HUMAN VALUES
In essence, values are independent of their
Ethics involves values. In reality, ends are reality.
The term value is derived from the Latin word valere
which means to be worth of something or something to
be worth of.
 The Subject of Valuing
- The subject or agent doing the valuing is the
valuer, the appraiser or assessor of the worth of
the thing.
- The valuer is always a person, a human being.
 The Object of Valuing
- The object of value is the valued thing, the
carrier of value. E,g piece of gold, house and
car.
 Validation of Value
- The existence of a subject of value implies the
existence of a valued object. One cannot make
an act of valuing without a thing valued. In other
words, valuer necessitates a valued object. A
true and valid valuation happens when there is
conformity between the perceiving mind of the
object and the valued object.
- Values are both objective and subjective.
 The subject of Values as a Person.
- The agent of value is a human being, a moral
creature, a person. It is because valuing is free
and intellectual.
 Why an Object is of Value
1. The Object is Good
2. The Object is Right
3. The object is useful
4. The object id of beauty
5. The object is important and essential
 Value as Concept
- Some people may have through knowledge on
values: but such values may not be felt or lived
by the individual. Values in this sense stop at the
level of knowledge and remain merely
conceptual. They are not experienced or
incarnated in the person.
 Characteristics of Values as Experienced
1. Values are regarded as something desirable,
whether these be a quality, an object or trait,
event or act.
2. Values are essentially qualities; they are not
be mistaken for goods; for goods are only
carriers of values
3. Values motivate, call, and invite us.
4. Values are first felt (experienced) before
they are thought of.
5.
subjects or carriers.
6. The presence of values is invitational; they
do not compel a person to attain them.
7. All values are good and positive.
8. Values are dynamic, not static.
 Relative and Absolute Values
- A value can be anything. It can be any object, an
act, an event, a trait, a virtue or quality. A value
could be the object itself, or a carrier of another
value, or both.
 Absolute Values
- Values’ relatively does not negate absoluteness.
After all, absoluteness is the frame of reference
of relativity. Absoluteness is the foundation of
relativity. Certain values have that quality of
being independent of their subject or carriers.
There such values remain and persist unaffected
by change.
 Values Clarification
- The process of valuing. It is an act of discerning,
the right values appropriate for oneself. To do
this, one has first has first examine honesty
himself. One has to find out what he was, what
he is now and where is bound to.
1. Values are chosen- Values presented are chosen
by individual according to his needs.
2. Values are chosen freely- He makes the
selection freely and voluntarily.
3. Values are chosen from alternatives- A
selector doesn’t choose from only one.
4. Chosen values are prized- This means values
chosen are cherished, upheld and treasured.
5. Values are chosen intelligently- Choosing
involves weighing the pros and cons including
the foresight of consequences.
6. Values are to be worked out-Values are not
merely cherished but intended to be realized.
7. Values are shared- Normally the people share
their values of success.
8. Values became pattern of Life- a Performing
value is integrating them into one’s life.
9. Values enhance to total growth of the person-
Person integrates into his daily living, total
growth is enhanced in his person.
Ernest L. Tan  Filipino Values
1. The essential question to ask in the process of A. Strengths
valuing is not so much values to uphold, as 1. Pakikipagkapwa-tao
which values one will give priority. 2. Family Orientation
2. Value dilemmas and value conflicts are simply 3. Joy and humor
opportunities for us to clarify our value 4. Flexibility, adaptability and creativity
priorities. 5. Hardwork and industry
3. Our value priorities reflect our level of 6. Faith and religiosity
consciousness. 7. Ability to survive
4. Prioritization of values changes through time
according to the person’s context merging
needs, new concerns, new aspirations, new B. Weaknesses
milieu, et cetera. 1. Extreme personalism
5. The process of discerning value priorities can 2. Extreme family-centeredness
only be effective when total openness and 3. Lack of Discipline
honesty in the person are present. 4. Passitivity and Lack of initiative
6. One can make it a constant practice to check our 5. Colonial Mentality
value priorities as part of living; we learn to live 6. Kanya-kanya syndrome and
our lives consciously and responsibly. 7. Lack of Self-analysis

 Moral Values  Some Basic and Important Filipino Values

- Man is a moral creature. The reasons are: he
thinks and reason out: he freely will; he loves.
