Abraham Maslow’s Hierarchy of needs;

2. List the three value development stages and value

orientations of Kohlberg model;
STUDENT ACTIVITY SHEET
3. Outline the theoretical position of carol Gilligan and
LESSON TITLE: Human Value Development and the
Kohlberg found in her research; and,
System of Public Law
LEARNING OUTCOMES: 4. Identify the 5 current generational value cohorts in
NUR 104 HEALTH CARE ETHICS term of their major value shaping events.
BS NURSING / 2nd YEAR
Session # 2
LESSON REVIEW/ PREVIEW (5-10 minutes)
Book, pen, notebook, laptop, and projector

Materials:
References:
Upon completion of this lesson, the nursing student can:
Ethics of Health Care: A Guide for Clinical
1. Understand the interaction of needs and behavior with Practice Fourth Edition, Raymond S.
Edge, J. Randall Groves

The instructor will ask questions about the previous topic to be answered by the students:
What are the steps in civil lawsuit?
1. Complaint
2. Answer
3. Discovery
4. Trial and Judgment
5. Appeal
What are the 3 basic sources for modern law and where did it originated or arises?
1. Common law- emanates from judicial decisions
2. Statutory law- arises from legislative bodies
3. Administrative law- flows from the rules and regulation of administrative agencies.

MAIN LESSON (20-30 minutes)

The instructor should discuss the following topics. Instruct student to take down notes read their book about this lesson
(Chapter 2 of their book):

Value Development
As humans we are born with a series of undifferentiated potentials. As an example, we have the capacity to learn a
language, but the particular language is not prescribed by our genetic heritage. In the same sense, humans have an innate
ability to acquire ethical beliefs. But the value system we develop is dependent on the cultural framework in which we live in.

• World view or value system

– An inner subjective set of feelings, attitudes, beliefs, and opinions

• Maslow’s Hierarchy of Needs

– Survival or Physiological (foods, shelter, water)
– Safety (security like purchasing a weapon)
– Belonging and Love (love, affection, intimacy, family, joining a club)
– Prestige and Esteem (becoming president of the club)
– Self-actualization (fulfillment of personal potential)

According to Maslow’s Hierarchy of needs, feelings of isolation result in needs satisfying activities like joining a bowling
team. Under most situations, our actions are explainable using this model as we seem to satisfy a given set of needs. As
each need level is satisfied the needs of the next level become the dominant motivators of our actions. If hierarchy of needs
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is correct, an observer who could determine what level of need you were operating on could predict the nature of your next
actions.

• Hume’s Law
– Unbridgeable gap between fact and value; between “is” and “ought”
• Facts of physical universe can tell us what is
• Our values guide us to understanding what ought to be as it relates to our behavior

-Individuals experiences will shape the way these values will be considered in personal decision making.

-Difference between needs and values: Our needs tell us what “is” in a particular situation, for example we are broke and
find a wallet. Our needs may tell us to take the money in the wallet, whereas our values provide guidance in regard to what
“ought” to be done as it relates to human behavior.

Value Development Models

Lawrence Kohlberg created a value development model with three stages and associated value orientation. Development
was intimately tied to the individual’s cognitive and psychomotor development. For Kohlberg, the highest personal value for
humans was equality, where the individual issues based on an internal set of personal principles or rules.

Kohlberg’s Stage of Moral Reasoning

Preconventional (Age 3-7)

• Punishment/Obedience
• Egotism (satisfy one’s desires)-self-importance, self-centered, thinking that you are superior to
others

Conventional (Age 7-12)

• Please others
• Respect rules

Postconventional (12 and above)

– Social contract- they believe that some laws are unjust and need to be change
– Personal conscience

Kohlberg concluded in his original research model that females were often found not to progress to the final autonomous
stage of value development (Post conventional level) but seemed arrested in the conventional level. Females seem to reach
plateau in value orientation based on pleasing others rather than being true to their own moral compass.

Carol Gilligan argued that Kohlberg’s research methods flawed and gender biased that’s why she made a separate value
development pathway for females results in different highest values for each sex. Personality responsibility for female and
legalistic equality for males.

And this was confirmed by profile developed by Isabel Myers and Katherine Briggs. According to Myers Briggs
instrument men and women score equally on the major dimensions. Except on decision making where men are
predominantly on “thinking” category more comfortable following rules, laws and “feeling” category for women decisions are
based on personal relationship and outcomes.

Value Development Models

GENERATIONAL THEORY
- This theory popularized in the 1970s and 1980s by sociologist Morris Massey
- Historical time period in which individual is born shapes development of their world view
- Value systems formed in first decade by families, friends, communities, significant events - “Who You Are Is
Where You Were When" this phrase used to explain value differences between the cohorts

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Generational Cohorts and Core Values
 • Silent Generation (born 1929-1945)
– Great Depression and World War II
– Conformity, stability, security etc.

• Baby Boomers (born 1946-1960s)

– Civil rights, moon landings, freedom riders, calls for change
– Thought as the “ME Generation”
– Personal and social expression, idealism, health, and wellness
• Generation X (born 1968-1989)
– Programmed in an era of social change
– Free agency, independence, cynicism, strive for balance in their lives

• Millennials (born mid 1980s-2000)

– Defined by events immediately following Cold War
– Collaboration, social activism, tolerance for diversity, globally aware

• Generation Z (late 1990s-2025)

– Foreign wars, September 11th and other terrorist attacks, both overseas and on homeland –
Unsettled time; personal and fiscal insecurity

– Masters at multitasking, techno-savvy, personally tolerant regarding social and ethnic diversity, thrive on
instant gratification, fiscally pragmatic

CHECK FOR UNDERSTANDING (10-15 minutes)

-The instructor will prepare 10-15 questions that can enhance critical thinking skills. Students will work by themselves to
answer these questions and write the rationale for each question.

