Health Care Ethics

(Bioethics)

Module #2 Student Activity Sheet

Kohlberg found in her research; and,
4. Identify the 5 current generational value cohorts in term
Name: of their major value shaping events.

_______________________________________________
A. LESSON PREVIEW/REVIEW
__________________ Section: ____________ Schedule:
Brain Teaser: Answer the questions below.
________________________________________
1. What are the steps in civil lawsuit?
Class number: _______ Date: ________________ ✔ ___________________
✔ ___________________
✔ ___________________
✔ ___________________
✔ ___________________
Lesson Title: Human Value Development and the Materials:
System of Public Law
Pen, paper, index card, book, and class List
Learning Targets:
At the end of the module, students will be able to: References:
1. Understand the interaction of needs and behavior with
Abraham Maslow’s Hierarchy of needs; Ethics of Health Care: A Guide for Clinical Practice Fourth
2. List the three value development stages and value Edition, Raymond S. Edge, J. Randall Groves
orientations of Kohlberg model;
3. Outline the theoretical position of carol Gilligan and

2. What are the 3 basic sources for modern law and where did it originate or arises?
✔ _______________________________________________________________
✔ _______________________________________________________________
✔ _______________________________________________________________

B. MAIN LESSON

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 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

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

THIS DOCUMENT IS THE PROPERTY OF PHINMA EDUCATION 1

Health Care Ethics
(Bioethics)

Module #2 Student Activity Sheet

________________________________________

Name: Class number: _______ Date: ________________

_______________________________________________

__________________ Section: ____________ Schedule:

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 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”
o Facts of physical universe can tell us what is
o 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 regarding
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.

THIS DOCUMENT IS THE PROPERTY OF PHINMA EDUCATION 2

Health Care Ethics
(Bioethics)

Module #2 Student Activity Sheet

GENERATIONAL THEORY
Name: ✔ This theory popularized in the 1970s and 1980s by
sociologist Morris Massey ✔ Historical time in which
________________________________________________ individual is born shapes development of their world view ✔
Value systems formed in first decade by families, friends,
_________________ Section: ____________ Schedule: communities, significant events
Class number: _______ Date: ________________
________________________________________

Value Development Models

✔ “Who You Are Is Where You Were When" this phrase used to explain value differences between the cohorts

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
✔ Unbridgeable gap between fact and value; between “is” and “ought”
o Facts of physical universe can tell us what is
o 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

THIS DOCUMENT IS THE PROPERTY OF PHINMA EDUCATION 3

Health Care Ethics
(Bioethics)

Module #2 Student Activity Sheet

Name: regarding what “ought” to be done as it relates to human

behavior.
________________________________________________
CHECK FOR UNDERSTANDING
_________________ Section: ____________ Schedule: Class number: _______ Date: ________________

________________________________________

You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct
answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed.

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
D. Nonconventional
Answer: A
Rationale:Preconventional (Age 3-7) - Punishment/Obedience and Egotism (satisfy one’s
desires)-self-importance, self-centered, thinking that you are superior to others.

2. Carol Gilligan believes that for females, the highest value consideration is based on _.
A. Pleasing others
B. Personal responsibility
C. . Respect for rules
D. Legalistic equality
Answer: B
Rationale:Personality responsibility for female and legalistic equality for males.
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:The American psychologist Abraham Maslow, considered one of the leading architects of humanistic
psychology, proposed a hierarchy of needs or drives in order of decreasing priority or potency but increasing
sophistication: physiological needs, safety, belongingness and love, esteem, and self-actualization.

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 theorists 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 (12 and above) Social contract- they believe that some laws are unjust and need to
change Personal conscience.

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

A. Space
B. Generational gap
C. Cusp
D. Overlap
Answer: B
Rationale:A generation gap or generational gap is a difference of opinions between one generation and another
regarding beliefs, politics, or values.

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 are constructed from generational theory, which holds that generations occupy a
20-year span of time during which individuals in their youth are value programmed as a group by historical
events.

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:Generation Z are Masters at multitasking, techno-savvy, personally tolerant regarding social and ethnic
diversity, thrive on instant gratification, fiscally pragmatic .
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 known for his phrase “who you are is where you were when” is his popular
generational theory during 1970-1980, in this theory it holds that the historical time period in which an individual
is born shapes the development of their world view.

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:Silent Generation (born 1929-1945) Great Depression and World War II Conformity, stability, security
etc.

C. LESSON WRAP-UP

AL Activity: Minute Paper

1) What was the most useful or the most meaningful thing you have learned this session?
- the 5 current generational value cohorts in term of their major value shaping events.

2) What question(s) do you have as we end this session?

So far none :)

THIS DOCUMENT IS THE PROPERTY OF PHINMA EDUCATION 6