- 1. VALUES EDUCATION SELF DEVELOPMENT THE PERCEIVED SELFIs
composed of a set of self-cognitions regarding ones traits,
competencies and values. It is reinforced through feedback. The
type of feedback, which an individual receives, determines the
standard to measure the ideal self. The three categories of self-
perception are traits, competencies and values.THE IDEAL SELF
Represents the set of traits, competencies and values an individual
would like topossess. Internalized competencies and values have
been suggested as the basis of theideal self and as an internal
standard for behavior. (Bandura, 1986)
2. VALUES EDUCATION SELF DEVELOPMENTSOCIAL IDENTITIESAre those
aspects of the individuals self-concept that are derived from the
socialcategories to which he or she perceives him/herself as
belonging to. Social identities linkindividuals to reference
groups, which establish a set of role expectations and norms
thatguide the individuals behavior within each of the social
identities. For example: theidentity of a Principal may be
associated with leadership and order (traits), analyticalability
and competence (competencies), service and commitment (values).
These aspiredtraits, competencies and values associated, serve as
the basis for the ideal self onceestablished the attributes then
reinforced the identity.SELF-ESTEEMIs the evaluative component of
the self-concept (Rosenberg 1998). It is the function of
thedistance between the ideal self perceived self. When the
perceived self matches the idealself, self-esteem is relatively
high. Low self-esteem occurs when the perceived self
issignificantly lower than the ideal self. 3. VALUES EDUCATION SELF
DEVELOPMENT So how does one achieve Self-Esteem?You must be
competent to live: which means, be rational. You must deserve
tolive: which means, be virtuous. Which denies from rationality?
Thus, the key toself-esteem is a life of unbreached rationality.
Then you can trust your mind,because your use of reason is
uncompromised. Then you are virtuous, becauseall of the virtues are
expressions of rationality. BECOMING MORE SELF-AWARE:1.
Understanding ones attitude and emotions.2. Explaining and
disclosing your feelings3. Request for feedback from others. 4.
VALUES EDUCATION SELF DEVELOPMENTII. VALUES EDUCATION a. Values
Values are the beliefs, which we hold to be true - those noble
ideals we struggle toattain and implement in our daily
lives.Derived from the natural and moral laws and not from an
individuals opinions and feelingsThey are based on objective,
eternal and universal truths (e.g., freedom, justice, peace, love
family solidarity)Also rooted in a personal view of what works and
does not work; they may beaccepted practices and ways of acting of
a given people during a given period of time. Are an integral part
of human existence; as such they relate to every aspect of
life?Values can be viewed as priorities that relate to a persons
behavior. Specifically, theyare the priorities one is motivated to
act upon. 5. b. Values Education1. Academic formation human
intellect (to know the truth)2. Personal formation - human will (to
act, to choose good)3. As part of the school curriculum is the
process values are formed in the learnerunder the guidance of the
teacher.4. As a subject values education has direct and immediate
relevance to thepersonal life of the learner5. It is holistic
because it involves all faculties of the learner.c. DECS (DEPED)
Values Education Program (1988)This program was motivated by the
1986 EDSA Revolution. It was also inspired by the 1987 Constitution
that envisions a just and humane society for theFilipinos. This
vision calls for a shared culture and commonly held values such as
truth, justice, love, equality and peace. 6. d. Philosophy of
Values Education Program: Values Education is based on a rational
understanding of the humanperson, specifically on understanding of
the Filipino as a human being in society andhis/her role in the
shaping of society and the environment. The task of education isto
help the Filipino know themselves better, develop his/her
potential, contribute tothe growth of the Philippine culture, and
must be able to bind together human andnon-human resources for the
attainment of a just and humane society.Forces that Shape
Contemporary Values A. Foundation of the Filipinos Oriental Nature
(Pre-colonial Filipino Values) Aeta, Indonesian, Malayan, Hindu,
Arabian, Chinese Interpersonal and socialrelationships revolve
around blood ties, marriage and ritual kinship. 7. VALUES EDUCATION
SELF DEVELOPMENTB. Filipinos Occidentalism a. Spanish
influenceSpanish influence is manifested in our religious,
political, economic, educationallife, language, dress and diet.
