UNIT I: PHILOSOPHY OF VALUES EDUCATION

LESSON 1 – VALUING EDUCATION

LEARNING OUTCOMES:
The students-learner, after reading and studying this Lesson of Unit I shall be able to:
1. Discuss the different educational stages in terms of its philosophy, objectives, mission, vision and
goals;
2. Discuss the educational mandates of the country;
3. Internalize the challenge of educational objectives particularly the tertiary education.
4. Explain the mission, goals and objectives of PUP-Department of Cooperatives & Social Development

THE EDUCATIONAL SYSTEM OF THE PHILIPPINES

INTRODUCTION:

Many Filipinos consider education as a highest value. Touching stories on how parents sacrificed so much just
to send their children to school are familiar’s tales all over the archipelago. Parents are willing to sell their only piece of
land or a carabao for the tuition of their children studying in the city. Famous movie stories depict the story the story of a
mother who endured sickness and pains of laundrying clothes of the rich just to support a child in college. It is expected
that once this child finished her or his study, he/she have to help sending other siblings to college.

Sacrifices of working students are no less a heroic example of hard work and perseverance in order to earn a
much coveted degree and diploma. Again, stories, testimonies and tales about this dramatic journey to earn education
are too many to relate.

Your own stories of how you sacrificed so much just to be accepted at PUP is for sure vivid in your heart. All
these experiences in getting education speak of the greatest value, I mentioned at the beginning.

The government agency mandated to over-see the smooth running of quality education in the country is called
the Department of Education (DepEd) for he elementary and secondary education levels, and senior high school while
the Commission on Higher Education (CHED) for the tertiary level.

Your Unit I, lesson 1 focused on the different educational objectives, of the elementary, secondary and tertiary
levels, then the philosophy of the Polytechnic University of the Philippines and the vision, mission and goal of the
Department of Cooperatives and Social Development (formerly Institute of Cooperatives).

OBJECTIVES OF THE EDUCATION BY LEVEL

The specific objectives for each level of education are:

ELEMENTARY EDUCATION
1. To inculcate in the pupils desirable social, moral and cultural values from which shall spring a strong sense of
national pride, discipline, and commitment;
2. To increase access of advantages groups in all educational areas;
3. To enhance the quality of elementary education by:
 providing basic education primarily through the 3r’s upgrading the achievements level of all elementary
school pupils including the gifted and the disabled.

SECONDARY EDUCATION
1. To provide quality secondary education to all school-age children regardless of socio-economic status;
2. To equip students with knowledge, skills and attitudes for productive endeavor and enhance their aptitudes and
interest;
3. To inculcate positive values that will develop among students a productive a rational commitment to the goals of
national development.
4. To promote the physical, intellectual, emotional and social well-being of the students and prepare them for
tertiary schooling;
5. To enhance the quality of secondary education primarily by continuing basic education and expanding it to
include the learning of employable gainful skills.

TERTIARY EDUCATION
1. To provide a general education program that will promote national, identity, cultural consciousness, moral
integrity and spiritual vigor;
2. To train the nation’s professions manpower in the skills require for national development;
3. To develop the professions hat will provide leadership for the nation; and;
4. To advance knowledge through research work, and apply this knowledge for improving the quality of human life
and responding effectively to changing societal needs and conditions.

EDUCATIONAL PHILOSOPHY OF THE POLYTECHNIC UNIVERSITY OF THE PHILLIPINES

As a state university, PUP believes that education is an instrument for the development of the citizenry and the
enhancement of nation building. It believes that meaningful growth and transformation of the country are best achieved in
an atmosphere of brotherhood, peace, freedom, justice and nationalists-oriented education imbued with the humanist
internationalism.

MISSION

On the strength of this guiding philosophy, the university commits itself to:
1. Democratize access t education opportunities;
2. Promote scientific consciousness and develop relevant expertise and competence among all members of the
academe, stressing their importance in building a truly independent and sovereign Philippines.
3. Emphasize the unrestrained and unremitting search for, and defense of truth as well as the advancement of
moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Development among its students and faculty self-disciplines, nationalism social awareness and the need to
defend human rights;
6. Provide its students with a liberal arts-based education essential to a broader understanding and appreciation of
life and the total development of the individual;
7. Make its students and faculty aware of technological, social as well as political-economic problems and
encourage them to the nationalist industrialization and overall economic development of the individual; and
 8. Use and propagate the national language and other Philippine languages and development proficiency English
and other foreign languages required by the students’ field of specialization.

DEPARTMENT OF COOPERATIVES & SOCIAL DEVELOPMENT (FORMERLY INSTITUTE OF COOPERATIVES)

MISSION

The Department of Cooperatives and social Development, in line with the PUP philosophy and objectives, is
imbued with the mission of attaining meaningful human and community development through cooperativism.

Specifically, it commits itself to:

1. Provide a more effective, relevant, responsive and continuing education that strengthens the development of
cooperativism in the country;
2. Promote cooperativism among the masses that leads to social discipline and economic self-reliance; and
3. Uplift the socio-cultural and economic conditions of the Filipino people through cooperativism in an atmosphere
of brotherhood, peace, freedom and justice

GOALS

1. To promote and strengthen the country’s cooperative education both formal and informal.
2. To provide a nationalist, scientific, democratic and pro-people education;
3. To strengthen and broaden research programs;
4. To develop competence and expertise among faculty members, and
5. To make the Department one of the most adequate training centers in the country.

