1
Chapter 1: Background on the Study
of Work Ethics
➢ Definition of Concepts
➢ “Science permits us to simplify the
highly complex world and allows us
to preserve what is desirable and
modify what is not.”
➢ Work Ethics tries to simplify the
complexity of human behavior in the
workplace by approximating the
general characteristics and behavior
of workers. There is a need to
understand man, his culture and
values, the science of ethics and its
purpose.
Definition of Concepts
➢ Chapter 1
• Man
➢ Man is a being distinct and separate
from the rest of God’s creation. God
created him in His own image.
(Theory of Divine Origin)
➢ Man is an individual composed of
body, soul and spirit.
• Man (BODY)
➢ The BODY constitutes man’s physical,
tangible self through which he is able
to see, hear, touch, taste and smell.
➢ Through man’s body, he perceives
and is able to have physical contact
with his environment.
• Man (SOUL)
➢ Man’s SOUL is considered a distinct
entity; it is separated from the body.
➢ The spiritual aspect of man is
different and separate from his
physical form and is unseen.
➢ It compromises his mind and will.
• Man (SPIRIT)
➢ The SPIRIT, the supernatural and
incorporeal being, constitutes his
innermost self.
➢ It is the means, and the way man
uses to be able to communicate
with his Creator.
➢ The spirit is the essential part of man’s
nature, the heart of all human life
(Zulueta, 2000).
• Man
➢ Man is said to have originated from
God.
➢ According to the theory of divine
origin, out of His free will and love,
God created man.
➢ This is contained in the biblical story
of creation.
• As God had said:
“Let us make man in our own image,
according to our likeness; let them have
dominion over the fish of the sea, over the
birds of the air, and over the cattle, over
all the earth and over every creeping
thing that creeps on the earth.”
Genesis 1:26, Holy Bible
• Man
➢ Man comes from God, the Supreme
Being, the Creator and Ruler of the
Universe.
➢ He is good, virtuous, and morally and
spiritually exceptional.
➢ Therefore, man, too, is presumed to
be all those things.
• Man
➢ Man is born with the natural
inclination to do what is good and to
avoid evil.
➢ He has the capacity to make
distinction between right and wrong
(Esteban, 1990).
• Man
➢ By his intellect, he is able to know the
universal truth; and by his will, he can
make decisions which intrinsically
aim always for the highest good to
please God, his Creator.
• Values
➢ Values are essential to an individual’s
existence for these define what is
desirable and meaningful to man as
a rational and social being.
➢ Because man is a replica of God on
earth, he is expected to emulate
God’s goodness.
• Values
➢ He is born with an unending sense for
everything beautiful, good and true.
➢ He regards values with a high
degree of importance insofar as they
influence his thinking, form his
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attitude, shape his principles and
philosophy, and enable him to make
good decisions.
• Values (Zulueta, et., al, 2000)
➢ Values reflect man’s aspirations for
himself, the society he lives in, and
the environment he constantly
interacts with.
• Values (Sociologists)
➢ Models or goals of personal behavior
in social interaction.
➢ Values are considered conducive or
essential to the welfare of a group or
groups of people.
➢ These are what people perceive,
hear, and appreciate.
• Values (Sociologists)
➢ Mas’s value system is a configuration
of culture, the overriding motivations
and basic principles of his behavior;
the cultural ethics that unites people
together; their concept of what is
important; the desired reactions and
responses to conditions and
situations in life.
• Ethics
➢ Ethics is both the study of human
conduct and a practical science of
the morality of human behavior.
➢ It is part of daily living.
➢ (Garcia 1981) the study that deals
with human conduct insofar as this
conduct may be considered what is
right or wrong.
• Ethics
➢ (Agapay 1991) the science of
morality of human acts.
➢ It is derived from Greek word ethos
means “characteristic way of
acting”.
➢ Its Latin equivalent is mos or mores
means “tradition” or “custom”
prevailing in a group or groups of
people, and of the society as a
whole.
• Ethics
➢ It is a way of a life seen in the culture,
values. Religion and the political,
social and economic aspirations of a
group of people living in a
community or country.
• Ethics
➢ What makes man different from
animals is that he is endowed with
gifts from God – the gift of intellect
and will which enable him to think
and make distinction between right
and wrong and ultimately make him
choose the right decision.
➢ This makes man a rational being.
• Ethics (Zulueta, et., al. 2000)
➢ Ethics studies human activity to
determine what is in harmony with
the dictated of reasons.
➢ Ethics eventually deals the morality
of human conduct.
• Nature of Ethics
➢ Ethics is especially focused on the
correct way of doing things.
➢ It is a science that aims to identify a
systematic ethical consideration
which man upholds in his dealings
with others.
➢ Man, as all of us know, is indeed a
social being.
➢ One has to associate and work with
other people for the attainment of
his motive or goal in life.
• Nature of Ethics
➢ In workplace, good human
relationship and rapport, must be
maintained not only with employers
and coworkers, but with the
customers as well.
➢ To do this, one must not only acquire
necessary knowledge or information
and skills but most importantly, must
posses the right values and attitude
to become an agent of change and
development.
➢ One must set himself as an example
– a role model for his colleagues to
emulate.
• Nature of Ethics
➢ Man acts because of a strong desire
to achieve something.
