VALUES CATEGORIES AND THE LOGIC OF VALUES RELATIONSHIPS Like any other field, the study of values has its own set of unique cat cegories. The following terms and definitions suggest the relevance of psy- chological and philosophical terms. Intrinsic _~ the kind of values that are desired for no other reasons than their being themselves, Instrumental ~ the kind of values that are desired for reasons other than themselves Need ~ anything desired for the substantial or essential good it brings to the agent Want ~ anything desired either for subjective, pragmatic, or ar- bitrary reasons Desire ~ a mode of positive affection towards something which is either intrinsic or instrumental in quality Aspiration — the kind of desire planned for attainment in life and beyond it thatis both exemplary and transcendent with respect to one's personal valuation Points of Reference 1. A value is anything that is desired in fact or is rendered desirable in any area of life, experience, and endeavor. 2. Tho major lifo values are othics, aosthotice, religion, social concerns, and environment. 3, Ethics is constituted of the personal, moral, social, professional, reli- < gious, and environmental values. 4, Aesthetics logically relates to beauty, perfection, excellence, integ- rity, harmony, orders, meaning, serenity, vitality, and brilliance. 5, Religious values on the side of humanity include faith, piety, rever- ence, humility, forgiveness, fellowship, thanksgiving, and/or worshi andon the side of the Lord God salvation, holiness, immortality, merey, forgiveness, grace, and beneficence, among others. 6, Social values refer to preservation, solidarity, peace, sustainability, cultural identity, development, progress, and prosperity. 1 7. Environmental values include protection, stewardship, conservation, nurturance, replenishment, restoration, ecological balance, respect for life, preservation, and formal integrity of specie. On Ethics Ethics is essentially a relation to oneself, to a fellowman, to others, the environment, or to one's colleagues or associates the sole purpose of which is to promote and realize the good due either to oneself, to the other, to humankind, to the environment, or to the Supreme Being. The following are the five kinds of ethics and their component principles. Personal ethics isa relationship to oneself that seeks to promote, mais tain, and protect the good of the person in question. This good includes physical, intellectual, emotional, and spiritual kinds. Some values perti- nent to these goods are,cleanliness, intelligence, good manners, courage, prudence, friendliness, gratitude, cheerfulness, sympathy, quietness, dili- ence, persistence, self-confidence, fortitude, patience, independence, self: reliance, temperance, and obedience. Moral ethics is the kind that brings about the promotion, advocacy, protection, pursuit, and performance of the essential good between per- sons as persons and between human beings as such. The principles are reverence for life, tolerance, respect for person, justice, responsibility, al- truism, and trust. Social ethics pertains to the promotion, advocacy, pursuit, maintenance, and performance of the common (social, public, oF people's) good on the part of individual members and collective entities of a society. The prin- ciples include peace and order, preservation, social justice, social liberty, social tolerance, social responsibility, economic development, solidarity, cooperation, and reciprocality. Professional ethies is concerned with the promotion, pursuit, advocacy, protection, performance, and maintenance of the good between clients and professionals; professionals and the public; professionals and associates, and professionals in relation to their profession. The standards/prineiples include honesty, fairness in compensation charges, economic empathy, fair- ness to associates; respect for client's privacy; tolerance for client’s profes- sional illiteracy; alertness in performing obligations; modesty; coopera- tive attitude; advocating preservation where possible; humanitarian, socialitarian; and faith in God, among others. Family ethics refers to the promotion, advocacy, maintenance, pursuit, protection, and performance of the good of the family as a unit of relation” ships. These units of relationships consist of faithfulness, loyalty, coopera- tion, sacrifice, filial love, trust, responsibility, and unity. 2Environment ethics is concerned with the promotion, pursuit, advo- cacy, protection, maintenance, and performance of what is good for the environment on the part of its human inhabitants or beneficiaries. Its principles of compliance and action include conservation, protection, care, restoration, balance, stewardship formal integrity, sustainability, replen- ishment, regeneration, waste management, and compatibility. Religious ethics refers to the promotion, advocacy, pursuit, maintenance, and performance of the good for a Supreme Being not in the sense of ben- fitting Him but in exceedingly giving Him all the honors, thanksgiving, obedience, and faith he must absolutely have from us. The principles to invoked in this regard are faith, worship, thanksgiving, obedienced, rev- erence, and piety, while from His part, these are mercy, forgiveness, salva- tion, protection, anointment, and love on the part of the Almighty Creator, ‘The Logic of Values Relationships ‘This part of the Reviewer is concerned with the relationship of values ‘with related areas of concern. Among the major areas of concern are as follows: values, rights, ethics, normative and prescriptive statements, and the different ethical connota- tions. Human rights are presently understood to be the busis of values. Since: ethics is a part of value, ethies is based on human rights. Human rights constitute the basic needs by which human life is made viable, empow- ered, desirable, and felicitous, and prevailing. Hence, property renders life viable; itis empowered by liberty; education makes it desirable; felic- ity makes it happy, and self-defense preserves it. ‘The concepts of human nature, personhood, dignity, and integrity have necessarily become the very reason for the existence of ethics. Human nature refors ta the existential properties ofthe consciousness in different dimensions. They are the intellect or the seat of human reason, the senses, the will, and feelings. The soul is a part of the spirit that transcends all the faculties. Personhood refers to the proper development of all the facul- ties until they perform the unique abilities and skills that define his/her humanity. ‘The proper development of human nature into the level of personhood endows humanity its dignity: Dignity is based on the possession and total functioning of the human faculties according to their true nature. In this connection, some fundamental qualities of human needs and aspirations have evolved to become the fundamental, universal, and es- sential parts of human existence. They are identified as truth, freedom, berty, wisdom, peace, and justice, happiness, beauty, faith, love, dignity, and dream fulfillment, among others. Accordingly, the different forms of ‘ethics are established to guide human thought and behavior. These ethi- cal forms are personal ethies, moral ethies, social ethics, religious ethics, professional ethics, and environmental ethics. Evidently, the different forms of ethies address and respond to each form of problem or difficulty that subverts the occurrence or performance of the good in a given type of relationship. But while there may be some conceptual overlaps, each form contains one or more features that is porculiar to itself. ‘The following may be cited: for the moral, the unique ones are respect for person, responsibility, and trust; for the social, they ‘are justice, solidarity, and cooperation; for aesthetics, they are beauty, de- light, and excellence; for environmental, they are respect for life, seward- ship, preservation, and formal integrity. So far, the preceding explana- tions will suffice for the present purpose. L. Direction. Choose the letter of the correct answer. Blacken the circle (O) on the right which corresponds to your answer. 