By Kellie Mills Stewart and Anna Witter-Merithew.

Core Values

What are your core values? What are the basic paradigms you hold that influence your behaviour and your general moral decision-making? The purpose of this chapter is to help you explore the answer to these questions and to help you formulate your ‘starting place’ related to moral and ethical decision-making. The chapter will introduce you to the following:

• Definition of core values
• Explanation of influencing paradigms
• Cultural orientation as a part of values clarification
• Exercises designed to foster values clarification

Terminology

During this chapter, you will be exposed to the following terms. Review of these terms prior to reading the chapter content will assist you in understanding the meaning of key concepts.

• Core Values-the unchanging fixed measures within each individual that helps her or him separate right from wrong (Kidder, p, 42).
• Culture-the sum total of the ways of life of a people; includes norms, learned behaviour patterns, attitudes, and artifacts; also involves traditions, habits or customs; how people behave, feel and interact; the means by which they order and interpret the world; ways of perceiving, relating and interpreting events based on established social norms; a system of standards for perceiving, believing, evaluating, and acting. wwwfinchpark.com/courses/glossary.htm
• Ethics-derived from the Greek word ethos, meaning custom, usage, or character, Ethics is the science of ideal human character or the science of moral duty (Kidder, p, 63).
• Morals-derived from Latin, meaning manner, custom, habit, way of life, conduct, typically describes what is good, right or proper (Kidder, 63).
• Paradigm-a frame of reference, a theory, perception, or assumption (Covey, p,23).
• Paradigm shift-a fundamental shift in thinking and behaviour due to a change in how someone perceives, interprets and understands the world (Covey, p.29).
• Value-that which is worthy of esteem for its own sake, that which has intrinsic worth; may change over time and experience (Kidder, p. 42).

Core Values and Paradigms

The case study requires you to apply your personal values and beliefs. Personal values for example, could include family, education, health, the environment, or success. Personal values change over time. What we value at age 16 will likely be different than what we value in middle age.

What are “core values”?

The American Heritage Dictionary defines a value as ”A principle, standard or quality considered worthwhile or desirable.” Core values are those values of an individual or community that have intrinsic worth and embody moral values, such as honesty, integrity, responsibility, personal autonomy, etc. Learning to distinguish core values from desirable traits or important characteristics can be challenging.

Where do core values come from?

We all carry within us patterns of thinking, feeling and behaving that were mostly learned in childhood (Hofstede, 1997). These patterns stem from three different parts of our ‘make-up’ as individuals:

• Human Nature-this represents our deepest layer of thinking, feeling and behaving and reflects what we have in common with the rest of humanity, our inherited biological nature. It’s like the operating system of our mental software. It’s where our basic physical and psychological functioning lives. However, what we do with it is modified by culture.
• Cultural Perspective-this layer represents our learned feeling response to what transpires in our day-to-day life and our environment, and represents that which we share in common with others of our culture. A cultural identity involves a set of characteristics that define us as individuals, groups, societies and so forth and inherent in this identify are core values.
• Individual Personality-this layer is he result of both inherited and learned traits and represents our own unique script, the way we integrate and express the core values of our culture.

The source of our core values is the inter-dependence of all three of these parts. It is from these three parts that our paradigms or lenses-our ways of thinking, feeling and behaving in the world-are derived.

What is a paradigm?

According to Stephen R. Covey (1989) in his book, The 7 Habits of Highly Effective People, the term paradigm comes from Greek and originally was scientific in scope. However, today it is used to refer to a frame of reference, a theory, perception, or assumption. “It refers to the way you interpret, perceive, and understand your experiences and responses (p. 23).”

Your paradigms are the maps that guide your thinking and decision-making. Each of us has many maps and Covey suggests these can be divided into two categories:

• Maps of the way things are (realities)
• Maps of the way things should be (values)

Sometimes these maps are referred to as tapes or schemas. Typically, we do not question these maps or even realize that we possess them and that they influence the way we think feel and respond. You, like everyone, simply assume that your perceptions, interpretations, and understandings of both what is and what should be are accurate.

Supporting Discussion

Consider the Happy Trails case study. The residents of the Happy Trails community are part of the description, and each perceives the issues differently. A variety of other individuals could read about the same events and each view the issues very different. It is like artwork or eyewitness observation- each person responds to events from their own unique paradigm.

Are the smoking residents wrong and the non-smoking residents right or vice-versa?

