Added value (ethics)

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In ethics , a sub-area of philosophy , value creation is the process and the result of the realization of ideal values. With the emergence of the philosophy of value among its important representatives Oskar Kraus and Hermann Lotze , but above all with the work of the influential philosopher and anthropologist Max Scheler , the term advanced to a widely used philosophical term at the beginning of the 20th century, which still determines the discussions today .

term

In addition to the economic meaning of the term, the fact that the word “added value” is also a concept that has been at home in the world of philosophy since antiquity is often overlooked. Wisdom teachers such as Confucius , Buddha or Jesus of Nazareth represented the idea of ​​ideal value creation in their cultures more than a thousand years ago. In the European cultural area, the idea first came into the limelight of public attention with the philosophers Socrates and Plato in practice and literature. Its dissemination was carried by an "educational eros" and was intended to serve the moral and moral renewal of society through the youth. In addition, there were already commercially oriented teachers who, for a fee, prepared students in speaking schools or personal instruction for a political career or trained them dialectically like the sophists . The disputes between the early philosophers and the sophists documented in Plato's dialogues can be seen as the first attempts at struggling for an appropriate ethics of values.

Basically, a distinction can be made between values ​​that are associated with certain external goods and possessions for humans, the so-called "bonum physicum" (physical good) and the so-called "bonum morale" (moral good), which relates to the subjective values ​​of the individual and his inner satisfaction and search for happiness are closely linked. The ethical value creation aims at the latter. If in the economic sector it is primarily about the intentions and processes of profit growth and profit maximization, that is, a form of “having”, ethics are about ideal values, a form of existential “being”.

Material and ideal value creation

According to Siegbert A. Warwitz , ideal values ​​are values ​​that do not primarily serve material prosperity and pay off in hard cash, but mean an increase in the quality of life, an inner enrichment, a maturation of the personality. The realization requires an understanding of immaterial spiritual values ​​and the distinction between useful thinking and the striving for meaning.

For example, a strenuous, perhaps even dangerous mountain tour may not have any material benefit, it may even have to be paid for with additional material and / or physical effort, while the ambitious mountaineer gains an immaterial gain in meaning. While the material added value tends to follow the cost-benefit concept, the ideal added value is geared towards increasing meaning.

In the works of the pedagogue and youth psychologist Eduard Spranger and his contemporaries, the terms “realizing value” and “adding value” take on an important meaning in an ethical context. Spranger, who is closely associated with the youth movement , has a major influence on the design of reform pedagogy in the early 20th century. The ideal ideas, which were supported by broad circles of young people at the time, have had a lasting influence on the education system to this day.

Ideal value orientations

In his social criticism, the social psychologist Erich Fromm differentiates between “idealistic” and “materialistic” values. His differentiation between “having” and “being” is about the alternative of enrichment through external goods or human qualities.

The willingness to add non-materialistic value can draw its motivational power from very different sources. For example, a basic religious attitude (metaphysical orientation), but also a humanistic way of thinking (humanity, empathy) or a social orientation (charity, solidarity) can become the mainspring for thinking and acting accordingly. The individual and the community gain, for example

  • in the form of the gain in human maturity
  • by fulfilling a lifelong dream
  • as a feeling of inner enrichment
  • as awareness of selfless service to human community / society

Examples

  • A profession can be chosen and practiced primarily for economic reasons, in order to secure a livelihood, to increase prosperity or to acquire a certain social prestige. But it can also be seized without a secondary interest , out of conviction of the meaning of the work itself for a (also underpaid task) (occupation as “calling” instead of “job understanding”, honorary position without remuneration etc.)
  • When confronted with dangerous situations, those willing to take risks take on certain risks, such as the possibility of material loss or injury. This is justified only with the realistic prospect of being able to draw a gain in value from taking the risk. Without this chance, the risk would be senseless and irresponsible.
  • Work and performance must always be worthwhile. Work is not an end in itself. Man does not live to work, but works to be able to live or to fill his life with meaning.
  • The engagement in war or epidemic areas can convey a meaning in life, benefit those in need and at the same time serve the personal development.

Ways of mediation

The ways and methods of contemporary values ​​communication are diverse. They have been discussed since ancient times, but only put into practice to a limited extent. A broad spectrum of opinions emerges: If, on the one hand, there is talk of a rather pessimistic basic attitude of "loss of value" or a " change in values " in our society, other analysts also report increasing engagement, especially by young people in charitable institutions ( Care for the disabled and the elderly, selfless help in crisis areas, religious commitment).

