IFUGAO STATE UNIVERSITY

College of Criminal Justice Education Ethics

CHAPTER 4
UNIVERSAL ETHICAL VALUES

Learning Outcome:

At the end of this chapter, the students will be able to:

1. Explore the different universal values;

2. Discuss the functionality and relevance of universal values;
3. Explain the relationship between individual acts and character; and
4. Articulate the stages of moral development.

Lesson Proper
Introduction

Human basics can be seen as a first universally designed and coherent philosophy
of most basic knowledge for any human, whenever on the world and regardless of culture,
religion, education or status. It is consists of generally recognized and established
knowledge, generally verifiable observation, and some basic theories and conclusions, and
combined with a number of basic theses it makes up a universal philosophy of human
basics.
This philosophy of most basic knowledge is in the first place about an
understanding awareness of our human nature, and our basic universal human values. It
contains a concise basic information about social, psychological, cultural anf human
qualities and basic universal human values in relation to political, economic, ecological,
religious, judicial and educational issues in all societies.

Lesson 1: Basic Universal Values

1.1 What is Universal Value?

A value is a quality that means people, things, events or situations. The term is
used to designate the moral characteristics that are inherent in a subject piety,
responsibility, secularism, respects and so on. Universal, however, is an adjective that is
related to what belongs or which relates to the universe. The concept refers to the set of all
things created and what is common to all its kind. Universal values, however, have the
particularity to be socially shared (Didactic Encyclopedia, 2015).

In addition to culture differences, we can say that the goodness, solidarity,

volunteerism and honesty are virtues you want in any country or region. So, these are
universal values. Universal values are acquired with family education and school, because
the process of socialization involves that new generations internalize timeless concepts.

Lesson 1.2 Schwartz Concept of Universal Values

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College of Criminal Justice Education Ethics

He define ‘values’ as conceptions of the desirable that influence the way people
select action and evaluate events (Sen, 1999). He also conducted a surveys of more than
25,000 people in 44 countries with a wide range of different cultural types suggest that
there are fifty - six specific universal values and ten types of universal value.

Below are each of the value types, with the specific related values:

1. Power: Social status and prestige, control or dominance over people and resources.
2. Achievement: Personal success through demonstrating competence according to social
standards.
3. Hedonism: Pleasure or sensuous gratification for oneself.
4. Stimulation: Excitement, novelty, and challenge in life.
5. Self - Direction: Independent thought and action - choosing, creating, exploring.
6. Universalism: Understanding, appreciation, tolerance and protection for welfare of all
people and for nature.
7. Benevolence: Preservation and enhancement of the welfare of people with whom one is
in frequent personal contact.
8. Tradition: Respect, commitment, and acceptance of the customs and ideas that
traditional culture or religion provides.
9. Conformity: Restraint of actions, inclinations and impulses likely to upset or harm
others and violate social expectations or norms.
10. Security: Safety, harmony, and stability of society, of relationships and of self.

Lesson 1.3 Basic Universal Human Values

The function of most of these basic values is to make it possible for every human to
realize or maintain the very highest or most basic universal core values of life, love and
happiness.
Hereunder are some of the basic universal human values:
1. Happiness
2. Peace
3. Love
4. Freedom
5. Safety
6. Intelligence
7. Human Respect
8. Equality
9. Justice
10. Nature
11. Health

Lesson 1.4 The Human Dignity

 IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics

The word dignity comes from the Latin word, “dignitas which means “worthiness”.
dignity implies that each person is worthy of honor and respect for who they are, not just
for what they can do. In other word, human dignity cannot be earned and cannot be taken
away.
Dignity is the right of a person to be valued and respected for their own sake, and to
be treated ethically.
Human being are qualitatively different from any other living being in the world
because they are capable of knowing and loving God, unlike any other creature. Belief in
the human person is the foundation of morality.

Lesson 2: Development of Moral Character

Introduction
Aristotle tells us that there are good people in the world. These are those who
exhibit excellence - excellence of thought and excellence of character.

Lesson 2.1 What is Moral Character?