➢ The kind of life one would have
depends on himself.
• Nature of Ethics
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➢ Remember, you are the captain of
your ship and the master of your soul.
➢ As God’s creature, you are His
temple on earth.
➢ Make your life fruitful and
meaningful.
➢ Never do anything that could ruin
you.
• Nature of Ethics
➢ It is really our moral responsibility and
obligation to make our life
meaningful and worthy through our
adherence to a code of
righteousness in accordance with
natural and eternal laws.
➢ For whatever we do, we are held
liable and responsible for the
consequences.
• Nature of Ethics
➢ Human Acts are actions which man
performs knowingly, freely and
voluntarily.
➢ These actions are the results of
conscious knowledge and subject to
the control of the will.
➢ Actions are either praiseworthy or
blameworthy.
• Moral Distinctions (3 Classes of
Actions)
➢ Moral Actions
➢ Immoral Actions
➢ Amoral Actions
• Moral Actions
➢ Are which conform to the norms of
morality.
➢ These are positive actions and are
permissible and acceptable.
• Immoral Actions
➢ Are those which are not conformity
with the norms of morality.
➢ These are negative actions and are
neither permissible nor acceptable.
• Amoral Actions
➢ Actions that stand neutral in relation
to the norms of morality.
➢ These acts may be good or bad,
depending on the purpose of the
doer of the act.
• The Study of Ethics
➢ Ethics is absolute knowledge.
➢ Without moral judgement, man is
only an animal. Thus, man becomes
a failure.
• Reasons to Study Ethics:
➢ Ethics provides a systematic way of
classifying choices, decisions and
courses of actions in dealing with
coworkers and managing
subordinates. It serves as a basis for
determining which choices is morally
right and which violates standards of
acceptable behavior.
• Reasons to Study Ethics:
➢ Ethics provides standards of moral
conduct and ethical values, both of
the past and of the present, which
must be intelligently appraised and
criticized.
• Reasons to Study Ethics:
➢ In the moral development of the
race, guidelines and
countermeasures have been
created along the way. These are
expressed superficially in
conventions, seminars, meetings,
customs, legal and church laws, rules
and other codes of conduct.
• Reasons to Study Ethics:
➢ Ethics enables man to pursue
genuine values in life.
➢ What values are worth keeping?
➢ Discover the genuine values of life
and inspire men to join the quest in
seeking and keeping these same
values.
• Work:
➢ Webster (1967), work is a “physical or
mental activity which is undertaken
to achieve a purpose and involves
the expenditure of effort to earn
one’s living”.
➢ It is an activity where man earns a
living for himself and for others
through the use of his knowledge,
talents and skills.
• Work:
➢ Employee – when we talk of
employment, we refer to an
individual who has been hired and is
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being compensated for his by an

employer.
➢ Laborer – If his work involves physical
labor.
➢ Employer – refers either to the
company, boss, manager, or owner.
• Work:
➢ Occupation – is used if work is the
result of training and executed on a
regular basis.
➢ Professional Employees – are persons
whose work is chiefly non routine and
intellectual in nature.
• Workplace
➢ Simply refers to a place of work, such
as an agency, company,
headquarters, bureau or office
where work is done.
➢ It does not refer to the physical work
environment but also includes the
policies and situations that provided
distinct condition of work.
• Workplace
➢ A workplace must have a conducive
working atmosphere that promotes
worker’s growth and development
for the attainment of his goal and
that of the organization.
• Work Ethics
➢ Webster (1996), work ethics is “a
belief that productive physical or
mental labor is a prime virtue”.
➢ It is a code of morals, an ethical
value that governs the conduct or
behavior of workers and employers
in relation to the government and
private institutions that they serve.
• Work Ethics
➢ The purpose of work ethics is to help
us determine what cultural and
ethical values and standards are
needed to become effective,
efficient and productive workers.
• Activity:
➢ Make a brochure of the chapter 1.
➢ Short Bond Paper
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Chapter II: What is Man?
VALUES EDUCATION
Chapter II: What is Man?
“One cannot probe with any
depth into the real nature of
philosophical inquiry without
developing along the way a fairly
definitive view of human life as
whole.”
- Robert V. Johan, S.J.
Chapter II: What is Man?
➢ Knowing man as an individual
and as a member of society is
fundamental in the study of
values and ethics.
➢ Understanding man is a
courageous task owing to his
complexity, to study and judge
his actions is an even more
challenging function.
Chapter II: What is Man?
➢ Frank Sheed (1981), observes
that everybody is presumed to
understand what man is, but
because man is different from
others, it is assumed that
everybody else has a different
view of man.
The Nature of Man
➢ Man is a complex organism, for
he is composed of physical
body, intellect (soul), and
emotions (spirit).
➢ He has needs and wants to be
satisfied in order to live a
successful and happy life.
The Nature of Man
➢ He has needs and appetites that
are physiological (ways that
living things function),
intellectual (ability to think
logically), psychological or
emotional (behavior), social,
economic, political, moral, and
spiritual in nature.
➢ These needs should be fulfilled
to avoid frustrations.
The Nature of Man
➢ Man is scientifically named
homo sapiens.
➢ He has distinct characteristics
that make him different from
other creatures on earth.
Biological
➢ Man walks upright on two feet.
Other animals walk on four feet
and their bodies are parallel to
the ground; others just crawl.
