Values Education

Licensure Examination for Teachers Review

•Philosophical and Ethical
Foundations
•Socio-Cultural, Anthropological,
and Legal Bases
•Psychological Theories of Values
Development

Foundations of
Values Education
•Personhood Development
•Dynamics of Intra and
Interpersonal Relations
•Psycho-Spiritual Development
•Management Behaviour
Problems

Personhood
Development
•Family Life and Filipino Values
System
•Education for Human Rights and
Responsible Citizenship
•Foundations of Gender Studies
•Peace and Global Education
•Information Technology and
Human Development
•Moral Issues and Concerns in
Contemporary Living
Transformative
Education
•Facilitation: Theory and Practice
•Teaching Approaches and
Strategies in Transformative
Education
•Values Integration in the School
Setting

Approaches and
Methodologies
Philosophical and
Ethical Foundations
of Values Education
 Philosophical
foundation of
values education
the human person
 The HUMAN PERSON is the
subject of education:
the human
person He/she is a human person
learning and being taught.
 The HUMAN PERSON is the
object of education:
the human
person He/she is at the centre of the
curriculum and the entire
program. It is for the
attainment of a just and
humane society.
 DIMENSIONS OF A
HUMAN PERSON

the human
person
 DIMENSIONS OF A
HUMAN PERSON

1. The person is an individual

the human
self conscious being of
person
incalculable value in himself
(Art. I, Sec II; Art XII, Sec I) who
cannot be a mere instrument
of the society and of the state.
 DIMENSIONS OF A
HUMAN PERSON

2. He is not just a body and

soul juxtaposed or mixed as oil
the human
or water; but he is an
person
embodied spirit. Hence, his
physical, intellectual, moral,
and spiritual well-being is
recognised by the State (Art. II,
Sec 13).
 DIMENSIONS OF A
HUMAN PERSON

the human
PHYSICAL BEING
person A human person has material
needs such as food, water,
shelter, air, etc.
 DIMENSIONS OF A
HUMAN PERSON

the human
PHYSICAL BEING
person Values: physical fitness,
cleanliness, harmony with the
material universe, beauty, art
 DIMENSIONS OF A
HUMAN PERSON

INTELLECTUAL BEING
the human A human person has intellect
person whose activity is to know with
a view to transforming
himself, society and the world.
 DIMENSIONS OF A
HUMAN PERSON

the human INTELLECTUAL BEING

person Values: Truth, knowledge,
creative and critical thinking
 DIMENSIONS OF A
HUMAN PERSON

MORAL BEING
the human A human person is endowed
person with freewill which searches
for the good and whose motive
force is love.
 DIMENSIONS OF A
HUMAN PERSON

the human
MORAL BEING
person Values: Love, integrity,
honesty, self-worth, self-
esteem, personal discipline
 DIMENSIONS OF A
HUMAN PERSON

the human SPIRITUAL BEING

person A human person’s orientation
is towards God.
 DIMENSIONS OF A
HUMAN PERSON

the human
SPIRITUAL BEING
person Values: Humility, trust in God,
transcendence, faith, hope,
charity
 DIMENSIONS OF A
HUMAN PERSON

the human SOCIAL BEING

person A human person lives in, by,
with, and for the community.
 DIMENSIONS OF A
HUMAN PERSON

SOCIAL BEING
Values: Social responsibility,
the human
mutual love, respect, fidelity,
person responsible parenthood,
concern for others, common
good, freedom, equality, social
justice, respect for human
rights, peace, active non-
violence, popular participation
 DIMENSIONS OF A
HUMAN PERSON

ECONOMIC BEING
the human A human person’s economic
person choices affect his own personal
set of values and that of the
community.
 DIMENSIONS OF A
HUMAN PERSON

the human ECONOMIC BEING

person Values: conservation,
improvement of lifestyle
 DIMENSIONS OF A
HUMAN PERSON

the human
POLITICAL BEING
person A human person has the moral
obligation to participate in the
political life of his/her country.
 DIMENSIONS OF A
HUMAN PERSON

POLITICAL BEING
Values: Nationalism, common
the human identity, national unity, esteem
person for national heroes,
commitment, civic
consciousness, bayanihan,
solidairy, international
understanding and
cooperation
educational philosophies and their
implication to values education
 IDEALISM

Educational
philosophies It is derived from Plato’s
and their metaphysical doctrine that
implications reality consists in ideas and
to values those ideas or whole truths
education are universal in character.
 IDEALISM

