THE HUMAN PERSON AND HIS DIMENSIONS

The Human Person

= subject of education; the object; at the center of the curriculum; the entire educational program
= a multi-dimensional person in the process of learning and being taught

The Task of Philippine Education

= help the Filipino develop his human potential
= contribute to the growth of Philippine culture by controlling the environment & making use of human and non-human resources
= build appropriate structures & institutions for the attainment of a “just and humane society”

There is the distinction bet. the person as self & the person in the community. In real life, however, these are not two different and
distinct aspects: the person as self grows precisely by developing his faculties in contact with the world and others in the community
& by making an active role in improving that community.

DIMENSIONS OF THE HUMAN PERSON:

Physical
- maintain health & harmony in nature
Spiritual
- capable of higher concerns & of rising above the material
- cultivate a sense of spirituality & respond to God in faith
Intellectual / Mental
- must constantly search for truth
- seeks knowledge that would transform society & the world
Moral
- endowed with the faculty of freely choosing & loving
- go out to others & to all humanity in love
Social
- cultivate a sense of social responsibility
- be aware of his unique participation in the pursuit of the welfare of
the family & the common good of the larger society
Economic
- obligated to help achieve economic efficiency for the community
Political
- foster the sense of nationalism & patriotism
- cultivate a sense of global solidarity
Body
- corporeal substance that is alive & grows
- experiences sensations (pleasure & pain)
- means of communication bet. the outside world & the mind
- the outside world acts on the mind & the mind adjusts to the
outside world
Soul
- spiritual substance
- principle of spiritual acts
- source of intellectual abstraction & self-reflection
- origin of free national volitions
Will
- tendency to desire, seek, & enjoy what is apprehended by the
intellect as good
- guiding force that molds & directs the life of man
- chief integrating force in man’s character
Intellect
- cognitive of the mind
- power by which human knowledge is acquired
- junction of the intellect is intellection thought which has 3 mental
processes: formation of ideas, judgment, & reasoning

THE HUMAN PERSON AND HIS BASIC NEEDS

The human person is an individual self-conscious being of incalculable value in himself (Art. 1, Sec. II. / Art. 13, Sec. 1) who cannot be
a mere instrument of the juxtaposed or mixed as oil and water, but he is an embodied spirit. Hence, his physical, intellectual, moral,
and spiritual well-being is recognized by the State (Art. 2, Sec. 13).
The human person’s basic needs determine his behavior or disposition.
Abraham Maslow believed that there is a range of needs that motivate human behaviors & that individuals are motivated thruout
life to scale the ladder of needs. The hierarchy shows that children have the desire to grow & to satisfy their various needs satisfied.

BIOLOGICAL OR PHYSIOLOGICAL
- need for food, water, oxygen, activity, and sleep

SAFETY / SECURITY
- being cared for as a child & having a secure source of income and a place to live as an adult
- many people spend most of their lives in an attempt to satisfy needs at this level

BELONGINGNESS & LOVE

- Belongingness = integration into various kinds of social groups (clubs & other formal social organizations)
- Love = affectionate rels. with others, some may have a sexual component, but all are based on mutual respect, admiration & trust

ESTEEM
- an honest, fundamental respect of a person as a useful, honorable human being
- brings feelings of competence and confidence & a sense of achievement and individuality
- the effort to meet esteem needs can take infinitely varied forms (thru careers or rels. w/ family, friends, and community)

SELF-ACTUALIZATION
- self-actualization motives are the essence of mental health; motivation is fr. the desire to become all they are capable of
- exploring & enhancing relationships with others
- following leisure-time interests for pure pleasure rather than for status or esteem
- being concerned with issues and problems affecting all people

SELF-CONCEPT & SELF-AWARENESS

SELF
= person's conscious sense of who and what he is; whatever you believe you are

SELF-AWARENESS
= key to personal & spiritual growth; more you know your true self, the more you experience health, abundance, fulfillment, & joy

When we do not know who we are, we move through life on autopilot. We live by habit, reacting unconsciously to people & events
around us. We generally let others tell us what to do. When we discover who we really are, we take charge. We live with intention,
force, & purpose. As we become more aware of ourselves, we see more clearly the choices before us and claim our power to choose
what's best. Only with awareness do we STOP and pay attention. Only with awareness do we open our innate inner wisdom (the
imagination, creativity, & purpose that already lie within us). We must know ourselves so we can set our life goals and self-actualize.

