CHAPTER 1: PHILOSOPHICAL AND ETHICAL FOUNDATIONS OF VALUES EDUCATION

The values education it is a science whose essence is founded on reason, experience, reflections, intuition,
meditation, imagination and speculation. Which values are formed in the learners under the guidance of
the teacher and as he interacts with environment. When we say values education is a essential element of
whole-person education which aims at fostering students through the learning and teaching of various key
learning areas/subjects and the provision of relevant learning experiences. Also known as values
education is the process through which an individual develops abilities, attitudes, values as well as other
forms of behavior of positive values depending on the society where have lives in. Second, the values, it
is a person principles or standards of behavior. One’s judgement of what is important in life. What do we
mean to say that Value? As a person value is the worth in goods, services or the money of an object or the
person should have value are not things we achieve or possess, they are more like directions we taking in
order to be a good person and have meaningful existence. Now, lets move on. The things has value when
it is perceived as good and desirable, food, money, and housing have value because they are perceived as
good; and the desire to acquire them inflluences attitudes and behavior. From Latin words “Valere”,
which means to havea vigor, a power to do a specific thing in order to realize a certain urgent or demand
for something important. In addition, value is the monetary, material, or assessed worth of an asset, good,
or service. Thirdly, the character education, Character is asset of attributes that motivate and guide
individuals to act in an ethical and prosocial manner. It as all education itself it is a shared responsibility
of parents, teachers and the community. Character education has been shaped by the government, culture
among other factors it exists across the globe and it’s the learning process that enables students and adults
in a school community understand care, about and act on and helps children and youth become conscious
of the right thing to do.

CHAPTER 2: GREEK PHILOSOPHERS

The philosophy in a broad sense in an activity people undertake when they seek to understand
fundamental truths about themselves. Thales a man who has a strong devotion to cosmetology and has a
broad interest in mathematics and science, he also proposed water as the basic underlying component of
the world. Human beings are made of water. Human brain contains 80% water and 70% in the human
body. According to Aristotle theirs is no dichotomy between human’s body and soul. He said that Body
and Soul are inseparable, where there is soul: there is body, and vice-versa. For him, soul is the principle
of life, it causes the body to live. Plato, for him the nature of human person is seem in the metaphysical
dichotomy between body and soul. The soul has 3 parts which are the Rational, Appetitive and Spirituals
parts. Socrates he was the philosopher who raise philosophical questions about the virtue and the nature
of good life-values and the very purpose of living human responsibility is to discover the truth, truth and
good life. For it is knowing the good life that humans can act correctly. People will naturally do what is
good. Pythagoras he was called a “Leader and father of Divine Philosophy”. He was known for his belief
in the purification of the soul, also he depicted that the soul is immortal, Devine and is subjected to
metempsychosis. Zeno of Citaum a cynic-philosopher who detest the pleasures of material possessions,
health, and all the comfort that life can bring. He also remembered as “Diogenes of Sinope’ or simply
Diogenes when we say Stoic were the followers of Zeno of citium stoa one of the great school of
Antiquity. “Stoic was taken from the “Stoa poikile. Meaning painted porch or colonnade. Heractius fire
was the most basic element according to him, he considered the human soul to he composed of fire and
water. Fire means being the noble part and water the ignoble. By Anaximander, he was called the Proto-
Evolutionist. He contained that the original substance of universe was not matter like water, but
immaterial. He believes that the Apeiron or boundless is the source of neve ending motion that produces
warmth, cold, earth, air and fire. Anaximenes for him, the air is the world stuff, he thought that the earth
was shaped like a round table, and the air encompasses everything in short, all philosophers have given us
extensive knowledge based on their study.

CHAPTER 3: MEDIEVAL PHILOSOPHERS

The first major medieval philosopher was St. Augustine who emphasized attaining knowledge through
divine illumination and achieving major goodness by loving God according to him, God ids absolute
Spirit, Absolute will, Absolute intelligence, Absolute freedom, Absolute good, Absolute power, Absolute
Holiness, cannot evil, no beginning and no end eternal and transcended. He also adopted a subjective
view of time, arguing that time is nothing in reality but exist only in human minds. Apprehension of
reality and that cannot be infinite because God created it. He asserts that god is the creator which means
created the world out of nothing and out of love. For him, the source of evil is free will and that humans
are morally responsible for their functions. The second major medieval philosopher was Thomas Aquinas
was the greatest of the scholastic philosophers, Thomas Aquinas he understands humas as whole, he
claims that man is substantially united body and soul. The soul united with the body it is the principle of
life, Human is a single material substance, but still should be understood as having an in material soul,
which continues alter bodily death combined the notion that the mind is a form of living matter and the
idea of morality.