1. Both the teaching of and acquisition of knowledge A BC D on values is unconditionally necessary in all CO OO levels of education. A True ©. Ibis a matter of choice B. False D. It depends 2, Values are major categories to the understanding A B C D ‘of the concept of 0000 A teaching ©. education B. leadership D. ethics 3, Values and ethics are interchangeable in fact but A BC D not in oooo A. practice C. experience B. reality D. concept 4, Bthies is a kind of ABCD A. game . value e000 B. advice D. theory10. u. 12, ‘There are different kinds of values as there different kinds of. . A. ideas ©. ethics B. desires D. commitments 3. Human rights are the foundation of. A. society ©. values B. human relations D. law A value is something that is not merely desired but is C. vital D, necessary A. preferable B. desirable Being desired and being desirable are C. conceptually different D. mutually exclusive A. the same thing B. contradictory Being desirable and being desirable in itself are A. interchangeable B, inconsistent C. logically different D. both ambiguous ‘Morality is the same as moral ethics. A. True ©. it depends B. False D. none of the above ‘The universal human values other than the ethi- cal are A. aesthetic and religious B. aesthetic and social. practical ©. material Ethics is an area of values study concerned with protecting, promoting, and/or acting for the good of one or both sides ofa relationship where either ‘one or both has the intention and capability to pro mote or render such good to the other. These capa~ bilities or capacities which are known as free will, 5 OF Ow Oe os o> On Oo ov o> Ow Oo oo Or Oe Oe oe OF Ow Oa os OF Ow Oo oo OF On Oe os Or On Oa os human reason, and conscience are not found in en- tities or creatures like animals, the natural envi- ronment, and in little children less than seven years old. These entities are properly described as A. non-ethical B, unethical ©. pro-thical D. amoral 13, Moral ethics is a study about the essential good of human persons/beings as such and the promotion, protection, or application of essential good on both Eides of the human relationship. In being the es- sential good of human persons, they are also known ‘as fundamental, obligatory, supreme, ultimate, universal, overriding, and €. conditional D. impartial A, relevant, B. urgent 14, In concept, the idea of fundamentality refers to the prior importance of a thing and, hence, must be Addressed first before anything else. In the area of moral ethies, before addressing the issues or prob- Jems of culture, maintenance, education, and progress, itis first necessary to determine the value of, A. standards C. solidarity B, housing D, reverence for life 15, Personal ethics refers to a person's positive con- duet towards him/herself where the same applies equally to others. This is a part of one of the fol- lowing: ©. ethics D. professional ethics A. morality B. human behavior 16. One of the principles contained in social ethics is C. consent of the governed D, reciprocality A. social justice B, majority rules O> oF OF o> OF oz Oo» oe oo oo oa oc ov ov ov os17. 18. 19. 20. 21. Reverence for life, respect for person, altruism, and moral justice are principles of moral ethics except A. trust B. moral responsibility C. hospitality D. tolerance Professional ethics is based on moral ethics and A. family ethics B. animal ethics C. social responsibility D. social ethics Social ethies is an ethical value system that pre- serves, promotes, proteets, and delivers tho eocial (common) goods to the members and vice-versa, In this context, one who is a member of any soci- ety is bound to have A, a social position B. prestige C. social responsibility D. political influence ‘The principles of moral ethics and social ethies are also the standards which serve as criteria of judg- ment, wherever each one is, ©. missed D. applicable A. prioritized B, denied Religious ethics is the kind that refers to principles ‘ofhuman worship, adoration, gratitude, piety, obe- dience, repentance. humility, and faithfulness ren- dered io the Almighty God/Creator while on the part of God, He provides life and its necessities, protection, salvation, merey, forgiveness, justice, love, and faithfulness to His created beings/chil- dren, In this context, religion has become the ba- sis of. C. government D. ethics ‘A, social ethies B, humanities Or o> OF oF o> Ow Ow Ow on Ow oo oo Oa oo ov ov ou ov 23, 24. 25, 26. 21, 28, Principles serve as standards and standards serve ‘A. examples ©. criteria B. judgment D. assumptions A man/woman of principles is one who possesses ‘A. good manners —__C. good reputation B, probity D. justice In environment ethies, only human beings can do what is good to the environment; the latter can never be ethical with respect to A. animals B. plants C. human beings D. bodies of water ‘The three major values known as aesthetic, eth- ics, and religious cannot exist independent of each other when itis human integrity which is at issue. ‘This means that the principles of beauty, goodness and piety should go C. without each other D. not necessarily together ‘A. harmoniously B. intact Speaking of religious ethies, itis correct to say that, the basis of ethics is A. professional C. moral B. teachers’ D. none of the above ‘fan act is not religious, itis not moral. A true ©. it depends B. false D. probably true Any person who is morally righteous is always free to judge or condemn one who is guilty of. A. treason B. any offense to one's fellowmen or God 8 Or O> O> o> Ow O> Or o> Ow Ow Ow Oe Ow Ow oa ov Oo ov Oe oy Oa ov Oo ov oa ox Oa ov29. 30. 31. 32, C. environmental abuse D. traffic rules Any person who is morally righteous is always free to give A. arebuke to an offender B. tolerance to the wrongdoer C. counsel with gentleness to anyone who is un- righteous D. vengeance to an enemy ‘The goodness of God is immeasurable; His power is infinite; and His love defies understanding. ‘Therefore, it is better to ‘A. bean unbeliever B. suspend one’s faith ©. be pragmatic D. have total faith with the best of one's reason Faith without reason is blind; reason without faith is hopeless. A. Both are true, B. Both are false. C. Each viewpoint is uncertain. D. Each statement is sometimes true and some- times false. One must give all his/her riches to God since He is important than all things in the universe. This also means that between giving to the poor and the needy and giving to God, the latter should be cho- A. true C. it depends B, false D. this is doubtful Which of the following is correct? A. that God is above all ethics B. God does not care about ethics 9 Or ow Oo ov Or Ow Oo ov Or for] oo ov Or Ow Oo oo Or Ow oa oy C. God is the essence of ethics D. none of the above 34, One cannot help thinking that God who created life values it so much and put into one’s under- standing the corresponding values of reverence for life, tolerance for its possession, respect for per- son, justice, responsibility, altruism, and trust. To what category of ethics do these values belong? A. personal ethics C. moral ethics B. social ethies D. religious ethics 35. One ean have religion without being moral. A. This is a principle. B. This is tru in all cases. . This is impossible. D. This is possible. 36, Karl Marx, one of the fathers of communism says that religion is ‘A. a game of life B. the opium of the people ©. the bread of life D, a form of harassment 87. Aradical philosopher, Friedrich Nietzche says that ‘without God, everything is possible, Moreover, we ‘can go beyond the values of Christianity and other similar faiths into the level of, ‘A. saints and angels C. immortal beings B, mysties and gurus D. superman and super races 38. ‘The Christian values of compassion, merey, humil- ity, sacrifice, gratitude, and obedience as opposing rigor, justice, pride, indulgence, reciprocality, and independence, respectively, have favored the ways 10 OF ow Oo ov OF Ow oa ov o> Ow Oo ov OF Ow oo ov o> Ow oa ovof faith, hope, and peace in the world. Give your view in terms of the following: ‘A. impractical. B, suit the contemporary world. ©. likely to generate more peace and harmony D. do more harm than good Christianity, Buddhism, and Confucianism are one in advocating and requiring the observance of the Golden Rule. This is the heart of A. social ethics ©. moral ethies B. personal ethics D.. professional ethies ‘The Golden Rule is based on . universal Brotherhood the law of nature the law of karma the law of the jungle paep |. Both cult and religion uses A. debate C. indoctrination B. liberal methods —D. logical reasoning Buddha's Eightfold Path as rules for the mind, feel- ings, speech, body, and living belongs more to ‘A. environmental ethics C. family ethics B military ethies D. personal ethies ‘Taoism, which advocates total self-effacement and unity with the universe, does not sit well with so- cial ethics when it comes to cultivating social com- ‘mitment. However, it can be appealed to when for- mulating policies of avoiding A. diseases C. sacrifices B. feuds and wars —_D. confusion u Or Ow oa ov O> Ow oo ov Or Ow oa ov OF Ow oa ou OF On oa ov 46. 41. 