Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

NISU – Victorino Salcedo Campus, Sara, Iloilo Sara, Iloilo

Course Code : GE 1
Descriptive Title : UNDERSTANDING THE SELF
Term and Academic Year : 2nd Semester, AY 2022-2023
Department and Year Level : BSCRIM I
Professor : PROF. REGINA C. VILLARUEL

Lesson 6
Moral Self
I. Introduction:

This module primarily defined “moral” and “morality” as having to do with right and wrong in the
context of societal norms and expectations. The module went on to say that one’s level of morality is tested
especially when one is placed in a dilemma in which he/she has to make a decision on what “best” course of
action to take while taking into account that his/her decision does not disturb, offend, or hurt other people.

It was also pointed out that the process of moral development, which progresses in stages, is in sync
with intellectual development. This implies that moral developmemt has cognitive or intellectual
foundations. As one through each stage of normal development (as espoused by Kohlberg) he/she also
experiences the corresponding stage of intellectual development (as espoused by Piaget).

The importance of teaching children the ability and skill to determine what is right or wrong was
likewise emphasized. Parenting styles and practices are considered a significant factor in developing moral
reasoning. The four styles of parenting were also described.

II. Learning Contents:

A. Morality:

Every day, people are confronted with dilemmas. Solving them requires one to decide on what kind
of action or response to make. In some instances, it is easy for one to respond to a difficult situation, while in
some cases, choosing the best response is difficult.

A dilemma is a problematic situation in which a difficult choice must be made. Most of the time, the
consequences of any of the choices or options are perceived to be negative and unappealing to the person
involved. The kind of responses or actions taken or made when one is in a quandary serves as a good test of a
person’s level of moral development.

Moral is related to the sense or a standard that determines what is right and what is wrong. It
distinguishes correct from incorrect, or appropriate from inappropriate.

Morality comes from the Latin word ‘moralitas’ which denotes manner, character and proper
behavior. It is the differentiation of intensions, decisions, and actions between those that are distinguished as
proper and those that are improper, the disjunction between right and wrong
(https://en.wikipedia.org/wiki/Morality).

Morality also refers to the system of beliefs and values that ensures that individual will keep their
obligations to others in the society and behave in ways that do not interfere with the rights and interests of
others (Gerrig & Zimbarbo, 2002).

In determining this however, ‘free will’ becomes an important element as individuals are provided a
‘freedom of decision’ as they are not forced into performing something which is against their will as one is
always considered liable for his acts.

B. Values:

A value is the worth that we assign to things that we possess. It is something that one considers to be
important. It is an abstraction that is manifested in our actions. Our image and identity can be highly a

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Campus, Sara, Iloilo Sara, Iloilo

reflection of this deep-seated traits and motivation. The same may be an influence of our family, our peers,
our school, our church, the government and mass media. It is a product of our socialization process.

An example of values includes honesty and sincerity which may be manifested in our desire to tell
the truth even in the midst of extreme financial constraint or other challenging moments in this human life. A
sincere person also is true to his word such that he will do as he promised, no matter what.

Indeed as Filipinos we have developed values that are now deeply ingrained even in our youth as part
of elder requirements to be considered responsible and respectful individuals. There are values that are
uniquely and distinctly Filipino such as ‘pakikisama’ and ‘bayanihan’. These are very positive values unless
taken into the wrong light which connotes being with people who influences the individual on wrong practices
because they are friends.

Hence, Filipino values should be reviewed and revisited as they have to be taken as a way to improve
the individual. There is a need to be dynamic and innovative in this time of globalization, we can no longer
stick to those values that do not inculcate resourcefulness, independence, creativity and dynamism. This is a
necessity to broaden our perspective as a people if we to grow and progress as a society.

Some values which include the following in effect project the identity and the image that we have
formed in the course of performing our daily tasks. It reveals the course to which our identity as an
individual is being directed.

1. Loyalty - faithfulness to words we speak; devoted in relationships; conscientious to our duty

2. Sincerity - truthfulness to promises; openness and transparency about one’s thoughts
3. Kindness - benevolence and gentleness in how one treats other people
4. Compassion- humane and sympathetic about what others are undertaking
5. Courage - bravery in the midst of difficulties
6. Perseverance – steadfast and persistent to attain life goal
7. Cheerfulness – positivity and light heartedness even during adversities
8. Optimism - having a sense of gratitude to appreciate what one possesses
9. Respect - courtesy, reverence for those in authority and of seniority
10. Volunteerism – initiative to extend help to those in dire need
11.Integrity - moral uprightness for greater credibility

Personal values provide an internal reference for what is good, beneficial, important, useful,
beautiful, desirable, constructive, etc. Values generate behavior and help solve common human problems for
survival by comparative rankings of values, the results of which provide answer to questions of why people do
what they do and in what order they choose to do them. Over time the public expression of personal values
that groups of people find important in their day-to-day lives, laid the foundations of law, custom and
tradition (https://en.wikipedia.org/wiki/Values).