Most of the population was converted to HispanicCatholicism, and
the visible aspects of culture (e.g., personal names, vocabulary,
urbanarchitecture, fine arts, dress, cuisine, and customs) were
profoundly influenced ormodified. (Harper and Fullerton,
1994)Centuries of Spanish rule also imposed a severe colonial
mentality and left Filipinos witha legacy of attitudes that are
firmly embedded in society such as, equating light skinwith beauty
and high status, the identification of anything foreign with
superiority andindigenous with inferiority, and a conception of
officialdom as a system serving its ownends, not those of the
people (Gochenour, 1990, p. 6) 8. VALUES EDUCATION SELF
DEVELOPMENTb. Americanization of FilipinosAmerican influences
manifested in our political and social outlook. With
theintroduction of a democratic system of government we became
aware of our rights andprivileges. The popularization of education
gave us the opportunity for social mobility.Americans in the
presumed spirit of white paternalism and benevolence saw themselves
asbest owners of education, religion, public health, development ,
and democracy to their littlebrown brothers (Gochenour, 1990). In
fact, the American educational system wasadopted, and English
(which children were required to speak in school) was made the
officiallanguage (Kang, 1996). c. Japanese Occupation Japanese
influences manifested our love of work. Dignity of labor and
working hardwere one of the values that Filipinos were widely
known. This is evident because manyFilipinos nowadays are working
abroad. Almost everywhere Filipinos are at hand working hardto earn
more to support their family. Many countries choose Filipinos to
work in their countrybecause they know of Filipinos perseverance
and hard work. 9. A. Family ValuesThe typical Filipino individual
exist first and foremost as a member of afamily and looks to the
family as the only reliable protection against theuncertainties of
life. (Gochenour, 1990, p. 18)Reliance on the family for love,
support, and refuge has historically been asmuch an economic
necessity as it is a cultural tradition. The family is the source
ofones personal identity and of emotional and material support. It
also is the focus ofones primary duty and commitment. Dependence
on, loyalty to, and solidarity withthe family and kin group are of
the highest priority (Okamura and Agbayani, 1991).Family loyalty
also might dictate that a young parent temporarily leave his or
herfamily and children in order to pursue better educational,
training, or employmentopportunities in other countries (Santos,
1983). This sense of family obligationbegins early on when children
are conditioned to be grateful to their parents fortheir birth. A
lifelong debt of gratitude or utang na loob (debt from within)
therebycreates binding relationships of love, respect, and
obedience (PAPEP), 1982). 10. Alternative Concepts and Other
ValuesCritics of the 1960s values studies maintain that concepts
such aspakikisama, hiya, Amor propio, and utang na loob have
beeninappropriately generalized from vernacular terms associated
withspecific behaviors and situations into all pervading,
organizing valuesand trait complexes (Lawless, 1969). They have
been perceived as acentral core of fundamental culture traits that
create and define analmost stereotypic Filipino character and have
further been accepted asvalid by scholars, foreigners, and Filipino
in general (Okamura andAgbayani, 1991).Studies of Filipino values
have focused on significantly less abstractconcepts. A Philippine
Senate commissioned task force in 1988conducted one of the most
comprehensive of the Filipino character:pakikipagkapwa-tao (having
a regard for the dignity and being ofothers), family orientation,
joy and humor, flexibility, adaptability andcreativity, hard work
and industry, faith and religiosity and ability tosurvive
(Licuanan, 1988). 11. Each of these characteristic strengthens the
Filipinos ability to surviveand endure despite difficult times and
often little resources.Moreover, these characteristic cluster
around distinctly religious beliefsand a deep faith in God. This
faith is evident in Filipinos ability toaccept reality (including
failure and defeat) in terms of Gods will andto adopt a
philosophical/religious attitude that cushions them
fromdisappointments. Filipino faith is related to the concept of
bahala na(its up to God or Leave it to God), which has tended to
beincorrectly equated with an expression of fatalism and a
passiveacceptance or resignation to fate. Bahala na can instead be
viewed morepositively as determination in the face of uncertainty
orstressful, problematic conditions. Although it is an indication
of anacceptance of the nature of things, including ones own
inherentlimitations, bahala na operates psychologically to elevate
ones courageand conviction to persist in the face of adversity and
to improve onessituation (Enriquez, 1987; Okamura and Agbayani,
1991). 12. Apart from the more fundamental Filipino personality
characteristics andvalues are those related to physical appearance.
Spanish and Americancolonial rule reinforced the Filipino tendency
to equate light complexion withhigh social status. White meant
everything associated with the rulingclasses: worth, beauty,
desirability, and power. The lighter skinned Filipinousually has
either Chinese or Spanish blood in the family line, but
havingSpanish ancestors is likely to be appoint of pride
(Gochenour, 1990).Status is further integrally linked to education.