- If a man is moral being, he must have moral
values.
- Moral values “refer to those qualities of an act
performed by man freely and knowingly”
 Distinctive Features of Moral Values
1. A good becomes a moral value if it is
recognized as reasonable and freely
chosen by a person.
2. Moral values are universal in nature and
necessary for all people.
3. Moral Values are obligatory not
optional; every person out to be moral.
4. Moral and Religious values are pre-
eminent over the values.
5. A moral value is a call to man to
become more of human person.
6. Moral Values make man good
7. Moral values are absolute; they are
independent of other values.
1. Family- source of individual support
2. Economic Security- need to support the
family
3. Social Acceptance- pakikisama
4. Social Justice- Help those co-Filipino that
are in needs
5. Social Mobility- social status
6. Education- way to social mobility and
solution to problems
7. Industry- Filipinos are hardworking
8. Religious Faith- Christians at heart
9. Social Status and Self-Esteem- One’s
standing in the community.
10. Love of Country, Democracy and Freedom-
Patriotism
11. Authority – Respect and Obedience
12. Utang na Loob- Personal thought of thanks
for what has been received.
 The Morality of Human Acts
- It is that quality by which we classify human act
as morally good or morally evil, such quality
emanating from the act itself. Morality refers to
the goodness or badness of an act.
Determination of Morality
1. The Act and Its Object- the object of the act
refers to the very nature of the act itself. An act
is a physical tendency towards definite objective
or result.
- A morally good act must agree with the norms
of morality. It must be good in itself
2. The End of the Agent – in performing the act is
that which the agent wishes to attain by means
of the act. The end is that which motivates the
agent to make an act.
3. The Circumstances- are the condition
prevailing within the environment in which the
act was performed.
Norms of Morality
- Ignacio defines it as rule, standard, or measure.
It is something by which we gauge the goodness
or evilness of an act.
Two norms of morality
- Eternal Law – ultimate law of human act
- Human reason of Man/ Natural Law -
conscience of a man
LAW
- is a rule of action, or a principle of conduct.
Other Classification of Laws
a. By the Author:
1. Divine Laws- these laws are authored by God,
such as the ten commandments
2. Human Laws- these are laws authored by
church or by the state or by the institutions.
- Ecclesiastical Law- human laws enacted by the
church
- Civil Laws- made by the state
b. By Duration
1. Temporal Laws – these refer to all laws made
by man, whether it is enacted by the Church or
by the state. These are subject to time and place.
They are not absolute or permanent.
2. Eternal Law- God’s plan and providence for
the universe.
C. By Promulgation
1. Natural Law- these are innate in and not
acquired.
2. Positive Laws- These are man-made laws such
as enacted by Church or States authorities.
By Prescription
1. Affirmative Laws- the kind of law which is
binding in nature, but not necessarily at every
moment, however. Example “Honor thy Mother
and thy Father”
2. Negative Laws- these are the laws binding
always and at every moment. “Thou shall not
kill” is an example.
Conscience
- The practical judgement of reason upon an
individual act as good and to be performed or as
evil’s and therefore, to be avoided.
- It is the immediate and practical norm man uses
to confront a given action.
- Conscience is the man passing moral judgement.
KINDS OF CONSCIENCE
1. Correct or True Conscience- discerns and
dictates to the person what is good as good, what
is evil as evil.
2. Erroneous or False Conscience- this
conscience mistakes what is good as evil, and
what is evil as good. An erroneous conscience
would dictate a person that have a premarital sex
of a rest of love and therefore, not a sin.
3. Scrupulous Conscience- is one that is
extremely cautious or fearful to the point that the
person refuses to do or judge the act. As a result,
the person tends to judge an act as sin when it is
not.