48. Confucianism accents much on filial piety, social order and propriety, and benevolence, among oth- ers. It is therefore a philosophy of social preserva- tion, cultural stability, family integrity, and A. rules and policies C. political compromises B, decision-making D. human kindness Islamic ethies is known for its concern for obedi- ence and conformity with rules, charity, and A. vengeance ©. forgiveness B, activism D. Qu'ran ‘The value of immortality is an obsession for ‘A. Japanese ©. Egyptians B. Indians D, Mangyans Aesthetic aspiration is another quality that makes a human being uniquely different from the lower forms of life. Every tribe and race has demon- strated this in his or her A. cooking practices C. culture B. dwellings D. dances ‘The first intimation that beauty is a part of ere- ation is found in the Holy Bible where God him- self is described to be pleased with this creation. Since beauty is inherently pleasurable, it is not only desirable in itself but also A. a part of the scheme of things B. an attribute of the good C. a part of actual life D, the goal of artists 12 OF Ow Oo ov OF Ow Oo ox OF Ow Oo ox OF Ow oo ov OF Ow Oo ou). Essential beauty necessarily starts from man- made or naturally endowed forms first appre* hended by A. intuition C. intellect B, the senses D. feeling ‘Tho classical principles of beauty have been for- malized in Ancient Greece to include rhythm, sym- metry, balance, and ‘A. gracefulness C. equality B. proportion D. angularity |. The parameters of art necessary for aesthetic cre- ation are A. line, color, form, texture, medium B. imagination, sensitivity, experience, idea €. audience, appreciation, venue, patron D. history, criticism, milieu, good Order and harmony are intrinsic features of the aesthetic. A. true ©. not necessarily B, false D. only in classical art With respect to ethics and religion, a discourse on aesthetics should always be made to distinguish between, A. essential aesthetics/beauty and sensory aes- theties B. physical beauty and physical ugliness C. the real and the ideal D. form and matter Physical beauty should be made a criterion of ho- lines, A. agree C. it depends B, disagree D, itis possible 13 O> Ow Oo ov Op ow Oo ou Or Ow oo ov Or Ow oo oxy OF oO» Oo ov Or Ow Oo oo . Ttis impious to change the unwanted physical fea- tures one is born with at birth in order to gain an artificial beauty. A. true C. itdepends B. false D. applicable only to handicapped people 3. Beauty, health, and wealth necessarily go together in principle. On this premise, ifa person possesses only one or two of them, he/she loses a great deal of what is essential in life. A. The premise is true but the conclusion is false. B, The premise and the conclusion are both false. C. The premise and the conclusion are both true. D. The premise is false but the conclusion is true. . Since there are both innate and acquired virtues such as the positive and negative forms; and intel- lectual virtues are also both acquired and innate, Plato correctly asserted that A. knowledge is important than virtue B. virtue is important than knowledge C. both are important D. each is nat necessary ta the other Fora holistic evaluation in school grading, among the considerations are intellectual abilities and A. good looks C. wealth B. goodcharacter —_D. health (On matters of evaluation, external beauty is defi- nitely an appealing consideration but not one that is A. impartial C. contingent B, fundamental D. ultimate 4 Or Ow Oa ov Or Ow Oo ov o> Ow Oo ov Op Ow Oo ov Or Ow oc ov61. 62, Beauty as a human value has all the attributes of feeling, sensory, experience, and intellectual fac- tors. But since ordinary souls are governed more by feelings and sensory appeals, the intellectual attribute is likely ignored. The repercussions of this, matter lie heavily on ‘A. physical education, C. values education. B. arteducation. . D. health education, Inner beauty includes moral qualities, and any- thing inner in a person is subjective. Sul ‘means nonrational, therefore, moral qualities are nonrational, A. true B. false . invalid and true D. invalid and false. With ethics and religion being given their fair and just considerations, aesthetics rightfully becomes a \. modest consideration primary factor . a secondary factor pomp a supreme consideration All experiences of beauty provide pleasure. All plea- sures derived from beauty are universal in char- acter. Therefore, all experiences of beauty are uni- versal in character. A. valid B. invalid C. vague D. ambiguous In principle, art must be a part of life. But in fact, this is not the case. In this regard, the proposal to include humanistic education in the educational foundations as a justification for the teaching of art is A. amatter of necessity C. dependent on budget D. a matter of consen- sus B. negligible 15 Op Ow oo ov OF Ow Oa ov OF Ow Oa ov Or Ow Oa os ABCD o000 65. Fine arts is appreciated for its own sake while deco- rative arts is enjoyed for its functional beauty. Art education better serves human learning by integrating the two separating them prioritizing fine arts over decorative arts .. teaching decorative arts only vamp 66. A good policy in art education is to expose children to things of beauty and - A. shielding them from objects of ugliness B. objects of ugliness at the same time C. teaching them to improve upon ugliness D. experience only the things of beauty 67. Aesthetic theories define ar/beauty as either ex- pression, emotion objectified, or as imitation where itis viewed as A. a realist representation B. an impressionist portrayal C. asurrealist depiction D. an idealized rendition 68. Beauty a exstinginthe experience of thebeholdor is a clear example of. A. aesthetic ignorance B. artistic bias C. aesthetic relativism D. espousing the classical perspective 69. Anybody can forego the value of art in his/her life. But he/she cannot refuse its enhancing quality when he is properly educated in holistic terms. C. it depends D. one can choose the edu- cation he/she desires A. true B. false 16 O> Ow Oo ov Or Ow Oa Ov O> Ow oa Ov OF Ow oa Ox OF On oa ov70. 1. 72. 73. 74. By their very nature, values statements are A. subjective ©. arbitrary B. obligatory D. objective ‘Due to the crucial nature and function of values education, it is not surprising that the different, values come in the forms of rules, laws, command- ‘ments, principles, standards, codes, and guidelines. ‘These are called A. descriptive statements B. declarative statements C. expressive statements D. prescriptive statements ‘The possible outcomes of values education such as, wholesome attitude, sound character, conscience efficacy, human dignity, personal integrity, and spiritual felicity make up the very meaning of hu- man development and/or A. renewal and perfectibility B. progressive life ©. good habit formation D. excellence in sports Apparently, itis the attitude, character, conscience, aspiration, and commitment of every person in relation to the different values that indicate the kind of family a porson has directly or indirectly. A. true ©, this is probable B, false D. this is impossible Character is a special unity of the cognitive, affec~ tive, and behavioral capacities specially shaped either formally or informally to respond or react to certain conditions. A person's character will show which values - A. are to be considered for pedagogical purposes B. are neglected in society Ww Or Or Or o> OF Ow Ow Ow On Os oc oa oa oa Oc ov oo ov ov oc 75. 76. 11. 78. 79, C. will dominate the situation on hand D. are to be taught in school Conscience is made up of feeling and A. will B, disposition ©. reason D, desire ‘The essence of personhood is defined by. A. culture C. religious faith D. personal integrity and human dignity B, one’s family Aspiration-building is necessary for enabling a person to outdo past efforts, create his own ideals, and A. keep on striving for higher goals B, keep on revising priorities C. hang on to one’s previous achievements D. consider the best that is achieved as the ulti- mate ‘The insights and advocacy of the values of beauty, morality, social ethics, life preservation, human life, preservation, and righteousness by men of the past attest to the fact that values are ‘A. universal and fundamental B. pragmatic C. educational D, transcendent ‘The evolution of values into their refined state at present has made it possible to distinguish among the human, social, environmental, and religious values. Furthermore, it has also clarified the rela- tionship among rights, values, and A. principles ©. ethies B. criteria D. norms 18 OF Ow Oo Ov OF Ow Oo Ov Or for] oa ov Or Ow oo oo OF Ow oo ov80. Ethies and values, indeed, 0% Ethics and , are anchored on human A. laws ©. obligations B. privileges D. compromises . ‘Tobe specific, the values tha t fundamentally and. universally govern human concerns across nations are those of life, truth, freedom, justice, peace, beauty, love, faith, happiness, wisdom, and A. wealth ©. honor B. health D. security Upon the human rights rest thi ri 1e moral ethics of reveronce for lie tolerance, respect for pean jus, tice, responsibility, altruism, and : A. honesty ©. trust B. charity D. hope }. Moral ethics studies the ern of e concern of a person for the essential good of the other fy by the former to as eaually desired A, mandkind C. his neighbors B. tohimselt D. tohis fllowmen Apperson can