LESSON 3- VALUES FORMATION AND YOU

Values Formation
Living by the right values humanizes. The question that you may raise at this point is: “is
there such a thing as right, unchanging and universal value? Is a right value for me also a right value
for you? Or are values dependent on time, place and culture?

There are two varied answers to the question, depending on the camp where you belong. If
you belong to the idealist group, there are unchanging and universal values. The values of love, care
and concern for our fellowmen are values for all people regardless of time and space. They remain
unchanged amidst changing times. These are called transcendent values, transcendent because there
are beyond changing times, beyond space and people. They remain to be a value even if no one
values them. They are accepted as value everywhere. On the other hand, relativists claim that there
are no universal and unchanging values. They assert that values are dependent on time and place. The
values that our forefathers believed in are not necessarily the right values for the present.

Values are taught and caught

Another essential question we have to tackle is: “Are values caught or taught?” Our position
is that values are both taught and caught. If they are not taught because they are merely caught, then
there is no point in proceeding to write and discuss your values formation as a teacher here! Values
are also caught. We may not be able to hear our father’s advice “Do not smoke” because what he
does speaks louder than what he says. The living examples of good men and women at home, school
and society have far greater influence on our value formation than those well-prepared lectures on
values excellently delivered by experts.

Values have cognitive, affective, and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we want to acquire.
We need to know why we have to value such. This is the heart of conversion and values formation.
We need to know how to live by that value. These are concepts ought to be taught.

Values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be honest. One
has to feel something towards honesty, be moved towards honesty as preferable to dishonesty”
(Aquino, 1990).

Values have a behavioral dimension. In fact, living by the value is the true acid test if we
really value a value like honesty.

Value formation includes formation in the cognitive, affective, and behavioral aspects
Your value formation as teachers will necessarily include the three dimensions. You have to
grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of value
experiences in life” (Aquino, 1990). You have to be open to and attentive in your value lessons in
ethics and for those in certain schools, ethics and religious education. Take active part in value
sessions like fellowships, recollections organized by your church group or associations. Since values
are also caught, help yourself by reading the biographies of heroes, great teachers and saints and
other inspirational books. (It is observed that less and less teachers read printed materials other than
their textbooks.) Your lessons in history, religion and literature are replete with opportunities for
inspiring ideals. Associate with model teachers. If possible, avoid the “yeast” of those who will not
exert a very good influence. Take sound advice from the Desiderata: “Avoid loud and aggressive
persons; they are vexations to the spirit.” Join community immersions where you can be exposed to
people from various walks of life. These will broaden your horizon, increase your tolerance level,
and sensitize you to life values. These will help you “fly high” and “see far”.
Value formation is a training of the intellect and will
Your value formation in essence is a training of your intellect and will, your cognitive and
rational appetitive powers, respectively. Your intellect discerns a value and presents it to the will as
right or wrong value. Your will wills to act on the right value and wills to avoid the wrong value
presented by your intellect. As described by St. Thomas Aquinas, “The intellect proposes and the will
disposes.”

It is clear that nothing is willed unless it is first known. Thought must precede the deliberation
of the will. An object is willed as it is known by the intellect and proposed to the will as desirable
and good. Hence, the formal and adequate object of the will is good as apprehended by the intellect
(Kelley, 1965). These statements underscore the importance of the training of your intellect. Your
intellect must clearly present a positive value to be a truly positive value to the will not as one that is
apparently positive but in the final analysis is a negative value. In short, your intellect must be
enlightened by what is true.

It is therefore necessary that you develop your intellect in its three functions, namely
formation of ideas, judgment and reasoning (Kelley, 1965). It is also equally necessary that you
develop your will so will be strong enough to act on the good and avoid the bad that your intellect
presents. How can your will be trained to desire strongly the desirable and act on it? Kelley explains
it very simply:

Training of the will must be essentially self-training. The habit of yielding to impulse results in the
enfeeblement of self-control. The power of inhibiting urgent desires, of concentrating attention on
more remote good, of reinforcing the higher but less urgent motives undergoes a kind of atrophy
through disuse. Habitually yielding to any vice, while it does not lessen man’s responsibility, does
diminish his ability to resist temptation. Likewise, the more frequently man restrains impulse, checks
inclination, persist against temptation, and steadily aims at virtuous living, the more does he
increase his self-control, and therefore his freedom. To have a strong will means to have control of
the will, to be able to direct is despite all contrary impulses.

