WHAT ARE VALUES?

Values are the things against which you measure your choices, whether consciously or not. You
use them to rationalise your behaviour to yourself and others.
Your values can help you to understand where you might find a role in society, and they are
often a strong motivator for work.

Your personal values are a central part of who you are and who you want to be. By becoming
more aware of these important factors in your life, you can use them as a guide to make the
best choice in any situation. Some of life's decisions are really about determining what you
value most.

Values can be defined as those things that are important to or valued by someone. That
someone can be an individual or, collectively, an organization. One place where values are
important is in relation to vision.
Values represent our guiding principles: our broadest motivations, influencing the attitudes we
hold and how we act.
In both action and thought, people are affected by a wide range of influences. Past experience,
cultural and social norms, and the money at our disposal are some of the most important.
Connected to all of these, to some extent, are our values which represent a strong guiding
force, shaping our attitudes and behaviour over the course of our lives. Our values have been
shown to influence our political persuasions; our willingness to participate in political action; our
career choices; our ecological footprints; how much money we spend, and on what; and our
feelings of personal wellbeing.
Values represent our guiding principles: our broadest motivations, influencing the attitudes we
hold and how we act.
In ethics, value denotes the degree of importance of some thing or action, with the aim of
determining what actions are best to do or what way is best to live (deontology), or to describe
the significance of different actions (axiology).

WHY ARE VALUES IMPORTANT?

Career advisers, life coaches and researchers increasingly recognise that values help to
motivate you in your work and to give you a feeling of satisfaction. As a result, they now focus
on these as much as on interests and intellectual abilities. In a career context, values might
include job security, a regular income and a fixed pattern of work, or variety, risk, flexibility and
independence.
Knowing what work factors are valuable to you will help you to find work you enjoy and continue
to seek work that you find fulfilling.
Your values can help you to understand where you might find a role in society, and they are
often a strong motivator for work.

When we use our values to make decisions, we make a deliberate choice to focus on what is
important to us. When values are shared, they build internal cohesion in a group.

There are four types of values that we find in an organisational setting: individual values,
relationship values, organisational values and societal values.

Individual values
Individual values reflect how you show up in your life and your specific needs-the principles you
live by and what you consider important for your self-interest. Individual values include:
enthusiasm, creativity, humility and personal fulfilment.

Relationship values
Relationship values reflect how you relate to other people in your life, be they friends, family or
colleagues in your organisation. Relationship values include: openness, trust, generosity and
caring.

Organisational values
Organisational values reflect how your organisation shows up and operates in the world.
Organisational values include: financial growth, teamwork, productivity and strategic alliances.

Societal values
Societal values reflect how you or your organisation relates to society. Societal values include:
future generations, environmental awareness, ecology and sustainability.

WHERE DO VALUES COME FROM?

Have you thought about how you got your values? You need to investigate where your values
come from for three important reasons.
To understand where your values come from, begin with your beliefs.
The quality of your values will ultimately be determined by the source of your beliefs. For
example, when your beliefs are tied to an expert or authoritywhether its a religious leader,
the New York Times, or your parentsyour beliefs are only as solid as that authority. When
doubt is cast on the source of your beliefs, your derived beliefs are cast in doubt along with any
associated values. Fallen role models and discredited authority figures often cause shaken
values.

Not all beliefs are values, but all values are beliefs.

POSITIVE AND NEGATIVE VALUE

There may be a distinction between positive and negative philosophic or ethic value. While
positive ethic value generally correlates with something that is pursued or maximized, negative
ethic value correlates with something that is avoided or minimized.
Negative value may be both intrinsic negative value and/or instrumental negative value.
PROTECTED VALUE
A protected value is one that an individual is unwilling to trade off no matter what the benefits of
doing so may be. For example, some people may be unwilling to kill another person, even if it
means saving many others individuals. Protected values tend to be "intrinsically good", and
most people can in fact imagine a scenario when trading off their most precious values would be
necessary
VALUES DEVELOPMENT

We are not born with values, so how do people develop their values? There are three periods
during which values are developed as we grow.

PERIODS OF DEVELOPMENT
Sociologist Morris Massey has described three major periods during which values are
developed.
THE IMPRINT PERIOD
Up to the age of seven, we are like sponges, absorbing everything around us and accepting
much of it as true, especially when it comes from our parents. The confusion and blind belief
of this period can also lead to the early formation of trauma and other deep problems.
The critical thing here is to learn a sense of right and wrong, good and bad. This is a human
construction which we nevertheless often assume would exist even if we were not here
(which is an indication of how deeply imprinted it has become).

THE MODELING PERIOD

Between the ages of eight and thirteen, we copy people, often our parents, but also others.
Rather than blind acceptance of their values, we are trying them on like a suit of clothes, to
see how they feel.
At this age we may be much impressed with religion or our teachers. You may remember
being particularly influenced by junior school teachers who seemed so knowledgeable-maybe even more so than your parents.
THE SOCIALIZATION PERIOD
Between 13 and 21, we are very largely influenced by our peers. As we develop as individuals
and look for ways to get away from the earlier programming, we naturally turn to people who
seem more like us.
Other influences at these ages include the media, especially those parts which seem to
resonate with our the values of our peer groups.