4. Lax Conscience- what is sinful act is judged as
not sinful or even good act. This conscience
finds excuses for an evil act to be not sinful,
5. Certain Conscience- It is for sure and firm
judgement on an act without a bit of doubt.
6. Doubtful Conscience- the subject suspends
judgement on an act because he is not sure om
the goodness or badness.

Rights and Duties
- Born with man are rights and duties. Right exist
for the protection and growth of man.
A. RIGHT
- Is defined as anything that is owed, or due to a
person. It is something found in every person
due to his nature as a moral being.
- Right is defined as a moral power residing in a
person, a power which all others are bound to
respect.
Kinds of Right
1. Natural Right- is an inherit right if a person to
pressure, protect and promote his life.
2. Positive Right- is any right of man that is
provided by or based on, enacted by the state or
church, or any legitimate social institution.
3. Divine Right- refers to the right of the church to
teach.
4. Human Right- includes right to liv; the right to
promote and protect life and property.
5. Civil Right- includes social, political,
educational and economic rights of a person as a
citizen of a state.
6. Ecclesiastical Right- refers to the rights of
church established by Canon Law
7. Right to Property- refers to one’s life to own
and dispose property as he needs to maintain and
promote his life.
EMERITA S. QUITO presents human rights in a
more specific manner based on St. Thomas’ natural
and inalienable rights.
1. Right to live- human life is the greatest value,
hence right to it follows to be the highest among
all human rights
2. Right to Private Property- man’s right to own
and utilize property is another inalienable that is
inseparable from right to life.
3. Right to Marriage- man and woman are bound
to marry
4. Right to free movement- man’s right to move
and love freely.
5. Right to believe and worship- their belief
varies in degrees, but the fact if belief and
worship is there.
6. Right to work- the right to work is correlative
to the right to live. Man has to work to sustain
life.
FEATURES OF LIFE
1. Coaction-
2. Limitation- A person cannot exercise a right tin
excess of its boundary to the violation of other’s
rights.
3. Collision- is the inevitable clashing of two or
more rights.
BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or
property without due process of law, nor shall any
person be denied the equal protection of the laws.
Section 2. The right of the people to be secure in their
persons, houses, papers, and effects against unreasonable
searches and seizures of whatever nature and for any
purpose shall be inviolable, and no search warrant or
warrant of arrest shall issue except upon probable cause
to be determined personally by the judge after
examination under oath or affirmation of the
complainant and the witnesses he may produce, and
particularly describing the place to be searched and the
persons or things to be seized.
Section 3. (1) The privacy of communication and
correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order
requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the
preceding section shall be inadmissible for any purpose
in any proceeding.
Section 4. No law shall be passed abridging the freedom
of speech, of expression, or of the press, or the right of
the people peaceably to assemble and petition the
government for redress of grievances.
Section 5. No law shall be made respecting an
establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious
profession and worship, without discrimination or
preference, shall forever be allowed. No religious test
shall be required for the exercise of civil or political
rights.
Section 6. The liberty of abode and of changing the same
within the limits prescribed by law shall not be impaired
except upon lawful order of the court. Neither shall the
right to travel be impaired except in the interest of
national security, public safety, or public health, as may
be provided by law.
Section 7. The right of the people to information on
matters of public concern shall be recognized. Access to
official records, and to documents and papers pertaining
to official acts, transactions, or decisions, as well as to
government research data used as basis for policy
development, shall be afforded the citizen, subject to
such limitations as may be provided by law.
Section 8. The right of the people, including those
employed in the public and private sectors, to form
unions, associations, or societies for purposes not
contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public
use without just compensation.
Section 10. No law impairing the obligation of contracts
shall be passed.
Section 11. Free access to the courts and quasi-judicial
bodies and adequate legal assistance shall not be denied
to any person by reason of poverty.
Section 12. (1) Any person under investigation for the
commission of an offense shall have the right to be
informed of his right to remain silent and to have
competent and independent counsel preferably of his
own choice. If the person cannot afford the services of
counsel, he must be provided with one. These rights
cannot be waived except in writing and in the presence
of counsel.