C. Moral Reasoning:

Moral reasoning refers to the judgments people make about what course of action are correct or
incorrect in particular situations (Gerrig & Zimbardo, 2002). Reasoning is a cognitive skill but influences moral
development.

Lawrence Kohlberg (1958) came up with the theory of moral development by studying the concept
of moral reasoning. This theory is shaped by and tied up to Piaget’s stages of intellectual development.
Piaget’s theory asserts that intellectual development proceeds in stages or levels.

1. Sensorimotor stage in which the child learns and develops knowledge about his/her
environment by relating sensory experiences to motor actions.
2. Preoperational stage in which the child learns to use symbols like words or mental images to solve
simple problems.
3. Concrete operations stage in which the child develops the ability to perform a number of logical
operations on concrete objects that are present.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Campus, Sara, Iloilo Sara, Iloilo

4. Formal operations stage in which the individual acquires the ability to solve abstract problems in a
logical manner.

This progression is related to the development of moral reasoning. Thus, the evolution of one’s sense
of right and wrong in making the decisions depends on his/her level of intellectual development. This
connection implies that advanced levels of intellectual development are associated with higher stages of
moral development. In the same way, lower stages of intellectual development are associated with earlier
stages of moral development. A child cannot exhibit advanced levels of moral development if he/she is still at
an early stage of intellectual development.

Kohlberg’s Stages of Moral Reasoning:

Table 4 presents the levels of one’s moral development along with the reasons for his/her moral
behavior (Gerrig and Lombardo, 2002).

Table 4. The Stages of Moral Reasoning

Level Stage Reason for Moral Behavior

Preconventional 1. Pleasure/pain orientation To avoid pain, punishment, or getting
morality caught
2. Cost-benefit orientation: To get rewards
reciprocity
Conventional 3. Good-child orientation To gain acceptance and avoid
morality disapproval
4. Law and other orientation To follow rules and avoid censure by
authorities
Principled or 5. Social contract orientation To promote the welfare of society
Postconventional 6. Ethical principle orientation To achieve justice and avoid self-
morality condemnation
7. Cosmic orientation To be true to universal principles and
feel oneself part of a cosmic direction
that transcends social norms

Early in life, at the lowest level of development, self-preservation and self-interest are the main
reasons for one’s actions and decisions. From there, moral development proceeds to the next level guided by
a more social- or other-oriented motivation, like avoidance of criticism or censure from others, or simply for
reasons of gaining social acceptance. At this level, the child first conforms with the values of the people he/she
personally connects with, then gradually starts to conform with the laws of society. The highest level of moral
development goes much beyond the self and social reasons. At this point, decision-making considers social
justice and the good of the society at large. Moral reasoning tries to strike a balance between individual rights
and the laws of society. An even more ultimate reason for one’s actions or decisions is observance of and
adherence to universal principles and values.
Since moral reasoning depends on intellectual development, its diifferent levels can progress as well.
Hence, skills in decision-making, prioritization, reasoning, and logical thinking will help the individual in making
the best position or option, especially out of a conflict situation. These skills can be developed through
exposure to experience, making observations, active engagement in different situations, solving problems, and
the like.

At times, you might be placed in a dilemma which requires you to make a decision. You first have to
harness your intellectual capacity and reasoning ability in choosing what “best” decision to take. Strive to
achieve balance so as not to compromise your integrity. In situations in which you need to decide on what you
think is a noble cause, but which might put you at a disadvantage, you have to accept the consequence of that
choice.

When you are at the crossroads of making a decision, always go back to your goals and your
philosophy of life as your guide.

D. Parenting Styles and Practices:

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Campus, Sara, Iloilo Sara, Iloilo

The physiological or biological basis of moral and intellectual development has been discussed earlier.
One other factor which affects the individual’s development is environmental influence. It is characterized by
forces outside of the individual like how he/she has been raised or reared by his/her parents. The foundations
of moral reasoning and development are laid at home. The home is where children first learn to distinguish
right/appropriate behaviors from wrong/inappropriate behaviors. What happens at home, especially during
the growing-up years, is critical to personality development.

