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Youth and Moral Education Office, ICAC Module 1: Formation and Application of Values Life and Society.

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Presentation on theme: "Youth and Moral Education Office, ICAC Module 1: Formation and Application of Values Life and Society."— Presentation transcript:

1 Youth and Moral Education Office, ICAC Module 1: Formation and Application of Values Life and Society

2 Youth and Moral Education Office, ICAC Values Auction Assuming each person has $1,000 to bid on any items he or she likes, such as happiness, wisdom, world peace, high social status, good health, etc. Each item begins at $50. You can make your bid by raising hand. The items will be sold to the highest bidder.

3 Youth and Moral Education Office, ICAC Values Auction Item List 1. Happiness9. Living in a corruption-free society 2. Freedom10. True love 3. Wealth11. Being an honest person 4. A happy family12. World peace 5. True friendship13. Attractive appearance 6. Wisdom14. Fame 7. Good health15. High social status 8. Living in a fair society16. Power

4 Youth and Moral Education Office, ICAC Values Auction What item(s) did you bid during the auction? Were you successful in bidding for them? Did your classmates also bid for those items?

5 Youth and Moral Education Office, ICAC Values Auction The item(s) that a student bid for represents the value(s) that worth most to him/her. Every person has his/her own value set.

6 Youth and Moral Education Office, ICAC Same ‘Values’ for You and Me? Write down five values you consider the most important Divided into groups of five to discuss and select five important values commonly agreed by all members of the groups Write on the blackboard the five important values selected by each group Identify the important values commonly agreed by the whole class

7 Youth and Moral Education Office, ICAC Same ‘Values’ for You and Me? Were the values that you selected the same or different when compared with those of your classmates? How did you determine what values are the most important to you?

8 Youth and Moral Education Office, ICAC Same ‘Values’ for You and Me? Values signify what is important and worthwhile They would affect our choices in everyday living and serve as the basis for ethical reflection

9 Youth and Moral Education Office, ICAC Survey on Youth Values In 2011, the Law Society of Hong Kong in collaboration with the Hong Kong Polytechnic University conducted a survey of students who participated in 2010’s ‘Teen Talk’. A total of 523 completed questionnaires were received. The respondents of the survey were Secondary 4 to Secondary 6 students from 32 different schools.

10 Youth and Moral Education Office, ICAC Survey on Youth Values 93.8% Agreed that one should not break the law 66.8% Agreed that hard work is the key to success 63.8% Expected that they will be worried about money 48.2% Expected that they will be forced to follow what others do (morally) in order to prevent being rejected 31.8% Considered that they can obtain happiness using money 18.9% Considered that as long as the ways being used to make money do not cause any harm to others, it does not matter whether it is legal or illegal Source: The Law Society of Hong Kong 2011

11 Youth and Moral Education Office, ICAC Survey on Youth Values Divided into groups to discuss the factors affecting the formation of values among the young people in Hong Kong

12 Youth and Moral Education Office, ICAC Survey on Youth Values The formation of our values would be affected by factors such as our family, school, society, culture and media. One should have an understanding of the determining effects of values on decision-making in order to handle ethical challenges effectively.

13 Youth and Moral Education Office, ICAC Making Ethical Decisions Divided into groups to perform short scenes about making ethical decisions Perform the competing voices of the main character After the performance, ask the students who have played the main character to make decisions

14 Youth and Moral Education Office, ICAC Decision-Making Scenarios Scenario 1 Fanny and her classmates are assigned by their teacher to buy Christmas party gifts. Her classmates keep all complimentary gifts and ask Fanny not to tell the teacher.

15 Youth and Moral Education Office, ICAC Decision-Making Scenarios Scenario 2 Ken’s good friend begs Ken to let him/her copy his homework. He/She has no time for homework because his/her mother is in hospital and he/she needs to take care of her and do the household chores.

16 Youth and Moral Education Office, ICAC Decision-Making Scenarios Scenario 3 Sam is a prefect. His good friend is three minutes late for school after lunch. He/She requests Sam not to take down his/her name and let him/her slip through the net.

17 Youth and Moral Education Office, ICAC Decision-Making Scenarios Scenario 4 May originally promises to sell a limited edition bag to Classmate A at $500 and plans to deliver it tomorrow. Upon knowing it, Classmate B is willing to offer $800 to buy it from May. May isn’t sure what to do.

18 Youth and Moral Education Office, ICAC Decision-Making Scenarios Scenario 5 Peter’s sports team members ask him to lose deliberately in the preliminary round of the inter-school sports competition so as to get an easier match-up in the next round and avoid meeting strong opponents too early.

19 Youth and Moral Education Office, ICAC Factors to be Considered in Making Ethical Decisions Divided into groups to discuss the factors considered by the main character in their respective scenes when making decisions Alternative A ( ) Alternative B ( ) Possible consequences Impacts on other people Are the positive values compromised?

20 Youth and Moral Education Office, ICAC Conclusion responsibilities and consequences impacts on other people upholding positive values such as honesty and fairness Factors to be Considered in Making Ethical Decisions:


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