Filipinos view education as apassport to good jobs, economic
security, social acceptance, and as a wayout of cycle of poverty
and lower class status, not only for their children, butalso for
the whole family (Santos, 1983, p.146). Education, then, is not
anindividual but a family concern and considered to be an
economicinvestment toward which family members must contribute
significant effortand often personal sacrifice. Once successfully
graduated and employed, theindividual is expected to assume the
responsibility of helping his or herparents fianc the education of
the next child. The next child is thenresponsible for the next, and
so on. 13. VALUES EDUCATIONThis practice reflects the value of
utang na loob in which the debt ofgratitude incurred to the whole
family ensures the graduatescontribution to the family welfare,
which takes precedence overindividual economic and social mobility
(Santos, 1983).Thus, degree, diplomas, certificates, good grades,
and academic honorare much sought after symbols. Such achievements
are typicallyrecognized with great pride and significant attention
by extendedfamily, friends, and the larger community. Moreover, if
one is welleducated, Filipinos expect that person to talk, act, and
dress the part(Gochenour, 1990). 14. D. Theories of Values
Formation1. Psycho-Analytic Theory (Sigmund Freud) suggest that
unconscious forces act todetermine personality and behavior. To
Freud, the unconscious is that part of thepersonality about which a
person is unaware. It contains infantilewishes, desires, demands
and needs that are hidden, because of their disturbingnature, from
conscious awareness. Freud suggested that the unconscious
isresponsible for a good part of our everyday behavior.2.
Behaviorist View (John B. Watson) The behavioral perspective
suggest that thekeys to understanding developing are observable
behavior and outside stimuli in theenvironment. If we know the
stimuli, we can predict the behavior. Behavioraltheories reject the
notion that individuals universally pass through a series of
stages.Instead, people are assumed to be affected by the
environmental stimuli to whichthey happen to be exposed.
Developmental patterns, then, are personal, reflecting aparticular
set of environmental stimuli, and development is the result of
continuingexposure to specific factors in the environment. 15.
VALUES EDUCATION3. Social-cognitive learning theorist Albert
Bandura, when we see the behavior of amodel being rewarded, we are
likely to imitate that behavior. Behavior is learned
throughobservation and imitation, not conditioning through
reinforcement or punishment.4. Cognitive Theory. The cognitive
perspective focuses on the processes that allow peopleto know,
understand and think about the world. The cognitive perspective
emphasizes howpeople internally represent and think about the
world. There are two major theories:No single person has had a
greater impact on the study of cognitive developmentthat Jean
Piaget. He proposed that all people pass is a fixed sequence
through a series ofuniversal stages of cognitive development. In
each stage, he suggested that not only didthe quantity of
information increase, but so did the quality of knowledge
andunderstanding. Piaget suggests that the growth in childrens
understanding of the worldcan be explained by two basic principles.
Assimilation is the process in which peopleunderstand an experience
in terms of their current state of cognitive development and wayof
thinking. In contrast, accommodation refers to changes in existing
ways of thinking inresponse to encounters with new stimuli or
events. 16. VALUES EDUCATION5. Socio-cultural theory (Russian
psychologist Lev Vygotsky) proposes that a fullunderstanding of
development is impossible without taking into account the culturein
which children develop. Socio-cultural theory proposes that
childrensunderstanding of the world is acquired through their
problem-solving interactionswith adults and other children. As
children play and cooperate with others, theylearn what is
important in their society, and at the same time, advance
cognitively intheir understanding of the world.6. Ecological
Theory. The Ecological model, the major proponent of which is
UrieBronfenbrenner, seeks to explain individual knowledge,
development, andcompetencies in terms of the guidance, support, and
structure provided by societyand to explain social change over time
in terms of the cumulative effect of individualchoices (Berger,
2000). 17. VALUES EDUCATIONAccording to Urie Bronfenbrenner, each
person is significantly affected by interactions among a number of
overlapping ecosystems. At the center of the model is
theindividual. Microsystems are the systems that intimately and
immediately shape human development.The primary microsystems for
children include the family, peer group, classroom, neighborhood,
and sometimes a church, temple, or mosque as well.Interactions
among the microsystems, as when parents and teachers coordinate
theirefforts to educate the child, take place through the
mesosystem. Surrounding the microsystems is the exosystem, which
includes all the externalnetworks, such as community structures and
local educational, medical, employment,and communications systems
that influence the microsystems. And influencing allother systems
is the macrosystem, which includes cultural values, political
philosophies, economic patterns, and social conditions. Together,
these systems are termed the social context of human development.