also be ethicall ically related to himself a evidenced by the concepts of “word of honor’ self. respect, and personal integrity. This observati yeepet an per -grity. This observation A. the principle of self-esteem B, individualism C. the personalist theory D. personal ethies Among others, personal ethics refers to rs to courage, dependability, modesty, humility, loyalty, and A. wealth . social position B, cleanliness D. popularity 19 O> Ow oo ox Or Ow Oa ov O> Ow Oa oo O> On Oo Ov Or On Oo ox Op Ow oa ov 86, For environmental ethics, the more prominent ones are conservation, care, restoration, and A. good pricing B. economic skill C. scientific knowledgeability D. replenishment 87. Professional ethics includes military ethies, medi- cal ethics, academic ethics, legal ethics, and engi- neering ethies, among others. Professional ethics is based on ‘A. family and environmental ethics. B. moral and social ethics C. legal and business ethics D. religious and social ethics 88. The values of family ethics are caring, service, faithfulness, gratitude, respect for parents, and ‘A. sportsmanship —_C. courtesy B, orderliness D. forgiveness 89. Social ethies consists of social preservation, social liberty, social justice, social responsibility, and ‘A. nationalism C. social graces B, solidarity D. charity 90. Itappears that the six forms of ethies are personal, moral, family, social, religious, professional, and A. nuclear C. environmental B, media D. human, 91, An understanding of the values of ethies, aesthet- ics, religion, and environment requires knowing the nature of a human being, society, spirituality, and —_ A. culture C. government B. humanaffairs -D. nature 20 OF Ow oa oso OF ou oa ou o> Ow oo ov OF ov Oo ov92, 93, 94. 98. 96. Itis evident that the aims and values components of education should be matched by its ‘A. methods and contents components B. psycho-philosophical foundations . skills and values components D. technology and science component What would give efficacy to the teaching of values education is, A. the connection with media B, curricular evaluation C. the improvement of classrooms D. budgetary improvement Definitely, the social dimension involves the po- litical, economic, historical, sociological, and the ‘A. organizational. legal B. majority D. cultural ‘The social characteristic constitutes the human quality of an intrinsic need for. A, shelter . the common good B, information D. the national economy ‘The values of social welfare, social preservation, social responsibility, social tolerance, social justice, peace and security, solidarity, economic stability, culture and progress make up the A. social sciences political strategies subject of national legislation . social aims and common goods pow a1 O> Ow Oa ov Or On oa ov OF Ow Oe ov o> Ow oo ov O> Ow Oo ov ‘The social aims and the common good are part of the content of social philosophy. Together they form a system of social ethies that make up the A. object of preparation C. criteria ofevaluation B, purpose of evaluationD. laws of the land 1. Social liberty means the freedom of a social group or individual to pursue or protect the common good while civil liberty refers to the freedom of a citizen in relation to A, political parties B. police force C. NGOs D. the state or its agency, the government Solidarity is the kind of group harmony that is based on the universal will. This is the quality where the will of one is the will of all and the will of all is the will ofone. Itis prior to solidarity. This explanation is A. true ©. valid B, false D. invalid Social justice refers to both equality and equity. Equality and equity A. mean the same thing C. are contradictory B. are both vague D. donot mean the same thing The proper dispensation of justice requires a dis- tinction between distributive and proportionate justice. What views may be gathered from this? ‘A. The two kinds of justice are the same. B, They are significantly different, . They are insignificantly different. D. None of the above. 22 -O> Ow Oa ov o> Ow Oo ov Or Oe Oo Ov O> Ow Oo ov o> On Oo ov102. Social consciousness is the outcome of social re- sponsibility. : A. true B. false C. They are slightly different D. The statement needs a re-study. 103. In positive social change, social reform can be ad- vanced by social action based on the criteria of s0- cial ethics. Social reform means ‘A. the introduction of progressive changes B. the retention of social customs and traditions C. the correction of social anomalies and the res- toration of the original order D. social transformation 104, Social transformation refers to positive social change through A. collective effort, B. foreign intervention ©. a pragmatic leadership D. envisionment 23 OF ow Oa ov OF for] Oa ov OF Ow Oa os SECONDARY FACULTY ABILITIES AND TEACHING METHODS ‘The application, performance, or practice of the principles or criteria ofethies, aesthetics, and religious obligations acquire efficacy only through certain faculty powers appropriate to each nature or attributes. These are the socondary faculty powers, otherwise called composite or derivative fac- ulty powers which are themselves developed through the various modes of values education methods. ‘The composite/secondary faculty powers come in the forms of charac- ter, conscience, intention, attitude, aspiration, and personhood. The construal of each concept is as follows: Character: Conscience: Intention: Attitude: Aspiration Personhood. the interrelationships among the faculties — reason, will, feeling and the senses where anyone among them may dominate the others if there is no balanced and adequate development and use of the same faculties, ‘the combination of reason, feeling, and will where rea- son makes an ethical judgment of oneselfin relation to others; where feelings of sadness, pity, sorrow, regret, self-indignation, shame, and lament accompany the judgment; and where the will enforces the self to xe- form, make amends, restore, self-rebuke, and owe oth- ers a debt of gratitude, as the case may be. the will as an act of affirmation or negation of a deci sion, or its prevention from formation, or as an intel- lectual act of planning something according to a pur- pose. the combination of reason, feeling, will, and the senses which predisposes the self into a positive, negative, or neutral state, either temporarily or permanently, in relation to something or other in life, society, environ- ment, or a transcendent reality. : the consolidation of all the faculties toward the pur- suit of some ultimately valued aims or goals, and di- recting all their energies for the fulfillment of said goals. the integration of all the faculties in a state or position characterized by the fulfillment, maintenance, and en- hancement of their nature in pursuit of things, situa- tions, and aspirations that are enduringly and essen- tially beneficial to the self. 24All the preceding forms or state of the human self can and may be realized only through certain methods in values education. These meth- ods are specially conceptualized or defined according to the demands of their purpose to bring about the intended outcomes. This part of the reviewer evidently shows that the formation, devel- opment, or attainment of the values require the use of certain methods that appeal, persuade, inspire, command, or strategically impose in alter- nate, repetitive, or gradual terms. ‘There are, at least, five major methods of providing values education in a learning institution. They are implantation, development, shaping, internalization, intensification, and application. Implantation is self-ex- planatory as it is the introduction, germination, or formation of values principles in the young or adult person. Infusion, inculeation, and instill- ‘ment are specific ways of implanting the values. Development means the ‘act of building or forming something to achieve a status different from the earlier form in terms of completion or perfection of the natural form or design. Shaping, on the other hand, means to take away or add to the ‘same thing or person towards a desired outcome. After developing and shaping the values, comes internalization. This method refers to the act of causing something (ideas or principles, senti- ments, attitudes, interests, faith, aspirations) to inhere in one’s conscious- ness. This is done through understanding, inspiration or edification. Un- derstanding is the apprehension or knowledge of something in deeper, broader, and higher terms. Inspiration is the delighted pursuit, attention, or fulfillment of something as impelled by motivation that favorably ad- dress one's interest, inclinations, or aspirations. Edification is the ennoble- ment of oneself by means of great ideas. Intensification follows internalization. It comes by increasing the de- gree of attachment, commitment, or conviction in something by advocacy, artistic strategies, and