Neither. Each response is the result of individual values, perceptions and experience. If such varied experiences can emerge based on one single issue whether restrictions should be placed on smokers at Happy Trails or not-imagine what a lifetime of conditioning can evoke.

Covey states that the influences in your life-your families, your schools, your friendships, your church, your work experiences, your human nature, cultural orientation and individual personality-create an unconscious and silent impact on you and help to shape and mold your paradigms. These paradigms are the source of your attitudes and behaviours. To try and change your attitudes or behaviours without giving serious consideration to your inherent core values will produce short-lived results. Lasting change in your behaviour and attitudes can only come from creating paradigm shifts that result from examination and clarification of your core values.

For example, on one hand we have residents of the Happy Trails community who hold that their home environment should be free of any restriction. On the other hand, we have residents who believe that the lack of restriction has implication for their health and well-being. If these residents do not identify shared core values, they will likely continue to have conflicting perspectives on the issue of smoking within their home environment. Establishing restrictions may in fact be necessary, but will not guarantee that the issue is resolved. It may produce some short-lived results, but likely ‘cheating’ will continue unless the attitudes and values of the smokers or non-smokers is changed.

Self-awareness is critical when discussing and. applying ethical and/or moral decision-making. In order to make consistently reliable and effective choices, it is imperative that you have an understanding of the core values you possess. Without values clarification, you will approach ethical and/or moral decision making as a process of rule-learning. You will seek to find a rule to direct your behaviour. When a clear-cut and defined rule doesn’t exist, you may be unsure of how to behave or respond. This will result in unpredictable and ineffective decision-making.

Paradigms and Paradigm Shifts

The more aware you are of your basic paradigms, maps, or assumptions, and the extent to which you have been influenced by your personal experiences, the more you can take responsibility for your choices and/or explore the accuracy of your perceptions. The process increases your self-awareness, which contributes to your overall maturity. Listening to others, being open to alternative perceptions, and exploring a broad range of frames of reference provides you with a broader and more objective world-view. A broader world-view enhances your ability to understand conflict and to seek solutions that respect and value individual differences.

Now, you will have a chance to revisit the “Happy Trails” case study and answer some questions relating to personal and/or core values.

Case Study Review

Step 1: Ask yourself this question

What core values can I identify that are at issue in the case study?

• Personal freedom-the right to move about and act in my home environment without restriction
• Personal choice-the right to make my own choices about how I live and act
• Personal health and well-being-the right to live in a safe and healthy environment that fosters my sense of well-being
• Personal property rights and agreements-the rights afforded by ownership of property and the right to have the conditions under which I bought the property sustained

These core values relate to some fundamental rights and beliefs associated with American society-the right to life, liberty and the pursuit of happiness. The tension comes from how individuals interpret or apply these core values to their own experiences.

Here are other core values commonly expressed within American Society.

• Access (knowledge, information, systems, privileges, etc.)-being connected to various resources that contribute to my ability to function as a self-actualized and independent individual
• Achievement-the ability to have my individual abilities and performance valued and recognized within society
• Autonomy-the right to make independent decisions and to be seen as unique and separate from others
• Fairness-the treatment of all individuals in an equitable manner without bias or prejudice
• Financial security-having sufficient income and resources to live comfortably
• Independence-the right and freedom to make individual decisions and have individual choice
• Privacy-the right to have my personal and business affairs kept confidential
• Self-actualization-having the opportunity and access necessary to gain one’s full potential
• Success-the accomplishment of specific benchmarks valued in society, such as completion of an education, gainful employment I enjoy, property ownership, relationships, etc.

This is not an all-inclusive list, but rather, an effort to provide insight into some of the values commonly expressed by those who live in the United States. How does this list compare with your own experiences as an American? For a more in-depth discussion of American values, refer to Gary Althen’s (1988) book American Ways.

Step 2: Describe possible solutions

How can the issue at Happy Trails be resolved with consideration for everyone’s core values?

Possible resolution

So, let’s explore how this might apply to the Happy Trails case study. Envision a community meeting where the core values of all residents are discussed. During the discussion, issues of individual rights versus community rights are explored. The group becomes clear that the issue is not whether some residents smoke or not, but rather where smoking can occur. A non-smoker argues that because Happy Trails is a community environment, the interests of the entire community carries equal weight to the interests of individuals within the community, and asks, “How can the interests of both the community as a whole and the individuals within the community be protected?” The smokers then begin to see the issue from a broader community perspective and demonstrate an openness to explore solutions that protect the interest of both. This then marks the beginning of a paradigm shift on the part of the smokers.

