MEDINA COLLEGE

College of Arts and Sciences

Maningcol, Ozamiz City, Philippines

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

Values Education
AY: 2018-2019

INSTITUTIONAL VMGO:

Vision

An educational community of men and women dedicated to the formation of the whole person with professional competence and
commitment to promote local, regional, national, and global development.

Mission

As an institution of higher learning, the college commits itself to offer well-rounded program of liberal education and to provide varied
opportunities for students to grow professionally, spiritually, socially, and culturally.

Goals

In the pursuit of this mission, Medina College is guided by the following commitments:

A. As a Christian community, it welcomes faculty, staff and students with other religious beliefs and respects the religious freedom of every
member while providing opportunities for them to grow in their faith life.
B. As an academic community, it strives to offer quality and responsive education to prepare its graduate for national and global competitiveness.
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C. As a Filipino community, it promotes the formation of the students’ awareness of their civic and social responsibilities and development of the
students’ pride for nation’s rich cultural heritage.
PROGRAM VMGO:

Vision

The College of Arts and Sciences envisions itself as a provider of transformative education in humanities, natural and social sciences so as
to prepare students professionally in the service to God and country.

Mission

The College of Arts and Sciences of Medina College gives students ample opportunities to develop facilities and mastery in the use of English
and Filipino as core languages. It commits to provide students with holistic training to enhance the practice of their profession.

Program Objectives and its relationship to the Institutional Goals:

It aims to develop well-integrated Course Description

individuals who:
Values Education is a primordial teaching and learning activity in the history of mankind. It
has been in both professional and non-professional educative processes.Institutional
presentObjectives
Program Outside and Goals
inside
A B
the school campuses there is values education. This course as values education subjects deals with C
a) Accept both positive and negative traits of a Filipino * *
the issues regarding the values and identity of a Filipino. Questions whether or not Filipinos have
b) Appreciate the value and identity of a Filipino in philosophical, sociological, psychological, and historical perspective
their own identity because of the different value systems that changed the way how* a Filipino
* should*
live as such
c) Follow the track of a Filipino in a professional are answered.
and principled way. Having different infiltrators the Filipino values and identity
* struggle
* * to
flourish as both have been unclear in the search for the real or true essence of a Filipino.
d) Attain a Filipino identity living the ideal values and aspire better future for the Filipino Culture’s posterity * * *
In today’s generation the young Filipinos have been bombarded by foreign values of
materialism and consumerism. Since then the fate of the Filipino identity fell into darkness, the
Course Code: Val. Ed. 100 young understood being a Filipino in a negative and shameful manner. This is why many of them
need to be reoriented by the Filipino way.

Thus this course is divided into three parts, the first part talks about the roots and struggles
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the Filipino identity, the second part talks about the many Filipino values that come from different
values system the imposed by the infiltrators in the history of the Filipinos. The last part is about
understanding Filipino values in philosophical, sociological and psychological orientation.
Course Title: Filipino Values and Identity

Course Weight:3 units

Pre-requisite(s): NONE

Co-requisite(s): NONE

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Course Content

Topics Learning Outcomes Teaching-Learning Assessment Time References

Activities (OBE) Allotm
ent

I. Orientation to A. Recall the rules they have A. Orientation: The course 1 Course Syllabus
the Course to follow syllabus
B. Explain how and what
are the experience that
the students will undergo
in the course
C. Explain why is the course
necessary
D. Provide the necessary
requirements to comply
for the course
II. The Filipino
1. Roots of the A. Identify the roots of the A. Lecture: The roots of Quiz #1: to test the 3 Andres, T. D., (1981)
Filipino Filipino bloodline. the Filipinos recall of the students Understanding, Filipino Values.
 The Malay B. Classify the B. Class Discussion: What to the topic Tomas D. Andres and New Day
 The Chinese characteristics of each are the characteristics Question/s: Who are Publishers, Quezon City,
 The Indian kin of each race mentioned the first people who Philippines
C. Explain the difference which are known to be came in the
among these races the roots of the Filipino Philippines?
D. Narrate how did these people? What are the
people come to characteristics of
Philippines each race?
In what manner did
they travel?