OBJECTIVES

1. To offer four-year course leading to the degree of bachelor in cooperatives;

2. To provide training course on organizational, business and human resource development to cooperatives at all
levels;
3. To undertake research and disseminate finding through appropriate media;
4. To set up exchange programs, scholarship, and professional chairs on cooperatives
5. To engage in advocacy work to hasten to promotion, growth and development of cooperative organization in the
country;
6. To facilitate linkages and networking among cooperatives, both local and international;
7. To undertake community development projects and extension services with cooperative organizations;
8. To establish consortia and linkages with educational institutions and cooperatives organization both local and
international; and
9. To undertake faculty development programs that include scholarships, fellowships, study visits exchange
programs and exposures.

---end of Lesson ---

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STUDENT ACTIVITIES TO BE DONE

After reading Lesson 1, you are expected to answer the following questions:

PART I. Using a separate paper, answer the following questions? (in not less than 50 words)!

1. Why is education important to you?

 2. Write a short summary of how you came to know PUP?
3. Make an illustration of the different educational levels from kinder garden, primary, elementary, secondary,
senior high school, and tertiary?
4. Briefly discuss (at least two-2) educational objectives of the tertiary education.

PART II. Prepare for next oral examination .

1. Memorize by heart the PUP philosophy.

2. Memorize by heart the mission, goals and objectives of the Department of Cooperatives and Social
Development.

REFERENCES:
Brochures:
 Polytechnic University of the Philippines
 Department of Cooperatives and Social Development – Polytechnic University of the Philippines
 Department of Education
 Commission on Higher Education

LESSON 2: CONCEPTS, NOTIONS AND DEFINITION OF VALUES

Learning Outcomes:

After reading Lesson 2, the student-learner shall be able to:

1. explain the meaning and notions of value.
2. applies & integrate the different processes in Values Clarification.
3. discuss the various components of values.

Introduction:

Your experiences in the Elementary and Secondary schools must have exposed you to what is called VALUE
EDUCATION or just plain word VALUE. Some of you, if not all must be wondering why you are again taking such subject
as Values Education in college. But as you go further and as the course unfold itself, you will surely realize that what you
are taking now is not a duplication or a mere review of what you dealt with in elementary and high school days.

You must have noticed that the objectives of tertiary education is specific in the development of moral and
spiritual values, so with the philosophy of the Polytechnic University of the Philippines.

In this lesson, you will be guided on the higher approaches in understanding values. Doing your best in your
adventure in this particular lesson challenge you.

Definition of Value?

Value from the Latin root “valere” means to be “strong and vigorous”. It refers to a quality, which proceeds from a
high degree of physical energy. To be “valere” is to have vigor, power to do a specific thing which gives rise to an urgent
demand to have it or to realize it. Thus, Rokeach defines values as having to do with modes of conduct and end of
existence. To say that a person has a value is to say that he has an enduring belief that a specific mode of conduct or
end existence is personally and socially preferable to other alternative modes.

Once a value is internalized it becomes consciously or unconsciously a standard:

for guiding action for:
 developing and maintaining attitudes toward relevant objects and situations
 justifying one’s actions and other’s actions and attitudes for judging self and others and
 comparing self with others

Axiology

The branch of philosophy that studies value is called axiology. Accordingly, man’s awareness of values happened not too
long ago. The end of 19th century witnessed how man was able to formulate value theory and eventually added axiology
in philosophy. It is precisely the modern man who has applied values in his judgments and decisions. This brought forth
the birth of man’s awareness of moral values.

But, what do values mead to us? Values are intimately related to us in our drive to find meaning in our existence. Our
values serve as the impetus that prospect us to try to reach our goals, help us find the reason, sense, purpose, and
direction of our existence.

Notion of Value

Msgr. Leonardo Z. Legaspi, OP, D.D in his Keynote Address during the Third Annual Convention of the Philosophy of
Education Society of the Philippines, has this to say of values: is that “which is or make something desirable, attractive,
worthy of approval, admiration, that which inspires feelings, judgments or attitudes of esteem, commendation; that which
is useful in view of certain ends”. While value is related to good, it is not identical with it. Good is that which is what ought
to be; value, however is that which is recognized as good for man in relation to his needs, desires, and goals.

Value is distinct from norm; atleast in Sociology. Value is the goal; norm is the means to attain the goal. This is also true
in theology. In theology when we speak of value, we refer to the understanding of a certain good for an individual, norm
as the manner of the limits within which the concrete realization of the value is possible. Thus, norms (laws) are
description of values, but the values are the foundation of norms.

Dr. Lourdes J. Custodio in her article: Formulating a Framework for an Education in and for Values: A Concern of
Philosophers of Education give the following definition of Values and Valuing:

Value is that which is or makes something desirable, attractive, worthy of approval, admiration; that which inspires
feelings, judgments or attitudes of esteem, commendation; that which is useful in view of certain ends.

In context of Value clarification, Raths, Harmin & Simon has this to say: value is defined as follows:

A value is something that is chosen from alternatives and is acted upon and enhances creative integration and
development of human personality. Values are based on three processes. These processes collectively define valuing.
Results of the valuing process are called values.

