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

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
IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics

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 - it refers to good fortune; pleasure; contentment; joy.
2. Peace - is a freedom from disturbance; tranquility.
3. Love -
4. Freedom - is the state of being free or at liberty, freedom from control, interference
5. Safety - is the state of being safe;
6. Intelligence - is a capacity for learning, reasoning, understanding,
7. Human Respect - gesture of greeting, esteem, or friendship
8. Equality - is the state or quality of being equal
9. Justice - is the quality of being just
10. Nature - is the material world
11. Health - is the general condition of the body

Lesson 1.4 The Human Dignity

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.
 IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics

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
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

IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics

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

Lesson 3: Stages of Moral Development

Introduction
IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics

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”

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.
IFUGAO STATE UNIVERSITY
College of Criminal Justice Education Ethics