➢ Man has two able hands with
opposing thumbs which he uses
for handling things. Animals,
except the ape, have no
opposing thumbs.
Biological
➢ Man has a more complex brain
than animals.
➢ Man has the capacity to nourish
and take care of his offspring.
Biological
➢ Dignity is acquired and felt by
man as he perceives himself as
an individual who can act
based on his needs in their
varied dimensions.
➢ Dignity is the right of a person to
be valued and respected for
their own sake, and to be
treated ethically.
Biological
➢ He is stripped of dignity,
dehumanized or depersonalized
when he cannot use his God-
given faculties to fulfill his many
needs.
Biological
➢ It is part of his nature to use his
various faculties – thinking
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(cognitive or acquiring
knowledge), feeling (affective
or forming attitudes and values),
and acting (psychomotor or
acquiring skills) – to develop
himself as he goes through life.
Biological
➢ Man is a thinking being.
➢ He alone can acquire and
develop knowledge in a very
progressive way.
➢ Teilhard de Chardin (1970), as
knows what he knows. He differs
from the beasts which act on
instinct or robots which are
mechanical.
Behavioral
➢ Man is rational. He has the power
of reasoning. Using this, he figures
out what is right and what is
wrong. Animals are irrational.
They only have instincts.
Behavioral
➢ Man has complex techniques of
producing, procuring, preparing
and cooking food. Animals just
roam around and procure their
food with their mouths or claws
and eat their raw food.
➢ Human beings share curiosity,
imitation, attention, memory, and
imagination.
Behavioral
➢ Man is a complex being who
behaves uniquely as a result of
his hereditary, environmental,
and cultural influences.
➢ He is curious; he imitates others
and has his own interests.
➢ Man reasons and improves the
adaptive nature of his behavior
in rational ways.
Behavioral
➢ He makes and uses tools in a
variety of ways.
➢ He is self-conscious, reflecting
on his past and future and on
life and death.
➢ He makes mental abstractions,
develops symbols and
communicates his ideas and
knowledge through sign or oral
language.
Behavioral
➢ Man has a sense of
appreciation for arts and
beauty.
➢ Man has his religion. He
believes in a Divine Being, and
has superstitions and beliefs in
animistic, supernatural, or
spiritual things.
➢ Man is an integral human being
created in the likeness of God.
Behavioral
➢ As God’s creature, man is
endowed by God with gifts of
intellect and free will to know
the truth and use rational
thinking in making decisions.
➢ The application of such
knowledge, skills and rational
thinking is utilized in fruitful
endeavors earning a living for
himself and for others.
Behavioral
➢ Man has the capacity to love
and be loved, to serve and work
not only for himself but for his
family, friends, coworkers and
the community as a whole.
Philosophical Views of Man
WHAT IS MAN?
Classical View
➢ Man is a creature endowed with
hierarchical virtues whose
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nature is designed to serve as
building blocks of society.
➢ Man is distinct from animals as
he is the sole being who
possesses a physical body and
soul.
➢ Man’s soul is composed of
intellect and will.
Classical View
➢ Man is a rational and social
being (Aristotle).
➢ Man is not the center of the
universe. He is only a part of it.
➢ He is born to be part of society.
Christian View
➢ The Judeo-Christian
philosophers considered man as
the “image of God.”
“God created man in His own
image; in the image of God He
created him; male and female. He
created them.”
– Genesis 1:27 (Holy Bible)
Christian View
➢ The Judeo-Christian
philosophers considered man as
the “image of God.”
“God created man in His own
image; in the image of God He
created him; male and female. He
created them.”
– Genesis 1:27 (Holy Bible)
Christian View
➢ This centers on the notion that
man is endowed with divine
attributes.
➢ This common characteristics
bring all men to a common
bond forming essentially one
family.
Christian View
➢ We share the same basic
features that make us human
and enable us to know and to
love one another.
➢ Biblical prophecy speaks of the
peaceful unity of all men.
Existentialist View
➢ Teihard de Chardin (1970) says
that man is a being who knows
what he knows.
➢ Martin Heideger believes that
man is responsible not only for
himself but for all men.
Existentialist View
➢ Introduction to Philosophy
(Engelber Van Crooverburg,
1963)
• Man is raised above the abyss of
nothingness.
• He lives on the dividing line
between the past, the present
and the future.
➢ He is embodied.
Existentialist View
➢ Introduction to Philosophy
(Engelber Van Crooverburg,
1963)
➢ He is above all and
subhuman.
➢ He uses reason above
the lower levels of his
existence and teaches
consciously beyond
himself into a being of
which he partakes –
and becomes more
than he is.
Existentialist View
➢ Msgr. Fulton Sheen, 1978 (Three-
level structure)
➢ Body – through his
senses, makes him
aware of the material
universe.
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➢ Soul – (mind or psyche)
makes him responsive
to other people and to
the arts, sciences,
philosophy and law.
➢ Spirit – facilitates having
a communion with
God.
Existentialist View
➢ Karl Marx suggests that human
nature has given potentials, the
nature of which cannot be
changed.
➢ Yet, man does change as a
result of developing his
potentials which God has given
him when he was born.
Existentialist View
➢ Van der Poel (1971) found out
that values have their own
“historicity”.
