INTRODUCTION TO NSTP 1

Lesson 1

Introduction of National Service Training Program (R.A. No. 9163)

Pursuant to Section 12 of Republic Act No. 9163, otherwise known as the National Service
Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education
and Skills Development Authority (TESDA) and the Department of National Defense (DND), in
consultation with concerned government agencies, the Philippine Association of State Universities and
Colleges (PASUC), the coordinating Council of Private Education Association of the Philippines
(COcOPEA), Non-Government Organizations and recognized student organizations, hereby jointly issue,
adopt and promulgate the following implementing rules and regulations to implement the provisions of
the Act.

Brief History of NSTP

National Service Training Program (NSTP) started with the passage of Commonwealth Act No. 1
also known as National Defense Act. An act to provide national defense of the Philippines penalizing
certain violations thereof appropriating funds therefore, and for other purposes. This is under the
government of President Manuel L. Quezon (1935). It requires college students, specifically males to
finish 2 years or 4 semesters of Military Training to be reserved cadets of the National Defense of the
country.

In August 8, 1980, the Commonwealth Act No. 1 was amended to give existence to Presidential
Decree No. 1706 or National Service Law which mandates compulsory national service to all citizens of
the country. It is composed of three main component programs, namely Civic Welfare Service (CWS),
Law Enforcement Service (LES), and Military Service. College students were given an option to choose
one among these components to comply as a requirement of tertiary education.

After the ouster of President Marcos the implementation of the National Service Law except the
provisions of Military Service was suspended by Presidential Memorandum Order No. 1 of President
Corazon C. Aquino. It became Basic Reserve Officer Training Corps (ROTC) that took effect on SY 1986-
1987.

In the year 1991, the Implementing Rules and Regulations of Republic Act 7077 modified the
Basic ROTC Course to Expanded ROTC Program as mandated. The modification is composed of military
subject in the first year and any of the following components: MTS, CWTS, and LES in the second year
curriculum.

On March 18, 2001, a dead body was found wrapped in a carpet and floating in the Pasig River.
The face was wrapped in packing tape and the hands and face were bounded Body was identified as
Mark Welson Chua, 19 year old Engineering student University of Santo Tomas (UST), reportedly a victim
of illegal ROTC practices lead to a massive protest of the college students and concerned parents against
the ROTC program. Since then, Expanded ROTC program morphed into National Training Service
Program (NSTP).

Rationale of the National Service Training Vice Training Program

(NSTP)-Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS)

The conceptualization and the establishment of the NSTP for the tertiary level students is
amended in the Republic Act 7077 and Presidential Decree No. 1706. This was enacted by the Senate
and House of Representatives in Congress, which is known as the National Service Training, Act of 2001.

NSTP is program aimed at enhancing the civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism undergoing training in any of the three program
components, especially designed to enhance the youth active contribution to the general welfare
(Section 4, RA 9163).

Literacy Training Service refers to the program component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths and other segments of society
which are considerably need of their services.

The Civic Welfare Training Service (CWTS) is one of the NSTP components as an option vice
ROTC of the incoming freshmen male or female students effective SY2002-2003(Section 4, RA 9163). In
this program, the students would undergo lectures/activities contributory to the general welfare and the
betterment of life or the members of the community and to render services particularly the
enhancement of instructional support materials and facilities in the following areas:

Improving health
Education
Environment
Entrepreneurship
 Safety
Recreation
Morale of the citizenry
Other social services

In the second semester, the students will undergo actual community service involvement.
Projects and activities are designed to encourage the youth to contribute in the improvement of the
general welfare and the quality life for the local community applying various institutional components.
More particularly, these are in terms of health education, safety, livelihood, environment, and the
morale of the citizenry.

The students would be oriented of the implementation guidelines of the NSTP IRR 9163, to
understand the reasons and purposes of the NSTP Law as part of their curriculum. The teaching learning
is focused in the development of the youth to become assets of the community, society and to the
nation as a whole. Thus making them aware of their great role as individual to the development of the
nation.

Teaching learning experiences in the subjects would be centered in:

1. Value Integration
2. Promotion And Reformation
3. Self-Awareness
4. Basic Leadership Training
5. Values Development Integration
6. Dimensions Of Development
7. Community Exposure/Agency Visits
8. Community Needs Assessment
9. Development Of project proposals

The topics of activities to be considered would be nurturance of the importance and role of
positive virtues, val the attitudes, and development of service oriented characteristics individuals as well
as their responsibility towards mankind and the environment.

