BENAVIDES, PHAMELA F.

BS PSYCH 4-Y3

CLASS PERIOD: VAED211

CHAPTER AND SECTION: LESSON 1: Values

Key Points: Notes:

Value
1. Value
 The perception of something as good and desirable.
2. Types of Value
 It is rooted in the Latin word "Valere," meaning to have vigor and power
3. Characteristics of Value
to achieve something important.
 Values encompass standards of behavior, moral obligations, likes, needs,
wants, duties, judgments of importance, interests, pleasures, and goals.

Types of Virtues:

1. Intellectual Virtues
 Developed through instruction.
 Cardinal virtue includes wisdom, understanding, and prudence.

2. Moral Virtues
 Acquired through practice.
 Cardinal virtue includes prudence, justice, fortitude, and temperance.

3. Christian Virtues
 Supernatural virtues.
 Cardinal virtue includes faith, hope, and love/charity.

Characteristics of Values:
 Values are personal and shape our perception of the world.
 Our actions reflect our values.
 Inconsistent behavior may signal a lack of values.
 Values evolve with experiences.

Value as Pamantayan (STANDARDS):

 Rooted in the word "pantay," meaning to stay in the middle of extremes.
 It provides internal rules and directives for our thoughts and actions.

Value as Halaga (Worth):

 It encompasses good behavior, physical acts, basic tendencies, and
habits.

Value as Asal (Good Manners):

 Relates to relational, emotional, and moral standards.

Value as Diwa (Spirit):

 Inner force residing in the self.
 Influences personal and social aspects.
BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

Value as Pagpapahalaga (Pagpapakabuti/Magpakabuti):

 Involves getting something done and assessing its worth and importance.

Summary This lesson explores the concept of values, emphasizing their role in guiding
behavior, forming principles, and giving meaning to life. It delves into various
types of virtues and highlights the personal and evolving nature of values, which
act as standards and directives for our actions and thoughts.

CLASS PERIOD: VAED211

CHAPTER AND SECTION: LESSON 2: Philosophical and Ethical Foundations of Values Education

Key Points: Notes:

Main Point:
1. Philosophy and Critical
 Values education is a discipline grounded in reason, experience,
Thinking
reflection, intuition, meditation, imagination, and speculation.
2. Greek Philosophers
 It involves the formation of values in learners through teacher guidance
3. Existentialist
and environmental interaction.
Philosophers
 This lesson explores the development of essential values in pupils and
4. Modern Philosophers
5. Medieval Philosophers suggests practices for promoting them.

Philosophy and Critical Thinking:

 Philosophy is the pursuit of wisdom and truth through critical thinking,
which includes questioning, analyzing, criticizing, synthesizing,
evaluating, and judging reality.
 Greek philosophers like Thales, Aristotle, Plato, Socrates, and
Pythagoras contributed to foundational philosophical ideas.

Greek Philosophers:
1. Thales (620 BCE-546 BCE):
 Devoted to cosmology and mathematics.
 Proposed water as the fundamental element of the world.

2. Aristotle (384 BC-322 BC):

 Believed in the inseparability of body and soul.
 Soul is the principle of life.

3. Plato (427 BCE-347 BCE):

 Explored the metaphysical dichotomy between body and soul.
 Divided the soul into rational, appetitive, and spiritual parts.

4. Socrates (469 BCE-399 BCE):

 Raised philosophical questions about virtue, good life-values, and the
purpose of living.
 Emphasized the importance of discovering truth.
BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

5. Pythagoras (570 BCE-495 BCE):

 Known for beliefs in the purification of the soul and metempsychosis.

Medieval Philosophers:
1. St. Augustine (354-430 A.D):
 Important Christian philosopher.
 Explored subjective views of time and the concept of God as the Creator.
 Believed free will was the source of evil.

2. Thomas Aquinas (1225-1274)

 Considered humans as a union of body and soul.
 Asserted the immaterial nature of the soul.
 Integrated the idea of morality with the mind.

Modern Philosophers:
1. Rene Descartes (1596-1650):
 Introduced the theory of mind-body interaction.
 Developed the ultradualistic substances theory of man.

2. Karl Marx (1818-1883):

 Derived human nature from labor.
 Believed human nature is rooted in activity.

3. Thomas Hobbes (1588-1679):

 Viewed human nature as egoistic and anti-social.

4. Jean Jacques Rousseau (1712-1778):

 Advocated innate human goodness.
 Critiqued artificial society and cooperation.

Existentialist Philosophers:
1. Jean-Paul Sartre (1905-1980):
 Emphasized human freedom and responsibility.
 Asserted that God's existence doesn't affect human responsibility.

2. Martin Heidegger (1889-1976):

 Concept of "Dasein" - man as a process of existence.
 Urged authentic living.

3. Soren Kierkegaard (1813-1855):

 Father of existentialism.
 Advocated striving to exist and liberating from "crowd-existence."

4. Karl Jaspers (1883-1969):

 Defined human existence in a fourfold manner.
 Discussed man's capability for transcendence.
BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

5. Victor Frankl (1905-1997):

 Introduced logotherapy and three-fold existence.
 Emphasized finding meaning in suffering.

Eastern Philosophy:
 Confucianism, Buddhism, and Taoism are influential Eastern
philosophies that focus on morality, personal conduct, and the pursuit of
truth.

Ethics and Morality:

 Ethics is derived from the Greek word "ethos," referring to character or
custom.
 Morality encompasses a code of conduct, moral judgment, moral
obligation, and moral agents.

