How do individuals develop their personal value systems throughout life. What are the key stages in moral and ethical development from childhood to adulthood. Can values change over time or are they fixed early on.
The Foundations of Values: Understanding the Developmental Process
Values form the bedrock of our moral and ethical frameworks, guiding our decisions and shaping our interactions with the world around us. But where do these values come from? How do they evolve as we grow and mature? The values development model provides fascinating insights into this crucial aspect of human psychology and socialization.
According to sociologist Morris Massey, our values are not innate but develop through three distinct periods as we age. This model offers a roadmap for understanding how individuals form their moral compasses and ethical standards over time.
The Imprint Period: Laying the Groundwork (Ages 0-7)
During the first seven years of life, children are incredibly impressionable, absorbing information and beliefs from their environment like sponges. This critical phase, known as the Imprint Period, sets the stage for future value development.
Key Characteristics of the Imprint Period:
- Unquestioning acceptance of information, especially from parents and caregivers
- Formation of basic concepts of right and wrong
- Potential for early trauma or deep-seated beliefs to take root
- Development of fundamental moral constructs that may seem innate later in life
During this stage, children begin to internalize the moral framework of their immediate surroundings. The values and behaviors modeled by parents and other influential figures play a crucial role in shaping a child’s nascent understanding of ethics and morality.
The Modeling Period: Trying on Different Value Systems (Ages 8-13)
As children enter their pre-teen years, they enter the Modeling Period. This phase is characterized by a more active and conscious exploration of different value systems.
Hallmarks of the Modeling Period:
- Imitating and experimenting with the values of parents, teachers, and other role models
- Increased susceptibility to influence from authority figures outside the family
- “Trying on” different value systems to see how they feel
- Growing awareness of diverse perspectives and moral frameworks
During this time, children may become particularly drawn to religious teachings or deeply impressed by educators. The Modeling Period allows for a more nuanced understanding of values, as children begin to recognize that different people may hold different beliefs.
The Socialization Period: Peer Influence and Identity Formation (Ages 13-21)
The teenage years and early adulthood mark a significant shift in value development. During the Socialization Period, individuals are heavily influenced by their peer groups as they seek to establish their own identities.
Key Features of the Socialization Period:
- Strong influence from friends and peer groups
- Increased importance of media and popular culture in shaping values
- Potential rejection or questioning of earlier programming from parents and authority figures
- Exploration of values that resonate with emerging personal identity
This period is crucial for developing a more individualized set of values. As young people navigate complex social landscapes, they often gravitate towards peers and media that align with their evolving sense of self.
The Path to Principled Values: From Pre-moral to Ethical Maturity
Beyond the three developmental periods outlined by Massey, individuals may progress through different levels of moral reasoning and value adherence. This journey can be broadly categorized into three stages: pre-moral, conventional, and principled.
The Pre-moral Stage:
In the pre-moral stage, individuals lack a developed system of values. This state is typical of very young children and, in some cases, may persist in individuals with certain psychological conditions. Pre-moral thinking is characterized by:
- Absence of internalized moral guidelines
- Machiavellian approach to achieving goals
- Lack of consideration for others’ well-being
The Conventional Stage:
Most people operate within the conventional stage of values development. This level is marked by:
- Adherence to socially accepted norms and rules
- Values learned from parents, teachers, and peers
- Occasional deviation from values when needs are threatened or detection seems unlikely
While conventional values provide a framework for social harmony, they may not be deeply internalized or consistently upheld under challenging circumstances.
The Principled Stage:
Reaching the principled stage represents the highest level of values development. Individuals at this stage demonstrate:
- Deeply internalized and subconscious adherence to values
- Belief in absolute concepts of right and wrong, often rooted in religious or philosophical foundations
- Willingness to sacrifice personal interests to uphold principles
- Consistent application of values across all situations, even in the face of adversity
Many influential leaders and moral exemplars throughout history have operated from this principled stage, allowing their unwavering commitment to values to guide their actions and inspire others.
The Malleability of Values: Can They Change Over Time?