Educational Idealism contends that the

philosophies material universe, known to
and their sciences, is an incomplete
implications expression of reality and that
to values it requires, to complement it, a
education higher type of reality, as
spiritual universe.
 IDEALISM

Educational
It also emphasizes the
philosophies
distinctiveness of human
and their
implications
nature and human power
to values
which find expression in the
education form of intellectual culture, art,
morality and religion.
 NATURALISM

Educational
It regards education as a
philosophies
process of self - expression
and their
implications
and spontaneous self-
to values
development without any sort
education of interference from outside.
 NATURALISM

Educational As a philosophy, it expresses itself,

philosophies according to various thinkers, in
and their three distinct forms:
implications
to values Physical Naturalists - they hold
education that human life is governed
entirely by physical laws.
Rousseau believed in naturalism of
the physical type.
 NATURALISM

Educational As a philosophy, it expresses itself,

philosophies according to various thinkers, in
and their three distinct forms:
implications
to values Mechanical Naturalists -
education according to them, man is merely
a machine and should be taught
to adjust mechanical with the
material environment.
 NATURALISM

Educational As a philosophy, it expresses itself,

philosophies according to various thinkers, in
and their three distinct forms:
implications
to values Biological Naturalists - according
education to them, man has evolved to his
present from the lower forms of
life.
 NATURALISM

Educational As a philosophy, it expresses itself,

philosophies according to various thinkers, in
and their three distinct forms:
implications
to values Biological Naturalists - applied to
education values education, it aims at
creating conditions that will foster
free spontaneous self-expression
and natural self-development.
 PRAGMATISM

Educational
philosophies Pragmatism is a middle way
and their between naturalism and idealism.
implications According to the pragmatic
to values philosophy, whatever fulfils one’s
education purposes and develops his life is
true. And Pragmatism does not
accept any absolute value.
 PRAGMATISM

Educational
philosophies Pragmatism protests against the
and their formality in instruction and
implications considers learning as an active
to values process rather than a passive
education acceptance of facts.
 PRAGMATISM
John Dewey is the chief exponent
Educational of the pragmatic philosophy.
philosophies Dewey’s programme has been
and their variously called ‘Experimentalism’,
implications ‘Functionalism’, ‘Instrumentalism’,
to values Operationalism’, ‘Practicalism’ and
education above all ‘Pragmatism’17 All these
indicate his emphasis on the
dynamic and ever-charging
character of life.
socio-cultural and
anthropological
bases of values
education
 ANTHROPOLOGY
a science concerned with the
study of humankind whose
socio-cultural disciplines are:
and
anthropological POLITICAL SCIENCE
bases of values
education EDUCATION
ECONOMICS
MEDICINE
ARCHITECTURE
SOCIOLOGY
 THE ROLE OF HEREDITY AND
ENVIRONMENT
HEREDITY
the transmission of genetic
socio-cultural
and
characters from parents to
anthropological offspring
bases of values
education ENVIRONMENT
the social and cultural forces that
shape the life of a person or a
population
 CULTURE

socio-cultural Robert Redfield speaks of culture

and as “an organised body of
anthropological conventional understandings
bases of values
education manifest in art and artefacts,
which persisting to traditions,
characterizes a human group.
 CULTURE

CULTURE IS LEARNED.
socio-cultural
and
man is not born with culture, but
anthropological he is born with ability to acquire
bases of values culture, developing it through
education experience. Culture is learned
rather than transmitted by the
genes.
 CULTURE

CULTURE IS NOT INSTINCTIVE.

socio-cultural It is acquired by the person
and through senses and from
anthropological
bases of values
experience.
education It may be acquired through
imitation, conditioning,
suggestion, formal or informal, or
through mass media.
 CULTURE

socio-cultural PEOPLE HAVE VARIED CULTURE.

and According to Philip Barge, it is an
anthropological
bases of values
error to identify a culture with the
education society in which it is formal and to
talk about them both as if they
were the same thing.
 CULTURE

CULTURE IS A GROUP PRODUCT.