18. VALUES EDUCATION7. Humanism Theory. The humanistic perspective
contends that people have anatural tendency to make decisions about
their lives and control behavior. Thehumanistic perspective
emphasizes free will, the ability of humans to make choicesand come
to decisions about their lives. Carl Rogers suggested that all
people have a need for positive regard thatresults from an
underlying wish to be loved and respected. Because it is
otherpeople who provide this positive regard, we become dependent
on them.Consequently, our view of our self-worth and ourselves is a
reflection of how wethink others view us.8. Evolutionary Theory.
The Evolutionary Theory stresses that behavior is
stronglyinfluenced by biology, is tied to evolution, and is
characterized by critical or sensitiveperiods (Santrock, 1999).
Evolutionary approaches grow out of the groundbreakingwork of
Charles Darwin. The evolutionary perspective is also referred to
asEthological or Biological. 19. VALUES EDUCATIONKonrad Lorenz
discovered that newborn geese are genetically preprogrammed
tobecome attached to the first moving object they see after birth.
His work, whichdemonstrated the importance of biological
determinants in influencing behaviorpatterns, ultimately led
mentalists to consider the ways in which human behaviormight
reflect inborn genetic patterns. The evolutionary perspective
encompasses one of the fastest growing areaswithin the field of
lifespan development, behavioral genetics. Behavioral
geneticsstudies the effects of heredity and genetics on behavior.
As technology improves, andresearchers continue to map the human
genome, there is an increasing understandingof the role and
function of the genetic codes and their influence on development.9.
Moral Development (Lawrence Kohlberg) There exist structural bases
that determine the process of perceiving value.This series of
progression depends on the persons interaction with the
environment.Moral reasoning is related to moral behavior. 20.
VALUES EDUCATIONIII. Ethics and Moral Educationa. Ethics comes from
the Greek word ethos, meaning character or custom. According
toRobert C. Solomon, the etymology of ethics suggest its basic
concern: (1) individualcharacter, what is meant by good person, and
(2) the social rules that govern and limit ourconduct, especially
the ultimate rules concerning right and wrong, which we call
morality.b. Morality The term morality can be used either:1.
Descriptively to refer to a code of conduct put forward by a
society and that it is used asa guide to behavior by the members of
that society , a. some other group, such as religion, or b.
accepted by an individual for her/his own behavior2. Normatively to
refer to a code of conduct that, given specified conditions, would
be putforward by alL rational persons for governing the behavior of
all moral agents. 21. VALUES EDUCATION Morality as a public
system.Public system refers to guide to conduct such that (1) all
persons to whom it appliesall those whose behavior is to be guided
and judged by that system, know whatbehavior the system prohibits,
requires, discourages, encourages, and allows; and (2)it is not
irrational for any of these persons to accept being guided and
judged by thatsystem.- refers to a code of conduct put forward by a
society or some other group, such asreligion, or accepted by an
individual for his/her own behavior.- also refers to a code of
conduct that, given specified conditions would be putforward by all
rational persons.- refers to a doctrine or system of conduct
relative to principles of right and wrong. Itencompasses the ideas
of moral judgment, moral obligation, and a moral agent. 22. VALUES
EDUCATIONc. Nature of morality 1. Moral talk is normative meant to
guide actionit is often manifested by words like should, ought,
permitted, right and wrongwhen the action is prescribe and
proscribe, exhort and discourage, judge, praiseand condemn actions.
2. Moral talk is evaluative it refers to moral value of things,
what mattersmorally andwhy.Itis manifestedbywordslikegood,
valuable, important, fundamental, precious, sacred and
meaningful.Morality as it relates to our behavior is important on
three levels: (CS. Lewis)1. To ensure fair play and harmony between
individuals2. To help make us good people in order to have a good
society3. To keep us in good relationship with the power that
created us. 23. VALUES EDUCATIONMorality and our ConscienceMorality
affects our daily choices, and those decisions are guided byour
conscience.Many people believe that our conscience is matter of the
heart, andthe basic concepts of right; wrong and fairness are
inherent in all of us.The purpose of morality is to provide a frame
work of optimum humansurvival. The standard of morality, however,
is absolute and immutable long-term optimum human survival. 24.
Level of Morality True FreedomThe way forward involves liberation
from both false freedom and moralism. Moralaction is possible only
for a being that is free. Freedom let the will to choose givesspace
for creativity, and implies release from determining factor.