2. The heart of the A. Know the heart of the A. Lecture: Spanish Reflection paper; the 3 Andres, T. D., (1981)
Filipino Filipino has been greatly occupation in the students are going to Understanding, Filipino Values.
 Spanish influenced by the Philippines, teaching of write a reflection on Tomas D. Andres and New Day
Christian Spaniards as they set sail Christianity, and the the qualities that the Publishers, Quezon City,
 Greco-Roman to the Philippines more roles of the friars. Spaniards had left in Philippines
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 than five hundred years
ago.
B. Explain the struggles of
the Filipinos in the hands
of the Spaniard who
brought their religion
with them.
C. Pen point the specific
qualities that the
Spaniards left in the
heart of the Filipino
people
3. The mind of the A. Point out the practices A. Class discussion: The
Filipino during the American
 American occupation in the
 Pragmatism Philippines
B. Explain how the B. Lecture: American
Americans change the
way Filipinos think
C. Illustrate the changes the
Americans made in the
Philippines Educational
System
4. The Filipino A. Articulate what is the A. Student Activity: Class
Value value orientation of the
Orientation Filipino
 Today B. Compare and contrast
 Yesterday the Filipino Value
orientation of the present
the heart of the
Filipinos against
one’s own self.
Misconception 4 Andres, T. D., (1981)
Amendments of the Check: The students Understanding, Filipino Values.
Philippine Educational are going to align Tomas D. Andres and New Day
System their misconception Publishers, Quezon City,
to the class Philippines
Occupation in the discussion on the
Philippines American occupation
in the Philippines
Homework: To
prepare the students
for the new topic to
be discussed they
are going to make a
descriptive report
about the topic—The
Filipino Value
Orientation
Drama: the students 3 Andres, T. D., (1981)
discussion: What are are going to make a Understanding, Filipino Values.
the differences between drama the show Tomas D. Andres and New Day
the Value Orientation of both the past and Publishers, Quezon City,
the Filipino from the the present value Philippines
Past and Present orientation of the
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 generation to the past. B. Lecture; What is the Filipino
C. Make a drama that value orientation of the
portrays both the past Filipinos
and the present value
orientation of the
Filipinos
5. Typology of A. Enumerate the A. Lecture on cultural Quiz #2: Question/s: 4 Andres, T. D., (1981)
Filipino Value different typology of relativism highlighting - Explain the Understanding, Filipino Values.
Orientation Filipino Values the differences among implication of Tomas D. Andres and New Day
Orientation cultural practices cultural Publishers, Quezon City,
B. Evaluate the strengths relative to universal relativism to Philippines
and weaknesses of principles like natural Ethics.
cultural relativism law. - Illustrate the
strengths and
weaknesses of
cultural
relativism
6. Filipino Way A. Analyze crucial qualities A. Group Activity At the end of this 3 Gripaldo, R. M., 2009 “Filipino
of the Filipino in moral - Students are going to topic, the students Philosophy: Traditional
identity in their own discuss the customs are going to submit Approach. Part 1 Section 2 2nd
moral experiences and traditions in the an essay where their (Ed). Chap 8 in Cultural
B. Examine the strengths Philippines taking into experiences as Approach to Filipino Philosophy.
and weakness of Filipino account the both Filipinos are 197-206
Culture negative and positive narrated analyzing
C. Evaluate elements that aspects the roots of Filipino
need to be changed B. Lecture: The Filipino qualities (both
negative and
positive). With
regards to the
negative the
students are going to
make
recommendations as
to how these
negative traits be
avoided or change
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7. End of the First A. Assess the learning of the A. Unit Exam
