Values to Teach

By: Adamel K. Lukman, LPT, MAED, MASS

In many cultures, the spread of societal issues, including increased and expedited socio-
economic and technical developments, has occurred in the last few years due to a failure to
properly transmit values to the next generation. Values underlie the majority of social issues,
including those at school and at home. Those beliefs are linked to social violence and intolerance.
The most effective method of avoiding and reducing this kind of issue that wrecks societal order is
via a solid education in values. It's evident that additional harmful events that have an impact on
the world and social harmony have occurred. It is widely accepted that the individuals responsible
for these incidences had inadequate instruction in morality. Social control methods focus on
teaching values, and that is the most essential component. Teaching values is an essential element
of social integrity and is a practical means of solving issues, both global and social in size.

The term value shows the regard with which something is held, as well as the respect it
receives. Values are defined as shared expectations and commonalities. A society's social ideals
guarantee its continuation by being accepted by the populace. In addition to such characteristics,
values indicate not what exists but what should exist in a community as moral imperatives. Values,
in this way, are recognized as the reality, while standards are established for what is required of a
community. We reference our common interests and our shared moral beliefs when we say we like
and appreciate the same things. Common values are, according to philosophers, the realm of the
objective soul, a term that sociologists use. The fact that society doesn't exist without these values is
obvious. It is only in society, in language, in religion, in morality, in the arts, and in traditions that
society's agreed-upon center may be identified. From a seed, a person grows into an identity and
learns society's aspirations, values, norms, morality, arts, and religion. Ethos, from the Greek term
meaning “common behavior,” is what anthropologists and sociologists refer to when describing a
society's profile of values.

A society may assess its values by using them as a reference, but those values can also be
used to evaluate the society itself. As a result, values should be considered good things since
“honesty” is a value, but “intricacy” describes a lack of it. Personal beliefs shape individuals as
intangible influences that champion the virtue of a strong work ethic. Therefore, values are the
stories we tell ourselves about ourselves, which help determine our attitude to both things and
situations. Their capacity to distinguish good from evil, therefore, points to what is excellent and
what is despicable and serves as a guide for those individuals. The human race judges the cosmos
and knowledge based on its own ideals. What exactly is a human being? What is existence? How
was the universe formed? What are the benefits and uses of knowledge? It's important to
remember that concepts such as Homo Economicus and humans as machines and people created by
God originate from their respective value systems. One reason the 21st-century ideals must be
consistent is that the technical advancements of this era are uniquely distinct. In our age of
globalized values, it is essential to establish a foundation of moral education in which standards are
established and followed. The following hierarchy and classification of values are employed:

Develop Values

While there are many influences on one's belief system, there are some elements that seem
to carry greater weight. The way individuals think and act is influenced by many things, but
anthropologists claim that the most important influences are nature and nurture. It is believed that
some genetic influences are derived from nature and include the individual's temperament,
intellect, and personality. While the nurture effects come from the environment, the nature
influences are within each individual. People's background, their experiences, and their education
all contribute to their personal influences. But whereas in this case, the nurture effect has a far
greater impact.

Most of us have a fundamental understanding of core values and what they mean, even if we
don't use those words every day. Core values include things like integrity, trust, honesty,
compassion, self-reliance, respect, loyalty, and bravery. How many of us, though, have transformed
these statements into personal realities? Even worse, how many of us really understand what
constitutes a fundamental value?

Core values are the spirit's fundamental ethics. They serve as an ethical compass, allowing
us to choose whether to be transparent or to retreat and pursue a secret goal. When fundamental
beliefs are firmly formed, they protect us from becoming victims of circumstance. When one's ideals
withstand external crises, there is no feeling of failure.

In order to create a personal identity, we need firm principles to guide us. When we choose
to pursue our highest potentials, we may do so based on our fundamental values. Some profess to
comprehend their own values, however, we tend find that we only discover our values when they:

 Written in a straightforward manner.

 Derived from many years of practical use.
 In a similar way to corporate core values, personal core values are how
individuals make decisions and act.
 A major reason for our difficulty with decision-making is that our fundamental beliefs are
imprecise—so define them clearly and you can easily make decisions. If we are unclear or confused
about our principles, we will never know how to live with integrity. A person's most moral inner
core will share ideals with others, but it is more like a compass that helps decide whether to act
ethically or not, and whether to be honest or deceptive. Core values, conversely, may not precisely
be the same for another person. While they may be used to learn about the culture of your
environment, they also assist in that endeavor.