Nevertheless truefreedom implies not only the power of self-chosen
action but also the properorientation power. The power to do
whatever he/she wants to do is not a truefreedom because true
freedom is oriented to goodness. Freedom includes the powerto
choose evil, but freedom is fulfilled and enhanced and sustained
only by choosingthe good abusing liberty leads to losing it. Moral
IntuitionThe more carefully you think through your great decision,
the more spontaneous youwill be in the host of situations covered
by those decisions. Though few have anappetite for studying and
discussing difficult moral cases, the intellectual dimensionto
morality is nonetheless essential. When actions are not governed by
our bestthinking we are usually in the current of emotions whose
guidance is less reliable. 25. Human Acts are actions performed by
an agent with conscious knowledge and aresubject to the control of
the will.Acts of Man are actions that are instinctive and
involuntary and are not within thecontrol of the
will.Classification of Human ActsMoral actions are those actions
that are in conformity with the norm of morality.They are good
actions and are permissible.Immoral Actions are those actions that
are not in conformity with the norm ofmorality. They are bad or
evil actions and are not permissible.Amoral Actions are actions,
which stand neutral in relation to the norms ofmorality. They are
either good or bad in themselves. But certain amoral actions
maybecome good or bad because of the circumstances intended to
them.Normal of Morality are the standards that indicate the
rightfulness orwrongfulness, the goodness or evilness, the value or
disvalue of a thing (R.Agapay, 1991) 26. Kinds of Law Natural Law
is a moral obligation that arises from human nature, compelling
anindividual to be true to his nature as tao (R. Agapay,
1991)Eternal Law reveals the will of God. It contains the divine
blueprints which bring order into the universe because they direct
all of creation and creatures to their respective end-goals (St.
Augustine)Moral Law contains universal truths and ethical
principles that ought to guide the individual conduct of man in
matters of right and wrong (E. Esteban). The determinants of
morality in any given action 1. The morality of any given action is
determined by three elements,a. The end in view b. The means
takenc. The CircumstancesWhoever knows this principle, does not
thereby know the right and wrong of every action, but he/she knows
how to go about the enquiry. It is a rule of diagnosis. 27. The end
of view may be either single, as when you forgive an injurysolely
for the love of Christ; or multiple co-ordinate, as when youforgive
both for the love of Christ and for the mediation of a friend,
andare disposed to forgive on either ground separately; or
multiplesubordinate, as when you would not have forgiven on the
latter groundalone, but forgive the more easily for its addition,
having been ready,however, to forgive on the former alone: or
cumulative, as when youforgive on a number of grounds collectively,
on no one of which wouldyou have forgiven apart from the rest.Where
there are no outward action, but only an internal act, and
theobject of that act is some good that is willed for its own sake,
there canbe no question of means taken, as the end in view is
immediatelyattained. 28. HUMAN RIGHTSTraditionally, human rights
are defined as titles or claims to certain material and
spiritualgoods, or to have access to such goods in order or human
person to live a dignified life.Kinds of Rights A. Personal
Rights1. Right to life- primary condition of all human rights or
the obvious reason that only person who are alive that they can
exercise their rights and thereby accomplish their mission in
life.2. Right to Ones Person- right over our own bodies and bodily
faculties and energies. St. Paul emphasized that our body is the
temple of the Holy Spirit.3. Right to Ones Personality- persons
have the right to develop their own individual character. 29. B.
Religious and Moral Rights1. Right to Education- it is our right to
avail of allpossible means and opportunities to help us develop
physically, intellectually, spiritually and socially. 2. Right to
Conscience- when it come to moraldecisions, all human persons have
the rightto act in accordance to their moral conscience. 30. 3.
Right to Religion- in so far as person are bound to seek the truth
and accordingly worship the Creator, they have the natural right to
relate to God and to freely express and develop this relationship
within the teachings and practices of their chosenreligion.SOCIAL
RIGHTS1. Right to Honor/Respect- it refers to thecredibility and
esteem persons enjoy in the society. 31. 2. Right to Free
expression- refers to right to speakand right of assembly.3.Right
to organize- we have the right to organize likeorganizations, that
makes up an essential ingredientof a free society.ECONOMIC RIGHTS
1. Right to Livelihood- the best and easiest way forpersons to
acquire 32. VALUES EDUCATIONCHRISTIAN ETHICSEthics has something to
do with the nourishment ofright doings and the rejection of wrong
doings.instinctinstinct emotions moralityemotions 33. Christian
Ethics Man is motivated to survive and to be goodalways because of
mortality and the promise ofeverlasting happiness after death. It
is a Humanistic Ethics in the sense that itrequires a unique
ethical obligations or uniqueethical source. Obligation in the
sense that weneed and we must do good always for us toreach heaven.
