Hierarchy of Values (Max Scheler).pptx

Max Scheller's Hierarchy of Values: The values are both caught and taught and teachers need to develop them alive. It shows our preference and decisions in life.

1. Values Formation on Teaching At the end of the lesson the students are able to: a. Identify the different levels of values according to Max Scheler’s hierarchy of values; b. Explain the importance of prioritizing the higher values over the lower values; c. Demonstrate the application of values in various situations and contexts

2. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION

3. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION ACTIVITY

4. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION ACTIVITY ACROSTIC STRENGTHENER In a half (cross-wise) sheet of paper, u sing the letters of your first name, write the values that are innate from you. Then answer the following questions. E.g.: K - Kindness H - Health E - Excellence N - Nobility T - Truth Processing questions: How do you prioritize your values in your life? How do your values afeect your decisions and actions as a future educator and as an individual? How do you cope with the challenges and temptations that may compromoze your values?

5. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION ACTIVITY ACROSTIC STRENGTHENER In a half (cross-wise) sheet of paper, u sing the letters of your first name, write the values that are innate from you. Then answer the following questions. E.g.: K - Kindness H - Health E - Excellence N - Nobility T - Truth Processing questions: How do you prioritize your values in your life? How do your values afeect your decisions and actions as a future educator and as an individual? How do you cope with the challenges and temptations that may compromoze your values? Acts reveal the person’s value preferences. Like a prism that reflects the invisible spectrum of colours, a person’s acts manifest his invisible order of values. (Philisophy Today 1996) ”

6. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION ACTIVITY ACROSTIC STRENGTHENER In a half (cross-wise) sheet of paper, u sing the letters of your first name, write the values that are innate from you. Then answer the following questions. E.g.: K - Kindness H - Health E - Excellence N - Nobility T - Truth Processing questions: How do you prioritize your values in your life? How do your values afeect your decisions and actions as a future educator and as an individual? How do you cope with the challenges and temptations that may compromoze your values? Acts reveal the person’s value preferences. Like a prism that reflects the invisible spectrum of colours, a person’s acts manifest his invisible order of values. (Philisophy Today 1996) ”

7. Values Formation on Teaching TEACHING AS YOUR VOCATION MISSION, PROFESSION ACTIVITY ACROSTIC STRENGTHENER In a half (cross-wise) sheet of paper, u sing the letters of your first name, write the values that are innate from you. Then answer the following questions. E.g.: K - Kindness H - Health E - Excellence N - Nobility T - Truth Processing questions: How do you prioritize your values in your life? How do your values afeect your decisions and actions as a future educator and as an individual? How do you cope with the challenges and temptations that may compromoze your values? Acts reveal the person’s value preferences. Like a prism that reflects the invisible spectrum of colours, a person’s acts manifest his invisible order of values. (Philisophy Today 1996) ” Values are both caught and taught, and teachers need to develop them alive. Scheler’s hierarchy of values shows our preferences and decisions in different situations.

8. PLEASURE VALUES The pleasant against the unpleasant The agreeable against the agreeable Sensual feelings Experiences of pleasure of pain VITAL VALUES SPIRITUAL VALUES VALUES OF THE HOLY Values pertaining to the well-being either of the individual community Health Vitality Values of vital being Capability excellence Values independent of the whole sphere of the body and environment; Gasped in spiritual acts of preferring, loving and hating Aesthetic values, beauty against ugliness Values of right and wrong Values of pure knowledge Appear only in regard to the object intentionally given as “absolute objects” Belief Adoration Bliss

9. PLEASURE VALUES The pleasant against the unpleasant The agreeable against the agreeable Sensual feelings Experiences of pleasure of pain VITAL VALUES SPIRITUAL VALUES VALUES OF THE HOLY Values pertaining to the well-being either of the individual community Health Vitality Values of vital being Capability excellence Values independent of the whole sphere of the body and environment; Gasped in spiritual acts of preferring, loving and hating Aesthetic values, beauty against ugliness Values of right and wrong Values of pure knowledge Appear only in regard to the object intentionally given as “absolute objects” Belief Adoration Bliss

10. PLEASURE VALUES The pleasant against the unpleasant The agreeable against the agreeable Sensual feelings Experiences of pleasure of pain VITAL VALUES SPIRITUAL VALUES VALUES OF THE HOLY Values pertaining to the well-being either of the individual community Health Vitality Values of vital being Capability excellence Values independent of the whole sphere of the body and environment; Gasped in spiritual acts of preferring, loving and hating Aesthetic values, beauty against ugliness Values of right and wrong Values of pure knowledge Appear only in regard to the object intentionally given as “absolute objects” Belief Adoration Bliss

