Each entry has 8 parts.
- Common, memorable name of the value (word or phrase)
- Image: Depicts an instance of the value whether a scene, model/expert/virtue hero, or possibly a short story/tale; news clipping; phrase/saying.
- Context of value: more general values, more vague in application are placed earlier in the list. Are the complement of the values found in the Subsidiary section (the last one), and with those describes the sturcture of the list, how values relate to one another in a relation of suborindate composition. Applies to more sectors of life, consitutes scope for more actions. may also identify type of ethical theory of which it is most characteristic, which ethical theory it best fits into and how. Values that are of about the same level of generality or which have the same scope are placed in this section: e.g., sympathy and empathy would go in the first section in the value "compassion."
- Statement of problem: challenge for when value is forgotten, demoted. What happens if a people neglects this value?
- If you read the problem and the instruction consecutively, you'll realize that some justification is needed for the instruction. In the largest section of the entry are provided reasoning behind both the expression of the problem and the instruction given afterwards. Social, psychological, and empirical evidence for the value (“without X there is such and so a problem”); ways manifested. General discussion of the value.
- Instruction: physical and social relations needed for the value; emotional supports for the value; how to make it live. Also, to whom it applies. Here is where a link would be found to the Values Recovery Proposals, if a proposal has been made for recovering this value.
- A sketch diagramming the instruction. This is more iportant than you might expect. This image is itself a form of instruction; it is not an illustration of the value—that is the function of the picture. A well-done sketch is easier to follow than a photograph, because they are more general, or schematic, so these should be drawings.
- Specific or subsidiary values fulfilling the entry's value (and to be listed later). Scope for fewer actions. Quite often these values are types or species of the entry value (for example, school spirit is a form of loyalty and would be listed in this section in the "Loyalty" entry). They may restrict or limit the expression of the entry value. These complement the values found in Context section.
- UPDATE: SUMMER 2009 If you compose an entry for a value from outside the Billings, MT, USA area, or if you add to an existing entry, please indicate at the insertion point the locale in relation to which you write. Since values are assumed on this site to be locally specified by practices, naming the place (city, town, village, neighborhood, state, country) will allow readers to engage more precisely in values conflict: As the Analects of Confucius (13:18) indicate, in the walled city of She in the state of Chu they …, but among my people we … WikiEthica is not the place for universalism of values.