religious exhortation. The result of intensification is coherence in a thing, commitment, and integrity of being. Finally, it is the application of all that have been taught through the methods that completes the educative process. Application refers to the performance and practice of the values while the intended outcomes pertain to the com- mitment, mission, and pursuit of the values in one's lifetime, The following definitions are given: a. infusion - the method of pertinently but tactfully including val- ues ideas and principles in a given oral or written discourse, a project, or an activity . inculcation ~ the teaching of values through direct and repeated telling, exposition, or explanation 25 . instillment - the method of teaching values by means of gradual information, sequential explanation, or alternate inclusion |. cultivation — the act of fitting the situation for applying the val- ues learned; increasing the opportunity for their practice; and mak- ing the learning environment conducive for application . modelling ~ the method of teaching which involves a spontane- ous or intentional performance of worthwhile acts for emulation demonstration - the act of specifically showing the ways or means of doing a given point, lesson, or explanation internalization - the act of causing to be a part of the self or con- sciousness either through appeal to reason, feeling, authority, advocacy, example, or practice . rational understanding ~ the kind of of understanding governed by the cognitive principle of reason where logic, objectivity, proof, criterion, and universality are parts ofits domain, and where trath and validity agrees with each other edification — a form of personal transformation made possible through discourses on the higher truths and realities of magna- nimity and nobility of the self; of sublime beauty; of rational height and depth; and of spiritual greatness j. intensification — the act of increasing the degree of attachment, commitment, conviction, or determination to do something by way of accent, focus, or advocacy iuuuersion — u technique of knowing which provides direct and concrete experience by living or staying in the natural setting for reasons of acquiring first-hand knowledge, empathy, and the pe- culiarities of tho object or situation under study, ‘exposure — a teaching approach used to provide initial knowledge of the subject or an informal orientation to the topics at issue; this is done through field research or encounter with the relevant range of study . habituation ~ the method of assigning, checking, and/or evaluat- ing an act towards forming it into a practice; or the consistent application of skills and abilities taught, commitment ~ the full acceptance, intrinsic attachment, firm determination, and dedicated pursuit of an ideal, goal, vocation, or principle 26FACULTY ABILITIES AND TEACHING METHODS CATEGORIES . C. the formation of a conscience strategies, and principles, if any. This fact can be seen in children’s fascination with Santa Claus, fairy lales, phantasms, mythologios, and fables. As these are the ages from 5-12, it is most fitting to develop a child’s future character and ideals through |A. the integration of social principles B. the inculeation of religious doctrines 27 105, Since a value composes the rational, affective, vo- A B C D D. the integration jitional and performative aspects, the need is to QQ OO sation of moral lessans design or construct methods that address them as 4 whole. This point should also fit the learner's 109. At ages 512, the childs most ready and fitting to development level and the be instilled with the family and religious values of jedience, respect, and the rudiments of |. social status C. environment —_— B. peer group D. subject matter A. love for the opposite sex B. business economics 106. Along with the uniquely human values of ethies, A B C D C. high technology aesthetics, and religion, the social and environmen- OQ © O O D. responsibility tal values need to be developed. All the five ¥ values are necessary for designing an integrated sees are sogram according to 10. At ages 5-12, the child is most ready and ft to be trained in the elementary forms of moral ethies by ‘A. pragmatic methods C. psycho-philosophical giving to friends and classmates who lacks what Principles he has (generosity), refraining from destroying oth- B. national laws _D.. educational policies ers’ personal belongings (responsibility) and 107. The formation of aesthetic skills in children first A BC D A. punctuality . care for pets require the building and training of perceptual QO OO B. respect for person D. piety skills to insure an accurate observation with re- spect to the form, shape, color, and position of ob- 111. In general, val eneral, values may be effectively tau jects, persons, and places; and tneans of inclcaion and instsnent The ethos A. a reproductive imagination of them are B. sensitivity to the fine features in things A. repetition, instruction, practice, and imitation ©. a critical judgment of the same B. comparison, expression, and problem-solving D. arepeated exposure to all of them without any C. formation, habituation, cultivation, shaping, variation in features and guidance D. enrichment, intensification, improvement, and 108, The quality of development in a child's creative A BC D modification imagination depends upon an adult's motivation, OQ O O O 112. A child or person can acquire the quality of value by habituation. This is done by A. listening to stories containing the value BB, reading books about the value C. practicing the value in most instances, D, dreaming about its application 28 O> Ow Oa Ov Or Ow oa ov Or Ow Oa ouus, 4. 115, 6. ‘To form a value into the life of a person or a child requires exposure to relevant occasions, the mdd- eling approach, or by A. occasional performance B, story-telling C. social interaction D. guided practice ‘Values are infused in instructional materials such as stories, plays, and games, or in A. technology like films and radio B. neighborly chats C. festivities D. rallies Avvalue expresses the character of a person when itis given first priority over other considerations in actual decision-making; consistently practiced, understood either intuitively or intellectually; or always spoken of easily remembered taught with compassion and good taste preached by pastors or priests Popp A value becomes a virtue when it has become a part of one’s personhood, performed in times of stress, an object of sacrifice, devoutly practiced, and perfected in performance. This means that the virtue is A. carried out thoroughly with goodwill and self- lessness B. given publicity C. performed to the letter D. done for a favored few Or Ow Oo ov Or oO Oa ov Or Ow Oo Ov ABCD oo00o°o 7. 8. ug. 120. 121. azz Ideas or principles of ethics, aesthetics, or religion are properly instilled through dramatization, film characterization, anecdotal means, story-telling, or A. information B. examination C. modeling D. reprimand ‘Modeling can be used as a technique for A. problem-solving . creative thinking shaping thought and behavior . discovery learning so To cultivate a value is to increase the opportuni- ties of its performance; have more cultural expo- sures; and . . fittingly designed activities or settings . reading books . ineuleation vogPE . repetition Inculcation is the act of direct telling, advocacy, and. A. questioning C. exposition B. suggestion D. criticizing Internalization and commitment are connotatively interchangeable. A. true B. false C. it depends D. itis probable Both internalization and commitment can occur either by rational means or by A. imagination C. indoctrination B. cues D. chance encounters o> Ow Oo ov OF Ow oo ov O> oO» oa ov O> Ow Oo Ov o> ow oa ov o> On Oo ov123. Apparently, the objectives of values education con- sist of right and wholesome attitude-formation, character and conscience-development, outlook- shaping, aspiration-building, and \. having a good reputation living a good life commitment-building attaining career success Paomp 124. An attitude is a cognitive, affective, and behavioral set predisposing the self into a favorable, unfavor- able, or neutral way; either temporarily or perma- nently, in relation to something or others. In the context of values education, it is used as a means of responding to certain issues and handling ‘A. legal matters ——_C. technical problems B. life situations _—_D. traditional activities 125. Commitment-bujlding requires rational or nonrational understanding, affective bonding, and the proper moment volitional decisiveness material support social seceptance Popp 31 o> Ow oa ov Op Ow oo Ov O> Ow Oo ov FACTS, ISSUES, AND IMPLICATIONS . ‘To appreciate further one’s knowledge of the forms, definitions, and concepts of the values, itis necessary to include the facts and issues about thom. This is in addition to knowing the implication of the values in the pursuit of the different areas of study and levels of education. With respect to facts about values, some instances are deemed perti- nent. These instances refer to the kind of narratives ft for children; the proper methods for a given age; the ethical principles and religious activi- ties suitable for the same age, and the propriety of language for all forms of communications. For adult purposes, however, the following are identi- fied: 1. Heroes have been concerned for the national good. 2. Human dignity and personal integrity are permanently desirable. 