitudes can have positive or negative implications.
f. Once an attitude is formed, it is not easily changed.
7. Attitudes are learned. This learning usually occurs gradually through many different
kinds of experience or as the result of a particularly powerful emotional experience.
Most attitudes are learned from those experiences can be favorable or unfavorable,
pleasant or unpleasant, and the resulting attitude ends up as negative or positive.
Social environment plays an important part in shaping attitudes. We may reflect
attitudes from others such as; parents, friends, leaders or persons of prestige. We may
acquire them from the cultural influence of a certain geographical area such as; a farm,
small town or slum. Also, age, position and education may affect attitudes.
8. In the early stages of development, attitudes can be changed by new experiences.
In later stages of development, attitudes have a tendency to be fixed and difficult to
change. Attitudes, once formed, make up a frame of reference for a person’s actions.
Attitudes may cause a person to do things that do not seem to be based on any logical
reason. Not all attitudes can be easily changed. Those, which involve strong
emotional factors (religion, politics, and race), are difficult to change. However, most
attitudes can be changed to some degree by providing new conditions, new
experiences and new information.
SHOW SLIDE #6
BEHAVIOR
Behavior is the manner of conducting oneself. The
response of an individual or group to it’s environment.
9. Behavior is the result of a person’s reaction to a situation, group or person. That
reaction depends on what the situation is, and how that person interprets the situation.
If several persons were placed in the same situation, there probably would be varying
reactions to the situation. This would occur because each person may see that
situation differently. Such differences are expressed in attitudes.
10. Group behavior is an extension of individual behavior. If we are to direct the efforts
of a group, we must understand and influence individual behavior. Also, by
understanding human behavior, we can analyze, predict and influence that behavior.
Because of the impact of differing cultures, classes, ethnic backgrounds, intelligence,
and family characteristics, variations occur in what people believe and how they
behave. A mistake we often make is to fail to note these differences and appreciate
them.
11. The difference between a forced changed and an induced change is that induced
change generally is most lasting. If a person is persuaded to behave opposite to their
private attitudes, they will be more likely to modify their attitudes. If forced change, the
attitude change is less likely to last. Behaviors can be changed, but attitudes may not.
9. For example; I may not like to do PT and have a negative attitude towards PT;
however, to set example (as well as avoid punishment) I go to formation and do PT. In
our day-to-day living, all of us work and deal with different attitudes and behaviors. We
must remember that attitudes and behaviors work hand in hand.
SHOW SLIDE #7
BETARI BOX MODEL
MY ATTITUDE
AFFECTS AFFECTS
YOUR BEHAVIOR MY BEHAVIOR
AFFECTS AFFECTS
YOUR ATTITUDE
12. The Betari Model can best explain the relationship between attitude and behavior:
a. My attitude affects (influences, impacts) my behavior.
b. My behavior affects (influences, impacts) your attitude.
c. Your attitude affects (influences, impacts) your behavior.
d. Your behavior affects (influences, impacts) my attitude.
10. NOTE: There is a continuous chain relationship between attitude and behavior.
13. Cognitive dissonance. Cognitive dissonance is a state of internal tension that
results from an inconsistency between any knowledge, belief, opinion, attitude, or
feeling about the environment, oneself or one’s behavior. It is psychologically
uncomfortable.
a. Cognitive - being reduced to factual knowledge; act or process of knowing
including both awareness and judgment.
b. Dissonance - lack of agreement, inconsistency between one’s actions and
one’s beliefs. Example: CPT Jones is unhappy that women are assigned to his unit
because he thinks women cannot function under stress in emergency situations. One
woman functions well during an emergency. CPT Jones experiences cognitive
dissonance.
NOTE: No one likes to feel uncomfortable, physically or mentally. Therefore, people
try to reduce the uncomfortable feeling. How would you?
SHOW SLIDE #8
WAYS TO REDUCE COGNITIVE DISSONANCE
• Avoidance
• Denial
• Change
14. There are three primary methods individuals use to reduce cognitive dissonance.
They are: avoidance, denial, and change.
QUESTION: Ask the group to identify an example of each method. Example may
include: Avoidance: Avoiding situations that increase or maintain dissonance.
CPT Jones delegates responsibilities so as not to come in contact with females, or asks
for a transfer to an almost all male unit. Denial: Pass the experience off as an
exception to the rule. CPT Jones may pass this situation off as an exception. Change:
Change the stereotype. Well, I thought females could not perform under stress, but I
was wrong. How many of you have attempted to change something about yourself?
11. SHOW SLIDE #9
BELIEFS
Beliefs are assumptions or convictions you hold as true
about some thing, concept or person.
NORMS
Norms are the rules or laws normally based on agreed-
upon beliefs and values that members of a group follow
to live in harmony.
15. Beliefs are assumptions or convictions you hold as true about something, concept,
or person. They can range from the very deep seated beliefs you hold concerning such
things as religion and the fundamentals upon which this country was established, to
recent experiences which have affected your perception of a particular person, concept,
or thing.
16. Beliefs, values, and norms are like traffic control system; they are signals giving
direction, meaning, and purpose to our lives. Examples: Many soldiers throughout
history have sacrificed their lives to save friends, or help their unit accomplish a
mission. These brave, selfless actions include blocking exploding grenades, personally
taking out enemy fighting positions, and taking key positions to protect a withdrawal.