Cultural Perspectives

The values discussed in the previous section emerge as a part of American culture-yet, we know that the American culture consists of many co-cultures that relate to specific traits such as ethnicity or religion. Cultures can differ at a variety of levels. For example, cultures can differ in terms of what is considered polite versus rude, what is considered funny, how time and schedules are approached, what information is revealed upon introduction, and a long list of other types of norms and values that govern social interaction and community.

The anthropologist, researcher and author, Edward T. Hall (1981; 1983), has written about the ways in which societies compare and differ. He offers a variety of writings that expand the reader’s understanding of the complexities of culture and social structure, and the implications of these complexities for cross-cultural experiences. One of the lenses he offers for considering the dimensions of culture is a continuum of traits. One end of the continuum is referred to as High-Context cultures and the other as Low-Context cultures. Along the continuum are cultures which express a variety of traits that are more or less like one end or the other.

Another contributor to the exploration of how cultures differ is Hofstede (1997), who identified five (5) dimensions of difference: Power vs. Distance, Collectivism vs. Individualism, Femininity vs. Masculinity, Uncertainty vs. Avoidance, and Long vs. Short-Term Orientation. Cultures will express a variety of traits associated with each dimension to a lesser or greater degree.

One commonality between both Hall and Hofstede is a discussion about collectivist versus individualistic orientations within culture-how the individual versus a group of individuals is perceived and how each influences the norms and behaviours of cultural members.

Collectivist Orientation

Traits associated with a collectivist orientation favor the interest of the group over the individual. According to Mindess (1998, p. 40) about 70% of the worlds cultures are labelled collectives or group oriented. In her book entitled, Reading Between the Signs, she states that collectivist cultures include Africa, Asia and Latin America. This means that members of the community have a strong and shared community identity that comes from common experiences. The work of Smith (1996) demonstrates that Deaf Culture represents many of the traits associated with a collectivist perspective. The works of Mindess and Smith are excellent sources for further information on the topic of culture, cultural orientation and cross-cultural communication between deaf and non-deaf persons.

This collectivist orientation impacts a wide range of values and decision-making. So, for example, in a collectivist orientation to the world, members lend their skills and abilities to benefit the community as a whole-versus themselves as individuals. The aspirations or goals of the individual are subordinate to the goals of the group (Hofstede, 1997). The members work cooperatively to foster and perpetuate a common identity-who is an ‘insider’ and who is is an ‘outsider’ are based on very clear boundaries. This ‘insider’ identity may be expressed in the way members dress, the customs and rituals they follow, the way in which language is used-among other expressions. Membership within the group is sacred and of great importance to members. Acting outside of the norms of the community is seen as a betrayal of the value for the whole.

In collectivist cultures there is a strong value for reciprocity – contributing to the good of the whole, openly and freely sharing of resources, pooling of resources to accomplish a common need (Trompenaars and Turner, 1998). Decision-making among members of a community that has a collectivist orientation is often the product of group discussion, reliance on the experience of elders, and seeking solutions that have worked for others in the past. In these cultures, elders are highly esteemed-because they are the keepers of the traditions and they hold the ‘history’ of the community (Hofstede, 1997).

Mindess (1998) states that collectivist communities are viewed as highly cooperative and interdependent – high value is placed on group harmony, doing things together. This orientation to group cooperation may be represented in a variety of ways. For example, it might appear in the architect or in how time is approached. The architecture might reveal a value for more open spaces where members can easily congregate and time may be approached with flexibility because relationship is highly valued and ‘process’ (how things are done and how people feel about how things are done) is important. ‘Product’ (what gets done) may be less important. Flexible time impacts scheduling, how appointments are handled, how much time is given for what activities/events, as well as perceptions of lateness versus promptness.

In terms of discourse-the way people talk and what they talk about – messages are often slower and more textual, descriptions are rich and emphasis is on the context in which things happened (who was present, what were the relationships that existed, what did things look like, what was going on around the event being discussed, etc.) (Smith, 1996; Hofstede, 1997). As an example of how cultural orientation can impact discourse, think about ads on TV. Do you remember the series of coffee ads that were on American TV a few years ago that involved a woman and a man who had several encounters around the borrowing of some coffee? Over the course of several ads a relationship between the two began to unfold. Some viewers would look forward to the next ad from this coffee company because they wanted to see how the relationship was progressing. The problem was that many viewers did not remember the brand name of the coffee! That part of the message seemed to become lost in the slow unfolding of the romantic relationship between the man and woman. Well, this ad is an example of a ‘slow’ message-·not common in American ads (but more common in European ads), and that is likely why the ad was pulled and some viewers were left wondering if the couple ever ‘got together’!

