HUMAN DIGNITY-

 From the Latin word DIGNITAS, which means worthiness.

 Dignity implies that each person is worthy of honor, respect for who they are, not just for
what they can do. In other words, human dignity cannot be earned and cannot be taken
away. That is why human dignity is inalienable. It cannot be transferred to another. It is
already inherent in us since birth, and God himself is the creator.
 Human dignity originates from God and is of God because we are made in Gods own image
and likeness.
 All of us, especially our lives, HUMAN LIVES ARE SACRED BECAUSE HUMAN PERSON IS THE
MOST CENTRAL AND THE CLEAREST REFLECTION OF GOD AMONG US.
 Human beings have transcendent worth and value that comes from God, so this dignity is
not based on any human quality legal mandate or individual merit or accomplishments.
DEVELOPMENT OF MORAL CHARACTER –
 The philosopher who discussed this one in his writings was ARISTOTLE, that he tells us that
there are good people in the world. These are the ones who exhibit excellence- excellence
of thought and excellence of character.
 His phrase for excellences of character- ETHIKAI ARETAI- we usually translate as moral
virtue or moral excellence.
 from the word ERATE, which means excellence, so we translate it as a moral virtue or moral
excellence.
 when you speak of moral virtue and excellence of character, the emphasis is on the
combination of qualities that make an individual a sort of ethically admirable person, that
he is.
 these are the qualities that makes a person admirable. Qualities like virtues, so VIRTUOUS
being defined as a habit of doing good and avoid vice.
 So, in this book to in NICOMACHEAN ethics that is what we call it, the excellence of
character- is a state concerned with choice, lying a mean relative to us. This being
determined to us by reason and in the way in which the man practical wisdom would
determine it.
 So, it goes, it follows them in between the two extremes. So, what is virtuous or something
to do that lies between the mean and avoid the extremes of defect and excess? So,
anything that is virtuous is something to do at the taking things at a balance. And in the
way in which the man practical wisdom would also determine.
 Our WISDOM would determine if we followed what is right in a certain circumstance.

WHAT IS YOUR MORAL CHARACTER?

 it is an evaluation of individuals stable moral qualities.
 The CONCEPT OF CHARACTER can imply a variety of attributes, including the existence
or lack of virtues such as EMPATHY, COURAGE, FORTITUDE, HONESTY AND LOYALTY,
OR GOOD BEHAVIORS OR HABITS.
  Moral character primarily refers to the assemblage of qualities that distinguish one
individual from another.
 Lawrence Pervin defines moral character as a disposition to express behavior in
consistent patterns of functions across a range of situations.
IMPORTANCE OF HAVING A STRONG MORAL CHARACTER
1. Achieve Peace of Mind. - So, people with characters sleep well at night. They take great
pride in knowing that their intentions and actions are honorable. People with character
also stayed true to their beliefs, do right by others and always take the high ground.
2. Strengthen trust - so people character enjoys meaningful relationships based on
openness, honesty and mutual respect. When you have good moral character, people
know that your behavior is reliable, and your heart is in the right place and your work is
good as gold.
3. Build a solid good reputation - so that is something that we should take care of. So,
people with Character command a rock-solid reputation. This helps them attract
exciting opportunities like a magnet.
4. Reduce anxiety. - people with character carry less baggage. They're comfortable within
their own skin. And they accept responsibility for their actions. They never have to play
games, waste precious time keeping their stories straight and invent excuses to cover
their behind.
5. Increased leadership effectiveness. - Leaders should character are highly effective. They
have no need to pull rank or resort to command and control to get results. Instead, they
are effective because they are knowledgeable, admired, trusted and respective. This
helps them secure by in automatically without requiring in great use of rules and strong
oversight designed to force compliance.
6. Builds confidence. - People with character don't worry about embarrassment if their
actions are publicly disclosed. This alleviates the need for damage control or the fear of
potential disgrace as a result of the indiscretions.
7. Become a positive role model. – People with characters set the standard for excellence,
they leave their life as an open book, teaching others important life lessons through
their words and their deeds.
8. Live a purpose driven life. People with character live a life that they can be proud of.
You're driven to make a difference to do right by others, rather than trying to impress
others with extravagance.