socio-cultural Culture is the result of a group's
and accumulation of knowledge and
anthropological
bases of values
expectations. These group
education knowledge and habits are shared
by the members of the group and
are kept relatively uniform by
certain social mechanisms.
 CULTURE

socio-cultural CULTURE IS TRANSMITTED FROM

and GENERATION TO GENERATION.
anthropological
bases of values
Culture may be transmitted by
education suggestion, by formal
communication, and by system of
reward and punishment.
 CULTURE

socio-cultural
and
CULTURE IS ADAPTIVE.
anthropological All cultures are dynamic. They
bases of values change over time. All these
education changes are adjustments to the
prevailing environment.
 CULTURE

socio-cultural CULTURE IS ADAPTIVE.

and Culture is continually changing
anthropological
bases of values
due to discoveries and inventions.
education Teachers as innovators need to
experiment in restoring discipline
in the classroom.
 FILIPINO CULTURE
THEN AND NOW

socio-cultural The Philippine culture is rich in

and customs and traditions. Philippine
anthropological culture reflects the complexity of
bases of values
education the history of the Philippines
through the combination of
cultures of foreign influences.
 FILIPINO CULTURE
THEN AND NOW

socio-cultural The Philippine culture is rich in

and customs and traditions. Philippine
anthropological culture reflects the complexity of
bases of values
education the history of the Philippines
through the combination of
cultures of foreign influences.
 LEGAL BASES OF
VALUES EDUCATION
 THE DECS VALUES EDUCATION
FRAMEWORK

RATIONALE
A thing has value when it is
LEGAL bases of perceived as good and desirable.
values education Food, money, and housing have
value because they are perceived
as good; the desire to acquire
them influences attitudes and
behavior.
 THE DECS VALUES EDUCATION
FRAMEWORK

RATIONALE
LEGAL bases of Values are the bases of judging
values education
what attitudes and behavior are
correct and desirable and what
are not.
 THE DECS VALUES EDUCATION
FRAMEWORK

RATIONALE
It is therefore of crucial
LEGAL bases of importance that there be an
values education appropriate framework as well as
strategy for providing the context
and operational guidelines for
implementing a values education
program.
 THE DECS VALUES EDUCATION
FRAMEWORK

RATIONALE
LEGAL bases of The values education framework
values education
hereby suggested is designed to
translate values from the abstract
into the practical.
 THE DECS VALUES EDUCATION
FRAMEWORK

RATIONALE
Values such as discipline and
LEGAL bases of concern for the poor are
values education ineffective unless they are
internalised and translated into
action. Therefore, there is a need
for values education that is
meaningful and effective.
 THE DECS VALUES EDUCATION
FRAMEWORK
VALUES EDUCATION
Values Education as a part of the
school curriculum is the process
LEGAL bases of by which values are formed in the
values education
learner under the guidance of the
teacher and as he interacts with
his environment. But it involves
not just any kind of teaching-
learning process.
 THE DECS VALUES EDUCATION
FRAMEWORK

THE FOLLOWING HAVE TO BE

CONSIDERED BY ANYONE WHO IS
LEGAL bases of INVOLVED IN VALUES EDUCATION:
values education
1. The subject matter itself - values
- has direct and immediate
relevance to the personal life of
the learner.
 THE DECS VALUES EDUCATION
FRAMEWORK

THE FOLLOWING HAVE TO BE

CONSIDERED BY ANYONE WHO IS
LEGAL bases of INVOLVED IN VALUES EDUCATION:
values education

2. The process in not just cognitive

but involves all the faculties of the
learner.
 THE DECS VALUES EDUCATION
FRAMEWORK
THE FOLLOWING HAVE TO BE
CONSIDERED BY ANYONE WHO IS
LEGAL BASES OF
INVOLVED IN VALUES EDUCATION:
VALUES
EDUCATION 3. One learns values the way
children learn many things from
their parents. Hence, the teacher’s
personal values play an important
role in values learning.
 THE DECS VALUES EDUCATION
FRAMEWORK
VALUES EDUCATION PROGRAM

Values have a social function:

LEGAL bases of commonly held values unite the
values education
families, tribes, societies, and
nations. They are essential to the
democratic way of life, which puts
a high premium of freedom and
the rule of law.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES EDUCATION PROGRAM

LEGAL bases of
values education
After the Revolution in EDSA in
February 1986, the DECS made
values education a primary thrust.
 THE DECS VALUES EDUCATION
FRAMEWORK
VALUES EDUCATION PROGRAM

Finally, the DECS thrust found

LEGAL bases of strong support in the Philippine
values education
Constitution of 1987 in its vision of
“a just and humane society,”
which calls for a shared culture
and commonly held values such as
“truth, justice, freedom, love,
equality, and peace.”
 THE DECS VALUES EDUCATION
FRAMEWORK
VALUES EDUCATION PROGRAM