Essentially, for a collectivist orientation to cultural identity to work, the members of the culture need to share a high degree of context. As a result, the ‘point’ of a message (what I want you to get from what I am telling you) may be more subtle or implicit because members can use their common experiences to infer meaning. Think about the use of analogies or proverbs to make a point.

• “A house divided against itself cannot stand.” The underlying value is for family unity and cooperation.
• “A place for everything and everything in its place.” The underlying value is for neatness and organization.
• “Don’t put all your eggs in one basket.” The underlying value is for thinking things through, being careful in your planning, and not to over commit resources.
• “If at first you don’t succeed try, try and try again.” The underlying value is for long-term commitment, perseverance) and motivation.

These are just a few of many examples of proverbs you have likely heard throughout your life. For a listener to infer meaning, the proverb must be based on an underlying value or principle that is central to the shared values, experiences and beliefs of a cultural community. The intent of the proverb is conveyed in a more indirect way. When proverbs or analogies of a particular culture are used, outsiders to the culture may feel unclear about the intended meaning because they do not share the common experience or value that underpins the ability to make the necessary inference.

Individualistic Orientation

In cultures that have an individualistic orientation, the individual is considered unique and individualism, self-reliance, self-actualization, and autonomy are deeply valued (Hofstede, 1997). These cultures thrive on innovation and competition where the individual can excel and demonstrate their uniqueness. America is considered by Hall (1981) to be an example of a culture with an individualistic orientation. People in cultures with this orientation might be viewed as compartmentalizing their personal relationships, their work, and many aspects of day-to-day life (Hall and Hall, 1989). In cultures with an individualistic orientation, privacy and individual/ personal space is important. This may influence architecture and how buildings and space are organized- everyone should have their own personal space, more closed versus open spaces, doors to create privacy, etc.

Time in cultures with an individualistic orientation is monochromic – which means things are compartmentalized and segmented into chunks. Time is blocked out for specific tasks/activities and ‘being on time’ is essential. Product is very important in such cultures because there is a strong achievement orientation- what you doing with your time and potential, what you have achieved to date, and whether you are realizing your potential, are common questions (Trompenaars and Turner, 1998). Process is valued, but typically as a means to achieve product. In these cultures ‘youth’ is also highly valued because it represents potential, opportunity, ‘newness’ and innovation. The elderly are less valued because they represent a decline in potential and competitiveness.

In terms of communication, ‘fast’ messages are preferred. If your point is not clearly understood, the listener will ask for it. The listener wants to know why you are telling them what you are, how it relates to them, what you want them to do with the information- be direct, please! Don’t be vague! Going back to the example of TV ads, think about most American ads-fast messages where a logo or symbol or fast image gives the context for the message. The point is made as quickly as possible – wear Nike shoes and you will be faster, drive certain cars and you will have status and speed, buy at certain stores and you will save money, eat certain foods and be thinner, use certain hair products or make up and you will be more attractive, etc.

In cultures with a strong orientation to the individual, there is no expectation that everyone shares a common identity  (or that such an identity would even be desired), so there is less reliance on a shared context. In these instances, context will be provided as part of the message – albeit as efficiently as possible. Giving more information than is needed is not valued in these low-context cultures, but giving enough to provide understanding is expected (Hofstede, 1997). As you can imagine, in such cultures, there would be a greater need to define norms/rules that govern how members interact in order for a lot of independent/autonomous people to live in the same society. Rules for turn-taking (like raising your hand if you want to comment) are just one example (Trompenaars and Turner, 1998).

This is a broad generalization of traits associated with collectivist and individualistic orientations to culture-a summary of some of the key ideas offered by various authors. It is included here as a way of helping to frame the idea that there are different ways of thinking, feeling and responding, and one’s way of being impacts behaviour and decision-making.

Looking at cultural orientation and identity from an Individualistic-Collectivist lens does not provide a full understanding of how culture works. Rather, it provides a basic understanding of some aspects of cultural orientation.

This basic discussion of cultural orientation can be used to reflect on the Happy Trails case study – the orientation that favors the rights of the individual resident represents a more individualistic perspective and the orientation that favors subordinating the rights of the individual for the ‘good of the whole’ represents a more collectivist orientation.