The importance of CWTS as a whole is geared towards the development and re-direction of
positive values and attitude among students. This is by giving them the chance to see that they can
create a difference in their own ways. Thus, making them appreciate their role and responsibilities not
only as students but also as an individual that can contribute to the betterment of life be it in their
family, community and to the nation as a whole.
The Vision

To develop the youth as social entrepreneurs serving the communities as value-driven

innovators for national peace and development.

The Goal

To promote and integrate values education, transformational leadership and sustainable social
mobilization for youth and family development, community building, national security, and global
solidarity.

Objectives

1. To promote and protect the physical, mental, spiritual, and social well-being of the youth.
2. To inculcate patriotism and nationalism in the youth.
3. To encourage their involvement in the public and civic affairs

Suggested Strategies

1. Integrative approach to human development that begins with one's self;

2. Partnership with local officials, civic leaders and non-government organizations;
3. Self-reliant community development supportive of national goals;
4. Community building; and
5. Participatory decision making.

The Values

These are guided by commitment to:

a. love of God
b. human dignity
c. truth, goodness and social responsibility
d. innovation and creativity
e. synergy and professionalism
f. protection of the environment
g. indigenous learning and conservation
Implementing Rules and Regulations of the National Service Training Program

Rule I – Guiding Principles

What is the prime duty of the government to its citizens?

Section 1. Guiding Principle.

 While it is the prime duty of the government to serve and protect its citizens, in turn it
shall be the responsibility of all citizens to defend the security of the state, and in
fulfillment thereof, the government may require each citizen to render personal,
military or civil service.

How does the government recognize the role of the youth in nation building?

Section 2. Role of the Youth.

 In recognition of the vital role of the youth in nation-building, the state shall promote
civic consciousness among them and shall develop them physical, moral, spiritual,
intellectual and social well- being. It shall inculcate the ideals of patriotism, the
nationalism and advance their involvement in public and civic affairs.
 As the most valuable resource of the nation, the youth shall be motivated, trained,
organized and involved in the military, literacy, civic welfare programs and other similar
endeavors in the service of the nation.

Rule II - Definition of Terms

Section 3. As used in this implementing Rules and Regulations (IRR), the following terms shall
mean:
a. "National Service Training Program"(NSTP) – refers to the program aimed at enhancing
civic consciousness and defense preparedness in the youth by developing the ethics of
the three program components, specifically designed to enhance the youth's active
contribution to the general welfare.
b. "Reserve Officers' Training Corps"(ROTC) – refers to the program component,
institutionalized under section 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level students in order to motivate, train, organize and
mobilize them for national defense preparedness.
 c. "Literacy Training Service"(LTS) – refers to the program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youths
and other segments of society which are considerably need of their services.
d. "Civic Welfare Training Services"(CWTS) – refers to the program component of activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of their families, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and moral values
of the citizenry and other social welfare services.
e. "Program Component" – refers to the service components of the NSTP as defined
herein.
f. "Clustering" - refers to the grouping of students enrolled in the different schools taking
up the same NSTP component into one group under the management and supervision
of the designated school.
g. "Cross Enrollment" – refers to the system of enrollment where a student is officially
enrolled in an academic program of a school but allowed to enroll in the NSTP
component of another school and
h. "Non-Government-Organization"(NGO) – refers to any private organization duly
accredited by CHED or recognized by TESDA.

Rule III- Program Implementation

Who are required to complete one NSTP component of their choice as a graduation requirement?

Section 4. Coverage
a. All incoming freshmen students, male and female, starting school year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two year technical-vocational or associate
courses, are required to complete one NSTP component of their choice, as a graduation
requirements.
b. All higher and technical vocational educational institutions must offer at least one of the
NSTP components.
c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one
other NSTP component.
d. The Philippine Military Academy (PMA), Philippine Merchant Academy Marine Academy
(PMMA), Philippine National Police Academ of the (PNPA) and other SUCs of similar
nature, in view of the special character of this constitution are exempted from the NSTP.
e. Private higher and technical-vocational education institutions with at least 350 student
cadets may offer the ROTC component and consequently establish/maintain a
Department of Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).