➢ Andres (1980), he believes in
the relativity of values – that
values are relative to cultural
influences of historical changes,
in the sense that the
appreciation of values is
affected, since values is relative
to time, time becomes an
important indicator of one’s
values.
Existentialist View
➢ Havighurst and Neugarten
(1976) reveal, when a society
changes, its values also
change.
➢ The existentialist consider the
existence of man endowed with
a free will. Not all men have the
same essence.
Oriental Philosophical View
➢ Mencius speaks of human
nature as originally good. (Four
Beginnings that belong to Man’s
Original Nature)
➢ Jen – the feeling of
commensuration,
which is the beginning
of the virtue of human
heartedness.
➢ Yi – the feeling of
shame and dislike,
which is the start of
righteousness.
Oriental Philosophical View
➢ Mencius speaks of human
nature as originally good. (Four
Beginnings that belong to Man’s
Original Nature)
➢ Li – the feeling of
modesty and yielding
towards the good. This
is the beginning of ritual
or propriety.
➢ Chin – the sense of right
and wrong.
Oriental Philosophical View
➢ Man is naturally bestowed with
the knowledge of what is right
and wrong or what is good and
bad.
➢ These four beginnings of man
differentiate him from the beast.
Man is expected to develop
these beginnings to become
truly a man.
Oriental Philosophical View
➢ Through the full development of
his nature, man cannot only
know Heaven but also becomes
one with Heaven.
➢ The only way for man to be
happy is to free from the slavery
of his selfishness and inordinate
sexual desires.
Oriental Philosophical View
➢ Gautama Buddha says:
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“Never in this world does
hatred cease by hatred. Hatred
ceases by love…Let us live happily
not hating those who hate us. Let us
live free among men who hate. Let a
man overcome anger by kindness,
evil by good, hate by love.”
Oriental Philosophical View
➢ Gautama Buddha says:
“Never in this world does
hatred cease by hatred. Hatred
ceases by love…Let us live happily
not hating those who hate us. Let us
live free among men who hate. Let a
man overcome anger by kindness,
evil by good, hate by love.”
Oriental Philosophical View
➢ Lao Tzu’s paradox of man:
The wise man does not accumulate
for himself:
He lives for other people
And grows richer himself,
He gives to other people
And has greater abundance.
Oriental Philosophical View
➢ To Confucius, life is not a
delusion, a curse, or a misery. It
is a living reality, a blessing, a
natural priceless right and
opportunity to work together
with your fellows for the
common good and attain
happiness.
➢ Man’s perfection and happiness
is realized and achieved in
social life.
Oriental Philosophical View
➢ He advocates harmony among
men in society.
➢ Confucius says, “Man greatest
achievement is to find the
central clue to our moral being
that unites us with the universal
order.”
Activity:
Real Life, Real Death
Genuine values help man
survive. Men’s values lead to either
“life” or “death”. But “living” means
much more than physical survival.
Wise living enables men to live
longer, while corrupt men tend to die
early. Death here means moral or
spiritual as well as physical death.
People who have wrong values are
like dead men walking.
Activity:
➢ For you, what does “real living”
and “real dying” mean? Cite
your specific personal
experiences for each.
Contemporary View
➢ Man is said to be a multi-
bejeweled crown of creation.
➢ He radiates the various aspects
and facets of his being which he
alone possesses – his physical,
mental, moral, spiritual, social,
civic, economic, psychological,
aesthetic, and sensual aspects.
Contemporary View
➢ These gifts are not mere
adornments but are meant to
serve a noble purpose: to serve
for the betterment and
perfection not only for himself
but also of humanity.
➢ In the end, man will be judged
not only by his possession,
power or influence but also by
the nature of his work
(Montemayor, 1995).
Contemporary View
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➢ Immanuel Kant concludes that
man is the only creature who
governs and directs himself and
his actions. He sets up for
himself and his purpose and
freely orders means for the
attainment of his aims.
Contemporary View
➢ Every man is an END in himself
and should never be treated
merely as a means – as per the
order of the Creator and the
natural order of things
(Montemayor, 1995).
Contemporary View
➢ Man is a human being, he has
the power to become the best
among all creations.
➢ The Divine Providence created
man in His own likeness; gifted
him with an intellect and will in
order to know the truth and to
make the right decisions.
Contemporary View
➢ With the use of these
endowments, man has the
capacity to learn and educate
in the right sense of the word.
➢ Through education, man will be
equipped with the necessary
knowledge, skills and values
needed as he explores the
world of work.
Contemporary View
➢ Through his values, ideas,
intelligent insights, and
productive efforts, man has the
capacity to become
progressive (Baking, 1982).
Man as a Person
➢ Every man is born inimitable,
each one different from others.
➢ Individual’s nature is manifested
and fashioned by heredity,
culture, and environment.
➢ The word person comes from
Greek word prosophon,
meaning “mask” – that which is
used by stage actors.
Man as a Person
➢ Its Latin equivalent personare
refers to the mask through which
an actor forcefully projects his
voice.
➢ Therefore, we may speak of a
person as a human being,
hidden by a mask.
Man as a Person
➢ As Agapay (1991) concludes, a
person exists distinctly and
independently from others and
is capable of knowing and
loving in an intellectual way,
and of deciding for himself the
purpose or end of his actions.
He has his own set of values and
work ethics.