Certainly, we may find ourselves alternating between orientations based on the situation in which we are involved. However, it is likely that we have been socialized to favor one orientation over another. Consider for example that as Americans, we can see many examples of an emphasis on individual achievement and contribution in a wide-range of contexts-the graduation valedictorian, the Academy Awards for the ‘best’ performance or movie, the Most Valuable Player award in sports, Distinguished Service awards, This does not mean that teamwork is not also valued – just that individual contribution within the team must also be preserved. The uniqueness of the individual, the potential of the individual, and what he or she contributes is essential to preserve in the American society.

So, how does the way we have been socialized as Americans impact how we make decisions as individuals? Let’s continue to explore this question through the next activity.

Applying the Discussion to Your Own Experience

The role of cultural orientation in influencing core values is significant and is worthy of a level of study that goes beyond this workbook. If you would like to explore further the work of the various authors referenced in this section, some citations are offered here. The Mindess book is strongly recommended because it incorporates information from some of the other authors and specifically relates to interpreting for D/deaf people in the United States and cross-cultural considerations that apply.

Paradigm Shifts

Exploring core values fosters the clarification of influencing paradigms. Sometimes the process of values clarification creates paradigm shifts because the process enables you to see things in a different or improved light. A paradigm shift is a fundamental shift in thinking and behaviour due to a change in how we perceive, interpret and understand the world. Paradigm shifts are a natural part of all growth processes and are typically the result of increased self-awareness. Here is one example of a paradigm shift. We make assumptions every day about why people are behaving in certain ways. Who hasn’t experienced at one time or another someone driving erratically in traffic?

Drivers can become quite furious at another driver weaving in and out of traffic lanes and speeding- after all, this endangers everyone. However, if we realize that the person is driving that way because of a medical emergency, our paradigm suddenly shifts and our anger quickly subsides. We now see this situation and the reason for that person’s behaviour differently. In this paradigm shift, we are able to see the situation in a new light.

Summary

In this chapter we have begun the process of exploring core values – “the unchanging fixed measures within each individual that helps her or him separate right from wrong” (Kidder, p. 42)-and how core values influence your thinking, beliefs, and actions. Self-awareness is an essential quality for all professionals and is the starting place from where sound and reliable ethical decision-making begins. The time you invest in better understanding yourself, your core values, the contribution of culture to your core values, and the other factors and experiences that influence your decision-making will be a worthwhile contribution to your ethical and intellectual maturity.

The concept of ethical and intellectual maturity will be explored more fully in chapter 3. What constitutes ethical and intellectual maturity? What factors contribute to the maturing process? But first, it is important to further explore your own level of self-awareness. As well, the following activities are designed to help you continue your quest for self-awareness and understanding of your core values.

Journal Exercise

Sometimes in the midst of a busy and hectic life, we don’t often stop to consider whether our daily actions are consistent with our core values. It is important to check in with ourselves regularly to make sure we evaluate what is important to us, both now and throughout our lives. In the book, The 7 Habits of Highly Effective People, Stephen Covey (1989) discusses the importance of getting in touch with the internal guiding system that directs your life. Once you are in touch with this system, you will have a better appreciation of your most important core values.

To facilitate this process, Covey suggests ‘beginning with the end in mind’. We have developed the following activity to provide you with just such an opportunity. For this activity you will create a memory box. The origin of a memory box comes from the 14th Century-when so many women died in childbirth, the memory box became a way for children to learn more about their mothers. Your memory box can be real or imaginary.

What you want to do is imagine you have passed on from this world and that you have left your memory box to your loved ones as a way to express yourself to them in a unique way. You are providing your loved ones the opportunity to know you better-to know what you valued during your life-by exploring the things you have placed in the memory box.

Your friends and loved ones have gathered around your memory box. They open it and begin to look through all of the items you collected and included to represent that which was important in your life. What do you want them to remember about you? What differences would you like the items within your box to make in the lives of people who mattered to you and what about your character would you want reflected in the items you place in the box? Discuss the items you would place in the memory box, what they represent about what is important to you, how you feel the items reflect your character, and what you would like for your loved ones to experience from exploring your memory box. Feel free to use another piece of paper if needed.

Credit

This section is reproduced from Chapter 1, Defining Your Starting Place: Core Values (Pages 1-13) in  Mills-Stewart, K. & Witter-Merrithew, A. (2006). The Dimensions of ethical decision-making: A guided exploration for interpreters . Sign Media.