While the values development model suggests that our core values are largely shaped during childhood and early adulthood, it’s important to consider whether values can evolve later in life. Research in psychology and neuroscience indicates that while early experiences play a crucial role, values are not entirely fixed.
Factors That Can Influence Value Changes in Adulthood:
- Significant life events or traumas
- Exposure to new cultures or perspectives
- Higher education and intellectual growth
- Changes in social circles or professional environments
- Personal reflection and intentional self-development
Understanding the potential for value shifts throughout life highlights the importance of ongoing ethical education and self-reflection, even in adulthood.
Implications of the Values Development Model in Education and Parenting
The insights provided by the values development model have significant implications for educators, parents, and anyone involved in shaping young minds. Recognizing the critical periods of value formation can inform more effective approaches to moral education and character development.
Strategies for Nurturing Positive Values:
- Providing consistent, positive role models during the Imprint Period
- Encouraging critical thinking and ethical reasoning during the Modeling Period
- Fostering a supportive peer environment during the Socialization Period
- Promoting exposure to diverse perspectives and ethical frameworks
- Encouraging reflection on personal values and their origins
By understanding the process of values development, caregivers and educators can create environments that support the growth of strong, positive value systems in young people.
The Double-Edged Sword of Principled Values
While achieving a principled level of values development is often seen as admirable, it’s important to recognize both the strengths and potential pitfalls of such unwavering commitment to a set of beliefs.
Advantages of Principled Values:
- Consistency in decision-making and behavior
- Strong moral leadership and influence on others
- Resilience in the face of ethical challenges
- Clear sense of purpose and direction in life
Potential Drawbacks:
- Reduced flexibility in complex moral situations
- Risk of dogmatism or intolerance towards different viewpoints
- Potential for internal conflict when principles clash with practical realities
- Difficulty adapting to changing social norms or new ethical insights
Understanding these nuances can help individuals strive for a balance between principled commitment and open-minded flexibility in their approach to values and ethics.
The Role of Cultural Context in Values Development
While the values development model provides a useful framework for understanding individual moral growth, it’s crucial to consider the significant impact of cultural context on this process. Different societies may prioritize different values or approach moral education in distinct ways.
Cultural Factors Influencing Values Development:
- Religious traditions and spiritual beliefs
- Historical and political contexts
- Economic systems and societal structures
- Family dynamics and generational differences
- Educational philosophies and practices
Recognizing the role of cultural context in values development can foster greater understanding and empathy across diverse societies. It also highlights the importance of cultural competence in global interactions and ethical decision-making.
Cross-Cultural Variations in Values Priorities:
Research has shown that different cultures may emphasize certain values over others. For example:
- Individualistic societies often prioritize personal achievement and self-expression
- Collectivist cultures may place greater emphasis on group harmony and social responsibility
- Some societies highly value tradition and respect for authority
- Others prioritize innovation and challenging the status quo
Understanding these cultural variations can provide valuable insights into global ethics and help navigate cross-cultural interactions with greater sensitivity and effectiveness.
The Neuroscience of Values: Biological Underpinnings of Moral Development
As our understanding of the brain advances, researchers are uncovering fascinating insights into the biological basis of values and moral decision-making. This emerging field of study, often referred to as neuroethics, sheds light on how our neural architecture influences and is shaped by our ethical beliefs.
Key Findings in the Neuroscience of Values:
- The prefrontal cortex plays a crucial role in moral reasoning and decision-making
- Emotional centers of the brain, such as the amygdala, are heavily involved in moral judgments
- Mirror neurons may contribute to the development of empathy, a key component of many value systems
- Neuroplasticity allows for ongoing changes in neural pathways related to values throughout life
These findings suggest that while early experiences are critical in shaping our values, the brain remains capable of ethical growth and development well into adulthood. This biological perspective adds another layer to our understanding of values development and opens up new avenues for research and potential interventions.
