Development and Formation of Values

This research examines the development and formation of values by individuals. Additionally, consideration is given in this research to the implications of individual value development and formation for educational leadership.

THE DEVELOPMENT AND FORMATION OF VALUES

The concept of value has several distinct meanings. To many, a value seems to be synonymous with attitude; an attitude being a predisposition to act in a certain way. An attitude is a mental and neural state of readiness, organized through the process of experience, exerting a directive or dynamic influence upon an individual's response to all objects and situations with which he or she is related. Perhaps more basic than an attitude, or even underlying attitude, a value is a type of belief, centrally located within one's total belief system, about how one ought or ought not to behave, or about some endstate of existence worth or not worth attaining. Thus, a value may be viewed both as a predisposition to act (attitude), and as an estimation of worth of an action.

Value is an important construct in nearly every branch of social science. It is also used in philosophy, theology, and education. The many and varied uses of the construct make definition difficult. Value is a more abstract construct than attitude. Values may express either personal or social preference, and they may serve either as ends or as means to ends.

. . .
he members of an educational system. It is the subjective realm which underlies and give meaning to educational actions. The components include cognitive orientations, affective orientations and evaluative orientations, or, in other words, judgments and opinions about factors involved in the process of education. Culture in education is the system of empirical beliefs, expressive symbols, and values which define the situation in which actions in the educational process takes place. It provides the subjective orientation to education. It is the product of both the collective history of an educational system and the life histories of the members of that system, and thus it is rooted equally in public events and private experiences. The actions of an individual within an educational system may be broken down into three elements: cognitive, affective and evaluational. The manner in which orientations become shared, that is, internalized and patterned, within an educational culture is significant. This socialization may be described as a learning process, containing emotional and cognitive elements. It is the gradual learning of the norms, attitudes, and behavior accepted and practiced by the ongoing educational system.
. . .

Some common words found in the essay are:
Kaplan Sadock, Anderson Shannon, Eiser Van, FORMATION VALUES, Katz Raths, SUMMARY CONCLUSION, Parish Nunn, Rokeach BallRokeach, LEADERSHIP Values, Boom Molenaar, development formation, 1988 pp, educational leadership, development formation values, formation values, coughlin 1986, gehrke 1988, 1989 pp, 1988 pp 4345, pp 4345, teacher education, mentoring relationship, gehrke 1988 pp, anderson shannon 1988, value development formation,
Approximate Word count = 3016
Approximate Pages = 12 (250 words per page)

More Essays on Development and Formation of Values