TIWI COMMUNITY COLLEGE

Tiwi, Albay

Good Manners and

Right Conduct
GMRC
Values
Education

MIGUEL C. CIERVA JR. LPT

College Instructor
 COURSE DESCRIPTION
This course will highlight the fundamental rules of good manners and
appropriate conduct or behavior of each learner which are necessary of the
information of character that embraces the core values of Maka-Diyos, Maka-Tao,
Make-Bansa, and Maka-Kalikasan.

COURSE LEARNING OUTCOMES

1. Relate the course to the realization of the Mission, Vision, Core Values and
Institutional outcomes of the School
2. Demonstrate understanding of the values and GMRC
3. Reflect on your future awareness and commitments and actions to yourself, to
others and to the God

Course Placement: BEED and BSED

Course Credits: 3 units

Number of Hours: 54 hours in a semester

COURSE LEARNING CONTENT

UNIT PART 1: The Call for a Change
Lesson 1: An Introduction: History of Values Education
Lesson 2: Republic Act No. 11476 and Values Education Act
Lesson 3: Values Education for the Filipinos the DECS Val. Ed. Framework
UNIT PART 2: Foundations of Values Education/ GMRC
Lesson 1: Theoretical Foundation in the Study of Values
Lesson 2: Sources of Values
Lesson 3: Personal Values and its Development
UNIT PART 3: Impact of Values Education/GMRC
Lesson 1: Family Values
Lesson 2: School Values
Lesson 3: Teaching Approaches to Values Education and GMRC

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 COURSE REQUIREMENTS
In this course, I deeply encourage you to complete your requirements in order for
you to pass in this course.

1. Answer and submit the activities and/or evaluation given in the different
lessons on the indicated schedules
2. Submission of individual portfolio (compilation of the entire activities and
evaluation to be submitted at the end of the semester or before the final
examination)
3. Major examinations: Prelim, midterm, and final examinations

COURSE REFERENCE BOOKS

1. Bacungan, Cleofe, et al. (1996). Values Education. Quezon City: Katha Publishing
Co., Inc.
2. Bauzon, P. T. (2002). Essentials of Values Education. 2nd ed. Mandaluyong City:
National Bookstore.
3. Docstoc. (2011). Strategies to teach values education
4. Gaculis, H. R. De Jesus-Ardina, A., et al. A pocketful virtues. Cainta, Rizal: Glad
Tidings Publishing, Inc.
5. Licunanan, P. (2011) A Moral Recovery Program: Building a people –Building a
Nation.
6. Marte, B. I. G. & Marte, I. G. (2005). Values are caught and taught. Approaches in
teaching values education
7. Penaflor, Lito & Penaflor, Karyl O. (2017). Values Education: Legal and Ethical
perspective. Manila: Unlimited Books Library Services & Publishing Inc.
8. Plotnik, R. & Kouyoumdjian, H. (2009). Introduction to Psychology. Singapore:
Cengage Learning, Inc.
9. Tienpo, A. (2005). Social Philosophy: Foundation of Values Education. Philippines:
Rex Bookstore, Inc.
10. Tria, E.G. Limpingco, D. A. & Jao, L. (2008). Psychology of learning, Quezon
City: Ken, Inc.
11. Ulit, Enriqueta V. et al. (1995). Teaching the Elementary School Subjects. Manila: Rex
Bookstore.
12. https://www.officialgazette.gov.ph/downloads/2020/06jun/20200625-RA-NO-
11476-RRD.pdf

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 A Call for a Change

UNIT PART 1

An introduction
Taken from the moral recovery document, this unit will help you understand the
historicity of Values Education and its significance in our daily living. With this unit,
you are going to value the importance of RA 114761in our recent situation.

Lesson 1: AN INTRODUCTION: HISTORY OF VALUES EDUCATION

Faced with various crises that are rooted in materialism, hedonism, capitalism
and secularism, many people realize that human development today is primarily
hampered by a “crisis of values.” In this lesson, we are going to explore the historical
foundation of values education in the Philippine setting.

At the end of this lesson, you will be able to:

1. Explain the history of Values Education

2. Trace the development of Values Education in the curriculum

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 LESSON PROPER
Values education has become an increasing concern that has been strongly
attracting attention and wide interest from many sectors all over the world including
the Philippine society. Former Senator Leticia Ramos Shahani recognized the power of
values education not only for the educational sectors but also in all government
structures and among all people towards "building a people building a nation." Value
formation programs have been specifically identified as strategies for the attainment of
the proposed goals for change among the people, in order to realize the vision for
progress, peace, and national unity. This objective has been reinforced by President
Fidel V. Ramos' Proclamation No. 62, dated 30 September, 1992 where he encouraged
all sectors of society to adopt ideals that are Pro-God, Pro-People, Pro-Country, and
Pro-Nature.