Virtuous versus vicious life and their effect on the will

In short, a virtuous life strengthens you to live by the right values and live a life of abundance
and joy while a vicious life leads you to perdition and misery. The warning then is never to give way
to a vice!

Panizo claims “virtue involves a habit, a constant effort to do things well in spite of obstacles
and difficulties.” A virtue is no other than a good habit. You get used to doing good that you will be
stronger to resist evil.

Max Scheler’s hierarchy of values

Our hierarchy of values is shown in our preferences and decisions.

Max Scheler (1874-1928) presented the following five principles in deciding the rank of values.
First, the longer the value lasts, the higher it is. For example, while the value of pleasure lasts for the
duration of the feeling of pleasure, the mental value remains after the disappearance of the
circumstances. (timelessness); Second, the harder it is to reduce the quality of the value as its carrier
(Werttrager) divides or the harder it is to increase the quality of the value as its carrier enlarges, the
higher the value is. For example, while the value of material goods reduces as the goods divide, the
value of mental goods is indivisible and not related to the number of people concerned.
(indivisiblity); Third, the higher value becomes the base for the lower value. The fewer other values
the value has as its base, the higher it is. (independence); Fourth, there is an intrinsic relationship
between the rank of the value and the depth of satisfaction from its realization. In other words, the
deeper the satisfaction connected to the value is, the higher the value is. For example, the physical
satisfaction is strong but shallow. On the contrary, the satisfaction from artistic meditation is a deep
experience. The depth of satisfaction is not related to its strength. (depth of satisfaction); Fifth, the
less the sense of the value is related to the existence of its carrier, the higher the value is. For
example, the value of pleasure has significance in relation to the sense of sensuality. The value of life
exists for those with the sense of life, but the moral value exists absolutely and independently from
those who feel it. (absoluteness).

In accordance with the above principles, Scheler classified the values into the following four
categories (from the bottom to the top); (1) the value of pleasure and displeasure (the emotional
value), (2) the value of the sense of life (and welfare as a subsidiary value to it), (3) the mental value
(perception, beauty, justice), (4) the value of holiness.

Further he divided the mental value into the value of beauty, the value of justice, and the value of
perceiving the truth. The value of holiness was strictly distinguished from all the other values, which
were thought to be given as the symbols of the value of holiness.

Thus, Scheler suggested five principles, by which the ranks of values can be decided, and presented
four levels of values. This idea is very instrumental in deciding the ranks of values. He placed the
durable mental values higher than the temporary physical values, put the mental goods higher than
the material goods, placed the satisfaction from artistic meditation above the material satisfaction,
appreciated the value of the sense of life more highly than the emotional value of pleasure and
displeasure, and placed the mental value of perception, beauty, and justice higher than the value of
the sense of life. This is an excellent idea that can offer the right sense of values for some
contemporary people with the mistaken sense of values.

Values clarification

In a pluralistic society, we can’t help but face the value confusion and value contradictions of
our times. When we do not know what we really value or when we are not clear on what we
really value, we end up lukewarm or uncommitted to a value. The advocates of value clarification
assert that we must clarify what we really value. The term value if reserved for those “individual
beliefs, attitudes and activities that satisfy the following criteria:
1) Freely chosen
2) Chosen from among alternatives
3) Chosen after due reflection
4) Prized and cherished
5) Publicly affirmed
6) Incorporated into actual behavior and
7) Acted upon repeatedly in one’s life.
Enrichment Activity
Do the following tasks:

1. Present Scheler’s hierarchy of values by means of an appropriate graphic organizer. Each

level of values must be explained and must be given an example.