SELF-CONCEPT
= our knowledge, assumption, & feelings about ourselves which basically describes how we see ourselves in the world
= can range from very high to very low & vary with different learning situations
= shaped by our experiences (raised by successful experiences; lowered by failure)

 PERCEIVED SELF

Traits -- labels for broad reaction tendencies & express relatively permanent patterns of behavior
Competencies -- one's abilities, talents, & knowledge they possess
Values -- concepts about desirable end states of behaviors that transcend specific situations, etc.; ordered by importance

 IDEAL SELF
-- represents the set of traits, competencies, & values an individual would like to possess

 SELF-ESTEEM
-- evaluative component of the self or the distance bet. the ideal self & perceived self
-- not narcissism  it is self-love, responsibility, & respect for all other humans
-- when the ideal self matches the perceived self, self-esteem is relatively high = SUPERIORITY COMPLEX
-- low esteem occurs when the perceived self is significantly lower than the ideal self = INFERIORITY COMPLEX
Poor self-concept is a part of many human problems including:

lack of purpose lack of wisdom and equality sadness and pessimism

lack of motivation lack of assertiveness anger turned inward into guilt
lack of confidence feeling inferior

 SOCIAL IDENTITIES
-- aspects of an individual's self-concepts derived from the social categories to which they perceive themselves as belonging
-- a process by which individuals classify themselves & others into different social categories (eg. woman, professional)
-- it segments and orders the social env't & enables the indivs. to locate or define themselves in that social env’t
-- it answers the question "Who am I?"

Factors that Influence the Development of Self-Concept:

1. Interest
- a preference for one activity over another which makes it an important foundation for choosing a career

2. Abilities
- set of skills at doing something well
- abilities don't always match interests but one can and do develop abilities in area of interest to them

3. Preferences
- a desire or liking for one situation over another
- have no "rights" / "wrongs", but you need to become aware of yours and know them can help with decision-making

Steps Towards a Healthy Self-Concept:

1. Appreciate your own worth and importance.
2. Have the character to be accountable for yourself.
3. Act responsibly towards others.
4. Have a more positive self-concept.
5. See oneself honestly and like and accept yourself.
6. Remove the internal barriers that keep you from doing your best.

VALUES DEVELOPMENT

Throughout history, one constant force has remained: the enduring strength of human values. The common desire by all people to
give meaning to life transcends our differences on race, gender, ethnicity, language, economic condition, or political expression.

Individual honor / Mutual respect / Justice / Love / Solidarity  5 core values we take from our elders & pass on to our children

Values -- road markers along the way; the basis for both the simplest & most profound steps taken in life
Values -- enable us to know the right way from the wrong one

Each individual develops his/her own personal goals and ambitions, yet culture provides a general set of objectives for members.

MACIONIS: Values are standards by which people assess desirability, goodness, and beauty, & serve as guidelines for social living.
CALHOUN, LIGHT, & KELLER: Values are ideas that people share about what is good or bad, desirable or undesirable.

GIDDENS: Values are ideas held by individuals or groups about what is desirable, proper, good, and bad.
In all these definitions, one thing is common:
SCHAEFER & LAMM: Values are collective conceptions of what is considered good, desirable, and proper/bad, undesirable, and
improper in a culture. They indicate what people in a culture prefer as well as what they find important and morally right (or wrong).

Values Framework for National Reconstruction

Many frameworks for reorienting Filipino values for national liberation & development has been proposed.
Values such as self-reliance (pagsasarili), service of the nation (tao para sa kapwa), nationalism (pagkabayani), equality of
opportunity (social democracy), or people power (lakas ng bayan) have been suggested to replace apathy (bahala na), individuality
(kanya-kanya), family exclusivism, authoritarianism (authority of power figures), & colonial mentality (gaya-gaya).

Both the DepEd & the Association of Philippine Colleges of Arts and Sciences (APCAS) have proposed a values framework in higher
education for national reconstruction. Fr. Raul Bonoan, S.J. proposed a tertiary education that will develop Filipino person as self
(physical, intellectual, moral, aesthetic, religious education) to prepare the Filipino as a person in community.