Man as a Person
➢ Hence, man, says Palispis
(1995), has to be respected as a
being who can think and act as
a person.
➢ Every values teacher must
address himself to the process
of thinking (cognitive), feeling
(affective/forming attitudes and
values) and acting
(psychomotor).
Man as a Rational Being
➢ is able to distinguish good from
evil, right from wrong and moral
from immoral;
➢ desires within himself an
obligation to do what is good and
to shun what is evil; and
 7
➢ feels himself accountable for his
actions, expecting rewards,
praises, incentives or punishments
or rejections for them (Agapay,
1991)
Man as a Rational Being
➢ If a person has a right to life, he
is duty-bound to look for means
that would sustain that life.
➢ He is obliged to look for his own
living through productive effort
with the use of his knowledge,
skills and positive values and
attitudes toward such effort –
WORK.
Man as a Rational Being
➢ As a rational being, he acts
within the context or true
essence of an educated man.
The Educated Man
CHAPTER II: WHAT IS MAN?
The Educated Man
➢ Education is the most efficient
system of equipping people
with knowledge, skills and
attitudes essential for effective
membership in a society.
The Educated Man
➢ It consists of a general and
specialized education acquired
through formal (systematic
learning), informal (learning with
experiences), and non-formal
(Learning from daily activities)
schemes.
The Educated Man
➢ The importance of Education is
embodied in the 1986 Philippine
Constitution which stipulates
that the state shall give priority
to education, science and
technology, arts, culture, and
sports to foster patriotism,
nationalism, accelerate social
progress, and promote total
human liberation and
development (Art II, Sec 17).
The Educated Man
➢ Education is indeed a dynamic
process of growth and
development, an acquisition of
knowledge, skills, and the right
attitude or values that make
man to do better.
➢ It is not only a preparation for
life but is life itself.
➢ World is a big classroom.
The Educated Man (Palispis, 1995)
➢ “We cannot premise the
development of our nation on
solid education. We will need
money, materials and machine
with which to improve our
nation. However, we must have
the most important vital
ingredient in any transformation
endeavor…and that means
people, people with
commensurate skills, people
with necessary values, people
who are willing to subordinate
their selfish interests for the
common good, people who are
guided by a common vision,
and people who are inspired by
a sense of mission.”
The Educated Man
➢ Teachers have gigantic roles to
play in molding the youth to
build a great nation.
➢ “Be proud to be a teacher, the
future depends on you.”
➢ “Show me the kind of teachers
you have today, and I will tell
you the kind of society you
would have tomorrow.” (UP
President Vicente Sinco)
The Educated Man
 8
➢ “Education is a weapon whose
effect depends on who holds it
in his hands and to whom it is
aimed.” (Joseph Stalin)
➢ Education does not mean
teaching people to know what
they do not know. It means
teaching them to behave as
they do not behave. (John
Ruskin, 1819 – 1900)
The Educated Man (Albert Einstein)
➢ “It is essential that the student
acquired an understanding of
and a lively feeling for values of
the morally good. Otherwise, he
– with his specialized
knowledge – more closely
resembles a well-trained dog
than a harmonious developed
person.”
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ A man of education is refined in
his manners. He is someone who
does not brag his
achievements/accomplishment
s. He is discreet in his dealings
with people especially with the
less fortunate. He is
characterized as a person with
genuine humility, concern for
others and compassion.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ He is grateful for God’s blessings
and is aware of his role in life,
which is to share his gifts and be
service to mankind.
➢ He is one who has acquired
knowledge, skills, and attitudes.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ He is one who has gained
training in school and who has
been doing his role in his society
and displays quality of culture
and learning. He is able to
reach out and accept different
kinds of people despite their
cultural differences.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ A man who values charity, love
and justice in humanity. In short,
he is someone who possesses
good values and attitudes and
sets an example for others.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ He is one who use his
knowledge, skills, and values in
the development of the
community and country. For the
real essence of education is not
just for self-fulfillment but for
making a difference in the lives
of others. He practices charity in
his heart, loves his family, friends
and fellowmen, knows himself,
his capabilities and knows how
to use wisely and fully, and
becomes an effective citizen of
society.
 9
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man is one who
does not attain higher level of
education from a learning
institution but one who has
learned from his or her own
experiences in life. Indeed,
experience is the best teacher.
We learn things not only in
school but from the world
outside.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man is one who
does things right. He must be
endowed with certain
personality traits, one of which is
the ability to lead.
➢ He considered educated if he
has a cultivated mind, effective
speech and refined manners.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man has faith in
God. It is his faith in God that lifts
him above the brute and makes
him master of the physical
world.
➢ An educated man knows how
to deal with others and does not
hinder the success of his
fellowmen.
➢ An educated man has self-
discipline and self-control.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man is cultured,
knows how to adapt himself in
any situation, goes down to the
level of those who were
unschooled, and is able to bring
them up to his level as the need
arise.
➢ An educated man is one who
functions well in the community
to which he belongs.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man is a man of
principle and manages to
understand things for the
betterment of the majority.
➢ He works not only for his own
interest but also for the society
to which he belongs.
➢ He is open to criticisms, latest
developments, and new ideas.
The Educated Man (Students in the
Graduate Studies Program, Ramon
Magsaysay
Technological University)
➢ An educated man is a man of
good values, is dignified and
just towards his fellowmen.