CHAPTER 4: MODERN PHILOSOPHIES

Modern philosophies is philosophy developed in the modern era and associated with modernity. It is not a
specific doctrine or school, although there are certain assumptions common to much of it, which helps to
distinguish it from earlier philosophy. Rene Descartes ids often called the father of modern philosophy,
view of human is founded on his idea of substance. He presents his ultradualistic substances theory of
man. There are the two kinds of substances Indefinite substance-god and Finite substance-the man, in
Extended substance it refers to the body of man can be touched, it has weight, it has color. Thinking
substance, it refers to the soul of man, the essence or nature of soul is to think. The second philosophers
was Karl Marx , was a German philosophers, critic of political economy, historian, sociologist, political
theorist, journalist and sociologist revolutionary. He said Human nature is derived from labor since
nature is the totality of activity, and considering that labors is in itself a human activity. The third
philosopher was Thomas Hobbes was an English philosopher, considered to be one of the founders of
modern political philosophy. He possess stalk alternative; we should give our obedience to an accountable
sovereign is a person or groups empowered to decide every social and political issue. Thomas Hobbles,
he developed the Galilean view of nature that everything is fundamentally matter in motion. Develops his
account of the states of nature from the claim that human brings are naturally equal, means that each
individual possesses the natural right to prevent himself, and furthermore the natural right to claim all
things or seek all power, that he judges necessary to this end. Believes the human nature is essentially
anti-social, people are essentially egoitic, and the egoism makes life difficult in the natural state of things.
And the fourth philosopher was Jean-Jacques Rouisseau was a Genevan phiospher, writer, and composer.
He believed in the innate goodness of human. He viewed society as artificial corrupt and that furthering
of society results in the continuing unhappiness of man. He also claimed that the state of nature is brutish
condition without law or morality, which humans deliberately left for the benefits and necessity of
cooperation.

CHAPETR 5: EXISTENTIALIST PHILOSOPHERS

First, lets find out who is Jean-Paul Sartre. He was one of the key figures in the philosophy of
existentialism and phenomenology, and one of the leading figures in 20 th Century. French philosophy and
Marxium. He famously declared that man is condemned to be free meaning to say free from all authority
although he may seek to evade, distort or deny that freedom what Sartre called “mauvaise for or bad faith,
he will nevertheless have to face up to it if he is to become moral being. For him, God existence or non-
existence does not make any difference in the fact of human existence. God cannot stop mans from being
responsible from himself. Second, Martin Heidegger was a key German philosopher of the 20 th century.
He is best known for contribution to phenomenology hermeneutics, and existertialism. He believe that
man is not a substances or a dipartite of body and soul, but a process of existence. Man as “Dasein, means
that man is “being-there” and man need to live authentically. Third, Soren Kierkegaard was the father of
existentialism according to him, man must strive to exist human can achieve a meaningful existence
when human liberates himself from a crowd-existence. Fourth, was Karl Jaspers he said, the attainment
of human existence is possible when he/she is seen as whole or as the encompassing. We have Four hold
manner, Existent being the actuality of the existent man is the given of human condition. Conscious being
the scope of man’s consciousness is limited to the imperial fact. How about spirit? Man is the totality of
intelligible thoughts, actions, and feeling: a totality which is not a closed object of knowledge but remains
idea. Existence which a man is capable of transcendence. Man is temporal: he exist in the time and
historical because he past, present, and future. Last was Victor Frank was introduced LOGOTHERAPHY
the therapy of meaning as in findings meaning in one’s life. In existence they have three-fold manner,
which are the, by doing a life project, by experiencing value and by finding meaning in ones life. And
also the Existence in a Three-fold manner, they are By doing a life project, By experiencing a value, and
the last is By finding meaning in suffering.