There are seven (7) criteria for a value classified in three(3) categories:

Choosing
1. Freely
2. From alternatives
3. After thoughtful consequences of each alternative
Prizing
4. Cherishing, being happy with the choice
5. Willing to affirm the choice publicly

Acting
6. Doing something with the choice
7. Repeatedly in some pattern of life

Values, then, are the individual beliefs, attitudes, activities and feeling that satisfy the above criteria.

According to Brian Hall, to determine whether a given thing is a value or not, one should ask himself the following
question:
 Was the value chosen from a range of alternatives that I was aware of? Did I consider the consequence of
those alternatives that I was aware of?
 Is this value evident in my behavior? That is to say, have I acted on it?
 Do I act on this value repeatedly in some fashion through a variety of similar experiences?
 Am I happy and pleased with the choice?
 Am I willing to state it publicly?
 Does the value enhance and not impede the development of my emotional and spiritual well being?

The following are various views concerning the meaning of values:

Values are the object of human desire and striving; they are also the subjective assessment of a particular object in so
for as it is good.

Values are our beliefs, those beliefs that we hold to be true. Thus values inspire us to struggle towards our proximate
and ultimate (last) ends. Because values are our beliefs, values affect our thoughts, decisions and actions.

Values refer to things, persons, ideas, or goals, which are important to life; they enable us to direct, understand, and
evaluate our lives. Thus, they refer to our ideas and our principles by which we live. Further, values are those, which we
like, approve, esteem, enjoy and prize.

C. Max Scheller’s Properties of Values:

Max Scheller proposes four (4) properties of value…

1. Value is a quality adhering to things and persons who are depositories of values. The presupposition of value is
the person. Persons alone experience values actually.
2. Values are lived. If there are no lived values, there is no person. And values must be lived in common. If the
community or group does not live them in common, they cannot be communicated to the individuals.
3. Values are objective in the sense that they possess an absolute character independent from human judgment
and appreciation. Man is not the creator of values.
4. Values are hierarchically given, dependent and relative among themselves and to the perceiver. Value is
hierarchical – therein a scaled gradation of values.

Scheller’s hierarchical doctrine of values is one ordered on a four-fold scale which consists of .1) pleasure values; (2)
vital or welfare values; (3) spiritual or cultural values; and (4) sacred, religious values or values of the holy. The first
relative to the individual are either agreeable or disagreeable, pleasant or unpleasant; the second, promote life; values
health, well-being, vitality, etc., therefore are called life or vital values; the third group comprise beauty, justice, and truth;
while the fourth and highest are composed of sacred values of holiness. The higher values exercise primary over the
lower; consequently when pairssary, the lower is sacrified in the service of the higher, on the altar of sanctity.
Values are always given in pairs that are the positive value has its corresponding counter value. Other factors that help
form our values are: religion, political views and activities of parents, socio-economic class, education or lack of it,
television and other mass media. All of these factors are important. At some point in our growth, though, we must
examine all those values to see if they are really our own.

For example, Alice, a college student, is somewhat indifferent in her Catholic faith in spite of her being a
baptized Catholic and regular churchgoer. She goes to church just to comply her obligations. One day a fellow student, a
born again Christian shared to her the love of GOD through Jesus Christ, found in the book of John Chapter 3 verse 16:
“For God so loved the world [people] that He gave His only begotten Son, that whoever believes in Him should perish but
have everlasting life.” She have discovered and knows by heart, her true standing with God as she read the Bible in
Romans 3:23: “for all have sinned and fall short of the glory of God [NKJV]” and in Romans 6:23: “For the wages of sin is
death, but the gift of God is eternal life in Christ Jesus our Lord.” She learned about the judgment to all sinners is
death. After learning that truth, she decided and ask her classmate, I wanted to receive the gift of eternal life God wants
to give freely through Jesus Christ. Can I be forgiven by God even if I am a sinner? Her classmate explained that God is
forgiving as what the bible says in 1 John 1:9: “If we confess our sins, He is faithful and just to forgive us our sis and to
cleanse us from all unrighteousness.”

She was then lead in the prayer of repentance and acceptance of Jesus Christ as her personal Savior and Lord.
“Lord I confess that I am a sinner, forgive me and cleanse me from all my sins, I open my heart now and invite your Son
Jesus Christ to come into my life, I receive you Jesus as my Savior and Lord of my life. Write my name in the book of life
in heaven. Rule over my life and let your purpose and plans for my life Lord reigns today and forever…Amen!”

After that short prayer, she immediately felt the joy and peace of God flows upon her whole-being. One could
say that this was really her value.

Values can be placed in two categories: terminal values and instrumental values. Values that are likely to maintain a high
priority throughout one’s life are called terminal values.

These will often be goals that you want to accomplish during your lifetime. Instrumental values, on the other hand, are
based on the actions and attitudes you have. Milton Rokeach, who coined both terms, says instrumental values reflect
the ways you prefer to behave.