unit students
III. Selected Negative and Positive Filipino Values
1. Colonial A. Discuss colonial
Mentality mentality
B. Explain how colonial
mentality affect
Philippine economy
C. Examine ways on how to
change oneself
2. Filipino Time A. Discuss Filipino time
B. Determine what makes
Filipino time, Filipino
time
C. Make a time table on
one’s daily time plan,
note how one has
accomplish the plan
3. Ningas Cogon A. Discuss ningas cogon
B. Re-inspect one’s own
past experiences of being
ningas cogon
C. Narrate one’s own
experiences
D.
4. Mañana habit A. Identify qualities of a
person having a mañana
habit
B. Relate one’s self against
the qualities of the
person having mañana
habit
through time.
First Exam 1
A. Class Discussion: What Interview: the 2 Andres, T. D., (1981)
is colonial mentality? students are going to Understanding, Filipino Values.
How to deal with the make a video Tomas D. Andres and New Day
issue? interview to students Publishers, Quezon City,
B. Lecture: Colonial inside the campus; Philippines
Mentality questions to the
interview in related
to colonial mentality.
A. Class Discussion: what Observation report: 2 Andres, T. D., (1981)
is Filipino time? the students are Understanding, Filipino Values.
B. Lecture: Filipino time going to make an Tomas D. Andres and New Day
observation report Publishers, Quezon City,
regarding how one’s Philippines
own community use
their time.
A. Class Discussion; Experiment; The 3 Andres, T. D., (1981)
Personal experiences of students are going to Understanding, Filipino Values.
the students make a daily plan Tomas D. Andres and New Day
and accomplish each Publishers, Quezon City,
plan in a week. After Philippines
that, they will report
it to class
Students Experiences
A. Group discussion: what Reflection paper: 3 Andres, T. D., (1981)
are the qualities of a Question/s; How will Understanding, Filipino Values.
person having mañana I change my habit? Tomas D. Andres and New Day
habit? In what manner Publishers, Quezon City,
can one change it? Philippines
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 C. Determine ways on how
to change the habit
5. Pagkatitulado or A. Examine the value of
Pagpapahalaga Pagkatitulado or
sa mga may pagpapahalaga sa mga
pinag-aralan may pinag-aralan
B. Express one’s idea on the
necessity of having a title
or degree to uplift the
status quo of one person
C. Make a stand on the
issue and defend one’s
side
6. Paggalang/Resp A. Define what is respect
ect B. Identify ways or means of
respecting and in what
manner do Filipinos send
or give respect towards
one another.
C. Make use of the
knowledge by following
how the Filipinos respect
each other
7. “Bata System” A. Evaluate “Bata System”
and its effects to the
community or the society
at large
B. Critique the system and
proposed ways or means
to change it.
C. Make use of the proposal
8. Second Unit A. Assess the learning of the
Exam second unit
The students
A. Debate: Informal: The students are 2 Class discussion
Proposition; is it going to submit a
necessary to have a title reflection paper on
or a degree to have a the issue
name in the society?
B. Reflection writings
A. Lecture: On respect Drama: the students 2 Andres, T. D., (1981)
B. Differentiate how other are going to make a Understanding, Filipino Values.
countries give respect drama on the issue Tomas D. Andres and New Day
and how Filipinos give of respect Publishers, Quezon City,
respect Philippines
A. Research activity; the Group Case Analysis 3 Andres, T. D., (1981)
students are going to #2: on the Mayor Understanding, Filipino Values.
research on new feeds Duterte Case: Tomas D. Andres and New Day
or in newspapers, cases Election 2019 Publishers, Quezon City,
of denying justice Philippines
because of the system
Case on: 2019 elections
News by the students
A. Unit Exam Assessment of 1
Learning
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IV. Understanding selected Filipino Values in Philosophical, Sociological and Psychological perspective against easterners and westerners