34. Christian Ethics Ethical courses in the sense that Scripture
and churchteaching make things right or wrong(legalism) It has two-
fold sense:a. Christian meaning -we are gifted with a profound
Christian vision of the meaning of the world, deeper understanding
of the human persons dignity as Gods image, and a clearer sense of
their final destiny.b. Christian motivation -it focuses on
behaviour motivated by natural law, usually the law of
Christ.(suffered , died, arose out of love to mankind) 35. Filipino
Ethics Filipinos have moral obligationsmotivated by a must
principle". if Ido that what are the consequences. If I dont, again
what are the possible consequences. 36. Moral obligationValue
protectedConsequencesTo respect my parents The value of honour and
I do afraid of the goldenbeing caring. rule.To be honest in the The
value of fairness and Hurt ones self worth andexamination
justice.violates the communitysjustice system.To go to mass on
Sunday The intrinsic nature of man Diminishes ones basicas related
to God and relationship with God andothers. others.To avoid going
to sex Value of chastity of beingAbuse of the God givenparlors true
to ones sexualgift of sexuality.integrity as a person.To protect
the secrets of a The value of confidentiality Destroys the
reputation offriend another and violates the core of friendship.
37. Filipino Ethics1. We share on Universal Ethics andMorality but
with a distinctFilipino flavor. Idea of moderation such as inGreek;
meden agan, and inRoman in medio stat virtus withFilipino
equivalent ; Hindilabis, hindi kulang, katamtamanlamang. The golden
rule of Confucious iscategorically imperative withEmilio Jacintos,
Ang di mo ibigna gawin sa asawa mo, anak atkapatid, ay huwag mong
gagawinsa asawa, anak at kapatid ng iba. 38. Filipino
EthicsAnother, is the eastern concept of Harmony in Oppositese.g.
Ang buhay ng taoy gulong angkahambing:sa ibabawngayon, bukas sa
ilalim or malapit mat di lakarin,ay hindi momararating2. When we
speak of Filipino values it does not mean it cannot be foundto
other cultures and people. It iswith a rank or priority dependingon
the culture. 39. Filipino Ethicsa) China and Japan- great value in
proprietyand beautyb) America in promptness and efficiencyc)
Filipinos- pakikisama and pagkatao3. Due to different contexts,
filipino values likeFamily centeredness, authoritarianism,smooth
interpersonal relations, hiya,kinship system, utang na loob, awa,
40. Filipino EthicsWith five principles on:i. Pagsasariliii.
Pagkakaisaiii. Pakikisamaiv. Pakikipagkapwa-taov. Pagkabayani4.
Historical consciousness- on which moral values has evolved among
our peoplee.g. moral value of justice is universal and fundamental.
41. MIDTERM 42. Personhood and the Conception Event1 The
Person-whole individual being that has the natural potential to
know, love , desire, and relate toself and others in a reflective
way. 43. Personhood and the Conception Event A person is a natural
being and not afunctional being. Natural in the sense that hehas
the functional ability to know and love in a trans-sensible or
immaterial way. So abortion is the destruction of an importantand
valuable form of human life. 44. Personhood and the Conception
Event Person is not an individual With a developed capacity
forreasoning, willing, desiring and relating to others. But he/she
is an individual with anatural capacity for these activities and
relationships. 45. Personhood and the Conception Event2.
ConceptionIs the moment when the so called fertilization process is
complete.The sperm and ovum are not potential life. They are the
potential causes of individualhuman life. 46. BEHAVIOURS OF
MANHuman behavior -is the population ofbehaviors exhibited by
humans and influenced by culture, attitudes, emotions, values, e
thics, authority, rapport, hypnosis, persuasion, coercion and/or
genetics. 47. BEHAVIOURS OF MAN 48. BEHAVIOURS OF MAN The behavior
of people (and other organisms oreven mechanisms) falls within a
range with somebehavior being common, some unusual, someacceptable,
and some outside acceptable limits. Insociology, behavior is
considered as having socialbehavior, which is more advanced action,
as socialbehavior is behavior specifically directed at otherpeople.
The acceptability of behavior is evaluatedrelative to social norms
and regulated by variousmeans of social control. The behavior of
people is studied by the academicdisciplines of psychiatry,
psychology, social work,sociology, economics, and anthropology. 49.