9. Build a strong business - doing the right thing is a good business. Everything else being
equal, talented people would rather work for and customers would rather buy from. So,
companies that do right by their people, customers and communities. Well,
unprincipled business tactic that have no principles, doesn't have any or business tactics
that do not have a core values may provide short term results. Moreover it is not a long
term strategy at all. That is why character matters.
HOW TO DEVELOP A MORAL CHARACTER?
1. DEFINING YOUR CORE VALUES. - Because the core values of your family would define the
characteristics that you have as a whole family. Know what is most important to you by
 determining your values for your professional and personal life. These are the principles
that are foundation of your priorities, choices, actions and behaviors.
2. PRACTICED HABITS, - habits are something that is a repetition and action repetitive action,
something that you do every day. Something that you do all the time. Pick or one or two of
the traits of good character to practice for several weeks. Write down the actions you want
to take or the behaviors you define that reflect the string and implement them into your
daily life. Interaction, so when a rubber band on your wrist create reminders to help you
practice.
3. FIND THE PEOPLE WITH THE CHARACTER. Surround yourself with people who reflect the
character traits you want to embrace. They will inspire and motivate you to build these
traits in yourself. Try to avoid people or the weak character and make bad decisions. If
you’re surrounding with people who are mahilig sa bisyo you'll tend to follow what they do.
But if you're surrounded with people who are very successful, of course you will also
become a successful person, because a character of one person can also be a virus, if you're
also surrounded with people with many vices, you can also follow what they do.
4. TAKE SOME RISKS. – So, start taking small actions toward a goal or value that involves some
level of risk. If you face the possibility of failure and challenge yourself toward success. So,
you become mentally and emotionally stronger and more committed to your principles.
That's why SAINT LOUIS DE MONTFORT said, if you don't take risks for God, you won't do
anything great for Him.
5. STRETCH YOURSELF. Great high standards and big goals for yourself. Expect the best of
yourself and constantly work towards that. Even though you will have setbacks and
occasional failures. So, every stretch builds your confidence and knowledge that your
character is getting stronger.
6. COMMITT TO SELF IMPROVEMENT. Realize that building your character is a lifelong
endeavor. It is something that is practice both in minutes and the defining moments of your
life. There will be times that you step up to the character. The character traits that you
embrace. So, there are times that you also fail. So, by remaining committed to rational
growth and learning about yourself, your character will naturally improve, even though the
failure.

SOME GOOD CHARACTER TRAITS TO PRACTICE

1. Attract the trust and respect of other people.
2. It allows you to influence others.
3. Changes your perspective about failure. (That is why, as i've said that sometimes failure
could also lead us to success.)
4. It sustains you through your difficult times or opposition.
5. It improves your self-esteem, self-respect and confidence.
6. Creates a happy sound foundation for happy and healthy relationship.
7. Helps you stay committed to your values and goals.
8. Improves your chance of success in work, another endeavors.
CHARACTER TRAITS THAT IMPACT ONE'S HAPPINESS
1. INTEGRITY. - So, it's by having a strong moral principles and core values and then
conducting your life with those as your guide. So, person with strong integrity are those
people who are whose word principles and core values are the guiding question their own
lives.
2. HONESTY. - It's more than telling the truth and it's leaving with the truth. It is being
straightforward and trustworthy in all your interactions. Relationships and thoughts. Being
honest require self-honesty, and authenticity.
3. LOYALTY. – So, it is faithfulness and devotion of your loved ones, your friends and anyone
with whom you have trusted relationship. So, loyalty can also extend their employer
organizations that you belong to your community and even your country.
4. RESPECTFULNESS. - treat yourself and others with courtesy, kindness, difference, dignity,
and civility. You offer a basic respect as a sign of your value for the worth of all people and
your ability to accept the inherent flaws we all possess.
5. RESPONSIBILITY. You accept personal, relational, career, community and social or societal
obligations. Even when they are difficult or uncomfortable, so you follow through on
commitments and proactively create or accept accountability for your behavior and choices.
So, responsibility means to accept accountability for our own actions.
6. HUMILITY. – humility or profound humility is that you have a confident and yet a modest
opinion of your own self- importance. You don’t see yourself as too good for other people
or situations. You have a learning and growth mindset and a desire to express an
inexperienced gratitude for what you have rather than expecting you deserve more.