LESSON 6: EASTERN PHILOSOPHY

The Eastern philosophy or Asian philosophy it includes the various of philosophies that are originated in
East and South Asia, including Chinese philosophy, Japanese philosophy, Korean philosophy, and
Vietnamese philosophy. All of these are dominant in East Asia and Vietnam. First they are Confucianism,
his philosophy centered on a personal and government morality, correctness of social relationships,
justice and sincerity. It also concerns itself with the practical aspects of life, such as a good manners,
treating others kindly and enhancing family relations. Confucianism also a social code of behavior, a very
set and rigid code of behaviour, that honored ancestors and ancient rituals. Second is, Buddhism, it
believes that a person is a chain of life, continuity from baby to child, to young adult, to old adult. The
Buddah are offered metaphysical knowledge into the nature of reality as well as moral ways of life. The
middle way is an important idea in Buddhism thought and practice to seek moderation and self-
mortification.
“FOUR NOBLE TRUTHS”
1.) The truth of suffering or misery. They are (DUHKHASATYA) it suffering is everywhere
indulging birth, disease, old age and death.
2.) The truth of the cause (SAMUDAYASATYA) there is a cause of suffering, which is attachment
or misplaced desire (tanha) rooted in ignore.
3.) The truth o cessation (NIRODHASATYA) there is an endof suffering which is Nirvana (the
possibly of liberation exists for everyone)
4.) The truth of the way (MARGASATYA) there is a path that leads out of suffering known as the
NOBLE EIGHTFOLD PATH:

 Right view – seeing the world and life as it really is

 Right thought – resisting evil, thinking with kindness and compassion
 Right speech – saying nothing to hurt others
 Right action – not harming living things, not taking what is not given, not having harmful
sexual relationship, not taking drugs or drink which clouds the mind
 Right livelihood – earning a living in a fair and honest way that does not injure others
 Right effort – using what energy you have in the rightway
 Right mindfulness – being attentive to what is going inside you and around you
 Right meditation – applying the mind to meditation and concentrating on what you are doing

And the last is Taoism, it also known as Daoism. Tao also encourage us to recognize and trust our own
inner nature and discover who we are. It believes of looking at life and a way of thinking about things. If
you look at life and think about things in the right ways, you’ll be much happier.

LESSON 7: ETHICS AND MORAL EDUCATION

The Ethics it comes from the Greek word “Ethos”, meaning character or custom. Next is Morality,
morality are descriptively to refers to a code of conduct put it forward by a society and that it is used as a
guide to behavior by the members of the society, some other group, such as religion, or accepted by an
individual for his/her own behavior. The last one is Morality as a Public System, the Public system it also
refers to guide to conduct such that (1) All person to whom behavior is you be guided and judged by that
system, known what behavior the system prohibits, requires discourages, and allows and (2) it is not
irrational for any of these persons to accept being guided and judged by the system. It also refers to a code
of conduct put forward by a society or some other group, such as religion, or accepted by an individual
for his/her own behavior. Also refers that a code of conduct that, given specified conditions would be put
forward by all rational persons. To a doctrine or system of conduct relatives to principle of right and
wrong. It encompasses the ideas of moral judgement, moral obligations, and a moral agent.
 LESSON 8: NATURE OF MORALITY

Moral talk is normative meant to guide action. It is often manifested by words like should, ought,
permitted, right and wrong when the action is prescribe and proscribe, exhort and discourage, judge,
praise and condemn actions. Second is Moral talk is evaluative, it refers that to moral value or things,
what matters morally and why. It is manifested by words like good, valuable, important, fundamental,
precious, sacred and meaningful. Morality also it relates to our behavior is important on three levels: they
are, To ensure fair play and harmony between individuals, To help makes us good people in order to have
a good society and To keep us in good relationship with the power that created us. Third is Morality and
Our Conscience, morality also affects our daily choices, and those decisions are guided by our
conscience. Many people also believe that our conscience is matter of the heart, and the basic concepts of
right, wrong and fairness are inherent in all of us. The purpose of morality is to provide a framework of
optimum human survival. The standard of morality, however is absolute and immutable – long term
optimum human survival. And the last one is, Moral Intuition, there are the two types of moral intuition,
they are Human Act, they are actions performed by an agent with conscious knowledge and are subject to
the control of the will. Next is, Acts of Man, they are actions that are instinctive and involuntary and are
not within the control of the will.