(2) No torture, force, violence, threat, intimidation, or
any other means which vitiate the free will shall be used
against him. Secret detention places, solitary,
incommunicado, or other similar forms of detention are
prohibited.
(3) Any confession or admission obtained in violation of
this or Section 17 hereof shall be inadmissible in
evidence against him.
(4) The law shall provide for penal and civil sanctions
for violations of this section as well as compensation to
and rehabilitation of victims of torture or similar
practices, and their families.
Section 13. All persons, except those charged with
offenses punishable by reclusion perpetua when
evidence of guilt is strong, shall, before conviction, be
bailable by sufficient sureties, or be released on
recognizance as may be provided by law. The right to
bail shall not be impaired even when the privilege of the
writ of habeas corpus is suspended. Excessive bail shall
not be required.
Section 14. (1) No person shall be held to answer for a
criminal offense without due process of law.
(2) In all criminal prosecutions, the accused shall be
presumed innocent until the contrary is proved, and shall
enjoy the right to be heard by himself and counsel, to be
informed of the nature and cause of the accusation
against him, to have a speedy, impartial, and public trial,
to meet the witnesses face to face, and to have
compulsory process to secure the attendance of
witnesses and the production of evidence in his behalf.
However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that
he has been duly notified and his failure to appear is
unjustifiable.
Section 15. The privilege of the writ of habeas corpus
shall not be suspended except in cases of invasion or
rebellion when the public safety requires it.
Section 16. All persons shall have the right to a speedy
disposition of their cases before all judicial, quasi-
judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness
against himself.
Section 18. (1) No person shall be detained solely by
reason of his political beliefs and aspirations.
(2) No involuntary servitude in any form shall exist
except as a punishment for a crime whereof the party
shall have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor
cruel, degrading or inhuman punishment inflicted.
Neither shall the death penalty be imposed, unless, for
compelling reasons involving heinous crimes, the
Congress hereafter provides for it. Any death penalty
already imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or
degrading punishment against any prisoner or detainee
or the use of substandard or inadequate penal facilities
under subhuman conditions shall be dealt with by law.
Section 20. No person shall be imprisoned for debt or
non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of
punishment for the same offense. If an act is punished by
a law and an ordinance, conviction or acquittal under
either shall constitute a bar to another prosecution for the
same act.
Section 22. No ex post facto law or bill of attainder shall
be enacted.
1. CIVIL RIGHTS
A. Right to privacy
B. Right to travel or change of residence
C. Right to property
D. Right to worship
E. Right to free access to a court of justice
2. POLITICAL RIGHTS
A. Right to free speech and free press
B. Right to form association
C. Right to assemble and petition the government
for redress of grievances
D. Right to vote and be voted upon public upon to
public office
B. DUTIES
- A duty is a moral obligation demanded of a
person to do or not to do a thing.
- Duty is done under the free will of the agent.
KINDS OF DUTIES
1. Natural Duties- duties based on natural law
2. Positive Duties- duties performed as required by
enacted laws
3. Affirmative Duties- are obligations required by
affirmative laws.
4. Negative Duties- duties requiring the agent to
omit or refuse to do an act.
 5.
THE GLOBAL AND GLOCAL TEACHER
PROFESSIONAL: Is there a Difference?
Flat World or “One Planet Schoolhouse”- these two
terms imply global education as a result of the shrinking
world due to access in technology.
A. Global and Glocal Teacher Education
 UNESCO (United Nation Education, Scientific
and Cultural Organization)- defines global
education as a goal to develop countries
worldwide and is aimed at educating all people
in accordance with the standards.
 Another definition is that global education is a
curriculum that is international in scope which
prepares today’s youth around the world to
function in one worlds environment under
teacher who are intellectually, professionally
and humanistic prepared.
SUSTAINABLE DEVELOPMENT GOAL (SDG) 4
- 4.1 Universal primary and secondary
education. Ensure all girls and boys complete
quality primary and secondary education
- 4.4 Early Childhood development and
universal pre-primary education. Ensure all
boys and girls have access to quality early
childhood and pre-primary education.