Character Education And Citizenship

Moral issues are generally at the heart of citizenship and character education, both of which
emerge from a sense of crisis, use high-status rhetoric in order to gain curricular foothand, and
have supporters who are powerful while failing to meet high expectations. Citizenship should be
seen as a multifaceted notion rather than a simple concept with one unified meaning. Citizenship
education, then, may be characterized by a wide variety of criteria. Citizens are vital to the
democratic process, and the goal of citizenship education is to help them take a greater role in our
society. Since August 2002, citizenship has been a compulsory topic in the National Curriculum in
England for 11- to 16-year-olds and has been part of a non-statutory framework for 5- to 11-year-
olds, alongside Personal Social and Health Education. It is anticipated that students would acquire
knowledge and awareness of becoming educated citizens, as well as communication and
involvement abilities. The communitarian ideal and the EU's impact on the Human Rights Act
implementation were two of the primary motivators for this project.

The last decade has seen an upsurge in the implementation of character education
programs in many American schools. There are a lot of articles written on character education in
professional journals and the general press that describe the importance of character education,
summarize how it's practiced, or discuss what different schools are doing.

Generally speaking, citizenship education may be described as any deliberate or overt

attempt to develop pupils' understanding of government (including law and politics), as they have
developed throughout history and as they now function in our society. That knowledge involves an
understanding of the fundamental principles of our democratic society. One of the most popular
lists of fundamental values has the following items: justice, equality, authority, participation, truth,
patriotism, freedom, diversity, privacy, due process, as well as property and human rights. As a
wide concept, citizenship education encompasses everything from grade-level literacy teaching in
the three Rs to enculturation education given via the humanities to vocational education courses to
community service and practically anything else that schools undertake with their pupils.
 The teaching intended to educate children and teenagers about our democratic system, our
laws, and our politics, however, goes beyond those essential but generic elements of education. For
civic education professionals, these are the most important topics to address. In the social studies
curriculum, citizenship education is frequently included as a separate strand or focus within the
elementary social studies curriculum, and it is widely represented as one or more courses in
government or civics within the middle and high school social studies curricula, respectively. When
history, commerce, geographic location, and other social science courses are taught in high schools,
an explicit citizenship education justification is often asserted as a core goal for teaching in these
subjects. Because those disciplines are often taught for their own sake, instructors may miss
opportunities to communicate the profound insights into citizenship problems that are evident in
the subjects that are usually covered by those disciplines.

Character Values

Students will get a grasp of social values, as well as the knowledge and abilities to cope with
competing beliefs in an appropriate manner. They will also gain a comprehension of the difference
between right and wrong. Some of examples are below:

Empathy is the ability to identify with and experience the worries of others. “I am sensitive to the
emotions of others. I try to comprehend what other people are thinking in order to respect their
points of view. Even though we don't agree on everything, I respect their opinions and take them
into consideration. I conduct myself in a caring and kind manner.

Conscience is defined as the ability to recognize the correct and decent way to behave and to act in
that manner. “I am a genuine, truthful, and dependable person. (Honesty) I am solely accountable
for my ideas, words, and deeds, and I accept this responsibility. I am responsible for the decisions I
make. I acknowledge my errors and make every effort to rectify them. People can rely on me to
follow through on my promises. Despite the fact that no one else is there, I believe in conducting
myself in an ethical and honorable way. “I am authentic in the sense that my actions constantly
correspond to my statements. (Integrity)”

Self-control is the ability to regulate your thoughts and behaviors in such a way that you are able
to resist any demands from inside or outside and behave in the manner that you know and feel is
correct. “ I am eager to get things done on my own initiative, rather than being encouraged by
others. I take advantage of chances and am ready to take the measures required to achieve a goal.
(Initiative) I complete the tasks I begin, even when they are tough. Even when confronted with
difficulties or hurdles, I do not give up. Whenever possible, I perform all jobs and assignments to
the highest level of quality. (Perseverance) I am aware of the risks and hazards that I face, and I do
not take foolish risks in order to satisfy others. (Courage)

Respect is when you are demonstrating your appreciation for others by serving them with courtesy
and consideration. “I am courteous, considerate, and considerate of others. I place a high
importance on myself and others. I treat all individuals with respect and protect their legal and
constitutional rights. My responsibility is to safeguard our properties and our surroundings.”