➢ An educated man is socially
aware individual and willing
enough to impart his
knowledge.
➢ He is God-fearing, and he
appreciates and values life and
his surroundings.
 10
Policies for Education Commission of
United States (Tulio, 2000)
WHAT IS MAN?
Policies for Education Commission of
United States (Tulio, 2000):
➢ has an appetite for learning
➢ speaks the mother tongue
clearly
➢ reads using the mother tongue
effectively
➢ solves his problems of counting
and calculating
➢ listens and observes skillfully
➢ understands reliable facts about
health and diseases
Policies for Education Commission of
United States (Tulio, 2000):
➢ protects his own health and that
of his dependents
➢ participates in sports and past
times
➢ devotes mental resources to the
worthy use of leisure
➢ appreciates beauty
➢ directs his own life responsibility
Policies for Education Commission of
United States (Tulio, 2000):
➢ puts human relationships first
➢ enjoys a genuine and varied
social life
➢ observes amenities of social
behavior
➢ appreciates the family as a
social institution and as a
unique instrument for his own
enrichment
➢ maintains democratic family
relationships and guards its
sanctity
Policies for Education Commission of
United States (Tulio, 2000):
➢ takes appropriate measures to
safeguard his interests
➢ buys things skillfully
➢ uses resources wisely
➢ understands employment
requirements and opportunities
elsewhere
Policies for Education Commission of
United States (Tulio, 2000):
➢ knows the characteristics of
good workmanship and
resolutely maintains them in his
own activities
➢ knows and discharges his civic
roles and duties responsibly
➢ respects laws and regulations
➢ acts upon unswerving loyalty to
the democratic ideal
Policies for Education Commission of
United States (Tulio, 2000):
➢ respects honest differences of
opinions
➢ conserves the nation’s
resources
➢ sees disparities of human
circumstances
➢ acts to correct unsatisfactory
conditions
The Educated Man
➢ Leslie, et al. (1970) suggests that
if we can answer “yes” to the
following questions, we may
consider ourselves educated:
➢ Can we entertain an
idea?
➢ Can we entertain
others?
➢ Can we entertain
ourselves?
Man and His Values
➢ The worth of man lies in his
values.
➢ The values inherent in man show
the kind of person he is.
➢ One is judged by his or her
actions and the kind of values
he or she manifests.
 11

Man and His Values ➢ He should have the drive or

➢ Agapay (1991) – values is urge to make him move and do
closely related to one’s search his best.
for meaning in human life. Activity:
➢ Life becomes meaningful when ➢ On a piece of paper, justify the
a person finds something to following:
which he could commit himself ➢ Why is experience
to, something from which he considered the best
could be commented because teacher?
of his best efforts, something ➢ Give your insights on
worth living for and if necessary, the true essence of an
worth dying for. educated man.
Man and His Values
➢ Values are the goals or end-
products of man’s motivation.
➢ Values enable man to change
and to establish self-control and
self-direction.
Man as a Worker
➢ Man is endowed with the
capacity to make use of his gifts
in order to make the world a
better place to live in.
➢ He has to make use of different
forms of economic
organizations to earn a living.
Man as a Worker
➢ Business establishments are
organized and formed mainly
for this purpose, although they
may also serve other purpose in
the society such as political
actions.
➢ Human labor is exercised in the
production and exchange of
goods or services.
Man as a Worker
➢ Through work, man provides for
himself, family, associates and
others.
➢ In order for man to become an
effective, efficient and
productive worker, he should be
properly motivated.
 1
Chapter III:
Culture and Values
Values Education
Culture and Values
➢ Culture is defined by society.
Culture defines society. Man as a
member of society is shackled by
the burden of cultural conformity in
order to survive as a human being.
He is not a slave of a fixed culture
through he conforms to it, but he
also modifies it according to his
needs and God-given abilities. By
this, man is an agent of change.
Culture and Values
➢ Societies have varied cultures.
➢ Values are components of culture.
Culture
➢ (Sociologists) The sum total ways
built up by a group of human
beings and transmitted from
generation to another. (skills,
beliefs and knowledge)
➢ Edward Taylor (1976) says it is
that complex whole that includes
knowledge, beliefs, arts, work,
laws, customs, and any other
capabilities acquired by man as a
member of society.
Culture
➢ Dressler defines culture as a social
heritage, transmitted from one
generation to another and shared.
It consists of the sum-total of
skills, beliefs, knowledge, and
products that are commonly
shared by a number of people and
transmitted to their children.
Characteristics of Culture (Tulio,
2000)
➢ Culture is learned
➢ People have varied cultures
➢ Culture is a group product
➢ Culture is transmitted from
generation to generation
➢ Culture is adaptive
Forms of Culture
➢ Tenedero (1993), is the composite
or learned behaviors, attitudes,
beliefs, ideals, and values held by
a particular society.
➢ Those traits are widely shared by
individuals and groups.
➢ Every culture has its own set of
standards; its patterns and traits
should be viewed in terms of its
importance in a society.
Forms of Culture
➢ Lardizabal (1998) defines culture
as the totality of learned, socially
transmitted behavior.
➢ Ideas, values and customs of a
group of people
➢ All objects and ideas within a
society
➢ Culture has shaped what
civilization has achieved and what
it wants to be in the future.