What are the components of the NSTP?

 a. Reserve Officers Training Corps (ROTC) - refers to the program component, institutionalized
under Sections 38 and 39 of Republic Act No. 7077, designed to provide military training to
tertiary level students in order to motivate, train, organize and mobilize them for national
defense preparedness;
b. Civic Welfare Training Service (CWTS) refers to the program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving health,
education, environment entrepreneurship, safety, recreation and moral of the citizenry and
other social welfare services;
c. Literacy Training Service (LTS) - refers to the program component designed to train the students
to teach literacy and numeracy skills to school children, out-of-school youths and other
segments of society in need of their services.

What is the duration of the NSTP components and equivalent course per semester?

Section 6. Duration and Equivalent Course Unit.

a. Each of the aforementioned NSTP components shall be undertaken for an academic
period of two semester. It shall be credited three units per semester, for a duration of
fifty- four to ninety training hours per semester.
b. A one summer program in lieu of the two semester program may be designed,
formulated and adopted by the DND, CHED and TESDA. However, it will be subjected to
the capability of the school and the AFP to handle the same.

What is NSTP-One Summer Program (NSTP-OSP)?

 NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, specifically Section 6 and jointly
devised, formulated and adopted by DND, CHED and TESDA.
 NSTP-OSP is established for the three components: ROTC, CWTS and LTS. This is intended for
graduating students in baccalaureate or at least two-year technical-vocational or associate
courses, who have yet tot comply with the NSTP as a requirement for graduation, as well as for
students, who wish to be free the NSTP activities during the regular semesters, thus allow them
to concentrate on the academic subjects and other co-curricular concerns.

How can clustering and cross-enrollment be done?

Section 7. Clustering and Cross-Enrollment

a. Clustering of students from different educational institutions during semestral or
summer periods may be done in any of the NSTP components, taking into account
logistics, branch of service and geographical location. The host school shall be
responsible in managing the program.
b. Schools that did not meet the required number of students to maintain the optional
ROTC and/or any of the NSTP components, or not offering the components chosen by
 the students, shall allow their students to cross-enroll in other schools, irrespective of
whether such school is under CHED or TESDA. In case of students taking the ROTC
components, irrespective of whether the two semesters shall be taken from different
schools whose ROTC is administered/managed by different branches of service of the
AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations
of the school of origin and the accepting schools.

Section 8. Management and Monitoring.

a. The school authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components of
their respective schools.
b. In the case of ROTC, the school authorities and the DND, based on the policies and
regulations and programs of DND on the military component of the training, shall
exercise joint supervision over its implementation.
c. Schools which have contracted CHED-accredited or TESDA recognized NGOs to
formulate or administer training modules for any of the NSTP components shall jointly
exercise such academic and administrative supervision with those NG0S within forty-five
days from approval and issuance of this IRR; the CHED, TESDA and DND shall issue the
necessary guidelines for the accreditation of non-government organizations (NGOs) and
training modules to be utilized by these NGOs.
d. CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP (through the
Major Service Reserve Commands) shall oversee and monitor the the implementation of
the NSTP under their shall oversee and monitor the implementation of the NSTP under
their respective jurisdictions, to determine if the training conducted is in consonance
with the Act. These offices shall submit periodic reports to the Central Offices of the
CHED, TESDA and DND.

What are the basic guidelines for the formulation of the NSTP Curriculum?

a. The curriculum shall be formulated by the Program Coordinator duly approved by the school
authorities, copy furnished CHED/TESDA Regional Offices. It shall comply with the intent and
requirements of the NSTP and its components.
b. It shall provide for both lecture and practicum activities. NSTP Practicum activities shall be
separate from the practicum requirements of other subjects/courses.
c. The course syllabi shall clearly define the objectives, contents, activities, requirements and
student evaluation system.
d. Program Coordinators and instructors/lecturers shall be duly qualified in terms of training and
experience, to handle their respective assignments.