Education is a continuing process which goes on throughout life. It is not merely

a preparation for life but it is life itself. Hence, educating a person means helping him/
her to develop all his potentials to the optimum, that is, to develop the person to
become his/her best.

Human formation, then, requires not only cognitive but also affective
development. Education, in this sense, is the formation of certain mental habits and of
a certain outlook on life and the world. Hence, the aim of learning is to understand
one's self and developing a capacity for sound judgment which brings purpose and
meaning to one‟s life and to the lives of others.

As Kroll puts it, "The aim of education is an education for living. It gives
meaning and direction to all we do including not only what, but how and why we
might learn any technical information."

Learning values is not enough according to Kroll. He emphasized that rue

education demands more than just possessing information but understanding even the
most basic questions of human life. With this, it requires a continuing change of
behavior in a wholesome direction. Consequently, true education involves learning and
becoming a different person.

Values development is regarded as a vital component of true education. Values

education is the development and formation of values which provide standards of
behavior deemed desirable or even necessary by a group of people. The school,
through its values education program, contributes to the moral development of the
individual. Values, then, help the individual realize himself as a person in the
community, responsible for his own growth as well as for that of his fellow human
beings and the development of society (SEARRAG 1978).

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The Historical and Legal bases of Values Education

As a separate subject in the 1989 New Secondary Education Curriculum (NSEC),

Values Education (VE) is a process every student goes through to be able to identify,
clarify, analyze, and choose the values which will help improve his cognitive and
affective development and his relationship with others to prepare him to make choices
and decisions today and in the future (DECS Values Education Framework, 1988).

In the past, values education was emphasized mainly in the elementary schools
through a subject area referred to as Rule of Urbanity, Good Manners and Right
Conduct (GMRC), and Character Education. In the proved program it is called
Character Building Activities or CBA. In private sectarian schools VE is reinforced
through Religion or Christian Living.

Recently, there has been a heightened concern for values education at the
secondary and tertiary levels as well. A significant amount of effort has been directed
toward values education at all three levels.

The history of values education in the Philippines as reviewed by the Southeast

Asian Research Review and Advisory Group (SEARRAG) Research Team indicates
emphasis on content and transmission of the values through inculcation.

It is further reported that in the 1980's, more specific values education

programs in both the elementary and secondary levels were provided as part of the
comprehensive and total curricular reforms and development. A though the teaching
of values has always been emphasized by the Department of Education, Culture and
Sports (DECS), the inclusion of Values Education in the curriculum has been done only
in the elementary and secondary levels. The DECS has not prescribed it for the tertiary
level, except in the New Bachelor of Secondary Education (BSE) curriculum (as per
MECs Order No. 37, s. 1986), which indicates Values Education as a major field of
specialization (SEARRAG 1988).

It can be recalled that official policy statements have been made for value
education in the 1935 Constitution and in the 1973 Constitution, directing all
institutions to inculcate values formation among their students. In addition
Presidential Decree 6-A (1972) articulated national development goals and national
educational aims:

The national development goals include

“achieving and maintaining an accelerating rate of economic development

and social progress" and "… the strengthening of national consciousness and the
promotion of desirable cultural values in a changing world." The national
educational aims state in part "... to assist the individual in the peculiar ecology
of his own society to:

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 a. attain his potential as a human being
b. enhance the range and quality of individual and group participation in the basic
functions of society and
c. acquire the essential educational foundation of his development into a
productive and versatile citizen

This mandate was translated in MECS Order No. 6, s. 1992 specifying the
educational aim for values education at the elementary level, and was also translated
in its Revised Secondary Education Program in 1973 for the secondary level.

The Constitution of 1987 mandates in its preamble the building of "a just and
humane society" and establishing "a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and
secure to ourselves and our posterity the blessings of independence and democracy
under the rule of law and a regime of truth, justice, freedom, love, equality and peace.”
The educational policy statement in Article XIV Sec. 3, mandated that all educational
institutions should "inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation for the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency."