Parenting Style:

In raising their children, parents use different strategies, called parenting style. An expert on
parenting, Diana Baumrind (1967), came up with three parenting styles, namely authoritarian, authoritative,
and permissive.

1. Authoritarian parents attempt to shape, control, and evaluate the behavior and attitude of their
children in accordance with an absolute set of conduct standards that usually comes from
religious or respected authorities. They use harsh discipline and punishment. Obedience
becomes a virtue. These parents do not communicate well with their children, and do not explain
the rational behind the rules and the consequences of their actions. They do not listen to the
viewpoints of their children and may use force to ensure compliance.

2. Authoritative parents direct their children’s activities in a rational and intelligent way. They are
supportive, loving, and committed; support a give-and-take relationship; discuss their rules and
policies with their children; and encourage children to present their viewpoints. They offer
explanations for rules and consequences.

3. Permissive parents are less controlling and behave with an accepting and non-punishing attitude
towards their children’s desires, actions, and impulses. They use reason rather than direct power.
They are warm and supportive, but tend not to enforce rules. Because discipline is lacking,
children tend to make their own rules even if they can benefit from parental rules.

4. Uninvolved or neglectful parents was introduced by Maccoby and Martin in 1983, They coined
term uninvolved or neglectful parents who take on a “hands-off” stand in the affairs of their
children.

The following classification describes the dominant behaviors parents use in dealing with their
children. However, most parents combine different styles in child-rearing.

Effects of Parenting Styles:

Parenting styles influence the development of children’s personality. Children exhibit distinct
characteristics which they imbibe from the way their parents raise them.

1. Authoritarian parents are demanding, and their children have less behavior problems which are
easily prevented. However, studies show that children reared under autocratic parents tend to become
withdrawn, fearful, and dependent. These children may suffer from low self-esteem. They may carry these
traits until adolescence or adulthood.

2. Authoritative parents have children who are independent, reliable, rationale, and confident. These
children generally feel good about themselves.

3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend to have children
who do not put structure and order in things that they do. For these children, anything goes.

4. Uninvolved parents are detached and indifferent to the needs of their chilfren. As such, children
grow up feeling unloved and cannot follow instructions. Some also fall prey or resort to substance abuse as a
form of distraction or a way to get attention.

It must be noted that the kinds of parenting styles represent the dominant practices applied by
parents in dealing with their children. When you become parents yourselves, strive to adopt the authoritative
parenting style. However, depending on certain situations, you can also practice the authoritarian or
permissive parenting styles.
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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Campus, Sara, Iloilo Sara, Iloilo

It is important that when children misbehave, they are made to realize the consequences of their
behavior. On the other hand, if they behave well, the corresponding reward or motivation should be given.

E. Value Judgement

A value judgment is a judgment of a specific values system as either right or wrong based on one’s
particular set of standards or value system. It is an injunction that reiterates that an act be carried out while
judging a certain value according to personal evidence. There should be consonance with deeper convictions
while searching for objective, verifiable, public and consensual set of evidence for the opinion. Value judgment
connotes that a conclusion is insular, one-sided, and not objective. It is contradictory with judgment based
upon deliberation, balance and public evidence. Also it refer to judgment based on a considered appraisal of
the information at hand, taken to be incomplete and evolving.

Value judgment refers to an individual’s opinion. Of course, the individual’s opinion is formed to a
degree by their belief system, and the culture to which they belong. A natural extension of the term value
judgment is to include declarations seen one way from one value system, but which may be seen differently
from another. A value judgment formed within a specific value system may be parochial, and may be subject
to dispute in a wider audience.

Some argue that true objectivity is impossible. As an example, scientific “truths” are considered
objective, but are held tentatively, with the understanding that more careful evidence and/or wider
experience might change matters. Further, a scientific view is a value judgment that is socially constructed
based upon rigorous evaluation and wide consensus. As emphasized, subjective assessment that a behavior,
object, person, principle, etc., is good or bad or something is ought to or not ought to happen. Value judgment
involve aesthetical, ethical, ideological, moral, theological and other interpretation and cannot be reduced to
arguable statements of fact.

III. References:

Brawner, D. G., & Arcega, AF. (2018). Understanding the Self. 839 EDSA South Triangle, Quezon City,
Philippines: C & TE Publishing Inc.
Macrea, C. N. & Quadflieg S. (2010). Perceiving People. NJ: John Wiley & Sons Publishing
Padilla, R. (2008). Philosophy Made Simple.Mandaluyong City: Book Atbp. Publishing Corp.
(https://en.wikipedia.org/wiki/Value)
(https://en.wikipedia.org/wiki/Morality)

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