Beliefs and values motivate this kind of heroic self-sacrifice. The motivating force may
be the soldier’s belief in the importance of retaining his personal honor, of saving a
buddy, of helping the unit, of serving a cause, or a combination of these.
17. Norms can fall into one or two categories:
a. Formal
b. Informal
18. Formal norms are official standards or laws that govern behavior. Traffic signals,
the Uniform Code of Military Justice, and Geneva Conventions are formal norms that
direct the behavior of Americans soldiers. They dictate what actions are required or
forbidden. Uniform regulations, safety codes, and unit SOPs are also formal norms.
19. Informal norms are unwritten rules or standards that govern the behavior of group
members. In the Korean Combat Patrol account, Lieutenant Chandler stressed the
informal norm that casualties were never left by the rest of the patrol. At the root of this
norm was a shared valued about the importance of caring for each other. The soldiers
found comfort in knowing they would be cared for if they became casualties.
20. As a leader you have the power to influence the beliefs and values of the soldiers
in your unit by setting example; by recognizing incongruent behaviors; and by planning,
executing, and assessing tough, realistic individual and collective training.
12. CLOSING: Most of the ideas and concepts we discussed today are not new.
Understanding the importance of your own values and attitudes and how they affect
others are imperative when communicating with your commander, other soldiers, family
members and civilians. To be effective, you must be able to understand other’s value
systems and their impact on human behavior. Nothing has more impact on career
success than one’s attitude. Attitudes have a strong impact on every aspect of your
life. Your role is to work with your unit in order to increase the unit’s cohesion,
effectiveness and mission. By knowing yourself and how we interact with others is
necessary for you to accomplish your mission. Summarize lesson objectives.
13. PRACTICAL EXERCISE #1
THE LOUISA EXERCISE
Instructions:
Read the following scenario and as a group or on your own rank the five people
involved, one to five, from the person whom you feel the most sympathetic for to the
one whom you feel the least sympathetic for.
Scenario:
Louisa was five months pregnant. She had delayed making a decision concerning her
pregnancy because, at seventeen, she did not think she was capable of carrying out
the responsibilities of motherhood alone, and yet she was under pressure from her
friend, Joe, who was the father, to have the child. Louisa had absolutely no desire to
marry Joe; she was sure that they would be unable to live together.
Joe had previously told her that he was sterile, which proved to be untrue. When
Louisa became pregnant, he offered to marry her. Joe loves children and wants a
child. When Louisa finally decided to have an abortion, Joe arranged for Judge
Robbins to sign a restraining order against her.
On the advice of her best friend, Anne, Louisa had the abortion anyway. Dr. Pressly,
who knowingly violated the restraining order, performed it. Joe filed charges against
Louisa and the doctor. Judge Robbins fined Dr. Pressly for contempt of court, but
pardoned Louisa because she was a minor.
_____ Louisa
_____ Joe
_____ Judge Robbins
_____ Anne
_____ Dr. Pressly
PRACTICAL EXERCISE #1
“THE LOUISA EXERCISE”
INSTRUCTOR’S GUIDE
14. Objective:
To illustrate how values and attitudes affects one’s behavior, which in turn affects
another’s’ behavior.
Procedure:
Instruct the students to read the exercise and follow the instructions. The students are
to do the exercise on their own without any interaction with other students. Give the
students approximately 10-12 minutes to complete the exercise.
After all of the students are finished divide the students into groups of four or five.
Attempt to get students from both genders into each group.
Read the following instructions: “Each group needs to rank the five people involved,
one to five, from the person whom you feel the most sympathetic for to the one whom
you feel the least sympathetic for. Each group has approximately 15-20 minutes to
reach a unanimous decision to the solution of the exercise. After you reach a decision
you must choose a spokesperson for your group who will report to the rest of the class
your group’s decision and why you reached that decision.”
During the exercise keep notes on the interactions within the groups. If the group can
not come to a unanimous decision after 20 minutes do not allow them to continue.
After all of the groups have finished, have each group report to the rest of the class
their decision. On butcher paper, chalkboard, etc. record each group’s answers. During
this period you should listen carefully. Usually students will refer to the judge and
doctor with male pronouns. After the exercise is over you should point out that there
are female judges and doctors.
After each group has reported their decision it is recommended you immediately inform
them that it is not an exercise to discover their views on abortion, but to reinforce the
previous block of instruction on how your values and attitudes affect your behaviors,
which affects another’s attitude and behavior. Also, point out that there are no wrong
answers to the exercise.
Discussion Questions:
1. What were some of the behaviors displayed during the exercise? (voices raise,
“checking-out” of the discussion, face turning red, pointing finger, anger, etc.)
2. Was anyone surprised at the views and/or behaviors of other members in your
group? Did you find it difficult to get a group member to agree with you? (You should
point out that it is very difficult to force a value change on another individual. )
15. 3. What were some of the values revealed from this exercise? (Some of the common
values are: Honesty, Obey the Law, Religion. You should reinforce that different
experiences give rise for different values and values can change.)
Materials Required:
Butcher paper, writing utensil and the Louisa Problem Worksheet.
Approximate Time Required:
30-45 minutes.