- 4.3 Early access to technical/Vocational and
higher education. Ensure equal access for all
men and women to affordable and quality
technical education.
- 4.4 Relevant skills for decent work.
Substantially increase the number of youth and
adults who have relevant skills for employment
decent jobs and entrepreneurship.
- 4.5 Gender Equality and Inclusion. Eliminate
gender disparities in education and ensure equal
access to all levels of education and vocational
trainings.
- 4.6 Universal Youth Literacy. Ensure that all
youth and substantial proportion of adults, both
men and women achieve literacy and numeracy.
- 4.7 Education for sustainable development
and glocal citizenship. Ensure all learners
acquire knowledge and skills needed to promote
sustainable development, including among
others through education for sustainable
development.
One of the means to achieve the target is to increase
the supply of qualified teachers.
Thus, to meet the various global challenges of the
future, the 21st Century Learning Goals.
1. 21st century content: emerging contents areas
such as global awareness; financial, economic,
business and entrepreneurial literacy; civic
literacy; health and environmental awareness
2. Learning and thinking skill: critical and problem
solving skills, communication, creativity and
innovation, collaboration, contextual learning,
information and media literacy
 ICT Literacy: using technology in the context
of learning so students know how to learn
 Life Skills: leadership, ethics, accountability,
personal responsibility, self-direction
 21st century assessments: Authentic
assessments that measure the areas of learning
Glocal education is about diversity, understanding the
differences and teaching the different cultural groups in
their own context to achieve goals
Glocal Education provides equal opportunity and access
to knowledge and learning tools.
Glocal Teacher is a global teacher who is competent and
armed with enough skills, appropriate attitude and
universal to teach learners at home or abroad but is
equipped with both time tested as well as modern
technologies.
Glocal teacher is someone who thinks and acts both
locally and globally.
 Distinct characteristic and core values of
Filipino teachers
- Cultural and historical rootedness by building
on the culture and history of the learners
- Ability to contextualize teaching-learning by
using local and indigenous materials, content
and pedagogy.
- Excellence in personal and professional
competence and leadership
- Responsiveness through social involvement and
service, learner-centeredness
- Accountability and integrity by being positive
role model with strong moral character,
committed and conscientious.
- Ecological sensitivity by being a resilient and a
steward of the environment sustainability
- Nationalism/Filipinism by being a responsible
citizen
- Faith in the Divine Providence by being
humane and respectful of human rights.

A CLOSER LOOK AT HE TEACHERS AND THE
TEACHING PROFESSION IN THE ASEAN AND
BEYOND
Association of South East Asian Nations- Brunei
Darussalam, Cambodia, Indonesia, Laos,
Malaysia, Myanmar, Philippines, Singapore,  
Thailand, and Vietnam
A. THE LEVELS OF SCHOOLING AS A
SCHOOLING MELIU
1. Primary Level- free and compulsory
2. Secondary Level- junior and senior high school
3. Tertiary Level- ladder of educational system
where students earn bachelor’s degree
1. Academic Preparations of Teacher
Professional in Basic Education
 Pre- Service Teacher –
 Teachers of Lower Secondary- 12 years of
basic education and 2 years of teaching
preparations
 Upper Secondary Level – 12 years basic
education and 4 to 5 years of teaching
preparations
2. COMPONENTS OF TEACHER
PREPARATION
 General Knowledge and Understanding- what
to know about one self and World.
 Pedagogy- provides variety of teaching
delivery approaches beyond the traditional
methods of teaching
 Teaching Practicum/Experiential Learning-
component of training or for certification to
teach.
 Specialized Knowledge/ Major Courses- titles
B. The Teaching Profession Practice in the
ASEAN
Teacher’s Major Responsibilities
 Actual Teaching- refers to the time of
engagement of teacher with the learner.
 Management of Leaning – refers to the activities
which support the actual teaching.
 Administrative Work – teacher’s job.