Instrumental Values
(Ways to Get There)
Ambitious (hard working, aspiring)
Broadminded (open minded)
Capable (competent, effective)
Cheerful (lighthearted, joyful)
Clean (neat/tidy)
Courageous (standing up, for beliefs)
Forgiving (willing to pardon others)
Helpful (working for others)
Honest (sincere, truthful)
Imaginative (daring, creative)
Independent (self-reliant)
Intellectual (intelligent, reflective)
Logical (affectionate, tender)
Obedient (dutiful, respectful)
Polite (courteous, well mannered)
Responsible (dependable, reliable)
Self-controlled (restrained, self-discipline)
Terminal Values
(Where You Want to Be)
A comfortable life (a prosperous life)
An exiting life (a stimulating, active life)
A sense of accomplishment (lasting contribution)
A world of peace (free of war and conflict)
A world of beauty (nature and art)
Equality (brotherhood, equal opportunity)
Family security (taking care of loved ones)
Freedom (independence, free choice)
Happiness (being content)
Inner harmony (freedom from inner conflict)
Mature love (sexual & spiritual intimacy)
National security (safety from attack)
Pleasure (an enjoyable life)
Salvation (saved, eternal life)
Self-respect (high self-esteem)
Social recognition (respect, admiration)
True friendship (close companionship)
 Wisdom (understanding life)

Summary:

As we examine the source, nature, definition and notion of values, we realized that many values seem to have their roots
in one’s social world. Man is basically and fundamentally a social being and this means that he interacts to various
situations, cultures, beliefs and ways.

Some philosophers would derive and explain values from a perspective of the universal experiences of man. For
example, of the preciousness of life will lead us to believe and accept the universality of values.

Unit I Lesson 2 provides a foundation in understanding the different nuances of values education. But this will be
substantiated as the different lessons unfold.
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Student Work Activities:

After reading your lesson, you are tasked to do the following: (Instructions: Use a one whole page paper for submission.)

What Are Your Values?

Answering this question requires a very high level of honesty. Have you ever noticed that it is usually easier to
be honest with other people than it is to be honest to us? Take a few minutes right now and take a test:
List at least 10 activities or principles you consider to be very important in your life – activities or principles that
are the most valuable to you. List them in any order without numbering them first, just as they pop in to your mind. The
list could start with family, success, improving the world, obedience to God… (But don’t let these influence you; they are
meant only to get you started.)
When you have listed the 10 or more values, next step is for you to write in number #1, as one being the most
highly important; number #2, as most important; number #3, as highly important; number #4, as very important; number
#5, as satisfactory important; number #6, as important; number #7 as less important; #8, as fairly most important;
number #9, as fairly highly important and; #10, as fairly very important.
Once you’ve finished numbering your values, ask the person or persons you feel closet to, to make the same list
- a list of what that person thinks are your 10 values. Then compare the two lists, looking for the differences and
similarities.
You should learn some very important things about what your top values really are.

REFERENCES:
 Babor, Eddie, R. ETHICS. Rex Book Store, Inc. Manila. 1999
 EUCATION IN AND FOR VALUES IN THE PHILIPPINE SETTING. Philosophy of Education Society of the
Philippines Yearbook 111
 Lowell H. Lamberton &Leslie Minor. HUMAN RELATIONSHIP. Mirror Press. Chicago, 1995
 Moga, Michael D., SJ. TOWARD AUTHENTIC MORALITY. National Book Store. 1993. Manila
 LESSON 3: VALUES PARADIGM

LEARNING OUTCOME OBJECTIVES:

After reading this lesson, you will be able to:

1. explain clearly the deeper sources, meaning and notion of values.
2. put into action and practice the learned definition of values; and.
3. discuss the different views of authorities in value education.

THEORTICAL PERSPECTIVE OF VALUES

Dr. Eleanor Elequin in her article: Cross-Cultural Studies in the Communication of Values observed that looking
beyond our national boundaries, there are starting shifts in values and beliefs categorized as “new values” in three
categories.
 Moral norms- more liberal sex mores, lessening of automatic obedience and respect for established authority or
decline in the traditional concepts of patriotism.
 Social values- changing attitudes toward work ethic, marriage family, and the role of money.
 Self-fulfillment- a greater preoccupation with self rather than family, employees and the community.

Types of values can be deduced- instrumental values or modes of conduct and end states or terminal and life
enhancing values. Loyalty, courage, patriotism and honesty are modes of conduct while peace and salvation of the soul
and the like are end states. Values refer to single beliefs, which guide actions, judgments across specific objects and
situations to end states. When the individual interacts in society, through this communicative interaction, others acquire
his own ends and he n turn acquire theirs. Thus, a set of ends common to the groups become shared values. The
political, economic, technological, educational and religious institutions are expected to provide the standards to help the
individuals to integrate his values with that of the larger society. Commonly shared values, which are necessary for the
cohesion of the group occur as a result of natural selection process with in a societal context. The strength on which
these shared values are held is derives from group interaction.
To illustrate, the values of human life is made real by faith in GOD, religious beliefs and rituals in interaction in an
Institution, Church, Schools, Media, etc.

Figure 1

Economic Background
The media Self-esteem level

Music Education

Social Status Individual Religion

Faith in God Values Parent’s Values

Life styles Historical Era
Cultural background Attitudes & prejudices
Peer pressure
 Earlier in this century, Edward Springer defined Six (6) Types of People, based on the types of values systems
they have. See if you fit into any of these types:

The theoretical person. This individual seeks to discover the truth. He or she observed happenings and thinks them
through, trying whenever possible to put ideas into a system.

The economic person. Personal needs, production, marketing, credit, wealth is more important to this type of person
than are social or artistic values.

The social person. This person values and loves other people. Kindness and unselfishness are both very important
values.

The aesthetic form. Beauty, form, and harmony are most important to this type of individual.