GOAL: “To provide and promote

LEGAL bases of values education at all levels of
values education
the educational system for the
development of the human person
committed to the building of a just
and humane society and an
independent and democratic
nation.”
 THE DECS VALUES EDUCATION
FRAMEWORK

Objectives of the Program

Proper implementation of the
LEGAL bases of program will develop Filipinos
values education who:

1. Are self- actualized, integrally

developed human beings
imbued with a sense of
human dignity;
 THE DECS VALUES EDUCATION
FRAMEWORK

Objectives of the Program

Proper implementation of the
LEGAL bases of program will develop Filipinos
values education
who:

2. Are social beings with a sense of

responsibility for their community
and environment
 THE DECS VALUES EDUCATION
FRAMEWORK

Objectives of the Program

Proper implementation of the
LEGAL bases of program will develop Filipinos
values education who:

3. Are productive persons who

contribute to the economic
security and development of the
family and the nation;
 THE DECS VALUES EDUCATION
FRAMEWORK
Objectives of the Program
Proper implementation of the
program will develop Filipinos
LEGAL bases of who:
values education

4. As citizens, have a deep sense of

nationalism, and committed to the
progress of the nation as well as
of the entre world community
through global solidarity;
 THE DECS VALUES EDUCATION
FRAMEWORK

Objectives of the Program

Proper implementation of the
LEGAL bases of program will develop Filipinos
values education
who:

5. Manifest in actual life an

abiding faith in God as a reflection
of his spiritual being.
 THE DECS VALUES EDUCATION
FRAMEWORK

LEGAL bases of PRINCIPLES AND GUIDELINES

values education
1. It must be oriented toward the
total person of the learner – mind,
heart, and entire being.
 THE DECS VALUES EDUCATION
FRAMEWORK

PRINCIPLES AND GUIDELINES

LEGAL bases of
values education 2. It must take into consideration
the unique role of the family in
one’s personal development and
integration into society and
nation.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
FRAMEWORK
LEGAL bases of
values education The Values Conceptual
Framework, herein described, is
intended as a guide and form of
teaching aid in the
implementation of the Values
Education Program.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
FRAMEWORK
LEGAL bases of WHAT IT IS:
values education
It is descriptive: it is an attempt
at an orderly description of a
desirable value system on the
basis of an understanding of the
human person.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
LEGAL bases of FRAMEWORK
values education
WHAT IT IS:
It is conceptual: it lists ideals
which have to be internalized in
the educational process.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
LEGAL bases of FRAMEWORK
values education
WHAT IT IS:
It is intended to be applicable in
varying degrees to all three levels
of the educational system.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
LEGAL bases of FRAMEWORK
values education
WHAT IT IS:
It is broad and flexible enough
for adaptation to specific
contexts.
 THE DECS VALUES EDUCATION
FRAMEWORK

LEGAL bases of VALUES CONCEPTUAL

values education
FRAMEWORK
WHAT IT IS NOT:
It is not prescriptive.
 THE DECS VALUES EDUCATION
FRAMEWORK

LEGAL bases of VALUES CONCEPTUAL

values education
FRAMEWORK
WHAT IT IS:
It is not exhausted.
 THE DECS VALUES EDUCATION
FRAMEWORK

LEGAL bases of VALUES CONCEPTUAL

values education
FRAMEWORK
WHAT IT IS:
It is not exhausted.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
LEGAL bases of FRAMEWORK
values education
WHAT IT IS:
It makes no statement on
regional, local, and the
institutional needs and priorities.
 THE DECS VALUES EDUCATION
FRAMEWORK

VALUES CONCEPTUAL
FRAMEWORK
LEGAL bases of WHAT IT USES:
values education It is desirable that regions,
localities, and institutions
construct their own values map,
with clearly defined priorities,
suited to their peculiar context
and needs.
 THE DECS VALUES EDUCATION
FRAMEWORK
VALUES CONCEPTUAL
FRAMEWORK
WHAT IT USES:
LEGAL bases of Several Filipino cultural values
values education
such as pakikisama, utang na
loob, hiya, bayanihan,
productivity, national solidarity,
justice truth, freedom, honesty,
etc. Must be considered in the
values education program.
 DEPARTMENT ORDER NO. 41
SERIES OF 2003

