Professional Documents
Culture Documents
SELF DEVELOPMENT
SOCIAL IDENTITIES
Are those aspects of the individual’s self-concept that are derived from the
social categories to which he or she perceives him/herself as belonging to.
Social identities link individuals to reference groups, which establish a set of
role expectations and norms that guide the individual’s behavior within each
of the social identities. For example: the identity of a Principal may be
associated with leadership and order (traits), analytical ability and
competence (competencies), service and commitment (values). These
aspired traits, competencies and values associated, serve as the basis for the
ideal self once established the attributes then reinforced the identity.
SELF-ESTEEM
Is the evaluative component of the self-concept (Rosenberg 1998). It is
the function of the distance between the ideal self perceived self. When
the perceived self matches the ideal self, self-esteem is relatively high.
Low self-esteem occurs when the perceived self is significantly lower
than the ideal self.
SELF DEVELOPMENT
SELF DEVELOPMENT
a. Values
Values are the beliefs, which we hold to be true - those noble
ideals we struggle to attain and implement in our daily lives.
Derived from the natural and moral laws and not from an
individuals opinions and feelings
They are based on objective, eternal and universal
truths (e.g., freedom, justice, peace, love family solidarity…)
Also rooted in a personal view of what works and does not
work; they may be accepted practices and ways of acting of
a given people during a given period of time.
Are an integral part of human existence; as such they relate
to every aspect of life?
Values can be viewed as priorities that relate to a person’s
behavior. Specifically, they are the priorities one is motivated
to act upon.
b. Values Education
1. Academic formation – human intellect (to know the truth)
2. Personal formation - human will (to act, to choose good)
3. As part of the school curriculum – is the process values are
formed in the learner under the guidance of the teacher.
4. As a subject – values education has direct and immediate
relevance to the personal life of the learner
5. It is holistic because it involves all faculties of the learner.
a. Spanish influence
Spanish influence is manifested in our religious, political,
economic, educational life, language, dress and diet. Most of
the population was converted to Hispanic Catholicism, and the
visible aspects of culture (e.g., personal names, vocabulary,
urban architecture, fine arts, dress, cuisine, and customs) were
profoundly influenced or modified. (Harper and Fullerton,
1994)
SELF DEVELOPMENT
b. Americanization of Filipinos
American influences manifested in our political and social outlook. With
the introduction of a democratic system of government we became aware of
our rights and privileges. The popularization of education gave us the
opportunity for –social mobility. Americans in the presumed spirit of white
paternalism and benevolence saw themselves as best owners of education,
religion, public health, development , and democracy to their “little brown
brothers” (Gochenour, 1990). In fact, the American educational system was
adopted, and English (which children were required to speak in school) was
made the official language (Kang, 1996).
c. Japanese Occupation
Japanese influences manifested our love of work. Dignity of labor and
working hard were one of the values that Filipinos were widely known. This
is evident because many Filipinos nowadays are working abroad. Almost
everywhere Filipinos are at hand working hard to earn more to support their
family. Many countries choose Filipinos to work in their country because
they know of Filipinos’ perseverance and hard work.
Family Values
The typical Filipino individual exist first and foremost as a
member of a family and looks to the family as the only reliable
protection against the uncertainties of life. (Gochenour, 1990, p. 18)
Reliance on the family for love, support, and refuge has
historically been as much an economic necessity as it is a cultural
tradition. The family is the source of one’s personal identity and of
emotional and material support. It also is the focus of one’s primary
duty and commitment. Dependence on, loyalty to, and solidarity
with the family and kin group are of the highest priority (Okamura
and Agbayani, 1991). Family loyalty also might dictate that a young
parent temporarily leave his or her family and children in order to
pursue better educational, training, or employment opportunities in
other countries (Santos, 1983). This sense of family obligation
begins early on when children are conditioned to be grateful to
their parents for their birth. A lifelong debt of gratitude or utang na
loob (“debt from within”) thereby creates binding relationships of
love, respect, and obedience (PAPEP), 1982).
Alternative Concepts and Other Values
Moral Intuition
The more carefully you think through your great decision, the more
spontaneous you will be in the host of situations covered by those
decisions. Though few have an appetite for studying and
discussing difficult moral cases, the intellectual dimension to
morality is nonetheless essential. When actions are not governed
by our best thinking we are usually in the current of emotions
whose guidance is less reliable.