The political animal. This type is very power-motivated. His or her values center on influence, fame, and power.

The religious person. To this type an individual aims is to seek God. The highest value is unity with the Creator. He or
she tries to understand the universe as a whole and related to it meaningfully.

Maybe you can’t identify one single type as yours. Your value system could represent a combination of two or
more the above. Most of us have value systems that are complex mixtures of these factors.

The Contemporary Philippine Setting

Values as desired ends or ideals are conceived in interaction with the social environment. For the rural sectors,
the nuclear family is the primary unit of special organization. This is enlarged by the extended family and further
expanded by the compadrazgo and its system of alliances eventually seen in formalized roles, statuses and
relationships.

As seen figure 2, the mother, teacher and representative of the religious sector, mass media, the community
and the work setting interpreters, reinforces or provides of alternative human value systems.

All social institution has some educational values in the sense of communicating societal values. The educated
need to explore with the intent values in order that they can clarify, deepen and harmonize their personal values and
reduce the conflicts between the societal values and their individual values. It is fallacy to lay totally the burden of value
formation on the schools. We perhaps can require the schools to teach the child that he belongs to a larger group than
his family, and his region, and that is his nation. The school can identify the symbols to be taught to the child to accept
what we are now and to communicate that despite our regional cultures we share a common heritage and there are
values beyond survival, valued resources or behaviors that scarce, unique, in great demand and with the power to
negotiate for a position of respect and worth.

VALUE COMMUNICATORS AND VALUES COMMUNICATED

COMMUNICATORS MEDIUM VALUES

1. Parents
(a) Mother as interpreter of values Child rearing (Umali & Razon 1980), Shared participation and belongingness to parents and
within the kinship system orientation breast feeding at demand, caring, role siblings; respect for authority, reciprocity, allegiance,
with content from the Scripture or modeling behavior. Way of loyalty, sense of obligation, interpersonal
Bible, proverbs, legends, family disciplining children by either belongingness.
experiences, myths and the like rewarding or punishing the child.
reflecting regional cultures..
(b) Father as role model of
masculine values such as: provider
or breadwinner, courage, security,
self-reliance, loving, caring,
machismo, etc.
2. Teacher as reinforce of home
values and transmitter of cultural
values to aid the quality of
relationship and support national
aspiration.
3. Pastors
4. Priest, Nuns, Ministers and
Laymen as reinforces of home
values
5. Mass media and print media,
population fiction, TV, as
Alternatives to home and school
Values
6. Community (volunteers)
Government infrastructure, Folk
Arts Theater, Phil. Trade Center
Industrial and Food Fairs,
Museums
7. Work environment requiring
discontinuity from some home
values and reinforcing others
8. Cooperatives
Value education curriculum to: (a)
clarify, deepen, and harmonize
values;
(b) rationalize the conflicts between
societal values and regional values
and national values.
Preaching/Teaching the Word of God Godly Biblical Life Principles
[Bible or Scriptures]
Confessional pastoral visitations
religious societies and movements
Commercials
Popular and fictional Characters
Exhibits
programs
Line of command through which are
coursed
Management policy
Administration
Personnel action recruitment, hiring,
promotion, termination
Bylaws & Articles of Cooperation,
Organizational & Management
Policies, Rules & Regulations,
Principles & Practices of
Cooperatives
Instrumental Values
Pakikisama-(get along)
Hiya – (shame with self-esteem)
Utang na loob-(debt of gratitude)
Mapagbigay - (generosity)
Pakikiramay – (Shring of sufferings)
Pagtitiis – (Endure)
Pagkatao – (humanity)
Mapagpaumanhin – (forgiving)
Pakikiisa – (to be one with)
Makiramdam – (percuring)
Delicadesa – (sense of propriety)
Affiliative Values
Tenderness
Sympathy
Love
Relationship of environment
Personal system of values
Promptness
Rhythms of work
Competition
Cooperation
Norms for sex roles and attitude
Christian ethnic
Reverence
Virtue, temperance
Ethic differences in values, sexuality, humor, art, music,
aesthetic, realistic aspects of values multiple values
system.
Awareness of regional diversity. Shared group values
awareness of government priorities
Work ethic
Goals and Objectives
Integrity
Punctuality
Task orientation
Loyalty to organization
Public service in the interest of the greatest number.
Honesty, integrity, justice, generosity, care, love, unity,
respect, sincerity, service, commitment, sharing.
How Values are Communicated:
As seen in figure 1 people communicated their values through the channels of language, dress, beliefs, likes, dislikes,
music and dance, art forms and images of feelings , food and the way it is eaten, behaviors form of recreation. In the
same figure, the factors, which account for the diversity in values, are ethnicity origin, national origin, age, health and
physical well-being, economic status and social status. When we receive these values we make our choices. At times,
our personal choices are in conflict with the standards. In such cases schools and other social institution are expected to
intervene. In like manner when we are bombarded with many conflicting values, schools are expected to provide the
rationale for making these choices.

Each age, each culture with its myths and rituals affirms a set of values, which motivate a people to do what has to be
done, and provides a model for emulation. In 19th century America. The hero defined a one who takes personal risk for
he public good became a model. In the formal educational system – the schools taught heroism and that it is rewarded
by public approbation. In other parts of the communication network – literature and arts, public rituals of award, new
media, informal gossip and yarn telling educated the community about heroism.