1. Introduction to A. Articulate the A. Lecture; Quiz #3; What is the 1 Robert P. Hennig
the philosophical Orientation Philosophical views of philosophical Psr 31 (1983):
philosophical of Filipino Values Filipino values perspectives of Philippine Values In Perspective:
Orientation of B. Discuss the philosophical Filipino Values An Analytical Framework
Filipino values Orientation in Filipino education ? Concordia College.
values
C. Explain the philosophical
Orientation of Filipino
values

2. Affectivity A. Compare and contrast A. Class Discussion: What Make a graphic 4 Andres, T. D., (1981)
(Bahala na) bahala na and bathala do you mean when you organizer Understanding, Filipino Values.
mentality say bahala na? Is it differentiating Tomas D. Andres and New Day
B. Differentiate when does “bahala na” let fate be “bahala na” and Publishers, Quezon City,
one say bahala na in a the master or “bathala “Bathala na.” Philippines
positively manner or in a na” let God’s will be
negatively manner done? Relate the topic to
following a double sided - Lecture: Bahala na morality
morality
C. Evaluate the positive
aspect of bahala na so
that improve oneself for
the better
D. Examine the moral
aspect of bahala na.
3. Rigid Class A. Examine the rigid class A. Class Discussion; What Make a drama 2 Robert P. Hennig
Structure structure of the Filipino is the Class structure of presentation Psr 31 (1983):
community the Filipino Community showing the rigidity Philippine Values In Perspective:
B. Illustrate the rigid class B. Lecture; the rigidity of of Filipino class An Analytical Framework
structure in Filipino the Filipino class structure Concordia College.
community life structure
C. Value how the rigid
structure of Filipino
community
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 D. Dramatize the rigidity of
Filipino class structure
4. Religiosity A. Restate the religiosity of
the Filipino people
B. Compare how the
Filipinos view religion
against the west and the
east
C. Formulate a synthesis on
the issue
5. Introduction to A. Tell the sociological
Sociological orientation of the Filipino
Orientation of values
the Filipino B. Discuss the Sociological
Values Orientation in Filipino
values
C. Explain the Sociological
Orientation of Filipino
values
6. Utang na Loob A. Discuss what is utang na
loob
B. Examine the positive and
negative results of utang
na loob
C. Write a reflection paper
on the issue
7. Blow-out A. Describe experiences of
(balato) blow-out
B. Point out the attitude of
Filipino people towards
blow-out both the giver
and the receiver
A. Group discussion: Paper work: Based 2 Robert P. Hennig
Discuss the groups of on the group Psr 31 (1983):
churches in the discussion, the Philippine Values In Perspective:
Philippines and other students are going to An Analytical Framework
religions formulate a Concordia College.
B. Make a distinction synthesis
between what is
western(scientific) and
what is
eastern(superstition)
A. Lecture: the sociological Quiz #4; Question/s; 1 Robert P. Hennig
orientation of Filipino explain the Psr 31 (1983):
Values sociological Philippine Values In Perspective:
orientation of An Analytical Framework
Filipino values Concordia College.
A. Group discussion: what Role playing created 2 Robert P. Hennig
is utang na loob by the students Psr 31 (1983):
B. Role playing; the Philippine Values In Perspective:
students are going to An Analytical Framework
make a drama showing Concordia College.
the positive and
negative application of
the value
A. Assignment: the Class Blow-out 1 Robert P. Hennig
students are going to Psr 31 (1983):
write an essay entitled; Philippine Values In Perspective:
the art of blow-out An Analytical Framework
Concordia College.
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 C. Enumerate the reasons
why on is giving a blow-
out
8. Diffuse A. Express one’s
relationship experiences on
(Pakikisama or pakikisama, and in the
Pakiki-SAMA) manner where it becomes
pakiki-SAMA
B. Provide examples of
pakikisama and Pakiki-
SAMA
C. Write a realization about
the issue
9. Psychological A. Articulate the
Orientation of Psychological Orientation
Filipino Values of Filipino Values
B. Discuss the Psychological
Orientation in Filipino
values
C. Explain the Psychological
Orientation of Filipino
values
10. Hospitality A. Discuss what is
hospitality among
Filipinos
B. Identify the positive and
negative implication of
the value
C. Express one’s thought
about the value
11. Hiya A. Express one’s view on the
issue of hiya
B. Evaluate the positive and
negative experiences of
hiya
C. Make use of the
A. Class discussion; what Written realization 2 Robert P. Hennig
is pakikisama? When about the issue Psr 31 (1983):
can one say that Philippine Values In Perspective:
he/she is doing An Analytical Framework
pakikisama or pakiki- Concordia College.
SAMA?
A. Lecture; Psychological Quiz #5; Question/s: 1 Robert P. Hennig
orientation of Filipino Explain the Psr 31 (1983):
Values psychological Philippine Values In Perspective:
orientation of An Analytical Framework
Filipino values Concordia College.
A. Assignment; research Assignment 1 Robert P. Hennig
on how the value of Psr 31 (1983):
hospitality is applied in Philippine Values In Perspective:
different cultures in the An Analytical Framework
Philippines Concordia College.
A. Class discussion; hiya movie production 2 Robert P. Hennig
and its varied attitude created by the Psr 31 (1983):
B. Video Role playing students Philippine Values In Perspective:
showing positive and An Analytical Framework
negative connotations Concordia College.
of hiya
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 evaluation to change how
one should act with hiya
in drama presentation
12. Final Exam A. Assess how the students A. Comprehensive paper Comprehensive 1 Learning of the students
have learned throughout writing paper: Entitle “I am
the entire semester the Filipino”

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Course Requirements Grading System Schedule of Examination

1. Attendance 1. Attendance 20% Prelim

2. Class participation 2. Oral/Written Report 20%
3. Class projects and portfolio 3. Seatwork/Quizzes 20% Midterm
4. Periodic Test 40 %
Semi-final

Final

Prepared by: Noted by: Approved by:

PAUL ROBERT S. BAUTISTA DANILO S. YOLIM, EDD, LLB INGRID G. RACOMA, PHD

Faculty Dean of College of Arts & Sciences Vice President for Academic Affairs

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