VALUES ON A LINE

Adapted for AEOE, May 2004

 

YOU WILL NEED:

Whiteboard and markers to explain continuum: “strongly disagree, disagree, neutral, agree, strongly agree,” perhaps cones/ rocks/ backpacks to show both ends and the middle of continuum, this sheet.

 

BACKGROUND INFO:

What is the difference between a belief and a value?

Belief is an idea, which a person holds to be true. (May or may not be true but that person believes it to be true. We need to look underneath someone’s beliefs to try to understand why they believe a certain thing, what life experiences may have led them to this conclusion.) Value is the worth a person or group places on something. Usually, our values guide us in the choices we make.

 

Definition of an environmental issue: Have to understand beliefs and values to understand what environmental issues are all about. Remember an issue is: 1) includes humans, the environment, and the interaction between the two and 2) involves differing beliefs and values which lead to differing positions regarding the solution to the issue.

 

It is helpful for an individual to be aware of his or her beliefs and values. Sometimes we using adequate or appropriate information to form a belief, sometimes are swayed by our economic condition, sometimes we get give into the fad of the day or even our mood. Belief and value conflicts arise often in environmental issues. Isn’t always so simple to decide what is right.

 

In this activity, students will have the chance to talk about why they feel the way they do and discuss. In discussing their beliefs and values, they will become more aware of the life experiences that have shaped these beliefs and values. Recognizing and respecting the fact that we all have different life experiences is essential to healthy dialogue about challenging issues.

 

 

VALUE STATEMENTS:

 

College student or adult version

v     The killing of deer by hunters plays an important part in keeping deer herds healthy.

v     Human females should not have more than two children.

v     Industries proposing to develop wetland areas should be able to “mitigate” the negative environment effects of their project by purchasing and protecting an equal amount of land elsewhere.

v     United States industries located in Mexico should be required the follow US environmental standards.

v     Eating meat is an environmental problem.

v     The recycling of metals such as aluminum and steel should be mandatory even if it not profitable.

v     People who have two or more cats as pets should keep them indoors because the cat is a natural predator.

v     Technology may be the source of many of our environmental problems at present, but it will also get us out of them.

v     Dogs should be kept on leash at all times in a national park.

v     We should continue to build nuclear power plants in order to produce needed electrical energy.

 

Teens

• Pepperoni pizza is the best kind of pizza.
• Hip hop music is the best kind of music.

Lead in: What is Community? A group of people with shared experiences and history.

Defined by race, ethnicity, religion geography, belief, etc.

 

• I identify with (feel connected to) a particular community. (share which ones)
• I find that other people sometimes misunderstand my community.
• If I hear a racist joke I would walk away and ignore the people that told the joke.

 

Elementary School Students (Mixed topic – pick and choose for your own purposes)

• I’m looking forward to returning to school
• School is an exciting place to learn
• School should give kids more privileges
• My education is very important to me
• I feel I have close friends at school
• Girls are treated differently than boys are at school
• Boys are better at science than girls
• Intelligent people do well on tests
• We have too many tests
• Adults do not listen to kids enough
• If I could vote, I would
• My family expects me to do well in school
• My family is very important to me
• Boys and girls are treated the same in my family
• I feel I am part of a community (school, church, sports)
• My community is a safe place
• Racism exists in my community
• It is OK to make fun of someone of another race, culture, or religion as long as it is a joke
• I have been made fun of because of my race, culture, or religion
• Homeless people should get jobs so they won’t mess up our communities
• Everyone in the US has equal opportunities to succeed
• I’ll definitely go to college
• I hope to be rich someday
• I prefer shopping to playing outside
• I prefer playing video games to playing outside
• I care about the natural world
• I care about nature enough to change my daily habits
• People should stop driving SUV’s because they are causing more greenhouse effect
• I would buy organic vegetables even though they are more expensive
• My community recycles (curb-side)
• People should have to pay a fine if they aren’t recycling
• It takes time to recycle
• I have a lot of opinions about the world

 

DISCUSSION:

• For which statements was there a wide difference of opinion? Why do these differences exist?
• Sometimes a group will load on the “neutral” category. When this occurs, what might be the reason? What could change this situation in the future? (Perhaps due to a lack of information, not just a lack of commitment to a certain stance.)
• Why is it difficult to resolve environmental issues when there are strong and differing beliefs and values? (Often when individuals will not exchange ideas or listen carefully to the values and beliefs of others.)
• How does it feel expressing yourself without talking?
• What things did you learn about yourself? About others?
• In general, what do you think you value in your own life?
• Do you believe that your values and beliefs will change as you get older? Have you seen this in family members or friends?

 

 

WHY DO THIS ACTIVITY:

 

1.     Help students to realize that there is disagreement about beliefs and values. These differing values lead to environmental issues.

2.     The differences in values can be expressed along a continuum, from one extreme to another. Peoples’ beliefs and values are not often fixed but change over their lifetime, in response to their experiences.

3.     Hopefully, students won’t end this activity thinking there is a “right” and a “wrong” – instead, they should be challenged to examine the ecological, social, and economic implications of the values they express. Example of social/ economic/ ecological: large families are socially desirable in some communities; large families are believed to economically support families in need with additional labor; large families from a resource perspective pose a longer-term ecological threat.

 

 

 

 

Adapted from Investigating and Evaluating Environmental Issues and Actions: Skill Development Program, by Harold Hungerford et al, 1996. Additional value statements provided by Bhavana Mody and Jeff Newman, HI Field Science Educators.