Based on the mandated of the 1987 Constitution, the DECS Values Education
Framework has been developed to serve as a guideline for the implementation of
values education programs in the three levels of education elementary, secondary, and
tertiary. The Framework provides the values education aims of developing a Filipino
who will be:

1. a self-integrating human person imbued with a sense of human dignity

2. a social being possessing a sense of responsibility toward his community and
environment
3. a productive person who contributes to the economic sufficiency and security of
his family and the nation
4. a citizen with a deep sense of nationalism committed to the progress and well-
being of the nation as well as all humanity, and
5. a spiritual human being with an abiding faith in Almighty God

It is evident therefore that the need for values education cannot be

underestimated. The aforementioned historical and legal bases put man as the most
basic unit in the society. What he becomes in this society necessarily makes him the
center of the curriculum and of the entire educational program.

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 ACTIVITY: Answer concisely.

1. Reflect: what is the importance of studying values education or GMRC in

college?
2. Based on the lesson, what would be the legal bases of Values Education? Explain
briefly

Lesson 2: REPUBLIC ACT NO. 11476 AND VALUES EDUCATION ACT

This lesson will tackle the RA no.11476 and values education act. Just last 26 of
June 2020, the Department of Education officially stated in the social media that
(DepEd) welcomes the recent passage of Republic Act No. 11476, or the Good Manners
and Right Conduct (GMRC) and Values Education Act.

DepEd value the vital role RA 11476 that will play in strengthening the youth's
decision-making skills, attitude, and behaviors, especially in these critical times.

At the end of this lesson, you will be able to:

1. Discuss the RA no. 11476 and Values Education Act

2. Reflect and analyze the importance of RA 11476

LESSON PROPER
* Pls see next page

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 ACTIVITY
1. Values Education will be taught as a separate subject from Grades 7 to 10 and
will also be integrated into current subjects in Grades 11 to 12 under the K to 12
basic education curriculum. Agree or disagree? Why?
2. According to RA 11476, Values Education will encompass “universal human,
ethical, and moral values, among others.” How are you going to concretize those
values?

Lesson 3: VALUES EDUCATION FOR THE FILIPINOS THE DECS

VALUES EDUCATION FRAMEWORK
The lesson is about the rationale, objectives, principles, guidelines frameworks,
philosophy, core values and related values in values education program for the
Filipinos.

At the end of this lesson, you will be able to:

1. Discuss [the] values education frameworks for the Filipinos

2. Explain the values education program and its objectives
3. Retell the philosophy of the program
4. Interpret the principles and guidelines and its conceptual frameworks and the
core values and its related values

LESSON PROPER
I. Rationale

Value is perceived as good and desirable in general sense. With this, values are
the basis of judging what attitudes and behavior are correct and desirable and what
are not.

The values education framework is designed to translate values from the abstract
into the practical. Values, as discipline and concern for the poor, are ineffective unless
they are internalized and translated into action.

Thus, there is a need for values education that is meaningful and effective (act).

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II. Values Education Program

Values education as part of the school curriculum is the process by which values
are formed in the learned under the guidance of the teacher and as s/he interacts with
his environment (nature). However, it involves not just any kind of teaching-learning
process. Here are the considerations involved in Val Ed:

1] the subject matter itself is VALUES (it has the direct and immediate relevance
to the personal life of the learner.)

2] the process is not just cognitive but involves all the faculties of the learner.

3] one learn values the way children learn many things from their parents.

Thus, the teacher‟s personal values play an important role in values learning.

After EDSA in February 1986, DECS made values education, as a primary thrust
or drive.

Finally, the DECS thrust found support in the Phil. Constitution of 1987 in its
vision of “a just and humane society,” which calls for a shared culture and held values
such as “truth, justice, freedom, love, equality, and peace.”

In pursuit of this, DECS has embarked on Val. Ed. Program with the following
goal and objectives:

GOAL: “To provide and promote values education at all levels of 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.”

III. Objectives of Val Ed Program

Proper implementation of the program will develop Filipinos who:

1] are self-actualized, integrally developed human beings imbued with a sense of

human dignity;

2] are social beings w/ a sense of responsibility for their community and

environment;

3] are productive persons who contribute to the economic security and

development of the family and the nation;

4] as citizens, have a deep sense of nationalism and committed to the progress of

the nation as well as of the entire world community through global solidarity; and

5] manifest in actual life an abiding faith in God as a reflection of his spiritual

being.