CONCEPTUAL FRAMEWORK FOR UNDERSTANDING HUMAN VALUES

PEOPLE

Communication & Social Schools A

Interactions networks political/ Intervention
governmental Structure Acculturation system

Ways in which people Variables that Contribute Acceptance/ Rejection of

Communicate Values Values

 Language – way they speak

 Dress
 Beliefs
 Likes
 Music and dance
 Art forms & image of feelings
 Food & the way they eat
 Behaviors
 Recreations
 Sports

Factors which bring about Attitude and Behavior that

Diversity in Values Demonstrate/Acceptance/Rejection

 Ethnicity –Physical Characteristics - Health & Physical ability

 Institutions origin – customs, language, - Economic Status – difference in food, traditions, shelter, leisure time
 Age – youth culture, senior citizen - Social Status – day to day living differences
Figure 2
In the article of Dr. Elequin published by the philosophy of education Society of the Philippine, she said that multi-cultural.
It provides for an explanation and examination of the factors that influence human life in terms of the likeness and
differences which exist. (Howans 1974) model of social exchange focuses on the transactions that occur between people
whereby they exchange a variety of behaviors, actions and resources that constitute rewards and cost for the
participants. Rewards reinforce the behaviors which follow and increase the probability of repeating such behaviors.

Value is likewise associated with frequency of occurrence, availability, and the extent to which it has become the means
for obtaining that which is rewarding.

Status is related to the ability to control and provide children with training in docility since they left school after the primary
grades. The community of adult communicated respect for the economic hero in the world of public symbols,
ceremonies, entertainment, books, promotional literature, or monuments.

What is unique in the Philippines is the “people power phenomenon” where, even younger generations who did not
participate in the EDSA REVOLUTION formed a deep seated value after the spirit of EDSA was transmitted to them
through multi-cultural medium. When another “People Power” occurred known as EDSA Dos, these kids during EDSA
One where already imbibed by that values.

The given paradigm shows how important values in the school curriculum. The search for the ultimate meaning of life,
which is in fact a problem f value, has always confronted man.

Realization of How Important Reponsibility of Value Communications

I hope you realize how important for you to understand our paradigm particularly the responsibility of value
communications and values communicated.

In the future, you will be parents yourselves, or someone who will take responsibility in communicating your own values,
our module will not only prepare you for this being challenged but also at the same time provide you with clear
perspective on the quality of human life.

---end of Lesson---
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Student Activities/Exercises:
After reading your lesson, you are now ready to do the following activities.
1. Based on the value paradigm as seen in figure 1 “understand human Values,” you are tasked to make some
listings on how the following value indicators below truly make a difference in the values of people.
 Language – way they speak
 Music & Dance, Art images of feelings
 Recreations
 Dress
 Beliefs
 Likes

2. Figure 2 provides an understanding of how is values communicated, who are the values communicator.
 You are tasked to make a short discussion paper on: “Why you think the mother and the father or our
parents are considered number one communicators of values?” Support your discussion by giving your own
family experiences.

Lesson 4 – DEPARTMENT OF EDUCATION VALUE FRAMEWORK

LEARNING OUTCOME OBJECTIVES

After reading this Lesson, the student-learner shall be able to:

1. discuss the importance of values education;
2. explain the integrative meaning of “rights” and “responsibilities”; and
3. put into practice the values highlighted in the framework given in this module and
lesson.

Introduction
As students in Cooperative Values Education and Human Rights, it is important for you to know the reasons behind the
DepEd value framework. These are the foundations of your deeper understanding in the processes and interaction of
man in relation to his fellow human being, how man relates with his environment, social, political, economic, religious,
cultural and physical dimensions that affects man’s success or failure in dealing with these different components that
surround his daily life.

DepEd [DECS] Framework

The Values Education Framework in this lesson is directly lifted from the DepEd. It is based on a rational understanding,
that is to say, a philosophy, of the human person. More specifically, it is grounded on a rational understanding of the
Filipino in his historical and cultural context, which under girds the Philippine Constitution of 1987. That understanding
of the Filipino as a human being in society and his role in the shaping of the society and the environment may be
reconstructed from the various statements of the Constitution and expressed in the following summary manner:

1. The human person is the subject of education: he is a human person learning and being taught. The human
person is also the object: the human person is at the center of the curriculum and the entire program. The task of
education is to help the Filipino develop his human potential, contribute to the growth of Philippine culture, and by
controlling the environment and making use of human and non-human resources, build appropriate structures,
and institutions for the attainment of a just and humane society.

2. The human person is multi-dimentional as depicted in community. In real life, however, these are not two distinct
and separate aspects; the person as self grows precisely by taking an active role in improving that community.
3. The human person is an individual self-conscious being of incalculable value in him (Art. I, Sec. II; Art. XIII, Sec.
I) who cannot be a mere instrument of the society and of the state. He is not just body and soul juxtaposed
[pagtabihin] or mixed as soil and water, but he is an embodied spirit. Hence, his physical, intellectual, moral and
spiritual well-being is recognized by the State (Art. II, Sec. 13).

4. The human person, does not live in isolation but in community with other persons – physical, intellectual, moral
and spiritual like himself. Hence he is inevitably social (Art. II, Sec. 13).

