Introduction
Values can be defined as objects of our desire; things, ideas, or goals enabling us to navigate, comprehend and evaluate our lives; believes that we hold to be true. They affect the way we think, act and make decisions (Babor, 2006, p.145). This poses a question as to which should be the source of these values and the institution responsible for their teaching. In the evaluation of this problem, we will discuss the role of the state or the federal government as involved in the prescription of these values and, whether they must be taught in schools or left to be the responsibility of the family institution. Again, the conflicts of the values are looked into.
Should a set of values be prescribed by the state or federal government?
Values are of different aspects. On one hand, there are those values that affect the citizens and should be the responsibility of the state to prescribe and incorporate them in the curriculum so that they can be taught to students to yield responsible citizens in a country. This indicates the involvement of the state in the lives of the citizens and the role it plays in the promotion of certain values and their inculcation into the citizens (Halstead and Pike, p.1). Although not all values should be prescribed by the state or the federal government, certain values are of common interest, and the state and/federal government should be involved in prescribing them. For example, values like citizenship and democratic responsibilities should be prescribed by the state or the federal government to have a similar meaning to all the citizens in a country and for uniformity in responsibility regarding these values.
On the other hand, the state or the federal government should not be involved as it should respect the rights of the people. Values that are concerned with the freedoms of citizens like expression and speech (Spindler and Louise, p.23) are sensitive and cannot be left in the hands of the state or federal government to prescribe them as it will be subjective and oppress the citizens. Such values are supposed to be left to the concerned people so that they can have meaning to them.
Should these values be taught in schools or be the responsibility of families?
The question as to whether these values should be taught in schools or be the responsibility of families will greatly depend on the values and the perspective of what values should be taught. On one hand, the mandate and responsibility of teaching the values lie with the family as it is the primary institution of socialization (Spindler and Louise, p.22). The family would be the best institution to carry out the task of passing down the values of the society to the members and not the school. On other hand, values like citizenship, which entails the teaching of democracy, democratic skills, and practices, are supposed to be taught in schools to understand the way society and government works (Clauss-Ehlers, 2009, p.221). This is because such values link with character education. Value education is integrated into the curriculum system in schools as the learners will be in a position to understand the diverse meanings of certain values in different cultures. This helps to create an understanding and an accommodative character for tolerance among people in different cultures (Clauss-Ehlers, 2009, p.221). Moral education is again is a non-avoidable aspect that is linked to citizenship. Therefore, the values should be taught in schools just as they are the responsibility of the family unit (Halstead and Pike, p.1). They continue t argue that the teachers have a significant role in contributing to the development and well-being of the students. This then vindicates the need for the teaching of values in schools. The family institution plays a major role in teaching values to the children. The family and the schools should act as partners so that the students (children) can be able to understand and internalize the values taught in a clear and better way (Clauss-Ehlers, 2009, p.112). The conclusion, therefore, is the family unit and schools should act as joint partners in the teaching of values to the citizens who will become responsible citizens in the future.
Major value orientations
The major value orientations are also referred to as the mainstream cultural values. There are five major value orientations. They are: the freedom of expression and other types of personal freedoms/liberties – the freedom of speech and worship are the major components of this orientation; the rights to be an individual and act on one’s behalf – to be able to make personal decisions regarding aspects of living and implementing those decisions; equality of opportunities (education, employment, amongst others) and sexual equality (gender roles and responsibilities); the desirability of achievement through hard work – each individual can be able to improve and achieve set goals through hard work; and lastly, social mobility in terms of status – having the freedom to move up the social ladder and improve the standards of living of an individual which has to be achieved through hard work (Spindler and Louise, p.23)
Family values
Family values concern the way events and experiences are supposed to be interpreted, believed, and performed in a particular manner relative to family life. Family values are developed through environmental, educational, and experimental factors. Family values are carried, monitored, developed, and interpreted by the parents who pass them down to their children, and the cycle continues (Tseng and Jing, 1991, p.93). This is where the family becomes the best institution in teaching its members the values of society. However, the fact that these values are supposed to be interpreted, believed and, performed in a certain manner may be subjective and may deny the members their freedom as they are expected to think, behave and execute these values in a prescribed manner which in itself may be deficient. The mandate of the family should, therefore, be to guide and not to interpret and influence its members in a certain way.
Variables affecting family’s value system
The value system of the family is affected by several factors that have contributed to the change of the family structure and values as we know them. Firstly, globalization is one of the variables that have continually drawn people into new types of relations, communities, and groups. Globalization has transformed many aspects concerning values of the family politically, socially, economically, to name just but a few (Trask, 2010, p.38).
Other factors are changing lifestyles and new models of parenting. The family structure is changing with time and so are its values. The emergence of same-sex marriages has resulted in the challenge of what constitutes a family. The values have also changed as we also have single parenting out of choice and not necessarily out of divorcing of parents (Smith, 1998, p.3). These are the main factors that affect the system of family value as we know it.
Value conflict
Value conflict arises when we have a clash between differing worldviews. Conflict at times is healthy as it results in the effective making of decisions, taking of appropriate actions and, making of clear intentions. This wat keeps the values alive and meaningful by challenging them to different and new viewpoints (Hartmann and Andreas, 2002, p.94). On the other hand, value or moral conflict is characterized by misunderstanding, mistrust, strained and hostile communication, negative stereotyping and, non-negotiability. The effect of conflict is violence due to the difference in opinions and points of view. This is mainly present where we have diverse cultures. The best way to deal with value conflict is through dialogue, as it helps to compromise in some situations to forge understanding (Hartmann and Andreas, 2002, p.96)
Value clarification
This is a process through which people express and clarify the specific values they hold. This is especially so when they are in a position to influence particular decisions (Tosi, Neal, and John, 2000, p.318). Value clarification is important in the sense that people can express themselves well as regards the values they hold for effective planning and managing, especially, of behavior so that they can have the effective realization of results that are in line with their values and morals.
Conclusion
Values are the beliefs that we hold to be true to help us express ourselves more clearly and make sound decisions. Values can be left for the individuals to exercise their authority and formulate their values which affect them directly. There are some instances, however, where the state or the federal comes in and prescribes some values, especially those common to everybody. The mandate of passing down the values to the people is both the mandate of the family and schools, for effectiveness to take place. Values do conflict which leads to effective decision making and taking of appropriate action. Again it leads to violence due to differences in opinions. This, therefore, requires value clarification of values to have effective planning and managing of the expected behavior of the affected persons.
Reference List
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- Clauss-Ehlers, C. (2009). Encyclopedia of Cross-Cultural School Psychology. New York: Springer.
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