Don Carlos Polytechnic College MODULE WEEK NO.

6
Purok 2, Poblacion Norte,
Don Carlos, Bukidnon
E-mail Address: erwinalavanza31@gmail.com
Contact Number: 09975748755

College/Department
COURSE CODE: GOOD MANNERS & RIGHT CONDUCT /VALUES EDUCATION (EDUKASYON SA
PAGPAPAKATAO)

First Semester of A.Y. 2020-2021

Introduction

Value education is the process by which people give moral values to each other. It can be an
activity that can take place in any human organization during which people are assisted by others,
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who may be older, in a condition experienced to make explicit our ethics in order to assess the
effectiveness of these values and associated behaviour for their own and others' long term well-
being, and to reflect on and acquire other values and behaviour which they recognize as being
more effective for long term well-being of self and others

Rationale

Main objective of value education is to give 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

It also assumes that there will be those working to help people to develop the settled disposition to behave

in ways that are life-enhancing and morally laudable rather than the converse, and the provision of many

occasions for engaging in such values activities as moral deliberation, forming moral conclusions and

practising conduct that is in conformity with all the social and civil virtues – reticent, bridled, decent, civil,

respectful of other people, considerate of their interests, and hopeful towards the future

Intended Learning Outcomes

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1. Discussed what is a values education.

2. Explained the Implications for Development-Economic Growth
3. Discovered Economic growth, Social Change & Development; Ethical Values &
Development
4. Explored the Development of Ethical Values
5. Identified social changes today
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Discussion

Values Education
Values Education is an essential element of whole-person education
which aims at fostering students' positive values and attitudes through the
learning and teaching of various Key Learning Areas/subjects and the
provision of relevant learning experiences. On this ground, it is to develop
students' ability to identify the values embedded, analyse objectively and
make reasonable judgement in different issues they may encounter at
different developmental stages so that they could take proper action to deal
with the challenges in their future life.

Taking cultivation of positive values and attitudes as the direction,

schools should make use of everyday life events to strengthen the
coordination of learning activities, and enhance the connection, among
various cross-curricular domains in values education, including moral and
ethical education, civic education, Constitution education and Basic Law
education, human rights education, national education, anti-drug
education, life education, sex education, education for sustainable
development, etc. so as to provide students with all-round learning
experience conducive to their whole-person development.

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A Lifelong Education in Values

The kind of values education which we envisage and advocate for all lifelong
learners – younger or older – requires much more than mere competence or “skill”
at procedures. It requires knowledge, understanding, and exposure to all the
opportunities for learning by a kind of osmosis in the appropriate values climates and
environments, the caring oversight, ministrations, and care of people further “on the
inside” of this particular form of life (Wittgenstein 1953). It also assumes that there
will be those working to help people to develop the settled disposition to behave in
ways that are life-enhancing and morally laudable rather than the converse, and the
provision of many occasions for engaging in such values activities as moral
deliberation, forming moral conclusions and practising conduct that is in conformity
with all the social and civil virtues – reticent, bridled, decent, civil, respectful of other
people, considerate of their interests, and hopeful towards the future (see Krygier
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1997). That would then offer and confirm the vital and indispensable role of all those
who function as values educators. It would be through their modelling, guidance, and
assistance that students would rapidly realize that learning to recognize and deal with
values issues are matters that are fraught with complexity, ambiguity, and difficulty.
First, students have to learn that – in whatever realm one is operating – very
often one value clashes directly with another one and that the resolution of 4 D. Aspin
and J. Chapman Intro.qxd 31/7/07 1:17 PM Page 4 such clashes, even where it is
possible at all, can only be gained at great cost to one’s self and to other people.
Second, they will learn that the making of value judgements is a difficult
matter, requiring the bringing to bear of a great deal of factual knowledge, and the
appeal to particular presuppositions of principled behaviour.
Third, they will learn that the weighing of all these various considerations in
such a way as to issue in conclusions that are prescriptive and generalizable – the
common conditions, as Hare (1952, 1981) reminds us, for any value judgement to be
objective, action-guiding and seen as normative for people generally, rather than
simply an expression of individual taste or subjective preference – is a matter
requiring the expenditure of time, energy, and considerable intra- and interpersonal
skills and competences.

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The Dimension of Human

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What Is Social Change And Why Should We Care?

Social change can be defined as the way in which human

interactions, relationships, behavior patterns, and
cultural norms change over time. These changes
ultimately transform cultural and social institutions,
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concepts, and rules, which will inevitably impact society
for the long-haul. These changes and transformations
are not necessarily good or bad, but they are profound.
On the surface, we may not notice social change; it can
take years — even centuries — of action to cause one
change.

The Ever-Changing Social Order

Theoretically, the next process in social change is

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understanding the changing social order, which is one of

the broadest ways of looking at social change. It’s
important to recognize that while social change is an
ongoing phenomenon in society, there are two types of
social change: the processes of change within the social
structure (which helps to maintain that structure) and
processes of change that can modify the structure in its
entirety, which is also referred to as “societal change.”

Exercise
1. How will you define values education?
2. Why do we consider values is a life long education?
3. How do you understand human dignity?
4. Explain the two main areas of Values Education.
Assessment
Submit your work through my messenger.

Reflection

How will you embrace social change today?

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Resources and Additional Resources

 https://www.slideshare.net/noytorrento/values-formation-68087656 Syllabus
 Syllabus
 Filipino Values Today by Florentino T. Timbreza
 Essentials of Values education by Prisciliano T. Bauzon
 Work Ethics,The Cannel of Values Education
 Content for values education by E. Palispis
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