BECOMING PRINCIPLED
It's tough to have high moral values, but some people get there.

PRE-MORAL
In the pre-moral state, we have no real values (we are thus 'amoral'). Young children are
premoral. So also are psychopaths. Our basic nature tells us to be Machiavellian, doing
whatever it takes to achieve our goals, even if it means hurting other people.

CONVENTIONAL

Most people have conventional values, as learned from their parents, teachers and peers.
These basically say 'here are the rules to live in reasonable harmony with other people.'
The bottom line of this state is that we will follow them just so long as we think we need to.
We will break our values occasionally, and especially if our needs are threatened or we are
pretty sure we can get away with breaking values with nobody else knowing about it.

PRINCIPLED
When we are truly principled, we believe in our values to the point where they are an integral
and subconscious part of our person. Right and wrong are absolute things beyond the
person, for example as defined by a religion.
The test of a principled person is that they will stick to their values through thick and thin, and
even will sacrifice themselves rather than break their principles. Many great leaders were
principled (Martin Luther King, Gandhi, etc.).

TRANSCRIPT OF WHERE DO OUR VALUES AND BELIEFS COME FROM?

Primary and Secondary Socialization Primary socialisation (in the family) is when people
develop these attitudes.
Secondary socialisation such as school or work occurs later and appropriate behaviour is learnt
in small groups. This can influence their self-identity which could lead to negative behaviour
such as drug abuse and gang culture, or positive behaviour such as sport. Cultural Values The
understanding of what is acceptable and unacceptable or important in community or society.

Culture is a way of life for entire community or society. This could include dress, language or
religion. These result from socialisation by the formation of subcultures such as under 25
youths. Differences in opinions also generate from different generations and ages. Also if a
person is studying a certain subject such as Sociology, they will share the same values as
everybody studying it. Where Do Our
Values and Opinions
Come From? They come from different aspects of society and cultural values which explains
what influences society. Employment/Unemployment Clarifying your work values, that subset of

values that relate to your career, is essential. Your work values are both intrinsic, relating to the
actual tasks involved in practicing a particular occupation, and extrinsic, relating to the byproducts of an occupation. An intrinsic value might be helping others, while an example of an
extrinsic value is earning a lot of money. Multiculturalism Equality and Human Rights legislation
has allowed these values and opinions to be made and said in the UK without discrimination or
sanctions. Being in a multicultural society with ethnic minority means a diverse range of
opinions can be made. This is due to new food, fashion and music being brought into our
culture. Quiz Define these terms:
Primary SocialisationPrimary socialisation (or primary socialization) in sociology is the acceptance and learning
of a set of norms and values established through the process ofsocialization. Typically this is
initiated by the family.
Secondary socialization refers to the process of learning what is the appropriate behavior as a
member of a smaller group within the larger society. Sigmund Freud's psychosexual stages
describe the progression of an individual's unconscious desires.

Values Shaping Influences

Major influences that shape our values are:
People
Events
Family
Religious groups
Schools
The media

Family

Parents assume many roles

Most important role is moral teacher
Challenges to families:
single-parent households
two parents working outside the home
care for elderly parents
financial pressures
Religious groups
Value priorities often developed through religious training
Religious doctrine
Role models
Many now seeking spiritual and moral anchors in both personal lives and work
Schools

Some see character education as fundamental aspect of education

Values clarification common part of curriculum in 70s
Objections and fears about imposing values, so much was eliminated
Resurgence in the movement today

The media
Viewers often see
people abusing and degrading each other without consequences
violence and antisocial behavior
Research connecting television viewing and
depression
desensitization of children

People
Modeling is shaping behavior to be like people you admire

Important for children and adults

Leaders in the workplace are important models for adults

Values Formation Through Community

Service
All Filipino parents hope to pass on to their children the values and words of wisdom
that have been passed to them. They can do a, lot of things for their value
formation.
But, no matter how much the parents would like to inculcate to them the positive or
right values, their environment could influence their children since VALUES ARE
CAUGHT AND NOT TAUGHT. Whatever we have :learned at home, in school and in
the environment are internalized. (Within ourselves)
What if some of us have learned negative ones? Values Transformation comes in.
So, what is now the role of the NSTP and environment in the value transformation of
our youths.