Reliable involvement in ethical value creation requires consistent values ​​education, which is propagated time and again in day-to-day political business, but is rarely realized. This requires living role models, which in business, finance and politics stand out as negative and contrasting examples. According to school pedagogy, ethical value awareness should already be established in the home and socially demanded by them. A subsequent good school education can accelerate the implementation in everyday school life and deepen it using literary and historical models. Ultimately, however, it must grow out of a stable set of values ​​based on conviction and a corresponding self-education.

Freelance or school-based experiential education and attractive sports programs are also suitable for stimulating personal value creation on an ethical basis.

literature

  • Herbert Bruch, Richard Wanka: Changing values ​​in school and the world of work , Logophon-Verlag, Mainz 2006, ISBN 3-936172-04-8
  • Christian Duncker: Loss of Values? Change of values ​​between opinions and facts . Deutscher Universitäts Verlag, Wiesbaden 2000. ISBN 3-8244-4427-5
  • Erich Fromm: To have or to be - the spiritual foundations of a new society , German publishing house, Stuttgart 1976, ISBN 3-421-01734-4
  • Thomas Gensicke: Zeitgeist and value orientations in: Deutsche Shell (Hrsg.): Youth 2006. A pragmatic youth under pressure. 15. Shell youth study, Fischer Verlag, Frankfurt / Main, 2006
  • Karl-Heinz Hillmann: Value change. Causes - tendencies - consequences , Verlag Carolus, Würzburg o. J. (2004), ISBN 3-9806238-1-5
  • Hans Joas: The Origin of Values . Verlag Suhrkamp, ​​Frankfurt / Main 1997, ISBN 3-518-29016-9
  • Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Verlag Hofmann, Schorndorf 2005, ISBN 3-7780-0151-5
  • Eduard Spranger: Psychology of Adolescence , Verlag Quelle and Meyer, Heidelberg, 1924, pp. 19, 23 and 92
  • Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . 2., ext. Edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 .
  • Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges . In: DAV (Ed.): Berg 2006 . Munich / Innsbruck / Bozen 2006, ISBN 3-937530-10-X , pp. 96–111
  • Siegbert A. Warwitz: Growing in Risk. From the contribution to your own development . In: Case-Word-Number 93 (2008) pages 25-37

Individual evidence

  1. ↑ Max Scheler: Vom Umsturz derwerte , 1919 (Collected Works Vol. 3, edited by M. Frings and M. Scheler Bonn (Bouvier) 2007)
  2. ↑ Max Scheler: New attempt to lay the foundations of an ethical personalism , 1921 (Collected Works Vol. 2, Der Formalismus in der Ethik. Edited by M. Frings and M. Scheler Bonn (Bouvier) 2005)
  3. ^ Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . 2., ext. Edition, Schneider Verlag, Baltmannsweiler 2016
  4. ^ Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges . In: DAV (Ed.): Berg 2006 . Munich / Innsbruck / Bozen 2006
  5. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Hofmann, Schorndorf 2005
  6. ↑ Eduard Spranger: Psychology of Adolescence (Verlag Quelle and Meyer) Heidelberg, 1924, pp. 19, 23 and 92
  7. ↑ Erich Fromm: To have or to be - The spiritual foundations of a new society , Deutsche Verlags-Anstalt, Stuttgart 1976
  8. ↑ Hans Joas: The emergence of values . Suhrkamp, ​​Frankfurt / Main 1997
  9. ↑ The risk must be worth it (PDF; 622 kB). Phenomenon analysis in bergundstieg.at
  10. ↑ Hans Joas: The emergence of values . Suhrkamp, ​​Frankfurt / Main 1997
  11. ↑ Herbert Bruch, Richard Wanka: Value Change in School and Work , Logophon-Verlag, Mainz 2006
  12. ^ Karl-Heinz Hillmann: Value change. Causes - tendencies - consequences , Würzburg (Carolus) o. J. (2004)
  13. ↑ Thomas Gensicke: Zeitgeist and value orientations In: Deutsche Shell (Hrsg.): Youth 2006. A pragmatic youth under pressure . 15th Shell Youth Study, (Fischer Verlag) Frankfurt / Main 2006
  14. ↑ Christian Duncker: Loss of Values? Change of values ​​between opinions and facts . (German university publishing house) Wiesbaden 2000
  15. ^ Siegbert A. Warwitz: Growing in the risk. From the contribution to your own development . In: Case-Word-Number 93 (2008) pages 25-37
  16. ↑ Hans Joas: The emergence of values . Suhrkamp, ​​Frankfurt / Main 1997
  17. ^ Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Knowledge GHS thesis. Karlsruhe 1997