He belongs to a family, the basic unit of society or, in the words of the Constitution, “the foundation of the nation” (Art.
XV, Sec. 1) as well as to a wider and more complex society of men and women. Being social, he participates in defining
the goals and destinies of the community and in achieving the common good.

He is also economic. Life in a community involves the concerns of livelihood, sufficiency, production, and consumption.

Lastly, he is political. Like other people in the world, the Filipinos have constituted themselves into a nation-state to
pursue the goal of “social progress” and “total human liberation and development.” (Art. II, Sec. 17)

Dimension of Core Values

On the basis of the foregoing philosophy of the human person, the supreme and overarching value that characterizes
education is human dignity: the human person is of infinite value. (Art. II, Section 2; Art. XIII, Sec. 1) Thus in figure 2 it
occupies the center of the circle and the core values flow from it.

Being physical (made of matter), he must maintain health and harmony with nature.

Being spiritual (capable of higher concerns and of rising above the material), he must cultivate a spirituality, which
essentially connects him with God and the whole Earth community. (Mark 12:30-31: “ And you shall love the Lord your
God with all your heart, with all your soul, with all your mind, and with all your strength.” “….You shall love your neighbor
as yourself…”)

Being intellectual (gifted with mind, the faculty of knowing), he must constantly search for the truth. He seeks knowledge
that would transform society and world. At the same time he maintains a tolerant and open disposition of the mind.

Being moral (endowed with the faculty of freely choosing and loving), he must go out to others and in fact to all humanity
in love.

Being social (living in community), he must help build peace and justice in our society, through the pursuit of family
solidarity as well as the common good and well-being of the larger society. He must also cultivate respect for human
rights and active non-violence.

Being economic (bound to concerns of production and consumption), he must help achieve the goal of a more human
and sustainable development for the community.

Being political (relating to the conduct of political affairs within the nation and the world), he must cultivate his sense of
nationalism and globalism. For the former, love of country and national unity are foremost concerns while for the latter,
global solidarity and peace are the fundamental goals.

The following illustrated presentation shows the different dimensions of core values.

DIMENSION CORE VALUES

PHYSICAL HEALTH AND HARMONY WITH NATURE
 Holistic Health
  Cleanliness
 Physical Fitness
 Reverence & Respect for Life
 Environmental Care
INTELLECTUAL TRUTH AND TOLERANCE
 Love of Truth
 Critical Thinking
 Creativity
 Openness & Respect for Others
 Future Orientation
MORAL LOVE AND TOLERANCE
 Self-worth/ Self-esteem
 Goodness
 Honesty/ Integrity
 Personal Discipline
 Courage
 Trust
 Compassion (Caring and Sharing)
SPIRITUAL GLBAL SPIRITUALITY
 Faith in God
 Inner Peace
 Religious Tolerance
 Unity of all
SOCIAL FAMILY PEACE AND JUSTICE
 Respect and love for one family
 Family Solidarity
 Responsible Parenthood
SOCIAL PEACE AND JUSTICE
 Respect for Human Rights
 Concern for Common Good
 Cooperation
 Social Responsibility and Accountability
 Creative Goodwill
 Fairness
 Appreciation for Diversity\Active Non-Violence
ECONOMIC SUSTAINABLE HUMAN DEVELOPMENT
 Balance between Economic & Social Dev’t.
 Protection of the Environment
 Wise use of Resources
 Responsible Consumerism
 Productivity and Quality
 Economic Equity
 Work Ethic
 Entrepreneurial Spirit
POLITICAL NATIONALISM AND GLOBALISM
Nationalism
 Love of Country
 Heroism and Appreciation of Heroes
 Appreciation of Cultural Heritage
 Democracy
 Freedom and Responsibility
 Civic Consciousness and Active Participation
  Committed Leadership
 National Unity
Globalism
 International Understanding and Solidarity
 Interdependence
 Appreciation of World Heritage
 Cultural Freedom
 Global Peace

Description of the Core and Related Values

1. In the physical dimension, the core values are health and harmony.

Health used to mean the absence of disease but today it has taken on a more comprehensive meaning because
of the interrelationship between physical health and the other dimensions of a person. Hence, one now speaks of holistic
health, a state of physical, mental and emotional well-being and not merely the absence of disease or infirmity. Two (2)
basic elements contributing to a person’s general health are cleanliness and physical fitness. Reverence and respect for
life is a fundamental concern,. People must take care of their bodies and guard against the destruction of human life.
Likewise, people should protect others form of life on earth. Environmental care calls for a sense of caring and
responsibility for the natural environment. (pagkamaka-kalikasan)

2. In the intellectual dimension, the core values are truth and tolerance.

Love of truth implies the tireless and enthusiastic search for knowledge in all its forms. However, it is not enough
to discover data or information, critical thinking must be3 applied to ensure that the information is accurate and free of
bias. Then creativity enables people to utilize initial knowledge to generate more knowledge and innovations. Creativity
also makes people create varied cultural and human expressions.

Tolerance refers first and foremost to a disposition of the mind, which calls for the eradication of prejudices and
insensitivities. It calls for openness and respect as well as the acceptance and appreciation of the rich diversity of
cultures and diverse forms of human expression (pagiging bukas, pagtanggap sa mga pagkakakaiba). It recognizes the
reality of pluralism and the fundamental freedoms and human rights of all.

A future and scientific orientation challenges people to plan for their preferred future, using methods that are
systematic and will logically bring them toward preferred situation.