1. In the Filipino family, the values of mutual love-respect, fidelity, & responsible parenthood must be inculcated.
2. In the Philippine society the Filipino citizen's:
Social responsibility
--- concern for others & the common good, freedom/equality, social justice, human rights, peace, & active non-violence
Political responsibility
--- embraces common identity, commitment, bayanihan/solidarity, & international cooperation
Economic responsibility
--- demands work ethic, self-reliance, & productivity

Enriquez analyzed human interaction as observed in everyday life & enumerated the Filipino values listed below. He suggested that
these values should not be studied as separate and isolated from one another, but within the context of a core value.

- katarungan (social justice) - karangalan (dignity)

- katotohanan (truth) - kagandahang-loob (shared inner nobility)
- kapayapaan (peace) - kalayaan (freedom)
- pakikipagkapwa - pagkakaisa (unity)

During the EDSA Revolution in February 22-25, 1986, the following were among the prominent values shown:

- love of freedom (kalayaan) - solidarity (pagkakaisa) - faith in God (pananalig sa dakilang lumikha)
- justice (katarungan) - egalitarianism (pagiging patas) - courage and bravery (pagiging matatag ng loob)
In June 12, 1998 - July 1999, we celebrated the Centennial of Philippine Independence. In the speech of Fr. Edwin Mercado of the
Catholic Lay Evangelization (CLAYE) of San Carlos Seminary Lay Force, he mentioned the following centennial values:

- unity (pagkakaisa) - nationalism (makabayan) - determined will (katatagan o tibay ng loob)

- patriotism (makabansa) - commitment (pakikilahok) - protecting the environment (makakalikasan)
- peace (kapayapaan) - fairness (pagka-maging patas)

The above-mentioned Centennial Values were also stressed by the Holy Spirit Values on Kalayaan ng Diwa of Catholic Filipinos:
- faith in God (maka-Diyos) - nationalism (makabayan) - determined will (katatagan o tibay ng loob)
- patriotism (makabansa) - commitment (pakikilahok) - protecting the environment (makakalikasan)
- peace (kapayapaan) - fairness (pagka-maging patas)

DECS VALUES EDUCATION PROGRAM FRAMEWORK (DECS Order No. 6, Series of 1988)
= issued on 1/25/1988 by the Department of Education, Culture, & Sports
= shortly after the PP Revolution of February 1986, the DECS made “values education” a primary thrust
= may serve as a frame of reference in the reform & revision of operative Filipino Values

= found strong support in the 1987 Philippine Constitution in its vision of “a just & humane society”
= calls for a shared culture & commonly held values such as “truth, justice, freedom, love, equality, peace”

Goal:

 To provide & promote values education at all 3 levels of education for the dev’t of the human person committed to the building
of a "just & humane society" and an “independent & democratic nation”

Objectives:

 To develop Filipinos who:

- are self-actualized & integrally developed human beings imbued with a sense of human dignity;
- are social beings with a sense of responsibility for their community & environment;
- are productive persons who contribute to the economic security & development of the family and nation;
- have a deep sense of nationalism & are committed to the progress of the nation and the entire world community;
- manifest in actual life an abiding faith in God.

Principles and Guidelines:

 For the implementers of the values education program, guidelines have been set in the DECS Order as follows:
- It must be oriented toward the total person of the learner-mind, heart, & entire being.
- It must take into consideration the unique role of the family in one's personal dev’t & integration into society and the nation.
- In the school, teachers should have the proper sense of values, awareness of inner worth, & respect for the person of the other.

Core Values of the Human Person:

 Health & harmony with nature  Love & goodness The core values pertain to the person as self. As a human person,
 Peace & justice  Nationalism & globalism he values health, truth, love, & spirituality. As a member of the
 Global spirituality  Sustainable human dev’t community, he values social responsibility, economic efficiency,
 Truth & tolerance nationalism, & global needs. Indeed, the human person must
achieve integral self-development by cultivating his human
In translating the values, various strategies and approaches have
faculties to the fullest possible.
been suggested. These strategies have to be studied and adapted
to specific situations singly, or generally, in combinations.