Rule IV- Fees and Incentives

 Section 9. Fees.
a. No fees shall be collected for any of the NSTP components except basic tuition fees,
which should not be more than fifty percent of the charges of the school per academic
unit.
Section 10. Incentives.
a. A program of assistance/incentives for ROTC students shall be provided and
administered by DND, in accordance with existing laws and regulations and subject to
the availability of funds.
b. Schools authorities concerned, CHED and TESDA, shall ensure that health and accident
group insurance are provided for students enrolled in any of the NST components.
c. Schools that already provide health and accident group insurance and collect the
necessary fees for the purpose from their students as of the affectivity of this rules, are
deemed to have complied with this requirement.
d. A special scholarship program for qualified NSTP student shall be administered by CHED
and TESDA, with funds for the purpose to be included in the annual regular
appropriations of the two agencies, subject to the availability of funds.

Rule V – Organization of NSTP Graduates

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National
Service Reserve Corps (NSRC) that could be tapped by the state for literacy and civic
welfare activities through the joint efforts of DND, CHED and TESD in coordination with
DILG, DSWD and other concerned agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concerned government and non-
government agencies, shall issue the necessary guidelines for the establishment,
organization, maintenance and utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to
R.A. 7077, subject to the requirements of DND.

Rule VI- Transitory Provision

Section 12. Suspension of ROTC requirement.

a. The completion of ROTC training as a requisite for graduation is set aside for students
who have completed all their academic requirements for their respective courses as
certified by the school on or before the Effectivity of the NSTP Act of 2001, which is
March 23, 2002. The concerned students may apply for graduation with their respective
schools.
 Section 13. Transitory Provisions
a. Male students who are not covered by section 12 of this rule and are currently enrolled
but have not taken any of the Military Service (MS), Civic Welfare Service (CWS) or Law
Enforcement Service (LES) program shall be covered by the NSTP Law.
b. Male students who have completed two semesters of the Expanded ROTC
(E_ROTC)/National Service Program (NSP) and deemed to have complied with the NSTP
requirement.
c. Male students who are not covered by section 12 of this rule and have taken only one
semester of Basic ROTC or EROTC, NSP shall take one more semester of any of the NSTP
components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserved Force or attend the
advanced ROTC program shall undertake a special program for this purpose.

Rule VII - Miscellaneous Provisions

Section 14. Information Dissemination.

a. The CHED, TESDA and DND shall provide information on these Act and IRR to all
concerned through the different modes of disseminating information.

Section 15. Amendatory Clause

a. Section 35 of Commonwealth Act No. 1, Executive Decree Order No. 207 of 1939,
Section 2 and 3 of Presidential 7077, Decrees as No. 1706, and Section 38 and 39
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and
other issuances inconsistent with the provision of the ACT are hereby deemed amended
and modified accordingly.
b. These rules may be amended, modified or replaced jointly by CHED, TESDA and DND in
consultation with PASUC, COCOPEA, NGOs and recognized student organizations

Section 16. Separability Clause.

a. If any section or provision of this IRR shall be declared unconstitutional or invalid, the
other sections or provisions not affected thereby shall remain in full force and effect.

Section 17. Effectivity.

a. These rules shall take effect immediately upon adoption and issuance.
Lesson II

Values Education

Self Awareness and Self-Management

In the course of one's life, one have developed a personality. This is brought by upbringing,
schools, training, but also in normal interactions with the people one mingle with. This personality reacts
to signals from your surroundings according to a pattern that is successful to you, and you try to get and
maintain a certain position in that world. Success can be either positive or negative, negative attention is
also a form of success for a personality.

The key to knowing inner Self is: AWARENESS. Conscious of the thing one does, but not to judge
or act on them. To be just being aware of the thoughts and feelings, but do not believe that they are a
reality in itself. Allow things to go by. One must not in a hurry in certain process because everything has
its own time in its own nature.

An inner self is subtler; it can easily be overpowered by one's personality due to its nature of
defenselessness. It will wait until one had returned to its original and Tree will or choice. It also takes
experience to be able to tell the difference.

Self-Awareness

Self-awareness is defined as an awareness or one personality or individuality. It includes paying

attention to our many senses, thoughts, feelings and intuition, diving deep into our emotions to tap
their sources and seeing our thinking and how it creates our reality. Thus self-awareness involves
discovering our deepest essence.