Implications of Neuroscience for Values Education:
The insights gained from neuroscience research have important implications for how we approach moral education and values development:
- Emphasizing emotional intelligence alongside rational ethical reasoning
- Creating experiences that engage multiple neural pathways in moral learning
- Recognizing the potential for values rehabilitation in cases of ethical lapses
- Developing targeted interventions to support healthy moral development in individuals with neurological differences
As our understanding of the brain’s role in values formation continues to grow, it may revolutionize approaches to ethics education and moral development across various fields, from early childhood education to professional ethics training.
Values in the Digital Age: New Challenges and Opportunities
The rapid advancement of technology and the increasing prevalence of digital spaces in our lives present both challenges and opportunities for values development. The internet and social media have created new contexts for moral reasoning and ethical behavior, often outpacing traditional frameworks for values education.
Unique Aspects of Values Development in the Digital Era:
- Exposure to a vast array of global perspectives and value systems
- New ethical dilemmas related to privacy, data ownership, and online behavior
- The potential for echo chambers that reinforce existing values without challenge
- Opportunities for anonymous or consequence-free actions that test moral boundaries
- Rapid dissemination of information and misinformation affecting value formation
As we navigate this new landscape, it becomes increasingly important to adapt our approaches to values development to address these digital realities.
Strategies for Promoting Positive Values in Digital Spaces:
- Teaching digital citizenship and online ethics from an early age
- Encouraging critical thinking skills to evaluate online information and influences
- Fostering empathy and respect in digital interactions
- Promoting awareness of the real-world impacts of online actions
- Developing frameworks for ethical decision-making in tech
development and use
By addressing the unique challenges and leveraging the opportunities presented by the digital age, we can work towards a more thoughtful and ethical online ecosystem that supports positive values development for future generations.
The Future of Values Development: Emerging Trends and Research Directions
As our understanding of values development continues to evolve, several exciting trends and research directions are emerging. These new avenues of inquiry promise to deepen our comprehension of how values form and change over time, potentially revolutionizing approaches to moral education and ethical development.
Promising Areas of Future Research:
- The role of artificial intelligence in shaping and reflecting human values
- The impact of global interconnectedness on the evolution of universal values
- The potential for virtual reality experiences to enhance empathy and moral reasoning
- Epigenetic factors influencing predispositions towards certain value systems
- The long-term effects of early childhood values education on adult moral behavior
These emerging areas of study highlight the interdisciplinary nature of values research, drawing insights from fields as diverse as computer science, sociology, neurobiology, and educational psychology.
Potential Applications of Advanced Values Research:
As our knowledge in this field grows, we may see innovative applications across various sectors:
- Personalized ethics education programs tailored to individual developmental needs
- AI-assisted moral reasoning tools for complex ethical dilemmas
- Enhanced conflict resolution strategies based on deeper understanding of value formation
- More effective approaches to fostering global cooperation on shared ethical challenges
- Improved methods for cultivating ethical leadership in business and politics
The future of values development research holds immense potential for addressing some of society’s most pressing moral and ethical challenges. By continuing to explore the complexities of how humans form and maintain their value systems, we can work towards creating a more ethically robust and harmonious global community.
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Explanations > Values
Periods of development
We are not born with values, so how do people develop their values? There are three periods during which
Periods of development
Sociologist Morris Massey has described three major periods during which
The Imprint Period
Up to the age of seven, we are like sponges, absorbing everything around us
The critical thing here is to learn a sense of right and wrong, good and bad.
The Modeling Period
Between the ages of eight and thirteen, we copy people, often our parents,
At this age we may be much impressed with religion or our teachers. You may remember
The Socialization Period
Between 13 and 21, we are very largely influenced by our peers. As we develop
Other influences at these ages include the media, especially those parts
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.
Conventional
Most people have conventional values, as learned from their parents, teachers
The bottom line of this state is that we will follow them just so long as we
Principled
When we are truly principled, we believe in our values to the point where
The test of a principled person is that they will stick to their values
If you can understand how people’s values develop, then you can guide the process. This is well
Being principled is a very powerful method of influence. But beware: this is
See also
Learning stage theories,
|
Right and wrong are
What are values? Where do they come from? A developmental perspective | Handbook of ValuePerspectives from Economics, Neuroscience, Philosophy, Psychology and Sociology
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Boer, Diana, and Klaus Boehnke, ‘What are values? Where do they come from? A developmental perspective’, in Tobias Brosch, and David Sander (eds), Handbook of Value: Perspectives from Economics, Neuroscience, Philosophy, Psychology and Sociology (
Oxford, 2015; online edn, Oxford Academic, 17 Dec.