3. Aspiring for virtue and the ideal is axiomatic and beyond argu- ment. 4, Education, more than anything else is for the attainment of the ‘good in all its forms. 5. A.sense of values mark an educated person. Since the study of values requires the use of reason, feelings, the bu: ‘man will, and the senses, issues arise in the contexts of language, thought, nd expression; reality conditions; human choices; and decision-making. For reasons of convenience, they shall be considered as clusters. To be subsumed under the cluster of language, thought, and expression are the terms of dofinition, interpretation, conceptualization, and ideological com- mitment. For the cluster of reality conditions, they are illiteracy, cultural conditions, personalities, racial differences, family and educational back- ground, and personal experience. Lastly, the cluster of human choice and decision-making lists issues on media presentations, priority decisions, academic policies, hierarchical arrangement, ideological commitments, pragmatic considerations, abso- lute liberalism, and scientific neutrality. ‘The matters of understanding and appeal to the values as principles and eriteria of judgment imply the development, maintenance. pursuit, ‘and change of thought, feeling, and action in a given area of concern. How- ever, the possession of a sense of values means a number of good things. ‘Along the line of public service, it means the avoidance of opportunism or undesirable pragmatism concerning profit-making in business and me- dia 32With respect to religion and the non-religious part of culture, it means a commitment to religious faith in the context of a secular education. In this regard, it becomes timely to think of reconciling the liberal outlook, independence, Mhdividualism and self-reliance of classical humanism with the humility, dependence, submission and gratitude in Islam, Christian- ity, Hinduism, Taoism, and Buddhism, among others. All kinds of traits are necessary to bring balance to any religious faith. A holistic and complete understanding of values also require the use of art not only for pure delight in beauty but also for inspiration, sublimity of joy in aesthetic qualities, and edification. This point is especially signifi- cant for people who deal with the implementation of justice, guidance, and counselling services. Like the values educators themselves, the former must have received the kind of education that is infused with values. This is also to add that their values education must be truly sound in points of adequacy in content, propriety in teaching methods, and richness in in- sights and principles. FACTS, ISSUES, AND IMPLICATIONS CATEGORIES 126. The Eastern religious values differ but do not con- flict with Western values. Some Eastern values are immortality, cosmic order, sacredness, harmony, and unity while Western values include rational- ity, brotherhood, universal harmony, and individu- ality. The two values system, evidently, can be ABCD ooo°o ‘A. separately developed in the learner B, taught scientifically C. integrated in curricular offering D. none of the above 127. Strictly speaking, science and religion must not contradict each other since they operate on differ- ent planes of concerns and . A. motives B, followers O> Ow Oo Ov ©. purposes D. strategies 128. There is wisdom in teaching religion on the basis, of the liberal-rational, and positive principles, This proposal applies only to A. Islam B. Hinduism OF Ow Oo oo C. Christianity D. all religions 33 129. Religion is an inherent need that must be ad- dressed by educational foundations such as humanistic education, educational psychology, and A. philosophy of science . sociology of education socio-cultural education philosophy of education vow 130. The idea of equating knowledge and virtue was introduced by Socrates and Plato. This is partly correct since it requires feeling, free will, full un- derstanding, and action for an act to have C. full merit D. impact A. success B. validity 131. Kant’s criterion of the universalization of a given action is the test of A. the validity of an idea B. the moral quality of an act ©. truth ofa statement D. human reason 182. The principle of utilitarianism states that the moral quality of an act lies in its power to produce happiness for the greatest number. This is accord- ing to A. WD. Ross ©. JS. Mill B. Joseph Butler —_D. Aristotle 133. ‘The consequences or results of an act rather than. its rightness of intention is what matters for ‘Nichomachean ethies Utilitarianism 1. Situation ethics the Filipino Innerself Ethics vamp 34 ABCD oo00 Or O> Ow Ow Oo Oo fol] oo ABCD ooo°o O> Oe Oo oo199, About the quality or criteria of good, it is said that o> ou oo ov 134, The good will or intention of an act is amon, e ration of an act is among the A qualities of a moral act. This is according to © é 6 6 1 the goed i always "igh and 2) the right is ale —— ways good. Choose the correct answer. A. Kant ©. Rousseau . ‘A. no. liscorrect C. no, 1 is incorrect B. dS. Mill D. Plato B. no.2iscorrect —D. no. 2is incorrect 125, Inspite of ulterior motives, the act of a politi c dition A BC D i ives, the act of a political 140. Which among the statements is true uncon candidat to give material bones toa greater b000 ally? ©0000 Taudable according tae oct time is morally 'A. The good life includes the mora life. A. Kant 6. 38.Mn B. The moral life includes the good life oof ve virtuously is to live morall B. Arista. nono ofthe above D. Koowldge ivi . 136, To use for one’s person: bonettisanielatonet Rant eeregleat eee o ABCD 141, Borderless faith educationista promisingapproach A BC D dignity. This point echoes the principle of indi. © O OO Inreligious instruetion in sectarian and nonsec- QQ © O vidual value as shown in the words and deeds tarian institutions. It will minimize if not fully of ____. eliminate religious controversies in ______. A. Buddha ©. desus A, the Christian religion only B. Mohammed D. Mahatma Gandhi B. all Protestant sects C. all organized religion 137. Since violence harms and destroys both the physi: A B C D D. atheism cal and nonphysical being of human person, itis QO O O ty. ‘lee moral assault on personal integ- 142, Religious education must balance the threeaspects A B C D ity. Hence, nonviolence has become a major can- Tet ean ont ition to the rightness of an act in moral and ethi- offith, reanon, and e000 cal terms. A. love ©. works A. true C. it depends B. charity ‘D. hope B, false D. itis confusin 143, Probably, itis the idea or experience af goodness A BC D 138, Speaking of the quali andevil, mortality and immortality, human origin Q Q OO areal ane a the a val i of the rightness inamoral A BC D and destiny, misery and glory that makes religion : yy is judged not to be always true QO OO acrucial feature of. and correct. This means that moral rightness is perceived as A. valid C. relative B. sound D. acceptable 35, ‘A. values education C. college education B, human civilization D. catechism 144, ‘The monk-professor who reconciled faith and phi- losophy during the Middle Ages was A. Joan of Are . Martin Luther B, St. Thomas Aquinas D. Peter Abelard 36145, ‘To be not weary in well-doing because one shall receive his/her rewards in due time is a biblical ‘counsel whichis a good antidote against impatience for erring fellowbeings, resentment for the thought- lessness of others, reciprocal expectations, and A. poverty B, profit-consciousnese ©. distrust D. material compensation 146. Piety is the attitude and performance of deeds in a reverential recognition of a Divine Being as the Source of all material and possible good. It is the opposite of A. dishonesty C. arrogance B. humility D. heroism 147. The values of purity, cleanliness, impeccability, chastity, and immaculateness are hard to come by in a world besieged by what may be described as variations in the theme of. OF on oa oo OF ov oe ov o> Ow oo ov C. the identity of the person D, emotional quotient. 