VALUES EDUCATION PROGRAM

LEGAL bases of
values education MAKA-DIYOS
MAKATAO
MAKAKALIKASAN
MAKABAYAN
MAKABANSA
 DEPARTMENT ORDER NO. 41
SERIES OF 2003

LEGAL bases of SOCIAL FUNCTION OF VALUES

values education EDUCATION

It unites the families, tribes,

societies, and nation.
 DEPARTMENT ORDER NO. 41
SERIES OF 2003

K TO 12 PROGRAM
LEGAL bases of CHARACTER EDUKASYONG
values education
EDUCATION PAGPAPAKATAO
honing an individual’s capacity to
make moral and ethical decisions
and actions.
 DEPARTMENT ORDER NO. 41
SERIES OF 2003

5 MACRO SKILLS OF
VALUES EDUCATION
LEGAL bases of
values education UNDERSTANDING
REFLECTING
CONSULTING
DECISION-MAKING
PERFORMING
 PHILIPPINE CONSTITUTION OF
1987 VISION

"a just and humane society,”

LEGAL bases of
values education
which calls for a shared culture
and commonly held values such as
“truth, justice, freedom, love,
equality, and peace.”
 PHILIPPINE CONSTITUTION OF
1987 VISION

"a just and humane society,”

LEGAL bases of
values education
which calls for a shared culture
and commonly held values such as
“truth, justice, freedom, love,
equality, and peace.”
Definition
ETHICS AND
of key VALUES EDUCATION
concepts

The term ethics and values education (EVE)

applies to all aspects of education which either
explicitly or implicitly relate to ethical
dimensions of life and are such that can be
structured, regulated and monitored with
appropriate educational methods and tools.
Definition
ETHICS AND
of key VALUES EDUCATION
concepts
AIMS:

to stimulate ethical reflection,

1 awareness, responsibility, and

compassion in children
Definition
ETHICS AND
of key VALUES EDUCATION
concepts

AIMS:

to provide children with insight into

2 important ethical principles and

values
Definition
ETHICS AND
of key VALUES EDUCATION
concepts

AIMS:
to equip them with intellectual
capacities (critical thinking and
evaluation, reflection, discovery,

3 understanding, decision-making, non-

cognitive abilities like compassion) for
responsible moral judgment
Definition
ETHICS AND
of key VALUES EDUCATION
concepts

AIMS:

to develop approaches to build a

4 classroom or school environment as

an ethical community
Definition
ETHICS AND
of key VALUES EDUCATION
concepts

AIMS:

to reflectively situate individuals into

other local and global communities
5 with a mission to contribute to the
common good.
Definition
of key MORAL EDUCATION
concepts

The term moral education is most often used

quite narrowly to refer to those parts of
educational process, which are structured
within one or more school subjects, dedicated
specifically to ethics.
Definition
of key MORAL EDUCATION
concepts

It is also often connected with religious

education and comprises a single school
subject, which enables children to learn about
world religions and supports the development
of beliefs and values.
Definition
of key MORAL EDUCATION
concepts

Moral education is often focused on learning

about belief systems, value systems and
practices of other traditions and viewpoints, to
explore them and develop understanding and
respect of them, particularly from the
perspective of how they affect action and how
they can peacefully coexist.
Definition
of key MORAL EDUCATION
concepts
TWO MAJOR ASPECTS OF MORAL
EDUCATION
(Nord and Hayes, 2015)

MORAL SOCIALIZATION

1 training and nurturing in children key norms, values

and virtues, which are dominantly recognized in the
society as enabling flourishing and good life.
Definition
of key MORAL EDUCATION
concepts
TWO MAJOR ASPECTS OF MORAL
EDUCATION
(Nord and Hayes, 2015)

DEVELOPING INTELLECTUAL

2 RESOURCES, SKILLS, AND

COMPETENCIES
enable for well informed and responsible moral
judgments, decisions and actions.
Definition
CHARACTER
of key EDUCATION
concepts

a relatively specific form of ethics education,

focusing primarily on character development,
e.g. development of moral virtues, habits and
other aspects of character, which then
translates into morally right action.
Definition
CHARACTER
of key EDUCATION
concepts

Character education thus focuses on forming

virtues and good character habits and at the
same time eliminating poor habits.
Definition
of key CRITICAL THINKING
concepts