2015), https://doi.org/10.1093/acprof:oso/9780198716600.003.0007, accessed 9 July 2023.
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Abstract
In human development, values fulfill various roles as individual motivational goals.
Values form and develop in interaction with close others, while the surrounding environment contributes to variability across cultures and changes across time. This chapter introduces perspectives on how values develop and change. It focuses primarily on personal development but also on cultural value change, because values encapsulate personal and cultural continuity and change. Looking at individual value development first, it introduces central developmental theories and links them to value theories, their functions for development, and their measurement. Furthermore, it discusses two phases of value development: in childhood/adolescence and across the lifespan. The chapter closes with a look at societal values and cultural value change. Construing value development from ontogenetic and phylogenetic developmental perspectives enables an integrated understanding of values as central individual, as well as cultural constructs, which are dynamic, multi-layered and complex rather than static, mono-layered and bald.
Keywords:
child development, lifespan development, transmission, functions of values, societal influences
Subject
Developmental PsychologySocial Psychology
Collection:
Oxford Scholarship Online
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Value Hierarchy Model
Values
higher order are formed, as a rule,
for a very long time or forever, and change
only under the influence of very severe
extreme impacts. Big
also of interest are the values
lower order, value becomes
value when an individual
draws attention to the phenomenon
they form a significant part
variety of personal values
those. So, in this hierarchy,
formulate another rule
namely: the higher the order of values,
the fewer values of this order
may exist.
This can be explained
above all, the need for survival
and adaptation, for if a person had everything
values were values of the highest order,
then he would have to or permanently
to sacrifice one’s life or take
unfavorable solutions for themselves, what from the point
in terms of social adaptation, of course,
unacceptable. Figure 1 shows
value hierarchy model.
Rice.
1.
On
this figure with circles of different thicknesses
values of different orders are depicted,
it is reflected that the values of high
orders less than the values of low
orders.
So
way, the natural hierarchy of values
is based on the notion that
the stronger the impact, under the influence
which the individual is able to refuse
from this prohibition, the higher the order
values. Values in the process of life
change their order, constantly migrating.
The higher the order of value, the lower it is.
possibility to reorder
(mobility), but the number of values
low order is always greater than
high order values.
However,
proposed internal classification
values shows only the inner
structure of the value system. Between
how values are responsible for attitudes
to the phenomena of reality. Hence,
it is necessary to propose a classification
values corresponding to different
areas of the environment with which
the individual encounters. Such
classification is proposed, in particular,
N. Rescher, he highlights economic,
political, intellectual and other
values. In our opinion, this approach
suffers from some inconsistency,
although in general the proposed classification
can be accepted and used. However
less, we suggest to use in
as a criterion for constructing an external
classification of life spheres with which
deals with the individual in the course of his
existence, then all values can be
will be divided into the following groups:
Values
health – show what place in
value hierarchy is occupied by health
and everything related to it, what prohibitions
are more or less strong
regarding health.
Personal
life – describe the totality
values associated with sexuality
love and other manifestations of intersexual
interactions.Family
– show attitude towards family, parents
and children.Professional
activities describe relationships and
job and financial requirements
this particular individual.intellectual
sphere – show what place it occupies
in human life thinking and intellectual
development.Death
and spiritual development – values,
responsible for dealing with death
spiritual development, religion and church.society
– values that are responsible for the attitude
person to the state, society,
political system, etc.Hobbies
– values that describe how
be hobbies, hobbies and pursuits
free time for the individual.
So
Thus, the proposed classification,
in my opinion, reflects all types of life
areas that may be encountered
Human.
Conclusion
Peculiarity
values as a cultural phenomenon
is that different, and sometimes
and opposite values,
combine in the mind of one person.
