“An ethic of service is at war with a craving for gain" Motivation based on ideas of right and wrong “Equal rights for all”, "Excellence deserves admiration

Moral Values should be:

TruthCalifornia teachers are required to help students understand truth and the necessity for truth in a free and democratic society. Telling and expecting to be told the truth is an essential element among free and democratic peoples. Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth

JusticeJustice is defined as “fairness in dealing with others, and is considered a hallmark of American society.” The California Board of Education said that “one owes to oneself and to others the obligation to engage in a constant effort to see that justice is attained.”

PatriotismJesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was due (give to Caesar that which is Caesar's...) and to reflect similar obedience in relationship to God. Loyalty to one’s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to God. In the case of our nation, we pledge to it as “one nation under God”. Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students involved.

Self-esteemThe California Board of Education says that “Self-esteem and esteem for others are based on the intrinsic worth and dignity of individuals, not on academic ability or physical prowess. Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by nature. It is with God’s permission that we do so. This discussion is authorized in California classrooms.

IntegrityThe California Board of Education tells us “School personnel should encourage students to live and speak with integrity; that is, to be trustworthy. To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with others.” In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers to discuss these issues in class with students.

EmpathyIn Moral and Civic Education and Teaching About Religion, we read, “The golden rule, a rule stating that we should do to others as we would have others do to us, is an ancient maxim shared

by many peoples. This simple rule must be paramount in one’s dealings with others. For example, school personnel should demonstrate in their lives a capacity to empathize with students;...” In Matthew 7:12, Jesus said “so in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.”

Exemplary Conduct, Moral Interaction with Ethical Reflection, and Capacity to Recognize Values“Exemplary Conduct,” “Moral Interaction with Ethical Reflection”, and “Capacity to Recognize Values” are three more areas of basic value that the California Board of Education requires us to teach our children and youth. As well, we have so much to teach in curricula that we must infuse content within content, integrating curricula around organizing themes that reflect major real-life problems or challenges. These common virtues can become the themes around which we organize the study of history, social relationships, apply mathematics, hypothesize and investigate scientific phenomena, or acquire and develop our mastery of rudimentary communication skills like reading, writing, and speaking. Information about religions, too, is necessary and essential to a properly educated youngster.

VALUES:

A value is something that we desire—a "good" that guides our thinking, actions, and lives. Values are good ends that we desire, pursue, and ought to. Values are involved in all sorts of areas: moral values-—right and wrong. People's behavior has positive and negative value. We might be mistaken in regarding a particular value as good. Intellectual values: truth, understanding. Aesthetic values: beauty, creativity. Economic values, economic security, work (beyond the paycheck). Psychological values: happiness, satisfaction. Social values: friendship, acceptance, respect. Religious values: value of knowing God. These areas each represent different aspects of life, each an area of study. All areas of life and study are value-laden.

Value is inherent in the very nature of things—the potentiality for certain value being realized. There can be a "hierarchy" of values. Many of the value-judgments we make are actually a ranking of valuing various other things. We look for the "highest good" the greatest value that will unify the other values—intrinsically valuable—good in and of itself, as opposed to being merely of instrumental value—good for something else. (Holmes, 1986)

ETHICS:

SELF-STUDY

SELF REGULATION

SELF CONFIDENCE