As you grow in self-awareness, you will better understand why you feel what you feel and why
you behave as you behave. That understanding then gives you the opportunity and freedom to change
those things you'd like to change about yourself and create the life you want. Without fully knowing
who you are, self-acceptance and change become impossible.
 In the Johari’s Window below there are four selves that represent you. A Joharis’s window is a
cognitive psychological tool created by Joseph Luft and Harry Ingham in 1955 in the United States, used
to help people better understand their interpersonal communication and relationships. It is used
primarily in self-help groups and corporate setttings as a heuristic

1.1 Johari’s window

The Open Self.

 This represents all the information,behaviors, attitudes, feelings, desires, motivations,
ideas, and so on, that you know about yourself and that others also know about you.

The Blind Self.

 This represents information about yourself about which neither you nor others know.

The Unknown Self.

 This represents those parts of yourself about which neither you nor others know.

The Hidden Self.

 This contains all that you know of yourself but keep hidden from others.

1.2 Nature of Self and Self-awareness

 According to Birch (1997), one of the most crucial processes in the early years of the child's life
is the development of sense of self. Gardner (1982) thus suggests that there are a number of factors
that the children should know. They should

 be aware of their own body, its appearance, state and body size;
 be able to refer to themselves appropriately through language and be able to distinguish
descriptions which apply to self and which do not;
 be aware of their own personal history, experiences they have had, skills and abilities acquired,
their own needs and wishes.

1.3 Importance of Self-awareness

The better you understand yourself, the better you are able to accept or change who you are.
Being in the dark about yourself means that you will continue to get caught up in your own internal
struggles and allowed outside forces to mould and shape you.

Having clarity about who you are and what you want (and why you want it), empowers you to
consciously and actively make those wants a reality. Otherwise, you'll continue to get "caught up" in
your own internal dramas and unknown beliefs, allowing unknown thought processes to determine your
feelings and actions.

If you think about it, not understanding why you do what you do, and feel what you feel is like
going through your life with a stranger's mind. How do you make wise decisions and choices if you don't
understand why you want what you want? It's a difficult and chaotic way to live never knowing what this
stranger is going to do next,

As we move toward the 21st century, the knowledge-based economy demands that we upgrade
our knowledge and skills to keep up with the ever –changing society. However, the starting point should
be the knowledge of oneself as a unique individual and how one relates to this new economy. After
knowing yourself you will have the capability to chart your own destiny and realize your potential.

Quotable Quotes:

o "Knowing others is wisdom, knowing yourself is enlightenment’ – Tao Tzu

o To acquire knowledge, one must study; but to acquire wisdom, one must observe." – Marilyn vos
Savant
Self-Management

Success is not just a result of luck or fortune. It is always the result of something else, something that
leads up to it. Shad Helmstetter, (2000) enumerated the five steps that control our success or failure as
follows:

2.1 The Self- Management Sequence

Behavior.
 This is the most crucial step in determining success or fallure. Behavior means our
actions. How we act, what we do, each moment of each day will determine whether or
not we will be successful that moment in everything we do.

Feelings
 Every action we take is first filtered through our felings. That is, if we feel good or
positively about something, we will behave more positively about it. Our feelings thus
directly influence our actions. And our feelings are created, controlled, determined or
influenced by our attitudes.

Attitudes
 Attitudes are the perspective from which we view our lives. Some are optimistic while
some are pessimistic. In fact, our attitudes play a very important role to our success.
And good attitudes are created, controlled or influenced entirely by our beliefs.

Beliefs
 Belief does not require that something be the way we see to be. It only requires us to
believe that it is Moreover, belief does not require something to be true. It only requires
us to believe that it is true.

Programming
 The programming or conditioning by our parents and our environment have created
reinforced, and nearly permanently cemented most of what we believe about most of
what goes on around us. It is therefore our programming that sets up our belier, Our
belief creates attitudes, attitudes create feelings, feelings affects our behavior, behavior
determines actions and actions create results which determine our success or failure.
2.2 Twelve Rules for Self-Management

Live by your values, whatever they are.

 You confuse people when you don't, because they can't predict how you'll behave.

Speak up!
 No one can "hear" what you're thinking without you be willing to stand up for it. Mind-
reading is something most people can't do.

Honor your own good word, and keep the promises you make.
 If not, people eventually stop believing most of what you say, and your words will no
longer work for you.

When you ask for more responsibility, expect to be held fully accountable.
 This is what seizing ownership of something is all about; it's usually an all or nothing kind
of thing, and so you've got to treat it that way.