Moral character or character is an evaluation of an individual’s stable moral
qualities. The concept of character can imply a variety of attributes including the existence
or lack of virtues such as empathy, courage, fortitude, honesty, and loyalty, or of good
behavior or habits. Moral character primarily refers to the assemblage of qualities that
distinguish one individual from another - on a cultural level, the set of moral behaviors to
which a social group adheres can be said to unite and define it culturally as distinct from
others.
A moral character is defined as an idea in which one is unique and can be
distinguished from others.

Lesson 2.2 Importance of Having a Strong Moral Character

When you have a strong moral character, you will be judged by who you are rather than
who you pretend to be. Below are some of the consequences of having a strong moral
character (Sonnenberg, 2016):
1. Achieve peace of mind
2. Strengthen trust
3. Build a solid reputation
4. Reduce anxiety
5. Increase leadership effectiveness
6. Build confidence
7. Become a positive role model
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College of Criminal Justice Education Ethics

8. Live a purpose - driven life

9. Build a strong business

Lesson 2.3 Development of Moral Character

If you believe developing your character is an endeavor you want to pursue, here are
some steps to show you how:

1. Define your core values

2. Practice the habits
3. Find people with character
4. Take some risks
5. Stretch yourself
6. Commit to self-improvement

Lesson 2.4 Some Good Character Traits to Practice

1. Attract the trust and respect of other people

2. Allow you to influence others
3. Changes your perspective about failure
4. Sustains you through difficult times or oppositions
5. Improve your self-esteem, self-respect, and confidence
6. Creates a foundation for happy, and healthy relationship
7. Helps you stay committed to your values and goals
8. Improves your chance of success in work and other endeavors

Lesson 2.5 Character Traits that Impact One’s Happiness

Good character consists of defining your values and integrity based on time-tested
principles and self-reflection and having the courage to live your life accordingly.

1. Integrity
2. Honesty
3. Loyalty
4. Respectfulness
5. Responsibility
6. Humility
7. Compassion
8. Fairness
9. Forgiveness
10. Authenticity
11. Courageousness
12. Generosity
13. Perseverance
14. Politeness
15. Kindness
16. Lovingness
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College of Criminal Justice Education Ethics

17. Optimism
18. Reliability
19. Conscientiousness
20. Self-discipline

Lesson 3: Stages of Moral Development

Introduction

A major task beginning in childhood and continuing into adolescence is discerning right
from wrong. Psychologist Lawrence Kohlberg (1927-1987) extended upon the foundation
that Piaget built regarding cognitive development. He believed that moral development,
like cognitive development, follows a series of stages. To develop this theory, Kohlberg
posed moral dilemmas to people of all ages, and he analyze their answers to find
evidence of their particular stage of moral development.

Lesson 3.1 Kohlberg’s Stages of Moral Development

The framework of Kohlberg’s theory consists of six stages arranged sequentially in

successive tiers of complexity. He organized his six stages into three general levels of
moral development.

Level 1: Pre-conventional level

At the pre-conventional level, morality is externally controlled. Rules imposed by
authority figures are conformed to in order to avoid punishment or receive rewards. This
perspective involves the idea that what is right is what one can get away with is personally
satisfying. Level 1 has two stages:

Stage 1: Punishment/obedience orientation - behavior is determined by

consequences. The individual will obey in order to avoid punishment.

Stage 2: Instrumental purpose orientation - behavior is determined again by

consequences. The individual focuses on receiving rewards or satisfying personal
need.

Level 2: Conventional level

At the conventional level, conformity to social rules remains important to the

individual. However, the emphasis shifts from self-interest to relationships with other
people and other systems. The individual strives to support rules that are set forth by
others such as parents, peers, and the government in order to win their approval or to
maintain social order.

Stage 3: Good boy/Nice girl orientation - behavior is determined by social

approval. The individual wants to maintain or win the affection and approval of others by
being a “good person”
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College of Criminal Justice Education Ethics

Stage 4: Law and order orientation. - Social rules and laws determine behavior.
The individual now takes into consideration a larger perspective, that of societal laws. The
individual believes that rules and laws maintain social order that is worth preserving.

Level 3: Post - conventional or principled level

At the postconventional level, the individual moves beyond the perspective of his or
her own society. Morality is defined in terms of abstract principles and values that apply
to situations and societies. The individual attempts to take the perspective of all
individuals.

Stage 5: Social contract orientation - individual rights determine behavior.

Stage 6: Universal ethical principle orientation - according to Kohlberg this is

highest stage of functioning.