Multiple Choice

(For 1-10 items, please refer to the questions in the Rationalization Activity)

RATIONALIZATION ACTIVITY (10-15 minutes)

The instructor will now rationalize the answers to the students and will encourage them to ask questions and to
discuss among their classmates for (ten) 10 minutes.

1. According to Kohlberg’s stage theory of moral reasoning, a child between the ages of 3 and characteristic of
satisfying his or her desires is operating at the stage?
A. Pre conventional
B. Conventional
 C. Post conventional

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D. Nonconventional
Answer: A.

Rationale: Throughout the preconventional level, a child’s sense of morality is externally controlled. Children
accept and believe the rules of authority figures, such as parents and teachers. A child with pre-conventional
morality has not yet adopted or internalized society’s conventions regarding what is right or wrong, but instead
focuses largely on external consequences that certain actions may bring.

2. Carol Gilligan believes that for females, the highest value consideration is based on _. A. Pleasing others
B. Personal responsibility C.
D. Respect for rules
E. Legalistic equality
Answer: B.

Rationale: Carol Gilligan believes that for females, the highest value consideration is based on personal
responsibility.

3. He is a humanist psychologist who is known for his work regarding the interaction of needs and behavior which
the Hierarchy of needs?
A. Aristotle
B. Abraham Maslow
C. Abraham Lincoln
D. Isabel Myers
Answer: B.

Rationale: Abraham Maslow is a humanist psychologist who is known for his work regarding the interaction of needs
and behavior which the Hierarchy of needs.

4. Who is the foremost theorist of value development?

A. Katherine Briggs and Isabel Myers
B. Maslow and Barrie
C. Kohlberg and Piaget
D. Aristotle and Maslow
Answer: C.

Rationale: Kohlberg and Piaget are the foremost theorist of value development.

5. In Kohlberg’s theory what stage does these following characteristics; social contract and personal conscience fall
under?
A. Nonconventional
B. Preconventional
C. Conventional
D. Postconventional
Answer: D.

Rationale: Postconventional morality is the highest stage of morality in Kohlberg's model, in which individuals
have developed their own personal set of ethics and morals that they use to drive their behavior. According to
postconventional morality, when these conflicts occur, the individual should stay true to their own ethics.

6. What do you call a term between each generational group?

A. Space
B. Generational gap
C. Cusp
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D. Overlap
Answer: B.

Rationale:
A generation gap refers to the chasm that separates the beliefs and behaviors belonging to members of
two different generations. More specifically, a generation gap can be used to describe the differences in
thoughts, actions, and tastes exhibited by members of younger generations versus older ones.

7. These are constructs from generational theory, which holds that generation occupy a 20-year span of time?
A. Value cohorts
B. Need
C. Behavior
D. Attitude
Answer: A.

Rationale: Value cohorts constructs from generational theory, which holds that generation occupy a 20-year span of
time

8. The Generation Z is best described by which of the following characteristics?

A. Law and order
B. Techno savvy multitaskers
C. Social Activist
D. Street smart
Answer: B.

Rationale: The Generation Z are Techno savvy multitaskers.

9. He is a sociologist who popularized the phrase “Who You Are Is Where You Were When”?
A. Morris Johnson
B. Morris Massey
C. Carol Gilligan
D. Lawrence Kohlberg
Answer: B.

Rationale:
Morris Massey is a sociologist who popularized the phrase “Who You Are Is Where You Were When”.

10. Which generation received its value programming by the events surrounding the Great Depression and World War
2?
A. Silent Generation
B. Baby Boomer Generation
C. Millennial Generation
D. Generation X
Answer: A.

Rationale: The Silent Generation is the demographic cohort following the Greatest Generation and preceding
the Baby Boomers. The Silent Generation is generally defined as people born from 1928 to 1945

LESSON WRAP-UP (15-20 minutes)

Teacher directs the student to mark (encircle) their place in the work tracker which is simply a visual to help students track
how much work they have accomplished and how much work there is left to do. This tracker will be part of the student

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activity sheet.

You are done with the session! Let’s track your progress.
 AL Strategy: Small Group Discussion (Case based learning)
Assign students to form groups of six members to answer this case:
In this case involves a man, his wife, his mother, and his son. The family is out in a boat and the man is needed to hold the
tiller to keep the boat steady. A great wind comes and the boat begins to founder. It becomes obvious someone must leave
the boat and drown to save the life of the others. The answer cannot be the man as he is needed to hold the tiller or all must
perish, which of the others (the mother, son, or wife) should be sacrificed? In this case they should make their decision first
using legalistic equality (male pathway) using rules and principles and then make the decision using responsibility and
relationships (female pathway as the highest value.
They must write their output in a one whole sheet of paper and collect after the activity to be graded. They are given 10-
15minutes to complete the activity. Give them warning one minute before the time ends by raising your hand then after you
may call 2-3 students from different group to share their answer to the class.

(Instruct student to continue reading chapter 2 of their book to be ready for the next session.)

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