Don't expect people to trust you if you aren't willing to be trustworthy for them first and
foremost.
 Trust is an outcome of fulfilled expectations.

Be more productive by creating good habits and rejecting bad ones.

 Good habits corral your energies into a momentum-building rhythm for you; bad habits
sap your energies drain you.

Have a good work ethic, for it seems to be getting rare today.

 Curious, for those "old-fashioned" values like dependability, timeliness, professionalism
and diligence are prized more than ever before. Be action-oriented. Seek to make things
work. Be willing to do what it takes.

Be interesting.
 Read voraciously, and listen to learn, then teach and share everything you know. No one
owes you their attention; you have to earn it and keep attracting it.
Be nice.
 Be courteous, polite and respectful. Be considerate. Manners still count for an awful lot
in life, and thank goodness they do.

Be self-disciplined.
 That's what adults are supposed to "grow up" to be.
Don’t be a victim or a martyr.
 You always have a choice, so don't shy from it: Choose and choose without regret. Look
forward and be enthusiastic.

Keep healthy and take care of yourself.

 Exercise your mind, body and spirit so you can be someone people count on, and so you
can live expansively and with abundance.
Lesson III.

The Human Person and Values Development

Important Realities of the Human Person

The Self-Image
 Self-image refers to a person's understanding of himself/herself. It is responsible in
influencing people's way of living. The formation of self-image is derived from two
sources: others and the experiences of these self. There three kinds of self-image as
follows:
 Negative self-image - delves on limitations and differences rather than assets
 Overrated self-image - stresses on the positive traits.
 Realistic self-image - based on the real self

The others
 These are the referred persons or groups considered important and given the right to
influence

One’s self

The Being
 It is the mainspring or a motivating force in the human person. It is also referred as the
wellspring fountainhead of one's identity, one's essential course of action, and one's
essential bonds. There are seven approaches to get in touch with the Being:
 Approach by way of the self-image
 Approach by way of important choices
 Approach by way of action
 Approach by way of what is "natural" and stressless
 Approach by way of people who had the greatest impacton you
 Approach to self through severe trials
  Approach by way of deep and not yet fulfilled aspirations

The "I"
 The "I" has three different aspects. These are intellect, the freedom, and the wall.

The Sensibility and the Body

 These are the important realities of the human person.

Ten Commandments of Human Relations

1. Speak to people.
 There is nothing as nice as a cheerful word of greeting.

2. Smile at people.
 It takes 65 muscles to frown and only 1 muscles to smile.

3. Call people by name.

 The sweetest music to anyone’s is the sound of his/her own name.

4. Be friendly and helpful.

 Add more friends, be friendly.

5. Be cordial.
 Speak and act as if everything you do were a genuine pleasure

6. Be genuinely interested in people.

 You can like everybody if you try.

7. Be generous with praise.

 Take caution in criticizing.

8. Be considerate with the feelings of others.

  It will be appreciated.

9. Be thoughtful of the opinion of others.

 There are three sides of a controversy yours, the other fellow's, and the right one.

10. Be alert to give service.

 What counts most to life is what we do for others.

Human Person’s Dimension and His Needs

Human needs are an important part of human nature. Values, beliefs, and customs differ from
country to country and group to group, but all people have similar needs. As a leader you must
understand these needs because they are powerful motivators.

Abraham Maslow felt that human needs were arranged in a hierarchical order (Maslow, 1954).
He based his theory on healthy, creative people who used all their talents, potential, and capabilities. At
the time, this methodology differed from most other psychological research in that it was based on
observing disturbed people.

There are two major groups of human needs: basic needs and meta needs. Basic needs are
physiological, such as food, water, and sleep; and psychological, such as affection, security, and self-
esteem. These basic needs are also called deficiency needs because they are not met by an individual,
then that person will strive to make up the deficiency. The higher needs are called meta needs or being
needs (growth needs). These include justice, goodness, beauty, order, unity, etc. Basic needs normally
take priority over growth needs. For example, a person who lacks food or water will not normally attend
to justice or beauty needs. These needs are listed below in hierarchical order. The basic needs on the
bottom of the list (1 to 4) must normally be met before the meta or being needs above them can be
met. The four meta needs(5 to 😎 can be pursued in any order, depending upon a person’s wants or
circumstances, as long as the basic needs have all been met.