3. In the moral dimension, the core values are love and goodness. Love includes love for one’s self as well as for
others. It’s the will to extend one's self for the purpose of nurturing one's own or another's spiritual growth.

The ability to love begins with the appreciation of one’s own worth and a sense of one’s own power and goodness
(kagadahang-loob); these enable a person to reach out to others. Hence the need for self-worth/self-esteem.

Honesty/integrity, personal discipline and courage (katatagan ng loob) all contribute toward the building of an ethical
character and a mature person, In turn, an ethical and mature person is more able to enter into relationships of trust,
which is a requirement for mutual understanding and peace between persons, groups, and nations.

Compassion enable people to deeply empathize with others especially those who experience sufferings and
indinities. It moves them to care fore and to share with these people their human and material resources in the spirit of
love and justice.

4. Spiritual dimension, the core value is Global Spirituality. Global spirituality refers to a spiritual journey, which has
three directions: (a) the inward, (2) outward; and (3) forward. These are not opposing direction but parts of a
 flow, as in a spiral. The inward journey enables to develop our inner relationship with God or the source of life.
The outward journey allows us to grow in our relationship with human community and the whole earth community,
making us more aware of the deep unity among all humans as well as between humans and all of Nature. This
deep unity comes from our discovery that we are all bound together in one life force. The forward journey
challenges us to consider our relationships with future generations and to seek a better future for all humans and
the earth. Hence, it is spirituality that stress the unity of all life.

5. In the social dimension, the core values are peace and justice.

Strengthening the family as “the foundation of the nation” is a primary goal. Respect and love for one’s family is
fundamental to the building of family solidarity. In turn, this family unity helps build a society that is happy, peaceful, and
vigorous in meeting the challenges of modern-life. In addition, responsible parenthood. In addition, responsible
parenthood improves the quality of life of the family.

Respect for human rights is very important in achieving a just and peaceful society. An integral understanding of
human rights includes not only fundamental freedoms and the fundamental equality of all regardless of gender, race,
beliefs, and social status. It also includes the fulfillment of basic needs of food, clothing, shelter, work, health care,
education.

Likewise, the society also needs to be characterized by a genuine concern for the common good and by
cooperation, i.e., working together the pursuit of the common good. Social responsibility (pananagutaang panlipunan)
and accountability are also important, as these are the values that urge people to take action and to contribute positively
and responsibility to society.

It must be recognized that at the bottom of all efforts to build a just and peaceful society is the presence of a
creative goodwill (kagandahang-loob) in persons. It is a virtue that seeks fairness (pagibing patas) and justice in
relationships and in social structures. Social structures, for instance, laws and organizational policies, must ensure that
no groups are oppressed or discriminated against. Appreciation of Diversity is upheld in this context. Diversity must be
respected. Social and cultural differences should never be a reason for discrimination and oppression.

Active-violence is a value that recognizes the dignity of the human person (dangal ng pantao) and the value of
life. It is not passive resignation of resistance. It refers to the use of positive techniques and superior power of love,
spiritual love, spiritual force and appeal to conscience over hate and the use of physical-force.

6. In the economic dimension, the core value is sustainable human development.

Human well-being cannot be equated with economic growth alone. Hence, what is called for is the type of
development that is characterized by a balance between economic and social development. This means that social cost,
such as the exploitation and ill-treatment of workers, should not be allowed in the guise of achieving quick economic
growth. Economic growth should always be balanced by considerations of human and social well-being.

Economic development should also be sustainable. This means that there should be protection of the
environment and wise use of resources. Sustainable development means that the essential needs of the present are
met without compromising the earth’s ability to meet the essential needs of future generations. This implies that there
should be no over exploitation and over consumption of resources. A simple lifestyle and responsible consumerism are
called for. People must take from the earth only what they need.

Sustainable development also requires that societies meet human needs both by increasing productivity and by
ensuring equitable opportunities. These two elements of productivity and equity have to go together in order not to
increase ethe pressure on resources. Equitable distribution of resources is also conformity with just and human
development.
 The country’s productivity should be characterized by quality. In the light of global economic trends, there is no
place for inferior products. A positive work ethic and entrepreneurial spirit must be encourage in order to unleash
people’s human potential and to make wise use of scarce capital.. In innovative and productive enterprises.

7. Om the political dimension, the core values are nationalism (pagka makabansa) and globalism.

Within the Philippines, love of country is the foremost value. It implies a deep concern over the present and
future of the country and its people, as well as action to help in the nation’s over-all development. There is also an
appreciation of the country’s history and of its heroes. From the latter, the people learn the essence of heroism, which
mainly means living a life of selflessness and sacrifice to attain a higher good, the good of the country. Love of country
also calls for the appreciation of its cultural heritage, which is the totality of contributions form, the forebears, including
the positive values, which they had passed on to the present generation such as the spirit of “bayanihan”, which
essentially means helping one another.
---end of the lesson---
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Student Activities:
After reading your lesson, you are now tasked to answer the following exercises:
1. Write one or two paragraph justifying the belief that the human person is the subject and object of education.
2. Explain in five (5) sentences your stand on the idea that “human person does not live in isolation but in
community with other persons.”
3. What are the seven (7) dimensions of the Core Values and give a short explanation of each one?

References: Values Education for the Filipino 1997 Revised Version of the DECS Values Education Program (Unesco
Project)