It is an approach, which develops children’s

critical thinking skill and forms a basis for
developing many other skills and competencies.
Definition
of key CRITICAL THINKING
concepts

It is thinking, that is based on the use of reason,

which means that it is guided in an appropriate
manner by (good) reasons as opposed to e.g.
uninformed desires and inclinations, prejudices,
fears, awards and fear of punishment etc.
Definition
of key CRITICAL THINKING
concepts

It is reflective thinking, which deals with what to

believe or what to do (epistemic and practical
aspect).
Definition
of key CRITICAL THINKING
concepts

It strives for epistemic responsibility that

promotes self- corrective assessment of one’s
own thinking process and is based on certain
criteria (e.g. clarity, accuracy, validity and
soundness, consistency, explanatory power,
non-circularity, etc.).
Definition
of key CRITICAL THINKING
concepts

It also stimulates constructive doubt, case

analysis, intellectual courage, alternative
interpretations and a view from multiple
perspectives, analysis of argumentation.
Definition
of key CRITICAL THINKING
concepts

Critical thinking approach also includes key

insights from psychology and cognitive science,
which may disclose the nature of thinking
process, its heuristics as well as frequent errors,
mistakes and biases.
Definition
of key CRITICAL THINKING
concepts

The opposite of critical thinking is uncritical

thinking, which is often irrational and illogical,
subject to errors and distortions, or simply
incoherent (in many ways our everyday thinking
can be like this).
Definition
of key CRITICAL THINKING
concepts

Critical thinking is not limited only to logical

arguments, but is related also to in depth
understanding, good decision-making,
evaluating, analyzing, weighing of assumptions
and other considerations, etc.
Definition
CITIZENSHIP
of key EDUCATION
concepts

Citizenship education is primarily focused on

development and promotion of active
citizenship, i.e. encouraging individuals to play a
better part in democratic society.
Definition
CITIZENSHIP
of key EDUCATION
concepts

“Pupils are expected to learn in three areas:

knowledge and understanding about becoming
informed citizens; developing the skills of
enquiry and communication; developing skills of
participation and responsible action.”
(Davies et al. 2005, 342)
Definition
of key EDUCATIONAL ETHICS
concepts

Educational ethics encompasses a relatively

broad area of ethical concerns related to
education as such.
Definition
of key EDUCATIONAL ETHICS
concepts
It can be defined as consisting out of three
major fields, namely deliberation and reflection
on educational policies (especially those
directly related to ethical concerns), moral
education and professional ethics (including
aspects of teacher education as key part of
their professional development).
(Campbell 1997, 255).
Definition
of key EDUCATIONAL ETHICS
concepts
It is important particularly since it usually
harbours great potential for systematic research
and aids policy-makers in shaping educational
systems. It further deals with philosophical and
especially ethical sources of educational aims
and goals and investigates ethical dimension of
different pedagogical approaches and
paradigms.
Definition
of key TEACHING ETHICS
concepts

Teaching ethics refers primarily to a set of

principles, rules, values and ideals of teachers
and educators profession.
Definition
of key TEACHING ETHICS
concepts

In teaching ethics educators strive to achieve

the highest ideals of their professional service.
It refers to teacher’s and educator’s basic
professional responsibilities (individual,
collective, institutional) towards their profession,
their academic discipline, their educational
institution and to society as a whole.
Moral Development
of Children from
the age of 3 to 15
Piaget’s theory of moral
development
 Piaget’s According to Piaget, children
theory of between 5 and 10 years perceive
moral rules as absolute and unchangeable,
development which he calls moral realism.
 Furthermore, children at this stage
have a “heteronomous morality”.
Piaget’s That is to say, it is directed by others,
theory of namely the authorities who make
moral the rules (parents, teachers...).
development Rules are followed in order to avoid
punishment or other negative
consequences.
 As children learn to take the
perspective of others (with 10 years
onwards), they also begin to perceive
Piaget’s rules as less absolute and black-and
theory of white but more as socially-agreed
upon guidelines designed to benefit
moral
the group.
development
Piaget calls this a
“morality of co-operation”.
 Furthermore, children at this age
begin to judge how
Piaget’s wrong an action is by the intention
theory of of the agent. Their understanding of
fairness changes from simple
moral
reciprocity to “ideal reciprocity”
development which takes into account the other
person's best interests.
 Piaget’s Piaget's theory had great effects on
theory of our understanding of moral
development and influenced later
moral
models, such as Kohlberg's.
development
KOHLBERG’S STAGES OF
MORAL DEVELOPMENT
 Based on Piaget’s theory, Kohlberg
developed a model of three distinct
KOHLBERG’S levels of moral reasoning, each with
STAGES OF two sub stages. The order in which
MORAL people pass through these levels is
DEVELOPMENT fixed. However, not everyone
achieves all the stages.
 most nine-year-olds and younger
Stage 1
Moral argumentation uses concepts like
Obedience and
authority, power, reward and
Punishment
punishment
Pre-
Conventional
Level
Recognition that there is not one ‘right’
Stage 2
thing but different perspectives.
Individualism and
Orientation on own interests and needs;
Exchange
nevertheless, sense for fairness based
on reciprocity