CHINA
 200 Million Students attending public schools
 The subject matter and instructional content
are uniform
 Primary grades are devoted to cognitive skills
 Ranked 1 in the Global Teacher Status Index
New Educational System
 six years of primary education
 three years of junior middle school
 three years of senior middle school
 six years of university
varieties of technical and vocational schools
Two Main Categories of a Teacher
 gongban (state-paid) – earn salary comparable
with other state employees
 minban (community-paid) – paid by local
community
Teacher’s licensing
 secondary teachers by the central government
 elementary teachers by the province
 Chinese Teacher Enjoy Unquestionable
Authority
 Important knowledge comes from teachers and
students
 Learning involves listening, teaching and silent
practice
 Knowledge espoused by the teacher and
textbook is not to be challenged
JAPAN
 centralized and administered by Ministry of
Education
 24 Millions of students kindergarten to
universities
 This system gives us mental picture of obedient
 quiet children, listening to teachers and working
hard
The Teaching Profession in Japan
 country’s essential element in the success story
 responsibilities are entrusted for moral education
and
 character developments, instilling values and
living habits
 infuse cultural values throughout school
activities
 Annual salary is $43,775.00 annually, next to
Singapore
USA
Thomasites- first teachers
Becoming a Professional Teacher in the USA
 Earning Teaching Certificates
 Recruitment of Teachers
 Salaries of Teachers
Teachers are similar to social workers, librarians,
nursing and doctors.
 Learners adapt to various roles, responsibilities and
schedules. Despite the complex condition, they are
able to do the different tasks at one time.

 Initiative and Self-direction

THE CHANGING GLOBAL LANDSCAPE FOR THE
21ST CENTURY TEACHERS
A. The Changing Global Landscape and the 21 st
Century Skills for Teachers
 We are in an era of borderless “flat”
world.
 Globalization has opened doors to led
nations to co-exist and
interdependent.
 As future teachers of the 21st century,
there is an urgent need to understand the
new landscape that is brought about by
the changes in leaps and bounds of the
century.
A self-directed learner demonstrates life and career
skills. Goals are set and managed by themselves.
 Social and Cross-cultural skills
The life and career skills require learners to respect
cultural differences and work effectively with others,
be to be open-minded to different ideas in order to
innovate and improve quality of work.
 Productivity and Accountability
The most tangible proof that one has done
something is the product or result.
 Leadership and Responsibility

The New Learning Environment – the idea of learning Leadership and Responsibility are skills that should
environment has broadened from the confines of the four be developed by all learners and teachers.
walls of the classroom to places and spaces that support
learning. “Leaders are born, but they can also be made.”

 Learner-centered, The New Type of Teachers – teachers for the 21st

 New spaces and borderless, century learners teach within the context of new
 Enhanced opportunity for creativity and environment new content or knowledge and new
innovations, and processes of teaching and learning.
 Use of ICT.  Clear standards and accountability to learning of
The New Learning Contents – with the new learning the students
environment and the explosion of knowledge, content or  Skillful in the integration of ICT
subject matter of learning has been modified.  Skillful in the use of assessment to guide
teaching and learning
The New Processes of Learning and How These will  Great understanding of local and global cultures
be Facilitated  Practice core values
 Develop life and skill careers for the 21st century
 Face-to-Face
 Distance Learning UNESCO’s four pillars of learning
 Blended modalities
 Experiential and lifelong  Learning to Know- this implies for knowledge
and acquisition of such knowledge
The New Types of Learners – the new breed of  Learning to Do- to apply knowledge, one must
learners does not have age boundaries. have the 21st century skills.
 Leaning to Be- It implies developing the
Furthermore, the new types of learners are those coming
potential of each individual
from diverse background, multi-cultural, and multi-
 Learning to Live Together- It is bringing in
generational.
together a community work harmoniously, to
 Confident person live in peace and prosperity and to show respect
 Self-directed and concern for others
 Concern citizen HOW IS LITERACY DEFINED?
 Member of new generation
Defined literate as one who can, with understanding,
both reading and write a short simple statement on his or
her everyday life.
LIFE AND CAREER SKILLS

 Flexibility and Ability