Values are said to be worth the importance we attach to different factors in our
lives. The word values -comes from a the Latin word "valere" which means to
measure the worth of something. These are ideas and norms man considers
relevant and good. Max Scheler (1874-1928) is the foremost exponent of axiology.
Axiology is defined as the philosophical science and values.
A VALUE HAS BEEN DEFINED AS ANY OBJECT ACTIVITY OR FRAME OF MIND THAT A
PERSON CONSIDERS TO BE VERY IMPORTANT TO HIS OR HER LIFE. Unlike attitudes,
values come in, as an unconscious list of priorities. All of our values taken together
are called aVALUE SYSTEM which exist not only on an individual level, but on an
organization-wide level as well. Hence, the community where your NSTP Students
will be assigned could greatly contribute to their values transformation.
A CORPORATE CULTURE is a system of values shared throughout any given place or
organization.
Values are especially important to understanding human behavior. Conflicts
between them are often based on differences in values. When you seem to be at
odds with another person, take a look at how your basic values differ. And when you
seem in conflict with the members of the group, examine the group's value system
against your own.
Values education is founded on a sound philosophy of the human person with all its
philosophical ramifications and implications. The supreme and. overarching value
that characterizes education is HUMAN DIGNITY

10 SKILLS KIDS LEARN THROUGH COMMUNITY SERVICE

1. Self-Esteem: The key to lifetime mental health and social happiness is building positive
self-esteem. Leading a community service effort is a fantastic way to build a childs selfesteem. When they can see and quantify the difference they have made, they feel like
they can do anything. Kids learn best by doing, parents constantly tell their kids, You

can do anything, if you put your mind to it. Making a difference in the lives of others
shows them this.
2. How to ask for something: A child asking an adult for something can sometimes be a
challenging task. Through planning the project, William had to have many conversations
with store and restaurant managers, as well as others from whom he needed support.
Additionally, he and all of his volunteers also had thousands of interactions with people
asking them to purchase and donate food. Through these interactions, he learned
valuable lessons and gained experience in communicating with adults and kids.
3. Organizational Skills: Kids have more going on in their lives these days than ever.
These demands only get more intense as they get older. It is more important than ever
that kids learn to manage their time and organize projects. Whether a child is doing a
lemonade stand or organizing volunteers for a food drive, there are lots of moving parts
that will need to be managed. Let your kids experience what it takes to pull off their
project. Helping them learn how to organize themselves through real-life experiences will
take them far.
4. Speaking: Everyone has heard that the number one fear of Americans is public
speaking. Whether that is actually true or not, it is VERY intimidating. Through
organizing their project, kids will have the opportunity to talk to groups about what they
are doing (maybe to their church, scout group, school, or civic organizations). If they can
begin to get comfortable in front of groups at an early age, the sky is the limit as they get
older.
5. You cant judge a book by looking at its cover: Many of the assumptions we make
about people and the world around us are based on our visual perception: how they look
or what they wear. This holds true for people of all ages, so teaching kids about this can
sometimes be hard. During the food drive, we all witnessed that many times those who
had the least gave the most. People may pull up in a nice car and totally ignore the kids
asking for donations, while someone with tattered clothes would walk over from the bus
stop to empty their pockets into the donation jar.
6. Emotional Intelligence: Wikipedia defines Emotional Intelligence (EI) as the ability to
monitor ones own and other peoples emotions, to discriminate between different
emotions and label them appropriately, and to use emotional information to guide
thinking and behavior. This type of intelligence may even be more important than a
childs IQ. Emotions are a difficult thing to read and manage, especially for children.
Because of the interactions with people during their community service project kids go
through a wide range of emotions, and have to learn to understand and manage those
emotions real-time. As William was going through his food drive, he and the others
volunteering with him had to learn to handle their own emotions when they got a no
from a perspective donor, or worse when people walked by them as if they were
invisible. It was tough at first, but all the volunteers, even adults learned from the
experience, and in the end, everyone was more encouraged to keep trying than
discouraged.
7. How math really is used every day: How many times has a kid said, When am I ever
going to use this? Well here you go, a real life opportunity to put their math skills to the
test. They get to handle money, manage time schedules, plan out a budget, and manage
expenses. All of a sudden they realize how important numbers are in our world. They

also get a nice introduction to personal finance as well.

8. The power of action: When I have asked William what he has learned from his
experience, one of the first things he says is, That one person can make a difference.
This lesson is key to helping a child to understand that they can make a difference in the
world. No matter how small their action, it can snowball into something that affects
others in a powerful way. The effects go much further than those whom they are trying to
help. A child working to help others is incredibly inspiring to others, and will ignite a spark
in others that can last for a long time. This will allow them to feel confident as they work
to helps others as they go through life.
9. Empathy: Working to help others already requires a certain amount of empathy. Going
through the process of developing and executing a service project gives kids the
opportunity to connect with what others are going through on a deeper level. The
interaction with people that want to help because they may have needed help once
enhances the ability for kids to develop empathy during their community service.
10. Leadership: All of the previous skills roll into building the leaders of tomorrow. Giving
kids the opportunity to take on a leadership role in their own community service project
helps them put everything together and prepare them for the future. With all of the
problems facing or world, our future leaders must have a sense of service ingrained in
them, to give them the skills and abilities to care for those in need.

REFERENCES
http://www.huffingtonpost.com/susan-fowler/where-value-comefrom_b_10934032.html
http://valuesandframes.org/handbook/1-why-values-matter/
http://changingminds.org/explanations/values/values_development.htm
https://prezi.com/lly5o1krducv/where-do-our-values-and-beliefs-come-from/
https://en.wikipedia.org/wiki/Value_(ethics)
http://cwts-love.blogspot.com/2009/10/values-education.html
http://startasnowball.com/10-skills-kids-learn-community-service/