Table 1: Kohlberg’s stages of moral development. Source: Müller 2001; own adaptation and translation.
 most adolescents and adults

Stage 3 Moral standards and authority are

Good Interpersonal getting internalised. Interpersonal
Relationships relationships play a central role;
Conventional therefore, moral reasoning and actions
Level are related to the approval of others

Stage 4 Growing awareness for social order;

Maintaining the therefore, moral judgment is connected
Social Order to laws.

Table 1: Kohlberg’s stages of moral development. Source: Müller 2001; own adaptation and translation.
 10-15% of adults, not before mid-30s

Stage 5 Awareness that rules and laws might serve

Social Contract the good of the greatest number, even
and Individual though they might not always serve the
Rights interest of a particular individua. However,
Post- there might not always be exceptional
situations where other principles (e.g., the
Conventional protection of life) are more important than
Level sticking to rules

Development and following of own moral

Stage 6 guidelines (such as justice, equality, and
Universal human rights). Those principles apply to
Principles everyone but do not necessarily have to be
in accordance with the law.

Table 1: Kohlberg’s stages of moral development. Source: Müller 2001; own adaptation and translation.
ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
 Erik Erikson’s model is probably the
most widely accepted theory about
the psychosocial development of
ERIKSON’S
STAGES OF
children (and adults). He identified
PSYCHOSOCIAL eight stages from early childhood
DEVELOPMENT to late adulthood, each connected
with a crisis to be resolved and a
virtue to be gained.
 According to this theory, children
ERIKSON’S
STAGES OF
who do not succeed in mastering one
PSYCHOSOCIAL or several of these stages might
DEVELOPMENT have problems in the future.
 STAGE 1
ERIKSON’S Age 0-1
STAGES OF
PSYCHOSOCIAL TRUST
DEVELOPMENT VS.
MISTRUST
 STAGE 1
Babies learn (or
not) to be
ERIKSON’S
STAGES OF
optimistic and
PSYCHOSOCIAL to trust their
DEVELOPMENT parents to fulfil
the children’s
basic needs.
 STAGE 2
Age 2-3
ERIKSON’S
STAGES OF
PSYCHOSOCIAL
AUTONOMY
DEVELOPMENT
VS.
SHAME AND
DOUBT
 STAGE 2
If toddlers are
encouraged,
ERIKSON’S
they start to
STAGES OF
PSYCHOSOCIAL
develop
DEVELOPMENT
independence
and feel
confident about
their abilities.
 STAGE 3
ERIKSON’S Age 4-6
STAGES OF
PSYCHOSOCIAL INITIATIVE
DEVELOPMENT VS.
GUILT
 STAGE 3
At kindergarten
age, children
ERIKSON’S usually
STAGES OF continue to
PSYCHOSOCIAL develop more
DEVELOPMENT independence
and begin to
take their own
initiative.
 STAGE 4
ERIKSON’S Age 7-12
STAGES OF
PSYCHOSOCIAL INDUSTRY
DEVELOPMENT VS.
INFERIORITY
 STAGE 4
By learning new
things, children
continue to
ERIKSON’S
develop self-
STAGES OF
PSYCHOSOCIAL
confidence.
DEVELOPMENT
However, they
need
encouragement
and praise.
 STAGE 5
Age 13-19
ERIKSON’S
STAGES OF
PSYCHOSOCIAL
IDENTITY
DEVELOPMENT
VS.
ROLE
CONFUSION
 STAGE 5
Teenagers care
about what
others think
ERIKSON’S
about
STAGES OF
PSYCHOSOCIAL
them and start
DEVELOPMENT
forming their
own identity by
experimenting
with who they
are.