LESSON 9: HUMAN NATURE

Human nature it refers to the distinguishing characteristics-including ways of thinking, feeling, and acting
humans tend to have naturally. There are factors of THREE-FOLD LEVEL OF HUMAN NATURE.
They are, Somatic Level, it refers that to the body, substances, constitution, or stuff of man and
secondarily to bodily structure and color which are conditioned by culture and environment. Second is
Behavioral Level, it refers to made of acting of every man, both in the abstract and concrete nuances, man
has universal way of acting or conducting himself property. Third is Attitudinal Level, it refers to the
mental reaction of every man to a given stimulus or the position of every individual man concerning his
option, feeling or mood. So lets proceed to CLASSIFICATION OF HUMAN ACTS. They are the factors
of Classification of Human Acts, they are Moral Actions (Morally Good Acts) these are those actions that
are in conformity with the norm of morality. They are good actions and are permissible. Accordance to
the dictates of right reason. Second is Immoral Actions (Morally Evil Acts), these are those actions that
are not in conformity with the norm of morality. They are bad or evil actions and are permissible. Not in
accordance to dictates of right reason. And the Third is Amoral Actions (Morally Indifferent Acts), these
are actions which stand neutral in relation to the norms of morality. They are either good or bad in
themselves. But certain amoral actions may become good or bad because of the circumstances intended to
them. Next we proceed to KINDS OF LAW, they are the types of law which is Natural Law, it is a moral
obligation that arises from human nature, compelling an individual to be true to his natures as tao
(R.Agapay, 19910. Second is, Eternal Law, it reveals the will of god. It contains the divine blueprints
which brings order into the universe because they directed all of creation and creatures to their respective
end-goals (St. Augustine). And the Third is, Moral Law, it contains universal truths and ethical principles
that ought to guide the individual conduct of man in matters of right and wrong (E.Esteban).

LESSON 10: LEGAL BASES OF VALUES EDUCATION

They have values have a social function: Commonly held values unite families, tribes, societies, and
nations. They are essential to the democratic way of life, which puts a high premium of freedom and the
rule of law. After the Revolution in EDSA in February 1986, the DECS made value education a primary
thrust. Finally, the DECS thrust found strong support in the Philippines Constitution of 1987 in its vision
of “a just and humane society”, which calls for a shared culture and commonly held values such as “truth,
justice, freedom, love, equality, and peace”. The person is an individual self-concious being of
incalculable values in himself (Art 1, Sec II; Art XII, Sec I) who cannot be a mere instrument of the
society and of the state. He is not just body and soul juxtaposed or mixed as oil or water; but he is an
embodied spirit. Hence, his physical, intellectual, moral and spiritual well-being is recognized by the
State (Art II, Sec 13).
Article XIV, Sec 3 clearly mandates all educational institution to “inculcate patrionism and nationalism,
foster love of humanity, respect for human rights, appreciate of the role of national heroes in the historical
development of the country, teach the right and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and creative thinking, broaden scientific and technological knowledge,
and promote vocational efficiency. Based on the mandate of the 1987 Constitution, The Values Education
Program Framework authored by the decs Secretary, Dr. Lourdes R. Quisumbing, has been developed to
serve as a guidelines for the implementation of values education-elementary, secondary, and tertiary.

GOAL OF VALUES EDUCATION

- Goals of values education is to provide and promote a values education at all levels of the
educational system for the development of the human person committed to “the building of a just
and humane society and an independent and democratic nation”.

BASIC CONCEPTS IN VALUES EDUCATION

- VE can take place at home, as well as in schools
- VE constitute certain standards of what is beautiful right, desirable and preferable
- VE includes developing appropriate sensibilities: moral, cultural, spiritual and the ability to make
proper value judgement an internalize them in one’s life.
OBJECTIVES OF THE PROGRAM
Proper implementation of the program will develop Filipinos who:
 Are self-actualized, integrally developed human beings imbued with sense of human dignity
 Are social beings with a sense of responsibility for their community and environment
 Are productive person who contribute to the economic security development of the family and the
nation
  As a citizen have a deep sense of nationalism and are committed to the progress of the nation as
well as of the entire world community through global solidarity
 Manifest in actual life an abiding faith in god as a reflection of their spiritual being.