7. COMPASSION. Deep sympathy and pity for the suffering and misfortune of others, you
have a desire to do something to alleviate their suffering.
8. FAIRNESS - using discernment, compassion and integrity, you strive to make decisions and
take actions based on what you consider the ultimate best course or outcome for all
involved.
9. FORGIVENESS – you make a conscious and intentional decisions to let go of the resentment
and anger towards someone for an offence. Whether or not forgiveness is sought by the
offender. So, those people who offended someone are the only those people who can take
the first move to ask for forgiveness. Forgiveness may or may not include pardoning,
restoration or reconciliation. It extends both to others and to oneself.
10. AUTHENTICITY - So, you're able to be your real and be true to yourself without pretension,
posturing, or insincerity. So, you are capable of showing appropriate vulnerability and self-
awareness.
11. COURAGE. - So according to Aristotle, Courage is a virtue when or how to avoid dangerous
and difficult situations. When to face or how to avoid dangerous situations appear. On the
other hand, it also implies that in spite of fear of danger, discomfort, or pain you have the
mental fortitude. The word here is fortitude. To carry on with the commitment, plan or
decision knowing it is the right or the best course of action.
12. GENEROSITY. - You're willing to offer your time, energy, efforts, emotions, words, or assets
without the expectation of something in return. You offer this freely and often joyously.
Giving yourself time or even you’re giving small amount of money to someone those who in
needs.
 13. PERSEVERANCE – a steadfast persistence and determination to continue on with a course
of action, relief, or purpose. Even if it is difficult or uncomfortable, I order to reach a higher
goal or outcome.
14. POLITENESS – you’re knowledgeable of basic good manners, common cortices and
etiquette and are willing to apply those all people you encounter. So, you desire to learn the
skills of politeness in order to enhance your relationships and self-esteem.
15. KINDNESS. – Attitude of being considerate, helpful, and benevolent to others. It is
motivated by a positive disposition and the desire for warm and pleasant interactions.
16. LOVINGNESS. - this is the ability to be loving towards those you love means showing them
through your words, actions, and expressions how deeply you care about them. It includes
the willingness to be open and vulnerable.
17. OPTIMISM – Sense of hopefulness and confidence about the future. Optimism other words
means hope, it involves a positive mental attitude in which interpret life events, situations
in a promising light.
18. RELIABILITY- You can be consistently dependent upon to follow through on your
commitments, actions, and decisions. You do what you say you will do. That's reliability.
19. CONSCIENTIOUSNESS. - So, you have the desire to do things well or to the best of your
ability. You are thorough, careful, efficient, organized and vigilant in your efforts based on
your own principles or sense of what is right.
20. SELF DISCIPLINE. – So, you're able through good habits or willpower to overcome your
desires or feelings in order to follow the best course of action or to rise to your
commitments or principles, so you have the strong sense of self control in order to reach
the desired goal.
 Mamba mentality. Going to self discipline means that you're going to as much as
possible to overcome all your weaknesses and to strive for excellence. So that is a
good habit or willpower to overcome difficulties in life, so to be the best in what you
are. So that is the mamba mentality that is also under self-discipline.
STAGES OF MORAL DEVELOPMENT
Laurence Kohlberg
 main proponent of the stage of moral development.
Lawrence Kohlberg stages of moral development
- comprehensive stage theory of moral development based on Jean Piaget’s theory of moral
judgements for children and developed by Kohlberg in 1958.
- Cognitive in nature, Kohlberg’s theory focuses on the thinking process that occurs when one
decides whether a behavior is right or strong.
- Moreover, those who are studying education and also those are studying psychology the
JOHN PIAGET the main proponent of the theory of cognitive development. But LAWRENCE
KOHLBERG is more on the stages of moral development in the persons.
- Developed by Kohlberg in 1958, so JOHN PIAGET also developed the theory called the
Theory of Moral Judgment for children and developed by Kuhlberg in 1958.
- Cognitive in Nature, Kohlberg's theory focuses on the thinking process and that occurs
when one decides whether a behavior is right or wrong.