1. INCULCATION
-- geared towards instilling & internalizing norms in the individual's values system
-- standards or norms accepted by a people are identified and passed on to the learner through modelling

2. VALUES CLARIFICATION
-- engages in an active examination of their beliefs, behavior choices, & decisions to enable people to utilize these in their lives
-- consists of making choices freely, cherishing choices made, affirming these publicly, & acting upon them

3. MORAL DEVELOPMENT
-- working out a sense of morality through the active structuring & restructuring of one's own social experiences
-- the outcome is a preference considered desirable or acceptable by a referent group
 -- confronting a moral dilemma, setting a position on the dilemma, testing the reason for the position, & reflecting on the reason

4. VALUE ANALYSIS.
-- helps learner use logical thinking & scientific processes in dealing with value issues
-- identifying and clarifying the value in question, assembling purported facts, assessing the truth of the purported facts, arriving
at tentative value decisions, & testing the value principle implied in the decision

5. VALUES MODIFICATION
-- an approach in values dev’t wherein values are reflected upon, re-examined, & re-oriented in the context of specific situations
-- assumes that change in the attitudes & values of an individual is likely to take place if the individual is exposed to new
problems, experiences, & challenges in the society the individual belongs to

6. ACTION LEARNING
-- provides opportunities for leaners to act on their values
-- assumes that values education is not confined to the classroom but extends to experimental learning in the community
-- consists of the ff:

 becoming aware of a problem or issue  planning strategies for action steps

 understanding the problem or issue & taking a position  implementing strategies and taking action

 deciding whether to act or not  reflecting on actions taken & considering next steps

Human Capacity for Transformation

Our capacity for transformation is evident through the successive stages of psychological growth from infancy to adulthood.
Long ago, human dev’t was assumed to follow a smooth progression from infancy to adulthood. By the age of six or seven, children
were believed to think in much the same way as adults, and it was assumed that all they lacked was experience & education.
In this century, however, developmental psychologists discovered that children do not develop gradually, but rather go through a
series of stages of development.

The Role of Education

Education involves the training, instruction, guidance, & direction of children and youth in order to affect the harmonious dev’t of all
their powers, capacities, capabilities-spiritual, moral, mental, physical, social, & emotional selves.
Human beings are composed of body & soul, made in the image and likeness of God. Hence, to educate a child means the
development, naturally and harmoniously, of all the powers and capabilities of body and soul.
Education consists of building up in the individual an organization of knowledge and skills, of habits and attitudes, of values and
ideals which will aid in fulfilling life's purposes. It cultivates and fertilizes the human minds. It is concerned with the growth and
development of the child. It is the development of the child's potential powers into actuality.
The fundamental aim of education is to help each individual to make of himself all that is possible for him to become. Everything the
teacher does and everything learners do lead to one end: the harmonious development of all the God-given powers & capacities of a
human being. Education provides the means by which the inherited capacities and potentials are transformed into actualities.

Human Variations and Differences

Education recognizes that although all human beings, because of the fact that each is man, possess the same general capacities
although there are, among individuals, quantitative and qualitative differences in the development of these capacities. Individuals
differ from each other quantitatively; that is, they differ not in the kind of traits but in the degree. They differ qualitatively, that is, in
the ways in which the individuals' capacities and abilities are organized or patterned or structured.
The causes of individual differences are as follows: heredity, maturation, environment, training, & effort of will. Individual differences
in capacity are due in part to heredity and in some degree to the influence of environment, and may be magnified by training and by
voluntary effort to use and develop abilities.
The hereditary potentials of the individual can unfold only when environmental conditions are favorable. Even with good hereditary
potentials, normal development does not come automatically. For while heredity puts a limit on the level of development an
individual can achieve in a given period of time environment, it determines the degree to which the individual will achieve his
hereditary potential.
Training is closely allied to environment and includes all of the social educational, cultural, moral, and religious agencies with which
the child comes into contact. While some learn rapidly, and others slowly, the important principle to be remembered is that each
can learn something. Training in the proper environment can make individuals very different from what they otherwise would have
been. However, while it cannot make all alike, while it cannot render all equally efficient, it can make each more efficient than he
would have been otherwise. Differences among individuals due to training include differences in morality, in attitudes, in interests,
in ideals, in habits.
By means of the will, inherited capacities are realized and intellectual opportunities are utilized. Will is man's capacity to direct and
to restrain thought, action, and emotions. Since influence extends over all of the powers and capacities of man, it is thus a
controlling factor in the causing of individual differences. The will realizes or neglects the capacities which heredity bestows; it
improves or disregards the opportunities which environment and training present.
The attempt to transform the world starts with transforming oneself. It is only when an individual has come to terms with himself
that he is able to be a person for others.