Maslow's Hierarchy of Needs

1. Physiological - food, water, shelter, sex.

2. Safety- feel free from immediate danger.
3. Belongingness and love - belong to a group, close friends to confide with.
 4. Esteem - feeling of moving up in world, recognition, few doubts about self.
5. Cognitive - learning for learning alone, contribute knowledge.
6. A state of well-being - Aesthetic at peace, more curious about the inner workings of all things.
7. Self-actualization - know exactly who you are, where you are going, and what you want to
accomplish.
8. Self-transcendence - a transgenic (see Note below) level that emphasizes visionary intuition,
altruism, and unity consciousness.

Maslow posited that people want and are forever striving to meet various goals. Because the
lower level needs are more immediate and urgent, then they come into play as the source and direction
of person’s goal if they are not satisfied.

A need higher in the hierarchy will become a motive of behavior as long as the needs below it
have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must be
satisfied before the person can climb up the hierarchy.

4.2 Characteristics of Self-Actualizing People

 Have better perceptions of reality and are comfortable with it.

 Accept themselves and their own natures.
 Lack of artificiality.
 They focus on problems outside themselves and are concerned with basic issues and eternal
questions.
 They like privacy and tend to be detached.
 Rely on their own development and continued growth.
 Appreciate the basic pleasures of life (e.g. do not take blessings for granted).
 Have a deep feeling of kinship with others.
 Are deeply democratic and are not really aware of differences.
 Have strong ethical and moral standards.
 Are original, inventive, less constricted and fresher than others

Human Behavior and Motivation

Motivation is the set of reasons that determines one to engage in a particular behavior.
According to various theories, motivation may be rooted in the basic need to minimize physical pain and
maximize pleasure, or it may include specific needs such as eating and resting, or a desired object,
hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism,
morality, or avoiding mortality.
 Motivation is very important among educators because of the crucial role it plays in student
learning. However, the specific kind of motivation that is studied in the specialized setting of education
differs qualitatively from the more general forms of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how student learn and how they behave
towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated
motivation, which is found in environmental conditions that the teacher creates. The two kinds of
motivation are as follows:

Intrinsic motivation
 Occurs when people are internally motivated to do something because it either brings
them pleasure, they think it is important, or they feel that what they are learning is
significant.
Extrinsic motivation
 Comes into play when a student is compelled to do something or act a certain way
because of factors external to him or her (like money or good grades).

Values

Value is derived from the Latin word, valere, to be worth, be strong-something intrinsically
valuable, or desirable. A thing has value when it is perceived as good and desirable. Thus, values
development is the act, process or result of developing the values for a human dignity.

It can also be said that values are the bases of judging what attitudes and behavior are correct
and desirable and what are not. Fittingly, Microsoft® Encarta® 2007 defined values as the accepted
principles or standards of a person or a group. Different theorists define values as follows:

A value is a conception, explicit or implicit, distinctive of an individual or characteristics of a

group, of the desirable which influences the selection from available modes, means and ends of
action. - Clyde Kluckholm
 Value refers to the understanding of a certain good for an individual or society which is
considered worthy or realization. - Cornelius Van Der Poel.
Something that is freely chosen from alternatives and is acted upon, that which the individual
celebrates as being part of the creative integration in development as a person.

Therefore, a value is something or someone who is considered good or worthy and is desirable
or useful. It can be something considered good or worthy by a person or a group or a one-word standard
of conduct or a policy everyone in an organization adheres to and believe in.

Basic and Core Values

A universally acceptable value is one that produces behavior that is both beneficial both to the
practitioner and to those on whom it is practiced. Thus, Linda Eyre (1993) categorizes values as the value
of being and the values of giving.

The values of Being

 Honesty
 It should be practiced with other individuals, with institutions, with society, and
with self. The inner strength and confidence are bred by exacting truthfulness
trustworthiness, and integrity.
 Courage
 This means daring to attempt difficult things that are good. It is the strength not
to follow the crowd, to say and no mean it and influence others by it.

 Peaceability
 This means calmness, peacefulness, and serenity. It is the tendency to
accommodate rather than argue. It is the ability to understand how others feel
rather than simply reacting to them. It means control of temper.