LESSON 11: THE MORAL: THE RECOVERY PROGRAM

The moral: The recovery program it is the movement which aims to mobilize all Filipinos for nation-
building through the practical exercises of human values in our daily lives as citizens and to awaken us all
to the power of these values in achieving our daily individuals and nation goals. The moral also seeks the
empowerment of all our people-the poor, the middle class, the rich-through the sustained application of
human values and code of collective existence. On September 30, 1992, Presidential Fedel V. Ramos
signed Presidential proclamation No.2 62 which enjoined the active participation of all sectors of society
in the Moral Recovery Program (MRP). He encouraged the people to adopt ideals that are Pro-God, Pro-
People, Pro-Nature. This is a national program that greatly reinforced the significance of Values
Education in all sectors and levels of the Philippines society. The MRP stemmed from Senate Resolution
No.10 sponsored by Senator Leticia R. Shahani and approved by Senate on September 18, 1987. The
resolution directed Senate Task Force to inquire into the strengths and weaknesses of the Filipino
character with a view to solve the social ills and strengthen the nations moral fiber, thereby the ground for
the national campaign for moral recovery.

FOUR PILLARS OF MORAL RECOVERY PROGRAM

 Maka-Diyos
 Maka-Bayan
 Maka-Tao
 Maka-Kalikasan

CHAPTER 12: STRENGTH OF THE FILIPINO CHARACTER

1.) HOSPITALITY - its one of the most popular traits of Filipino’s.
2.) ADAPTABILITY AND RESILIENCE – despite of all the calamities that struck our country like
the strong earthquake and super typhoon. We can also adapt to any type of environment and
mingle with any kind of people all over the world.
3.) RESOURCEFULNESS AND CREATIVITY – filipinos are known for ingenuity. We are
creative in many ways.
4.) FAITHFULNESS – the filipinos are one of the most faithful people in the world
5.) UNITY IN BAYANIHAN SPIRIT – we are in close relationship with our neighbours
6.) THRIFTINESS – there are living beyond their means
7.) POLITENESS – filipinos are courteous people. When we say po or opo
 8.) FAMILY ORIENTED – filipinos are willing to make big sacrifices just to make that their love
ones will have a good life.

WEAKNESSES OF THE FILIPINO CHARACTER

1.) CRAB MENTALITY – refers to the behavior of preventing someone from achieving something
due to jealousy or envy
2.) NINGAS-KUGON – one of the reason why we sometimes exert half-hearted effort in our
undertaking is due to this attitude
3.) MANANA HABIT – the habit that encourages proscastination
4.) FILIPINO TIME – refers to the Filipinos own unique brand of time which is known to be
minutes or hours behind the standard time
5.) COLONIAL MENTALITY – defined as a preference for all things foreign over our own
6.) BAHALA NA NA ATTITUDE – roughly translated as “come what may”, this is the Filipino
own version of fatalism, the belief of leaving everything to the hands of fate.

LESSON 13: GOALS AND STRATEGIES FOR CHANGE

 Based on the strengths and weaknesses of the Filipino, the goals for change are proposed:

To develop in the Filipino:

 A sense of patriotism and nationalism pride, a genuine love, appreciation and commitment
to the Philippines.
 A sense of integrity and accountability, and a version towards graft and corruption in
society and an avoidance of the practice in one’s daily life.
 A sense of common good, the ability to look beyond selfish interest, a sense of justice and
a sense of outrage at its violation
 The value of self-reflections and analysis, the internalization of spiritual values, the
emphasis of essence rather than form.
 The value and habit of discipline and hard work

 In identifying and designing strategies to achieve our goals for change, it is necessary to
consider certain general principles.

 Strategies must be multi-layered and multi-sectoral

 Strategies must emphasize change in the power-holder as well as in the masa (people)
 Strategies should be holistic emphasizing individual as well as systematic or structural
change
 The change should be involving a critical mass of people
 The goals should be divided into “bite-size” pieces of implementation
 Strategies must be connected to the daily life of people
 Strategies must be implemented by an act of the will and involve self-sacrifice.

Submitted by: Nicho T. Lozano

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