➢ The culture of the past influences
the culture of the present thus
transmitting to the next
generations values that gives
intelligible directions essential to
human existence such as close
family ties, love of work, honor,
and integrity, perseverance, social
relationships and the like.
➢ Culture influences man’s
behavior – his manner and
conduct, either good or bad.
Forms of Culture
➢ Lardizabal (1998) defines culture
as the totality of learned, socially
transmitted behavior.
➢ Ideas, values and customs of a
group of people
➢ All objects and ideas within a
society
➢ Culture has shaped what
civilization has achieved and what
it wants to be in the future.
 2

➢ The culture of the past influences individual is trained and taught to

the culture of the present thus be honest, hardworking and
transmitting to the next patient.
generations values that gives Culture and Values
intelligible directions essential to ➢ The family, the school, the
human existence such as close community, the work environment
family ties, love of work, honor, and other social agents are the
and integrity, perseverance, social channels of values and ideals,
relationships and the like. which an individual learns to
➢ Culture influences man’s accept to cultural conditioning.
behavior – his manner and ➢ Values are transmitted through
conduct, either good or bad. teaching, training and example of
Forms of Culture one’s conduct.
➢ Any ➢ Values are not only caught but
group/organization/business, also taught.
small or big, has its own culture Values
which aids in the simplification of ➢ Manalang (1982) points out that
the day-to-day interactions values are supposed to animate
between employee and employer, people in conducting activities
organization and its clientele or that are important to them.
customers and its suppliers. ➢ Values refer to things immaterial,
➢ Forms of Culture ehich a person prizes, cherishes
➢ Material and esteems as important to him.
➢ Nonmaterial ➢ Human values are ideas, actions,
Custom likes, or experiences that
➢ Means customary practice. contribute to the promotion of
➢ Kissing the hands of elders and human life.
inviting a guest to partake of a Kinds of Values (Agapay, 1991)
meal if he happens to be in the ➢ Biological Values. These are
house at mealtime are examples of necessary for the physical
Filipino traditions. survival of man or an
Beliefs organization.
➢ A feeling of being sure that ➢ Life and health
someone or something exists or ➢ Food and Shelter
that something is true. ➢ Work
➢ A feeling that something is good, Kinds of Values (Agapay, 1991)
right or valuable ➢ Social Values. These are
➢ Ex: pamanhikan, wedding necessary for the following
ceremony, fiesta, mass needs and fulfillment:
Norms ➢ Leisure and sex
➢ Are standards of behavior which ➢ Marriage
are imposed by the society to its ➢ Family
members. ➢ Parental Authority
➢ When society instills values like ➢ Education
honesty, discipline, industry, Kinds of Values (Agapay, 1991)
patience, and justice, the
 3
➢ Rational Values. These
are necessary to the
functions and fulfillment of
the intellect and the will:
➢ Understanding and
control of values
➢ Guides for self-control
➢ Solidarity
➢ Religion
Values
➢ Actions, in fact, are values
because they are the result of
man’s intellect (gift of insight) and
will (volition) which are motivated
towards something desirable.
➢ As a general rule: people who
share the same culture, mores,
and mentality share the same
values.
➢ Every type of society has a
common scale of values, hence, a
common code of conduct.
Values
➢ Among Japanese, honor is
socially-accepted value, which can
move the Japanese to voluntary
self-destruction or hara-kiri.
➢ Filipinos have their palabra de
honor or word of honor, which
compels them to keep their
promises.
➢ Inequality of sexes, in terms of job
opportunities and compensation,
inspired the Women’s Liberation
Movement to correct these
deviations.
Values
➢ We can describe Orientals
(Eastern race) as people-oriented,
and possessing high regard for
human feelings which all other
values are subordinated, in
contrast with Occidentals
(Western race) who are material-
oriented, having a high regard for
efficiency and productivity for the
accomplishment of maximum
results.
Values
➢ Universal-accepted values which
are transcend time and are
considered valid for all men
regardless of race or religion.
These values unite strangers,
families, nations, and all of
humanity with God, the Supreme
Being.
➢ Love, respect for the dignity of
man, love of truth, justice, peace,
respect for property, family
solidarity, and respect for life,
freedom and work
Kinds of Values
➢ Absolute moral values are at
times and in all places, ethically
and socially binding to all men
who are aware of both the natural
and moral laws.
➢ Cultural behavioral
values are those which
emanate from within. They
involve either the personal
views of individual man or
the collective concepts of a
cultural group, based on
personal opinions and
modes of conduct
Functions of Values (Calderon 1998)
➢ It serves as a means of
social control. Through
values, one can control
him/himself in doing
wrong things that society
disapproves of.
➢ It promote work efficiency.
A worker with the right
sense of work values is
more effective and efficient
than those who do not
possess the same values.
➢ It can predict behavior.
Your present values and
 4

attitude will show who you ➢ To actually do

will be in the future. something about the
Functions of Values (Calderon 1998) choice
➢ It promotes economic ➢ To act repeatedly to
progress and security. affirm the choice
Values is the most publicly
important factor for men to
become effective agents of
change and development.
➢ It promotes health. If one
values his/her health,
he/she will avoid doing
things perilous to his/her
health like overeating and
engaging in vices.