Nature of Morality:
 Moral discourse is normative and evaluative, guiding action and
assessing the moral value of things.
 Morality serves to ensure harmony between individuals, cultivate good
people and societies, and maintain a connection with higher powers.

Importance of Morality:
 Morality plays a crucial role in promoting fairness, goodness, and a
harmonious society, fostering personal development, and connecting
individuals with higher principles.

Summary Morality plays a crucial role in promoting fairness, goodness, and a harmonious
society, fostering personal development, and connecting individuals with higher
principles.

CLASS PERIOD: VAED211

CHAPTER AND SECTION: LESSON 3: Psychological Theories of Values Development

Key Points: Notes:

Main Point:
1. Psychoanalytical Theory
 Various psychological theories explain how values develop and influence
Types of Value
human behavior.
2. Behaviorist View
 These theories include psychoanalytical theory, behaviorist view,
3. Psychosocial
psychosocial development, operant conditioning, social cognitive
Development
learning theory, cognitive development theory, moral development,
4. Operant Conditioning
socio-cultural theory, humanistic theory, evolutionary theory, and self-
5. Social Cognitive Learning
development
Theory
6. Cognitive Development
Psychoanalytical Theory (Sigmund Freud):
Theory
 Freud believed in the mind's role in conscious and unconscious decisions.
BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

7. Humanistic Theory  He introduced the concepts of ID (unconscious), EGO (preconscious),

8. Abraham Maslow's and SUPEREGO (conscious) in understanding human behavior.
Hierarchy of Needs:
Behaviorist View (John B. Watson):
 Behaviorism emphasizes observable behavior and environmental stimuli
as key factors in development.

Psychosocial Development (Erik H. Erikson):

 Erikson's theory involves eight stages of development from infancy to
late adulthood.

Operant Conditioning (B.F. Skinner):

 Skinner believed behavior is determined by consequences, such as
reinforcement or punishment.

Social Cognitive Learning Theory (Albert Bandura):

 This theory emphasizes learning through observation, imitation, and
modeling.

Cognitive Development Theory (Jean Piaget):

 Piaget's theory focuses on how children acquire knowledge and defines
four stages of development.

Moral Development (Lawrence Kohlberg):

 Morality develops from early childhood and is influenced by various
factors.
 Kohlberg identified stages of moral development, including pre-
conventional, conventional, and post-conventional levels.

Socio-Cultural Theory (Lev Vygotsky):

 Vygotsky emphasized the role of social and historical context in shaping
children's minds.

Humanistic Theory (Carl Rogers):

 Rogers emphasized the importance of positive regard and believed it
leads to better-adjusted individuals.

Abraham Maslow's Hierarchy of Needs:

 Maslow proposed a hierarchy of needs that motivate human behavior.

Humanistic Perspective:
 This perspective highlights free will and the ability of humans to make
choices and decisions.

Evolutionary Theory (Behavioral Genetics):

 This theory emphasizes the influence of biology, evolution, and heredity
on behavior.
BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

Self-Development:
 Self-concept, self-image, self-esteem, self-efficacy, self-direction, self-
regulation, and self-transcendence are components of self-development.

Summary Various psychological theories that explain how values develop and impact
human behavior, ranging from Freud's psychoanalytical theory to Maslow's
hierarchy of needs and the concept of self-development.

CLASS PERIOD: VAED211

CHAPTER AND SECTION: LESSON 4: Legal Bases and Content of Values Education

Key Points: Notes:

Main Point:
 Article XIV, Sec. 3
 Values serve a social function by uniting families, tribes, societies, and
 Moral Recovery Program
nations, crucial for democratic societies that value freedom and the rule
(MRP) of law.
 Concepts in Values  Values education became a primary focus of the Department of
Education
Education, Culture, and Sports (DECS) in the Philippines after the EDSA
Revolution in February 1986.
 The 1987 Philippine Constitution emphasizes the importance of a just
and humane society with shared values like truth, justice, freedom, love,
equality, and peace.
 The Constitution recognizes the individual as a being of incalculable
value, not just a tool of society or the state, emphasizing physical,
intellectual, moral, and spiritual well-being

Constitutional Mandate:
 Article XIV, Sec. 3 mandates educational institutions to inculcate
patriotism, nationalism, human rights, love of humanity, ethical and
spiritual values, and more.
 The Values Education Program Framework, authored by DECS
Secretary Dr. Lourdes R. Quisumbing, serves as a guideline for
implementing values education in elementary, secondary, and tertiary
levels.

Goal of Values Education:

 The goal is to develop individuals committed to building a just society.

Objectives of the Program:

 Proper implementation develops Filipinos who are self-actualized,
socially responsible, productive, nationalistic, and spiritually grounded.

The Moral Recovery Program (MRP):

BENAVIDES, PHAMELA F.
BS PSYCH 4-Y3

 A movement aimed at mobilizing Filipinos for nation-building through

the practical exercise of human values in daily life.
 Seeks to empower all citizens through sustained application of human
values and a code of collective existence.
 Presidential Proclamation No. 62 (1992) encouraged active participation
in the MRP, promoting ideals that are Pro-God, Pro-people, Pro-country,
and Pro-nature.
 Stemmed from Senate Resolution No. 10, it addresses social ills and
strengthens the nation's moral fabric.

Basic Concepts in Values Education:

 Values education can occur at home and in schools.
 Values consist of standards for what is right, beautiful, desirable, and
preferable.
 It involves developing moral, cultural, and spiritual sensibilities and the
ability to make value judgments and internalize them in one's life.

Summary Importance of values education in the Philippines, its legal foundation in the
Constitution, and the role of programs like the Moral Recovery Program in
promoting shared values for nation-building.