The intellectual values of the human being are those that improve man in terms of reason, intellect and memory. Example: science, knowledge, wisdom.
The intellectual person is dedicated to reflect and criticize about reality: his ideas are intended to influence it. In addition, it intervenes, as creator or mediator, in politics, in the production of ideologies, of cultural currents and in the defense of one or other values.
Values are principles that guide the behavior of human beings. But there is no absolute, dominant or arbitrary definition of values, since the notion includes different contents and meanings addressed from various theories and concepts.
An integral view might refer to a quality of"excellence"or"perfection." A value is telling the truth; a value is to work instead of stealing, for example.
Characteristics of Intellectual Values
Intellectual values move around truth, knowledge, research and rationality.
In other words we could think that the intellectual values, studied from the logic, have:
-As an objective aim the truth
-As a subjective end the wisdom
His main activities are abstraction and construction
-With preference to reason
- With the need to satisfy self-realization, which ultimately results in a whole person.
-Importance to knowledge
Classification and types of values
Neither is there a fair or unique order of values. Valuation hierarchies change easily according to context. The most common classification discriminates logical, ethical and aesthetic values, where intellectual values are found.
Most of the classifications imposed are divided into"ethical values"and"moral values", but they have also been categorized as, according to Scheler (2000) in:
a) values of the pleasant and the unpleasant
b) vital values
c) spiritual values: the beautiful and the ugly, the just and the unjust
d) values of pure knowledge of truth
e) religious values: the holy and the profane.
On the other hand, Marín (1976), differentiates six groups:
a) technical, economic and utilitarian values
b) vital values: physical education, health education
c) aesthetic values: literary, musical, pictorial)
d) Intellectual values (humanistic, scientific, technical)
e) Moral values (individual and social)
f) Transcendental values (worldview, philosophy, religion).
On the other hand, Francisco Leocata (1991) realizes a scale of values with the synthesis of Hartman, Scheler and Lavelle between which also it emphasizes to the intellectual values:
a) economic values: they have to do with the physical needs, the usefulness and the productivity of the human being
b) Sensitive-affective values or values of vitality: linked to the expression of the person with his way of feeling good and the sensitivity of pleasure
c) aesthetic values: mold the passage from the natural to the cultural
d) intellectual values: gather to demonstrate truth, knowledge, research and rationality
e) moral values: intersubjectivity, awareness and behavior in relation to other people
f) religious values: where beliefs and faith play an important role.
Finally, Ervilla (1998), does a classification between values and intellectual antivalores and relates them with the"rational nature of the human being".
Intellectual values are defined as the essential virtues for the cognitive development of people: literacy, creativity, reflection. In opposition, the anti-values are: illiteracy, ignorance, dogmatism.
Studies on Intellectual Values
According to subjectivism, one of the main axiological theories, it is the subject who gives value and significance to things.
In other words, things are not valued by themselves, it is the human being who gives them their valuation.
The subjectivist visions are born of a psychologist theory. According to Muñoz (1998),"to the extent that they presuppose that value depends and is based on the subject that values: thus from these theoretical positions, value has been identified with some psychological fact or state."
Subjectivism fits values within what is not real and what is not worth on its own, but the human group is who catalogs, categorizes and gives meaning to a specific value.
The same assessment establishes that the values will depend on the approval of a group accepted in the company. The good and the bad will be delimited according to the judgment or valuation granted by the majority social group.
And from the point of view of axiological objectivism that is obviously opposed to subjectivism, the added value of things is not linked to individual experience.
According to Frondizi (2001), this current is born as a"reaction against the implicit relativism in the subjectivist interpretation and the necessity to make foot in a stable moral order".
This school posits that the values are ideal and objective that have a value independent of the estimates of the people and that they are real.
In this way, although we are all unfair because we consider it a value, to say an example, justice still has value.
References
- Page 2 Education and values. Madrid: New library.
- Ervilla, E. (1988). Educational Axiology. Granada: TAT Editions.
- Frondizi, R. (2001). What are the values? Mexico, D.F.: Breviaries of the Fund of Economic Culture.
- Leocata, F. (1991). Human life as an experience of courage, a dialogue with Louis Lavelle. . Buenos Aires: Salesian Center for Studies.
- Marín, R. (1976). Values, goals and attitudes in education. Valladolid: Miñon.
- Seijos Suárez, C. (2009). Values from the main axiological theories: aprioristic and independent qualities of things and human acts. Santa Marta: Clío América.