Functions of Values (Calderon 1998)

➢ It makes the world a better
place to live in.
(Cleanliness, neatness,
love and care for
surroundings)
➢ It promotes safety. (Obeys
traffic rules, drive
accordingly)
➢ It provides for the future.
This holds true with
spiritual values. The
promise of eternal life is
clearly stated in the Bible.
Process of Valuing (Louis Raths, et.,
al)
➢ Choosing
➢ To choose freely
➢ To choose from alternatives
➢ To choose from alternatives after
considering the consequences of
the same
➢ Prizing
➢ To cherish and be happy with the
choice
➢ To be willing to affirm
the choice publicly
Process of Valuing (Louis Raths, et.,
al)
➢ Acting
 1
Chapter IV: Cultural Values and Work
Productivity
Values Education
“Culture is a complex whole
which includes knowledge, belief,
art, law, morals, customs, and any
other capabilities acquired by man
as a member of society.”
– Eduard Taylor
Work Values that serve as foundation
for productivity as prescribed in a
TESDA handbook:
➢ Industriousness. This refers to
sincerity, seriousness, diligence
and perseverance in one’s
work.
➢ Order and efficient use of time.
This means systematic,
organized and punctual.
➢ Spirit of inventiveness and sense
of responsibility. Self-reliant,
resourceful, dependable and
accountable.
Work Values that serve as foundation
for productivity as prescribed in a
TESDA handbook:
➢ Teamwork and spirit of
service. Cooperation,
collaboration, solidarity
and unity.
➢ Professionalism. Expertise,
skill and proficiency.
Better Attitudes and Motivations to
Work
➢ Productivity is the outcome of
human work.
➢ It is the result of man’s ability,
desire and effort to do things with
greater perfection and efficiency.
➢ Productivity increase is a
reflection of the fuller use of
man’s capabilities – both bodily
and spiritually.
Motivating Factors (TESDA):
➢ Acquisition of Material
Rewards
➢ Materialistic philosophy of work
can lead to greater productivity
(to earn money, own car and
house, etc.)
➢ Return to Spirituality
➢ Productivity ought to be his love
of God
The Filipino Cultural Values
➢ Strengths and Weaknesses of the
Filipino Character
➢ “Filipino values are ambivalent in
the sense that they are potential
for good or evil. They may help of
hinder personal and national
development depending on how
they are understood and
practiced or lived.” (Fr Gorospe,
1969)
Strengths of the Filipino Character
➢ Pakikipagkapwa Tao
➢ Refers to pakikiramay or to the
Filipino’s ability to emphasize with
others
➢ Helpfulness and generosity in
times of need.
➢ Bayanihan or mutual assistance
➢ Pakiramdaman, Pagtitiwala or
trust, and sense of gratitude or
utang na loob
Strengths of the Filipino Character
➢ Family Oriented
➢ Concern for the family is shown
by the Filipino’s high regard
accorded to the elderly, the care
given to women and children,
sympathy towards relatives and
sacrifices they endure for their
family’s well-being.
Strengths of the Filipino Character
 2
➢ Sense of Humor
➢ Ability to laugh even at the worst
circumstances
➢ Flexibility, Adaptability, Creativity
➢ Propensity to improvise new
systems and products out of
whatever resources available.
Flexibility makes him easily
adaptable to the foreign work
environment.
Strengths of the Filipino Character
➢ Hard Work and Industry
➢ Filipino’s willingness to take risks
also the stubborn will and effort to
survive in the most challenging
times
➢ Spirituality
➢ Strong faith in God gives a strong
moral conscience.
➢ “Bahala na anf Diyos,” and “God
will provide”
Strengths of the Filipino Character
➢ Ability to Survive
➢ The Filipino has the ability to
survive and to live through the
most challenging economic and
political situations.
➢ Ability to remain strong despite
worst disasters
Weaknesses of the Filipino Character
➢ Extreme Personalism
➢ Pakiusap (request), palakasan
(power and influence), nepotism
and favoritism.
➢ This leads to graft and corruption
➢ Extreme Family Centeredness
➢ Political dynasties,
“compadrenism”, kamag-anak
incorporated”
Weaknesses of the Filipino Character
➢ Lack of Discipline
➢ “Filipino time”, “palusot
syndrome” and “Puede na iyan
syndrome”
➢ “ningas cogon”, “mañana habit
or mamaya na habit or saka na
iyan attitude”
➢ Colonial Mentality
➢ Lack of patriotism and an actual
preference for foreign things
Weaknesses of the Filipino Character
➢ Kanya-kanya Syndrome
➢ “Crab Mentality”
➢ Lack of Self-Analysis and Self-
Reflection
➢ The Filipino’s emphasis on form
rather than substance mislead
them into believing that
impossible things can be or are
already made possible.
➢ Flowery but meaningless
arguments and assumptions
The Filipino Values for Today
➢ A true Filipino is one who
professes the following core
values of
➢ Truth, love and faith: what is
righteous within the context of
eternal principles of right, or law
of order
➢ Integrity: honesty, fairness,
propriety or conformity to
standards
The Filipino Values for Today
➢ A true Filipino is one who
professes the following core
values of
➢ Hard work:
“matiisin/mapagpasensya”,
industrious
➢ Social justice: sharing of talents
and materials with the unfortunate