150, Was it Socrates who asked that ifa thing is holy it i it loved by the gods, or is it, je holy it A. anactofpiety —C. holy in itself B. apublicview —_D, rational 161, Sellssnessin moral ethies means serifiing one's Pen rest in favor of others while in reli- gious ethics, it means abandoning one’s desires in favor of _ * * wordy A. Divine assistance C. Divine Grace B. God's blessings. none of the preceding 152, The values of immortality and salvation from dam- nation can be attained only by being constant in piety and by being consistent in uprightness as universally defined by all the ethical and moral codes. These codes are based on essential criteria, perseverance in hope, and persistence in Or Ow oo ov Or Ow oo Ov OF Ow oo ov A. evil . pollution —- B. impurity D. contamination A. GMRC C. efficiency B. social works D. a living faith 148. Fellowship, brotherhood, community, or acongre- A BC D gation in worship immediately contributes to the QO OO 153. The end-values of eternal harmony with Almighty ofa member. God, spiritual holiness, and immortal bliss, among A. strength of power others are strongly suggested by the very fact of B. economic productivity metaphysical speculation, intuition, conscience, , cultural growth > vette success A. sacred writings of the human race B. high technology C. personal experience D, social ethies 149. Charitios in times of misery, forgiveness by under- standing the offender's limitations; slowness of an- ger during sensitive-laden provocation; and pa- tience when one’s priorities are at stake manifest Or ou oa ov ‘A. the true religious person B. the transformation of the soul 37 38 O> Ow oa ov154, If there is no God at all, no eternal existence, spiri- ‘ual holiness and immortal bliss; and no heavenly home as an ultimate destination, it is therefore useless to be good in all intrinsic ways. A. true ©. it depends B. false D. possibly true 155. Contemplation of the good, faith in an Almighty Perfect Being, and a natural desire for the beauti- ful indicate that humanity is headed for . life full of pleasure |. adventurous life Ope progressive life ). life of blesses immortality 9 156. The kind of positive social changes that Dr. Jose Rizal wanted for the Filipinos during the Spanish rule is A. agrarian ©. social B. legal D. regional 157. The Filipino society during the Estrada adminis- tration needs - A. a radical change through apeople’s revolution B. social transformation C. foreign aid D, amartial law 158. It appears that philosophical wisdom and mastery in political governance has been a social and philo- sophical aspiration since the time of Plato. A. true C. not necessarily B. false D. occasionally 159. Social reforms, social transformation, social revo- lution, and social visions all presuppose. A, personal frustrations C. economic decline B, political ambitions. discontent 39 O> ow Oa ov O> ow oa ov O> Ow Oo ov OF Ow oOo ov O> ow Oa ov O> Ow Oo ov 160. From the roster of social thinkers like Plato and Aristotle, Cicero, Locke, Rousseau, Rizal, Mara, Adam Smith, J.S. Mill, and Weber, among others, one must distinguish among reformers, visionar. ies, and A. political protegees C. authors B. impostors D. apologists 161. There is no truth to the idea that educational and social concerns are interrelated. A. true ©. maybe B, false D, it does not matter 162. Through the social aims component, education en- hhances the students’ need as a social being through social studies the social sciences social theories Popp ‘a course in social philosophy and education 163. The socio-cultural educational foundations can es- sentially lay the groundworks by which education can best serve the interests of society. + A. true C. itdepends B. false D. most probably 164, Since the success of the values education program involves all-sector participation, it is necessary to have a support group that will monitor and evalu- ate the program. The support group shalll include the home and family, community, religious insti- tution, and A.NGOs | C. school organizations 8, professional group D. friends 165. In the new times, there is the dilemma of being attuned to high technology in artistic creativity with enjoyment of artificial delight and one of re- 40 O> Oe Oo fol] O> Ow Oo Ov o> Ow Oa oo Or Ow Oe oo O> Ow Oo oo Op Ow Oo ootaining one’s artistic creativity in a natural way 168. Where every area of study ve stu with the enjoyment of genuine delight. If you are a ly carries a diversity of A BC D ee eet weld vee ne ‘erests and adherence, institutional heads must. QO © O — . work by policy to implement the idea that the ‘A. allow a highly technical artistic performance things of beauty are much a part of the social and since this is the trend : + natural sciences and an B. keep a balance between the natural way and A. examinations the highly technical the way B. physical edveation C. keep the natural way absolutely C. practical arte cnt th D, let the student know the natural way first be- D. th and the humanities fore doing the high tech approach 1¢ University food service 169. The revival of s 166, Sports activities, video games, computer-basedart A BC D 69 ‘The revival of classical art along with indigenous A BC D works, and other technical skills may monopolize QQ OO ties educators segue educational will among val- QO OO objective of the interest building in the child in con- Winer ugaters and educational administrators. A trast with natural artistic skills development. If isor policy is you were the values educator, how would you off- A. for the values educator to work < educator to work only on the Tiara’ att a eho om ha A. Give more homework in the arts and minimize freedom principle computer-based lessons. B. forthe schooV/ollege administrator to keep his! B. Use an alternate-integrate scheme where more __ Rerhands offto avoid unwanted disagreement, natural skills-based are given place in the cur- C. forboth protagonists to have a dialogue towards riculum. agreement on principles, privileges, and com. C. Use negative reinforcement. Promises D. Use an alternative-integrate scheme where the D. for the administrator to rule that both have no natural skills-based productions are graded place in the new millenium much higher than the technology-hased skill, 170. Aesthetic education appears to be mor 167. Lack of aesthetic perceptivity and imagination re- A B C D dendum rather than an integral park ce aie, & BG D sults in some students to acomplacent attitudeon OOOO study. As a values educator, you would a win COOO what is good enough which, however, can be im- ° ‘© well to proved tremendously. Before an art educator can hw be both effective and devoted in counteracting the write a position paper to the faculty body or ee uation ‘ administrator ° B. convince his/h ‘A. he/she must not be concerned at all with what, seathatae bishher classes of the importance of seen er tiaher couteal aeathotic studies and conduct seminar-work- 8 a we B, the art educator must be given the right edu- ©. cational foundation as teaching guides and eri- Carica, ett time fomake changes inthe teria D. all of the above C. the art educator must tenaciously pursue his! her craft regardless of whether the students are interested or not D. let things run their course 41 42tion must clean and reform itself first before it can have a successful teaching mission, 171, Since human development is a process, and a0s; thetic quality is essential to human nature, it be- o> Ow oo ov hooves teachers, parents, and educators to start A. Reform is necessary but itis a hopeless task. art education al B. In having the same situation as the church, A. imhigh school C. college education must refrain from exposing its own B, preschool D. during school vacation errors. ©. Revolution in education is out of the question. 172, In relation to ethics and religion, art can be inde- A BC D D. Reform, transformation, or revolution where pendently pursued with respect to method and QO OO necessary should be the policy. subject matter. A. true ©. it depends 177. Letit be supposed that a school principal has been B hl D. itis probable committing the same offence for a number of years. alae The offense is seriously against the interest of the students since it involves a grave overpricing of 173, For the sake of decency, dignity, and integrity, the A BCD certain school materials sold to the students. What priniplof rt for arts sake cannot be pursuedin Q © © O is worse is that the money collected was net uecd absolute terms. This position however, does not for the purpose intended: the purchase ofcomputer mean that art should serve the interests of ethics for the class, How should teachers respond (9 the and religion. Rather, . situation? A, this claim is very illiberal A, Form a group and let it admonish the princi- B. this point restriets talent development pal. C. wholesome excellence requires essential har- B. Report the matter to higher school authorities. mony C. Keep silent as if nothing is wrong. D. art for arts sake is itself a classical bias D. Urge the principal to resign from the school 174. Pornography is an example of liberated art ABCD 178, The problem of teaching religion has heen salved 0000 by the policy of secularism where the teaching of a A. true