2. The following are the lyrics of a popular Filipino song:

Nagsimula sa patikimtikim lola pahingi ng pangtoma

pinilit kong gustuhin Ayan na nga... tumataas na ang amats ko
bisyo'y nagsimulang lumalim kasi laklak maghapon magdamag
kaya ngayon ang hirap tanggalin Dibale nang hindi kumain
Kabilin-bilinan ng lola basta may tomang nakahain
'wag nang uminom ng serbesa ang sabi ng lasenggo sa amin
ito'y hindi inumin pang bata pare shumat ka muna
mag-softdrinks ka na lang muna Laklak ka nang laklak
pero ngayon ako'y matanda na mukha ka nang parak

1. Does the above song express the persona’s regret over his imprisonment in a vice? Why did
you say so or why did you not say so?
2. Also, comment on the value system of the persona using Scheler’s hierarchy.
3. According to the following poem, are values taught or caught? Explain each line in two or
three sentences.

Children Learn What They Live

By Dorothy Law Nolte, Ph.D.

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.
LESSON 4 – TEACHING AS YOUR VOCATION, MISSION, AND PROFESSION

Teaching as your vocation

Vocation comes from the Latin word “vocare” which means to call. Based on the etymology
of the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone
who is called. There must also be a response. Teaching is a vocation. For theists, it is a calling from
God worthy of our response. For atheists, it is a calling without a vertical dimension.

Perhaps you never dreamt to become a teacher! But here you are now preparing to become
one. How did it happen? The fact that you are now in the College of Education signifies that you
positively responded to the call to teach. Right? May this YES response remain a YES and become
even firmer through the years. Can you believe it? Better believe it!

Teacher Mark is treated as a teacher for teaching his students the lessons every day. He
teaches everything he knows, showing off his mastery of the subject, but not even considering the
feelings of his students towards difficult topics. On the other hand, a volunteer named Joy is
addressed as a teacher for teaching and serving the children of a far rural community. She travels
almost 20 kilometers every day for the sake of her students learning and development.

What is the difference between the teaching practices of Teacher Mark and Joy? The main difference
lies in their dedication to the service. When someone practices teaching as a vocation, they teach with
dedication.

A teacher who practices teaching as his vocation responds to the strong feeling, or calling, for
service, just like the historic biblical figures, with utmost dedication. In summary, Vocation is only
for some who are really dedicated not just to work but also to serve other people.

Teaching as your mission

Teaching is also a mission. The word mission comes from the Latin word “misio” which
means “to send”. You are called to be a teacher and sent into the world to accomplish a mission, to
teach. The Webster’s New Collegiate Dictionary defines a mission as “task assigned’. You are sent to
accomplish an assigned task.

Teaching is your mission means it is the task entrusted to you in this world. If it is your
assigned task then naturally you’ve got to prepare yourself for it. From now on you cannot take your
studies for granted! Your four years or pre-service preparation will equip you with the knowledge,
skills and attitude to become an effective teacher. However, never commit the mistake of culminating
your mission preparation at the end of the four-year pre-service education. You have embarked in a
mission that calls for a continuing professional education. As the saying goes “once a teacher, forever
a student.”

Flowing from your uniqueness, you are expected to contribute to the betterment of this world
in your own unique way. Your unique and most significant contribution to the humanization of life
on earth is in the field where you are prepared for – teaching.

What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or
the basic r’s of reading, ‘riting (writing), ‘rithmetic (arithmetic) and right conduct? Is it to help the
child master the basic skills so he can continue acquiring higher-level skills in order to become a
productive member of society? Is it to deposit facts and other information into the “empty minds” of
students to be withdrawn during quizzes and tests? Is it to “midwife” the birth of ideas latent in the
minds of students? Is it to facilitate the maximum development of his potential not only for himself
but also for others? In the words of Alfred North Whitehead, is it to help the child become “the
man of culture and of expertise”? Or is it to provide opportunities for the child’s growth and to
remove hampering influences” as Bertrand Russell put it?
 To teach is to do all these and more. To teach is to influence every child entrusted in your
care to become better and happier because life becomes more meaningful. To teach is to help the
child become more human.