Human Acts – are actions performed by an agent with conscious
knowledge and are subject to the control of the will.
Acts of Man – are actions that are instinctive and involuntary
and are not within the control of the will.
Classification of Human Acts
Moral actions – are those actions that are in conformity with the
norm of morality. They are good actions and are permissible.
Immoral Actions – are those actions that are not in conformity
with the norm of morality. They are bad or evil actions and are
not permissible.
Amoral Actions – are actions, which stand neutral in relation to
the norms of morality. They are either good or bad in
themselves. But certain amoral actions may become good or
bad because of the circumstances intended to them.
Eternal Law – reveals the will of God. It contains the divine blueprints
which bring order into the universe because they direct all of creation
and creatures to their respective end-goals (St. Augustine)
Moral Law – contains universal truths and ethical principles that ought
to guide the individual conduct of man in matters of right and wrong (E.
Esteban).
The determinants of morality in any given action
1. The morality of any given action is determined by three elements,
a. The end in view
b. The means taken
c. The Circumstances
Whoever knows this principle, does not thereby know the right and
wrong of every action, but he/she knows how to go about the enquiry. It
is a rule of diagnosis.
The end of view may be either single, as when you forgive
an injury solely for the love of Christ; or multiple co-
ordinate, as when you forgive both for the love of Christ
and for the mediation of a friend, and are disposed to
forgive on either ground separately; or multiple
subordinate, as when you would not have forgiven on the
latter ground alone, but forgive the more easily for its
addition, having been ready, however, to forgive on the
former alone: or cumulative, as when you forgive on a
number of grounds collectively, on no one of which would
you have forgiven apart from the rest.
Where there are no outward action, but only an internal
act, and the object of that act is some good that is willed
for its own sake, there can be no question of means taken,
as the end in view is immediately attained.
HUMAN RIGHTS
Traditionally, human rights are defined as titles or claims to certain material and spiritual
goods, or to have access to such goods in order or human person to live a dignified life.
Kinds of Rights
A. Personal Rights
1. Right to life- primary condition of all human rights or the obvious reason
that only person who are alive that they can exercise their rights and thereby
accomplish their mission in life.
2. Right to One’s Person- right over our own bodies and bodily faculties and
energies. St. Paul emphasized that our body is the temple of the Holy Spirit.
3. Right to One’s Personality- persons have the right to develop their own
individual character.
B. Religious and Moral Rights
1. Right to Education- it is our right to
avail of all possible means and
opportunities to help us develop
physically, intellectually, spiritually
and socially.
2. Right to Conscience- when it come
to moral decisions, all human
persons have the right to act in
accordance to their moral
conscience.
3. Right to Religion- in so far as
person are bound to seek the truth
and accordingly worship the Creator,
they have the natural right to relate to
God and to freely express and develop
this relationship within the teachings
and practices of their chosen religion.
SOCIAL RIGHTS
1. Right to Honor/Respect- it refers
to the credibility and esteem persons
enjoy in the society.
2. Right to Free expression- refers to
right to speak and right of assembly.
3.Right to organize- we have the right to
organize like organizations, that makes
up an essential ingredient of a free
society.
VALUES EDUCATION
CHRISTIAN ETHICS
Ethics has something to do with the
nourishment of right doings and the
rejection of wrong doings.
instinct
emotion
instinct morality
s
emotions
Christian Ethics
• Man is motivated to survive and to be
good always because of mortality and
the promise of everlasting happiness
after death.
• It is a Humanistic Ethics in the sense
that it requires a unique ethical
obligations or unique ethical source.
Obligation in the sense that we need
and we must do good always for us to
reach heaven.
Christian Ethics
• Ethical courses in the sense that Scripture and
church teaching make things right or
wrong(legalism)
It has two- fold sense:
a. Christian meaning -we are gifted with a profound
Christian vision of the meaning of the world,
deeper understanding of the human person’s
dignity as God’s image, and a clearer sense of
their final destiny.
b. Christian motivation -it focuses on behaviour
motivated by natural law, usually the law of Christ.
(suffered , died, arose out of love to mankind)
Filipino Ethics
• Filipinos have moral
obligations motivated by a
“must principle". if I do that
what are the consequences.
If I don’t, again what are the
possible consequences.
Moral obligation Value protected Consequences
1
The Person
-whole individual being that has
the natural potential to know,
love , desire, and relate to self
and others in a reflective way.
Personhood and the Conception Event
2. Conception