C. it depends specific religious faith is forbidden in public B. false D. itis perverted art schools. However, there is no denying the fact that education, to be holistic and integrative must in- clude a religious dimension. How about 175, In matters of ultimate purpose and transforma- " tive excellence, aesthetic value has the lowest in priority for lifetime commitment. Op Ow oOo oo A. teaching the universal and ultimate religious ‘A. true C. sometimes values (immortality, perfection, and unity with , a Divine Power-Creator) as a crucial and nec- B. false D. this is logically essary part of total education for all believers: poss B. asking the authority of each religion to teach their own members tion, research and publication, as well as budget- chance ary allocations, It is imperative then that educa~ D. teaching religion on the voluntary basis ofstu- dent attendance 43 44 Or Oe Oo ov O> Ow Oo oo179. Almost all religions—Islam, Christianity, Bud- dhism, and Taoism teaches humility, dependence, (gratitude, and submission to a higher power that has Divine Providence over all. This is in contrast with classical humanism that stresses individual- ity, independence, liberty, and self-reliance. Some ways of addressing the conflict are design separate course for each take a side and profess it as desired eliminate one or the other in the curriculum . prove that the qualities or principles are not contradictory vow 180, ‘To prove that the qualities of humility, dependence, ‘and selflessness are not contradicted or subverted by independence, liberty, and self-reliance is to say that the gift of faculties, talents, and strengths rreeeived from the Creator are intended for use in the lesser world for physical existence. If He has not created this world, how much more of the un- seen Divine Energy of Spirit that continue toamaze or test a human person in positive and negative terms, even to the limit of endurance and under- standing, Indeed, the feelings of humility and sub- mission, dependence, selflessness, and gratitude ‘A. must be resisted for doing a person no good B, makes one unprogressive, unchallenged, and inutile C. should go with praise, gratitude, and worship, and for the Almighty Creator D. are hindrances to one's intelligence and creativ- ity 181, ‘Tobe true to one’s better selfs to interpret art for art’s sake as not being independent of higher pri- orities, purposes, mission, oxpression, and subli- mations. A. true ©. it depends B. false D. this is inconceivable 45 OF O> Or Ow ow Ow oo oa Oa ov oo ov 182, To be decent, acceptable, and ethical or religious in the pursuit of art is to use religious themes and subject in one's work. A. true B. false C. not necessarily D. stop being an artist 183, Itis common knowledge that media is a highly pow- trful meana for impact and influence for goad or for bad. In this regard, the need to infuse values ‘education in all its programs and commercials is a necessity which A. must concern the entire media network B. must concern all values educators C. is the task of the regulatory board D. is the concern of all sectors in society 184. The agencies of justice, law enforcement, guidance and counseling services, and the state forces as well, need the same infusion of a sound values educa- tion. To be implemented, this proposal needs to be A. petitioned B, legislated C. given incentives D. presented for a social survey 185, Sound values education includes eonoorn for ad equate knowledge of onrepts and principles, teach- ing methodologies, and the insights, and full un- derstanding of the . A. faculties of the sense, intellect, will and reason B. all mental powers ©. all affective qualities D. all extrasensory capacities 186, Some problems of the values education program lie in the program itself. These are directly con nected with teaching methodologies, content va- lidity and organization, curricular design and ‘A, student interest. C. teacher availability B. academic policies D. mode of support 46 OF Ow oo ov OF On Oa ov OF on Oo ov OF On oo ov OF Ow O° ov187. The teaching methodologies in values education address the refinement, intensification, and ens hancement of intangible and invisible abilities and skills better described as A. multiple intelligence B, intelligence, wisdom, and erudition C. sensitivity, insight, perceptiveness, and adept- ness D. perception, imagination, reflection, and specu- lation 188. Tp achieve internalization, commitment, and ap- plication of the principles of human and social val- ues, teaching methods must cover the totality of dimensions of the human personality previously indicated in order to avoid A. gaps in understanding and functional imbal- B. public ire C. negligence of duties D. confrontation wth academic authorities 189. Knowledge of the values principles, faculty forms, and teaching methods also leads to a knowledge of their hierarchy of worth and merits necessary in recolving conflicts in A. professional positions B, style preferences C. interests, priorities, and convictions D. social values While human values have been central in the dis- cussion of values education, social values become apparently relevant, instrumental, and strategic in addressing professional and environmental 1s- ‘sues which concern _ 190. A, armed forces and nongovernment organizations B. the general public 47 o> Or Ou Ow Oo Oo ov ov ABCD oooo O> On oo ov 191, 192, 193, 194, C. the business groups D, aesthetic and religious devotees and enthusi- asts Social reconstructionism is one of the theories in education which proposes social reforms through ‘A. political means B. economic means C. education D. lobbying Some of the teaching methodologies that can be used in socio-cultural education are as follows: socio-ethnography, sociological mind-shaping, socio-analytical evaluation, dialectic socialization, Socio-historical forecasting, collective empathy, and A. enculturation B. survey ©. acculturation D. consciensitization Conscientization is the process by which the poor and marginalized sector of society is being made aware of and rendered articulate in a higher level than before about their plight. Paolo Freire intro- duces this method in a book called ‘A. Pedagogy of the Oppressed B. Reflections on Men C. The Sociological Imagination D. The Making of Society In the course of human development, the aesthetic, social, and physical values are the most perceiv. able. Evidently, the building of the physical, sen- sory, and interactive capacities A. require special attention B. are the easiest ones to undertake C. should come as first priorities D. need no teacher preparation 43 o> O> Ow Op O> Ow Ow Ow Oa Oo Oo Oo Oo Ov Oo Oxo195. 196. 197. 198. ‘The medium of art as a form of social critique is an example of a denial of. . ‘A. the classical humanist’s claim of art for art's sake B. Picasso's “Guernica” C. Vincent Van Gogh's “Industrial Landscape” D. Frances Frollape’s “Outside the Factory” ‘The making of human, social, and educational cri- tiques all implies the existence of values in their respective areas. The convergence of these values toa common focus of concern in current times sig- nal the probable resolution and fulfillment of many isolated ‘A. aims and aspirations of betterment and excel- Ience in professional education B. interests, goals, and objectives in the arts C. plans, programs, schemes, and models of de- velopment in the sciences D. concepts, facts, theories, and insights in all areas: Values education, in due time, will come of age. Any teacher who pursues it in the light of the present review questions will eventually grasp and ‘teach it with ‘A. much gusto and difference B. commitment and mastery ©. love and wisdom D. all of the above If a society cannot be better than its moral, reli- gious, and aesthetic foundations as reflected in its history, values education cannot also rise above such foundations of which it is a part. C. not necessarily D. none of the above A. true B, false 49 OF OF OF OF On Ow Ow Ow Oo oo Oa oa ov ov ov ov 199. Values education definitely crowns all the efforts 200. of a society in its critical pursuit of A. cultural progress B. economic prosperity C. human and social development D. world leadership Some values are culture-bound while others are A. socially applicable C. universally applicable B. impertinent D, neutral 50 Ow Ow Oo Oa ov ovVALUES EDUCATION: ANSWER KEY coer uaoZocoUUy DOU RE ODOR DOB ODDOBATTAVARS a. 2. 43, 4 45. 46. a. 46 49, 50, 51 52. 5a 54 51 58. 59, 60. 61 2 6 6. 66, 61 68, 69. 0 n 2, a. 14, co 16. 1 8. 79. wowooeurUO DOR OE BER OPEROUOUN OBOE REE eopeue a1 82, 83, 84 86. 7 88 89, 90, 91 92. 93, 94 95, 97 98, 100. 101, 102. 108. 121. 122. 123. 124, 125. 126. 121, 8, 129. 130. ra 132. 133, 134, 136. 136. 137. 138, 139. 140. 1a, 42. us. 144 us. 146, ut, us. 149, 150. 151, 152, 153. 154, 158, 156. 151 158. 159, 160. 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