11. PLEASURE VALUES The pleasant against the unpleasant The agreeable against the agreeable Sensual feelings Experiences of pleasure of pain VITAL VALUES SPIRITUAL VALUES VALUES OF THE HOLY Values pertaining to the well-being either of the individual community Health Vitality Values of vital being Capability excellence Values independent of the whole sphere of the body and environment; Gasped in spiritual acts of preferring, loving and hating Aesthetic values, beauty against ugliness Values of right and wrong Values of pure knowledge Appear only in regard to the object intentionally given as “absolute objects” Belief Adoration Bliss

12. PLEASURE VALUES The pleasant against the unpleasant The agreeable against the agreeable Sensual feelings Experiences of pleasure of pain VITAL VALUES SPIRITUAL VALUES VALUES OF THE HOLY Values pertaining to the well-being either of the individual community Health Vitality Values of vital being Capability excellence Values independent of the whole sphere of the body and environment; Gasped in spiritual acts of preferring, loving and hating Aesthetic values, beauty against ugliness Values of right and wrong Values of pure knowledge Appear only in regard to the object intentionally given as “absolute objects” Belief Adoration Bliss

13. The highest values are related to the Supreme Being, while the lowest values are related to sensual pleasures, according to Scheler. Distorting the hierarchy of values leads to misery. Teachers and individuals should prefer higher values over lower ones. Life is more than material and physical needs and wants. Higher values transcend pleasures and involve spiritual and moral concerns. QUIZ

14. The highest values are related to the Supreme Being, while the lowest values are related to sensual pleasures, according to Scheler. Distorting the hierarchy of values leads to misery. Teachers and individuals should prefer higher values over lower ones. Life is more than material and physical needs and wants. Higher values transcend pleasures and involve spiritual and moral concerns. QUIZ

15. MULTIPLE CHOICE: 1. What is the popular premise that values are both caught and taught? a. Values formation among teachers needs to be developed in order to carry out his duty well. b. It is not enough however, that teachers only understand the values but also how to act and live these values. c. Ther behaviour inside the teaching-learning environment shows the aplication of these values. d. None of the above. 2. What are the values that pertain to the well-being either of the individual or of the community? a. Pleasure Values b. Vital Values c. Spiritual Values d. Values of the Holy 3. What are the values that are grasped in spiritual acts of preferring, loving and hating? a. Pleasure Values b. Vital Values c. Spritual Values d. Values of the Holy

16. 4. What are the values that appear only in regard to objects intentionally given as “absolute objects?” a. Pleasure Values b. Vital Values c. Spiritual Values d. Values of the hHoly 5. What are tha values that are based on e experience of pleasure or pain? a. Pleasure Values b. Vital Values c. Spiritual Values d. Values of thr Holy 6. What are the examples of easthetic values? a. Health and vitality b. Capability ans excellence c. Beauty and ugliness d. Belief and adoration 7. What are the examples of values of vital being? a. Health and vitality b. Capability and excellence c. Beauty and ugliness d. Belief and adoration

17. 8. What are the examples of values of the holy? a. Health and vitality b. Capability and excellence c. Beauty and ugliness d. Belief and adoration 9. What is the consequences of distorting the hierarchy of values according to Scheler? a. We will end up miserably b. We will end up happily c. We will end up confused d. We will end up enlightened 10. What is the advice gien to teachers and individuals regarding their preferences and decisions? a. To give greater preference to the higher values b. To give greater preference to the lower values c. To give equal preference to all values d. To give no preference to any value 11. Which of the following statements is true according to Scheler’s hierarchy of values? a. Values are only caught, not taught, by teachers and individuals. b. Values are dependent on the body and the environment, not on spiritual acts. c. Values of the holy are related to absolute objects that inspire belief, adoration, and bliss. d. Values of pleasure are the highest values, while values of the holy are the lowest values. 12 - 15. Enumerate the four levels of hierarchy of values.

18. ASSIGNMENT AND REFLECTION In a one whole sheet of paper write a reflection on what you learnt from the lesson and how you can apply it in your future teaching profession. Submission will be tomorrow.

19. Thank you for your Participation!