A letter given by a private school principal to her teachers on the first day of a new school
year may make crystal clear for you your humanizing mission in teaching:

Dear Teacher:
I am a survivor of a concentration camp. My eyes saw what no man should witness:
-Gas chambers built by learned engineers.
-Children poisoned by educated physicians.
-Infants killed by trained nurses.
-Women and babies shot and burned by high school and college graduates.

So, I am suspicious of education. My request is: Help your students become human. Your efforts
must never produce learned monsters, skilled psychopaths, educated Eichmanns.

Reading, writing, and arithmetic are important only if they serve to make our children more human.

“Mission accomplished!” This is what a soldier tells his superior after he has accomplished
his assigned mission. Can we say the same when we meet our “Superior” face to face?

Some teachers regard teaching as just a job? Others see it as their mission. What’s the
difference? Read the following poem adapted from Ministry or Job by Anna Sandberg.

Teaching: Mission and/or Job?

If you are doing it only because, you are paid for it, it’s a job;
If you are doing it not only for the pay but also for service, it’s a mission.

If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.

If you quit because no one praises you or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.

It’s hard to get excited about a teaching job;

It’s almost impossible not to get excited about a mission.

If our concern is success, it’s a job;

If our concern is success plus faithfulness, it’s a mission.

An average school if filled by teachers doing their teaching job;

A great school is filled with teachers involved in a mission of teaching.
Teaching as a profession
Teaching like engineering, nursing, accounting and the like is a profession. A teacher like an
engineer, a nurse, and an accountant is a professional. What are the distinguishing marks of a
professional teacher? Former Chairperson of the Professional Regulation Commission, Hon.
Hermogenes P. Pobre in his pithy address in a national convention of educators remarked: “The term
professional is one of the most exalted in the English language, denoting as it does, long and
arduous years of preparation, a striving for excellence, a dedication to the public interest, and
commitment to moral and ethical values.”

Why does a profession require “long and arduous years of preparation” and a “striving for
excellence”? Because the end goal of profession is service and as we have heard many times “we
cannot give what we do not have.” We can give more if we have more. For us to be able to be able to
give more (service), which is the end goal of a profession, continuing professional education is a
must.

Our service to the public as a professional, turns out to be dedicated when our moral, ethical and
religious values serve as out bedrock foundation. If you take teaching as your profession, this means
that you must be willing to go through a long period of preparation and a continuing professional
development.

Striving for excellence – another element of profession. This element brings us to the issue of
“pwede na”. “Pwede na” is inimical to excellence It is expressed in other ways like “talagang ganyan
‘yan”, “wala na tayong magawa”, etc. All of these are indicators of defeatism and mediocrity.

If we stick to this complacent mentality, excellence would not be within reach. In the world of work
whether here or abroad, only the beast and the brightest make it.

DON’T SETTLE FOR LESS! STRIVE FOR EXCELLENCE!

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in
teaching, the most noble profession. Consider what Dr. Josette T. Biyo. The first Asian teacher to
win the Intel Excellence in teaching in an international competition, said in a speech delivered before
a group of teachers, superintendents, DEpEd officials and consultants, to wit:

“Teaching may not be a lucrative position. It cannot guarantee financial security. It even means
investing your personal time, energy, and resources. Sometimes it means disappointments,
heartaches, and pains. But touching the hearts of people and opening the minds of children can
give you joy and contentment which money could not buy. These are the moments I teach for.
These are the moments I live for.”

Enrichment Activity

1. Select a logo of an educational agency or institution or an association of teachers.

2. Is there anything in the logo that tells that teaching is one or all of the three above?
3. Explain how you understand their symbolism.
4. Make a comparison with the logo we have in the Isabela State University.