 Self-Reliance and Potential

 This means individuality, awareness and development. It means taking
responsibility for one's own actions. It means overcoming the tendency to
blame others for difficulties.

 Self-Discipline and Moderation

 This refers to physical, mental, and financial self-discipline. It involves
moderation in speaking, in eating and in exercising. Furthermore, it means
controlling one's appetites and understanding the limits of boy and mind.
  Fidelity and Chastity
 This refers to the values and security of fidelity within marriage and of restraint
limits before marriage. It involves commitment that go with marriage and sex

The Values of Giving

 Loyalty and Dependability
 This refers to family, employers, to country, to church, to schools, and to other
organizations and institutions. It means reliability and consistency in doing what
you say you will do.

 Respect
 This means respect for life, for property, for parents, for elders, for nature, and
for the beliefs and rights of others. It refers to courtesy, politeness, and
manners. It means self-respect and avoidance of self-criticism

 Love
 It means individual and personal caring that goes beneath and beyond loyalty
and respect. It means love for friends, neighbors even adversaries, and
prioritized, lifelong commitment of love for family.

 Unselfishness and Sensitivity

 This means becoming more extra-centered and less self-centered. It means
learning to feel with and for others. It refers to empathy, tolerance,
brotherhood, sensitivity to needs in people and situations.

 Kindness and Friendship

 This refers to awareness that being kind and considerate is more admirable than
being tough and strong. It is the tendency to understand rather than confront
and be gentle, particularly toward those who are younger and weaker. It is
ability to make and keep friends. It means helpfulness and cheerfulness.

 Justice and Mercy

 This refers to obedience to law, fairness in work and play. It is an understanding
of the natural consequences and the law of the harvest. It refers to the grasp of
mercy and forgiveness and an understanding of the futility a carrying a grudge.
Filipino Values

Factors that Affect the Roots of the Filipino Character (dela Cruz, 2005)

1. The Family &Home Environment.

2. Social Environment
3. Culture and Language
4. History
5. Educational System
6. Religion
7. The Economic Environment
8. The Political Environment
9. Mass Media
10. Political Environment

Strengths of the Filipino Character

1. Pakikipagkapwa-tao (regard to others)

2. Family Orientation
3. Joy and humor
4. Flexibility, Adaptability, Creativity
5. Hard work and Industry
6. Faith and Religiosity
7. Ability to Survive

Weaknesses of the Filipino Character

1. Extreme Personalism
2. Extreme Family Centeredness
3. Lack of Discipline
4. Passivity and Lack of Initiative
5. Colonial Mentality
6. Kanya-kanya Syndrome
7. Lack of Self-Analysis and Self-Reflection
8. Manana Habit
9. The Fiesta Syndrome
10. Over Hospitality

8.2 Values Formation

Two factors Affecting Values Formation

Lesson 8

Values Education & Formation

Values Education

Values Education refers to the process that gives young people an initiation into values, giving
knowledge of the rules needed to function in this mode of relating to other people, and to seek the
development in the student a grasp of certain underlying principles, together with the ability to apply
these rules intelligently, and to have the settled disposition to do so. Some researchers use the concept
values education as an umbrella of concepts that includes moral education and citizenship education
Themes that values education can address to varying degrees are character, moral development,
religious education, spiritual development, citizenship education, personal development, social
development and cultural development.

Values education is therefore a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by which teachers (and other
adults) transmit values to pupils. Others see it as an activity that can take place in any organization
during which people are assisted by others, who may be older, in a position of authority or are more
experienced, to make explicit those values underlying their own behavior, to assess the effectiveness of
these values and associated behavior for their own and others' long term well-being and to reflect on
and acquire other values and behavior which they recognize as being more effective for long term well-
being of self and others.

This means that values education can take place at home, as well as in schools, colleges,
universities, institutions and voluntary youth organizations. The Christian value formation is a lifelong
process of growing which gets its strength from Jesus' teachings and sermons.

Values Formation Two Factors Affecting Values Formation

Influences - These depend on a person's internal influences such as intellectual and emotional
capabilities

Experience Factor- like good influences, good experiences are needed in value formation. Four
Types of Experiences that Influence or Affect the Formation of Values

1. Liturgical Experiences
2. Bible Experience
3. Learning Experience
4. Human Experience