 - There are other criticism against the moral theory or the moral development of Lawrence
Kohlberg, and one of the persons are one of those people who contradicted this claim was
his research assistant in the name of CAROL GILLIGAN. Who consequently developed her
own ideas of moral development in her book The different Voice: psychological theory and
women's development, so she reacted its because Kohlberg Kohlberg's theory or stages of
moral development, “More males than females moved past stage four, he went on to note
that women seem to be deficient in their moral reasoning abilities.”

STAGES OF MORAL DEVELOPMENT

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Lawrence Kohlberg theory claims that our development of moral reasoning happens in six stages.
The stages themselves are structured in three levels, preconventional conventional and
postconventional.
To understand this better, imagine a conflict at school. There is a fight in the schoolyard. 2 ninth
graders are beating up Tom. Those who watch the fight are at different stages of moral
development. Let's see what they do and how they justify their behavior.
At stage one, we make moral judgments based on obedience and punishment.
Finns sense of good or bad is directly linked to whether he gets punished or not. Finn sees what is
happening to his friend and wants to help, but he doesn't because he is afraid the teacher may
punish him if he gets caught fighting, he asks himself. How can I avoid punishment?
At stage two, we are motivated by self-interest.
Mary decides to intervene and help Tom. She knows that she might get punished, but she also
knows that she could become a victim herself someday. If she helps Tom. Now he might help her
in the future. She is asking herself what's in it for me.
At stage three, interpersonal accord and conformity guide our moral judgement.
Betty sees the fight and wants to intervene, but when she realizes that all the others are just
watching, she decides not to get involved. She wants others to see that she is a good girl who is
conforming with the ethics of the community. She asks herself what do others think of me?
At stage four, we value authority and want to maintain social order.
When the teacher sees the group fighting, he immediately steps in and shouts stop. Fighting at
school is forbidden. He feels that above all, it is important to follow the rules, otherwise chaos
breaks out. He feels it is his duty to uphold the rules that sustain a functioning society. He asks
himself how can I maintain law and order?
At stage five, we understand rules as a social contract as opposed to a strict order.
 Jesse, who watches from afar is not sure how she feels about this. To her rules make sense only if
they serve the right purpose. Obviously, the school rules prohibit fighting, but maybe Tom
deserves to finally learn his lesson. Just yesterday he punched a young girl from grade one. She
asks herself, does a role truly serve all members of the community?
At stage six, we are guided by universal ethical principles.
All those involved now have to face the headmaster. He first explains the school rules and why
they exist. He then clarifies that rules are valid only if they are grounded in justice. The
commitment to justice carries with it an obligation to disobey unjust rules. The headmaster's
highest moral principle is compassion. He believes that all people should learn to understand each
others viewpoints and that they don't feel alone with their feelings. He asks what are the abstract
ethical principles that serve my understandings of justice?
At the preconventional level, Finn is driven by Fear and Mary by self interest. Both judge what is
right or wrong by the direct consequences they expect for themselves and not by social norms.
This form of reasoning is common among children.
At the conventional level, Betty responds to peer pressure, and the teacher follows the rules.
Their morality is centered around what society regards as right. At this level, the fairness of rules is
seldom questioned. It is common to think like this during adolescence and adulthood.
At the postconventional level, Jesse knows that things are complicated because individuals may
disobey rules inconsistent with their own morality. The headmaster follows a universal ethical idea
at complete disconnect with what society thinks or the rules say to him. Everything is solved
through compassion. The right behavior, in his opinion, is therefore never a means to an end, but
always an end in itself. Not every person reaches this level.
The American psychologist Lawrence Kohlberg based his work on Piaget's theory of cognitive
development. In order to confirm his theory of stages of moral development, Kohlberg interviewed
boys between the ages of 10 and 16. He analyzed how they would justify their decision when
confronted with different hypothetical moral dilemmas. We will now present to you the most
famous moral dilemma Kohlberg presented to his students. Let's see what you would do. The
Heinz dilemma a woman was on her deathbed. There was only one drug that the doctors thought
might save her. The druggist that made that particular medicine sold it for 10 times the price of the
production costs. The sick woman's husband Heinz was poor and could not afford to buy the drug,
not even with the financial help of his friends. Hines. Then ask the pharmacist to sell it to him for
half the price, but he refused. To save the life of his wife, Hines broke into the man's laboratory
and sold the medicine. Now tell us. Should Heinz have stolen the drug, would it change anything if
Hines didn't love his wife? What if the person dying was not his wife, but a stranger? Should the
police arrest the druggist for murder if the wife had died?