BEHAVIOURS OF MANFactors affecting human behavior Genetics study of
the function and behavior ofgenes. Attitude the degree to which the
person has afavorable or unfavorable evaluation of thebehavior in
question. Social norms the influence of social pressurethat is
perceived by the individual (normativebeliefs) to perform or not
perform a certainbehavior. Perceived behavioral control the
individualsbelief concerning how easy or difficult performingthe
behavior will be. 50. Masculine psychologyMasculine psychology is a
term sometimesused to describe and categorize issuesconcerning the
gender related psychology ofmale human identity, as well as the
issues thatmen confront during their lives. One streamemphasises
gender differences and has ascientific and empirical approach,
while theother, more therapeutic in orientation, ismore closely
aligned to the psychoanalytictradition. It also relates to concepts
such asmasculinity and machismo. 51. Born of the female bodyJungian
analysts Guy Corneau and Eugene Monick-argue that the establishment
and maintenance of themale identity is more delicate and fraught
withcomplication than that of the establishment andmaintenance of
the female identity. Suchpsychologists suggest that this may be
because menare born of the female body, and thus are born from
abody that is a different gender from themselves.Women, on the
other hand, are born from a bodythat is the same gender as their
own.A woman simply is, but a man must become.Masculinity is risky
and elusive. It is achieved by arevolt from woman, and it is
confirmed only by othermen. 52. Camille Pagliahas commented that
she believes that women are born, but men must "become." In other
words, masculinity is not something that is granted by birth but is
something that must be earned in adult life. 53. Role of the father
Sigmund Freud and Carl Jung argued that a father is very important
to a boysdevelopment of identity. In his book Absent Fathers, Lost
Sons [2] CanadianJungian analyst Guy Corneau writes that the
presence of the fathers bodyduring the sons developmental phases is
integral in the son developing apositive sense of self as
masculine. Corneau also argues that if the son doesnot develop
positively towards the fathers male body, then the son runs therisk
of developing negatively towards all bodies. Jacques Lacan argued
that inthe sons mind, the fathers body represents the law, and that
the role of thefathers body is to break the attachment the son
feels to the mother and byextension his own. Freudian analysts
claim that all sons feel they are in competition with theirfather
and often feel in a battle against the father. (Sigmund Freud
referred tothis as Oedipus Complex.) Freudian psychologists claim
that the risk the sonruns is that in some cases it is more
difficult to win the battle against thefather than to loose the
battle against the father. This is because a commonresult of
winning the battle against the father is that the son
sufferstremendous guilt. 54. ETHICS IN ADVERTISING . The importance
of advertising is steadily on the increasein modern society.1 That
observation, made by thisPontifical Council a quarter century ago
as part of anoverview of the state of communications, is even
truernow. Just as the media of social communication themselveshave
enormous influence everywhere, soadvertising, using media as its
vehicle, is apervasive, powerful force shaping attitudes and
behaviorin todays world. Especially since the Second Vatican
Council, the Churchhas frequently addressed the question of the
media andtheir role and responsibilities. She has sought to do so
in afundamentally positive manner, viewing the media asgifts of God
which, in accordance with his providentialdesign, bring people
together and help them to 55. ETHICS IN ADVERTISING We wish to call
attention to positivecontributions that advertising can and
doesmake; to note ethical and moral problems thatadvertising can
and does raise; to point to moralprinciples that apply to this
field; and, finally, tosuggest certain steps for the consideration
ofthose professionally involved in advertising, aswell as for
others in the private sector, includingthe churches, and for public
officials. 56. ETHICS IN ADVERTISING Our reason for addressing
these matters is simple. Intodays society, advertising has a
profound impacton how people understand life, the world
andthemselves, especially in regard to their values andtheir ways
of choosing and behaving. These arematters about which the Church
is and must bedeeply and sincerely concerned. 2. The field of
advertising is extremely broad anddiverse. In general terms, of
course, anadvertisement is simply a public notice meant toconvey
information and invite patronage or someother response. As that
suggests, advertising hastwo basic purposes: to inform and to
persuade, and-- while these purposes are distinguishable --
bothvery often are simultaneously present. 57. ETHICS IN
ADVERTISING Advertising can be very simple -- a local,
evenneighborhood, phenomenon -- or it can be verycomplex, involving
sophisticated research andmultimedia campaigns that span the globe.
Itdiffers according to its intended audience, sothat, for example,
advertising aimed at childrenraises some technical and moral
issuessignificantly different from those raised byadvertising aimed
at competent adults. 58. ETHICS IN ADVERTISING We disagree with the
assertion that advertising simply mirrorsthe attitudes and values
of the surrounding culture. No doubtadvertising, like the media of
social communications ingeneral, does act as a mirror. But, also
like media in general, itis a mirror that helps shape the reality
it reflects, andsometimes it presents a distorted image of reality.
Advertisers are selective about the values and attitudes to
befostered and encouraged, promoting some while ignoringothers.
This selectivity gives the lie to the notion thatadvertising does
no more than reflect the surrounding culture.For example, the
absence from advertising of certain racial andethnic groups in some
multi-racial or multi-ethnic societies canhelp to create problems
of image and identity, especiallyamong those neglected, and the
almost inevitable impressionin commercial advertising that an
abundance of possessionsleads to happiness and fulfillment can be
both misleading andfrustrating. 59. TEN BENEFITS OF ADVERTISING 1.