Each individual relates himself to more than one
value, but with some combination of them.
Values enter into interactions
with each other, forming a system that
is an essential element
organization of human behavior.
Sources
information
1.
Lapin N.I. Social values and reforms
in Crisis Russia // Sociological
research. – 1993. No. 9. With. 17-28.
2.
Andreenkova A.V. post-materialistic
and materialistic values in Russia
// Sociological research, 1994, No.
11.
3. Ethics.
Issue. 10: In search of a moral absolute:
antiquity and Boethius – M., 1990
4.
Abramova N.T. values of education,
new technologies and implicit forms of knowledge
//
Questions
philosophy.
– 1998. – No. 6
5.
Tonenkova M.M. Socio-spiritual
values // Social and humanitarian
knowledge.- 2002.-№2
6.
Shilov V.N. Political values:
specifics and functions // Social and humanitarian
knowledge. — 2003. – № 6
Management of Leadership, Values and Changes in the company using Spiral Dynamics tools
What is it?:
Spiral Dynamics is a new and very effective model for the development of a person, a group of people and an organization that turns the idea of human evolution upside down. According to Spiral Dynamics, there are hidden codes (programs) that shape human nature and lead to change.
In order to determine what motivates a person, it is necessary to determine “how this person thinks about the reality” in which he is.
Conflicts and problems that arise in people are often generated by the fact that they belong to different spiral levels of development. Different values inherent in different levels of development give rise to differences in motivation, in the way to analyze and evaluate information and organize one’s life, hence different models of behavior in an organizational context.
Using the spiral dynamics model can be of great benefit in the process of analyzing the corporate culture of organizations, dominant values and adequate mechanisms for motivating and developing employees.
A bit of history:
Developing the famous concept of A. Maslow, in the second half of the last century, the outstanding psychologist K. Graves formulated a new concept that describes the process of human development in accordance with a certain system of human values. Over time, this theory became known as Spiral Dynamics. According to the model of K. Graves, human nature develops in a spiral, while the transition from one level of development to another is associated with the adoption of a new value system.
The K. Graves model was developed by his students D. Beck and. K. Cowan, who have applied this approach with sensational success in psychology, psychotherapy, business, and political modeling.
Program goal:
- to introduce the training participants to one of the most effective models of human and organization evolution ;
- to teach people the ability to determine the individual spiral code of a person;
- build the correct group dynamics in the work of any team consisting of people of different spiral levels and successfully develop themselves, moving from one level to another, higher one;
- analyze different levels of development of the organization , its corporate culture and dominant values;
- determine adequate ways to manage, train and motivate employees .
Training intended:
- for heads of companies, heads of departments, top managers;
- business owners;
- specialists from various fields and all those who are interested in new technologies for personal evolution and organization development.
Suggested training program:
- Spiral dynamics of K. Graves: origins and modernity.
- Basic provisions of the model. Using the Spiral Dynamics Model in Management.
- Levels of development of people: what are they characterized by.
- Values corresponding to each level.
- Organizational Context: A Spiral Dynamics Model for Understanding Employee Culture and Values in Different Organizations:
- How to identify what values employees in the organization are committed to;
- How to present information to employees at different levels of development;
- How to motivate employees with different values;
- How to train and develop staff with this model in mind;
- What rules of interaction between the leader and followers must be taken into account at each level of development;
- What opportunities for teamwork (project) exist at each level of the spiral.
As a result of the program:
Participants will learn how to use Spiral Dynamics for:
- understanding why people think the way they do, make decisions and act the way they do;
- understanding the ways of thinking and the value levels of their employees ;
- the ability to build and implement a more effective communication strategy than before 0078 and achievement of goals ;
- organizational diagnostics , which contributes to effective team building and distribution of roles through highlighting the values of individual employees, the team as a whole and the external environment of the organization ;
- mastering the skills to apply acquired knowledge, skills in their professional activities, business, management, career , personal growth.
The cost of the program includes: necessary training materials, certificate of the First Training Company.