Just study for your exams now. Today's topic is Lawrence Kohlberg's theory of moral development research focused
on giving people hypothetical moral dilemmas. So I'm going to start by giving you one of Kohlberg's most famous
hypothetical moral dilemmas. Pints in the drug. So, here's Heights in his wife, Clara. Clara gets very sick and goes to
see the doctor. The Doctor tells her that she is a life-threatening illness and has only a month to live in less. She gets
a special medication that is only available at certain pharmacies in Saint Clara. Went to the pharmacy to get Claire's
prescriptions. But unfortunately they found out the prescription cost $10,000 and they do not have $10,000, nor do
they have good health insurance. So they had to leave the pharmacy without Claire's prescription clear, and Hines
went to 10 banks and none of them would give them a loan for $10,000. To buy Claire's medication. Now I just
thought of stealing the drugs from the pharmacy. If you were Heights, would you steal the drug to save your wife?
So I want you to write down if you were Heights, would you steal the drug yes or no? And then the second question
is why or why not? Kohlberg would give hypothetical moral dilemmas like Heights in the drug to the same person
when they're a child and adolescent. A young adult and older adult hoping to find a pattern in their responding as
they aged. This is called lanja Tude ainle research. As people age, Colbert found a pattern and how people justify why
or why they wouldn't steal the drug. Goldberg was able to demonstrate this pattern with other hypothetical moral
dilemmas. This would lay the groundwork for his theory of moral development. Kohlberg's theory consists of. 3
levels in six stages. The first level is the Preconventional left stage one is the avoid punishment stage. This means the
person will justify their response by avoiding punishment. Like I don't want to steal the drug because I don't want to
go to jail. Stage two in the last stage of the preconventional level is considered the what's in it for me stage. So for
example, someone in stage two would say I would steal the drug, because if I steal the drug and my wife lives, I will
be considered a hero. What's in it for me? I'll be a hero so I should steal the drug. Level 2 is the conventional stage.
Stage three is the first stage of the conventional stage and focuses on rules and norms. Someone in stage three
would say I wouldn't steal the drug because a good boy or girl doesn't steal or I would steal the drug because a good
husband would steal to save his wife's life. Stage Four is a response that includes following the rules and maintaining
societal norms. For example, someone in stage four would say I wouldn't steal the drug because it's against the law,
or I would steal the drug because most honest people would steal to save their wives live. Carol Gilligan, one of
Kohlberg students, believe that Kohlberg's theory was biased against females. For example, she believed that
females were more likely to prefer stage 3A care, relationship, orientation of morality, whereas males were more
likely to prefer Stage 4, which is a justice orientation of morality. According to Gill, again, stage three should be equal
to stage four. However, Kolberg disagreed. Level 3 is the postconventional level. Many people do not reach the
postconventional level. Stage five is defined by social contract. So for example, someone in stage five would say I
would not steal because respect the personal property ownership. Is an important part of maintaining laws and
societal order. Someone in stage five May also say I would steal the drug because the law cannot justify losing a
human life. Stage Six is the Ethical Principle Association, for example, someone insane stage six would say. Saving the
most amount of lives possible is always the best decision, so I would steal the drug now. Very little people fall into
stage six, but Kohlberg swore that it existed. But now that you know the stages of Kohlberg's theory, go back and
look at your response. What stage level response to you get now? If you're just starting college and you answered a
Level 3 or level 4? It's OK. Most people who advanced to the postconventional stages do so during college. You can
actually take a real standardized test on moral development. You can take Kohlberg's interview, but the more widely
accepted test of moral judgment development is the defining issues test. Which was constructed by one of Kohlberg
students. Dim rest over, went to prison, and tested convicted criminals. He found that they scored lower on moral
development tests than the rest of the population research with the defining issues test would confirm that women
score higher than men. On moral judgment development tests now, this would actually refute some of Carol
Gilligan's criticisms of Kohlberg's theory that it was biased towards men. BIT research also confirmed that liberal
political and religious views were associated with higher moral judgement development scores. The number one
predictor of moral judgment development is education level to the higher education level is the higher your moral
judgment. Development scores are likely to be. Thank you so much for watching this video. If you're having trouble
studying.