Identify Advertising lets people know youre in business.It conveys
your business name and the type ofproducts or services you offer.
60. 2.Reach outA big example of the benefits of advertising
isbringing potential customers to your store whomight otherwise
never know you exist. Astorefront is only seen by people who walk
past your door, but advertising can reach out toothers in the
surrounding towns and countries. 61. 3.Special sales and promotions
can be advertised that get peoples attention.Perhaps someone has
been thinking about getting a new mattress, and when they learn
about yourstore having a sale, it could be just the incentive they
need to make a purchase. 62. 4.Hours of operation Nothing is more
frustrating than going to a store to buysomething you need and
realizing they are closed. Thepotential customer may just go
somewhere else tomake their purchase. One of the benefits of
advertisingthe days and hours a store is open is to help prevent
aloss of sales. 5. "Word of mouth Is said to be one of the best
forms of advertising, andits true. A satisfied customer will often
tell others oftheir experience, which can result in future
sales.Media advertising in newspapers, on radio and TV willhelp get
new customers who will then increasebusiness by their spreading the
word to their friends. 63. 6.Seasonal Promotions There are great
benefits of advertising for specialtyitems or seasonal products.
Perhaps you sell productsthat only your store has locally, such as
musicalinstruments. Advertising special seasonal items, such
asselling Christmas trees, can bring additional sales atcertain
times of the year.7. Confidence Business owners often dont realize
that one of thebenefits of advertising is making potential
customersfeel more confident in a business they see advertised.
Itgives them the sense that the business is professional,stable and
reputable. 64. 8. Blitz Every time you watch a football game on TV,
youll see beeradvertisements. These companies are huge, and they
haveplenty of customers, but their goal is to keep their
productsnames in front of consumers. If you see a commercial for
acertain candy bar dozens of times, the next time youre in
aconvenience store and see that candy bar, youre more likelyto buy
one. 9. Consistency A business that stops advertising may give the
impressionthat the business is out of business. When people see
abusiness advertise for a long period of time and thenstop, they
may get the false impression that the business is nolonger there,
even though it is still open. Consistentadvertising yields the best
results. 65. 10.InvestAnother of the benefits of advertising that
many businesses dont realize is that it takes money to make money.
An old saying in the marketingindustry is "Advertising doesnt cost,
it pays."Sometimes you have to invest money to make money, and
advertising should be an investmentthat is included in a businesss
annual budget. 66. The Benefits of Advertising Economic Benefits of
Advertising Benefits of Political Advertising Cultural Benefits of
Advertising Moral and Religious Benefits of Advertising 67.
Sanctity of life means how life is special and why it is special.
There are five components to the idea of sanctity of life we can
see them like the petals of a flower: 68. Only God Life is can
choose sacred when lifeendsFill in the details in eachpetal on your
diagram andunderline the words that All lifeLifeare in
bolddeservesshould berespect protectedLife is God given 69. Can you
think of a mnemonic to help remind you of the fivepetals?Use the
first letter of each of the words in bold- e.g.Sacred S SweetChoose
C ChildrenProtected PickGiven GGreyRespect R RabbitsYou can do
better than me but keep it clean! 70. People like doctors think
about the idea of the Sanctity oflife when they make decisions
about people every day.For Christians and Muslims, because they
believe that Godcreated us, this means that all people are special
andimportant to God. All people deserve respect and to be cared
for. 71. The Sanctity of Human lifeKey questions:What does sanctity
mean?What does the Bible teach about thesanctity of human life?Why
do Catholics believe thathuman life is sacred? 72. Why did most the
Germans considerthat the lives and suffering of theprisoners were
of no real concern?Why did Schindler consider themimportant? 73.
For you created my inmost beingyou knit me together inmy mothers
wombI praise you because I amfearfully and wonderfully madeyour
works are wonderful,I know that full well.My frame was nothidden
from youwhen I was made inthe secret place. 74. When I was woven
together in the depths of the earth,your eyes saw my unformed
bodyAll the days ordained for mewere written in your bookbefore one
of them came to be 75. Genesis 1Exodus 20:13Romans 14:81
Corinthians 6:19Outline the teaching in the Catechism of
theCatholic church on the sanctity of life 76. (c) Question:Explain
why Catholicsbelieve that life is sacred? 77. Key questions:What
does sanctity mean?What does the Bible teach about thesanctity of
human life?Why do Catholics believe thathuman life is sacred?