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IV. Principles and guidelines of Values Education

Values education should be guided by the following general principles:

1] it must be oriented toward the total person of the learner – i.e., mind, heart, and
entire being

2] it must take into considered the unique role of the family in one‟s personal
development and integration into society and nation

3] in the school context, more than lesson plan and any list of values are the teachers
themselves who have the proper sense of values, awareness of their inner worth, and
utmost respect for the person of the other.

V. Values conceptual frameworks

The values conceptual framework is intended as a guide and form of teaching

aid in the implementation of the Values Education program:

What it is not What it is What it uses

 Not prescriptive:  It is descriptive: it is  It is desirable

values cannot be an attempt at an that regions,
imposed orderly description localities, and
of a desirable value institutions
 Not exhaustive: it system on the bases contruct their
does not purport of an understanding own values
to be a complete of the human person map, w/ clearly
list of human defined
values  It is conceptual: it priorities, suited
lists ideals w/c have to their peculiar
 No statement on to be internalized in context and
regional, local, the educational needs.
and the process
institutional needs
and priorities  It is intended to be
applicable in varying
degrees to all three
levels of the
educational system

 It is broad and
flexible enough for
adaptation to
specific contexts.

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 We have several Filipino cultural values such as pakikisama, utang na loob, hiya,
bayanihan, productivity, national solidarity, justice, truth, freedom, honesty, etc. must
be considered in the values education program.

VI. Philosophy of the program

The values educ. Program is based on the philosophy of the human person. The
human person is the subject of education: he is a human person learning and being
taught. The human person is also the object: the human person is the center of the
curriculum and the entire program. The task of the education is to help the Filipino
develop his human potential, contribute to the growth of the Phil. culture, and by
controlling the environment and making use of human and nonhuman resources, build
appropriate structures and institutions for the attainment of a „just and humane
society.”

The human person is multidimensional. There is the distinction b/w the person
as self and the person in community.

1] the human person is an individual self-conscious being of incalculable value

in himself [Art. I. Sec. 11; Art. XII, Sec.1]

2] the human person does not live in isolation but in community with other
persons – physical, intellectual, moral, and spiritual person like himself. Thus, man is
inevitably/ certainly social [Art. II, Sec. 13].

VII. Core values and related values

On the basis of the philosophy of human person, the supreme and overarching
value that characterizes the educational process is human dignity; the human person is
of infinite value. [Art. II, Sec. II; Art. XII, Sec. 1]

Fig. 1 Core Values

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Related Values

The core values (see Figure 1) are further made specific, as indicated in Figure 2
(see page 30). The seven core values are explained and ramified into particular values.
Attempt is also made to include values indicated in the Philippine Constitution.

Again, HUMAN DIGNITY is the overarching value; all other values are pursued
because of the inner worth of the human person.

Here are the considered core values that must be given emphasis:

1. Health implies Physical Fitness, and Cleanliness. The physical nature of man
calls for certain Harmony with the Material Universe.
2. Truth implies the tireless quest for KNOWLEDGE in all its forms. The objective
is a creative understanding and imagination that would transform the
environment, develop a culture expressive of the ideals and highest aspirations
of the people, and build structures and institutions in the pursuit of a "just and
humane society.
3. The moral nature of man places primacy in the value of LOVE; it also implies the
quest for personal INTEGRITTY and the development of SELF-WORTH or SELF-
ESTEEM, HONESTY and PERSONAL DISCIPLINE which are marks of a mature
person and useful citizen.
4. Human Existence points to a reality beyond experiences. The response to this
transcendent spiritual dimension is the surrender of FAlTH. The cultivation of
faith is what is meant by SPIRITUALITY.
5. Social Responsibility means, strengthening of the family as "the foundation of
the nation" and "A basic autonomous social institution," if we wish to be a
vigorous society weathering the impact of modernization and technology. In
addition, RESPONSIBLE PARENTHOOD is meant to strengthen the family by
improving the quality of life and building of new social structures.

Social interactions among individuals and groups must be characterized by

CONCERN FOR OTHERS and the COMMON GOOD, the LOVE OF FREEDOM, the
DEMOCRATIC PRINCIPLE OF EQUALITY, and RESPECT FOR HUMAN RIGHTS.
Recent historical experience under cores the need for POPULAR PARTICIPATION in
the determination of social policies, the conduct of public affairs, and the shaping of the
nation's destiny.

Society, by its very nature, sets up structures and organizations. JUSTICE, which
should be fostered in the human heart, must be built into just social structures, by
which all, especially the poor, the oppressed and the underprivileged, have an
equitable share not only in duties and obligations but in power, material resources,
essential services such as health and education, ownership especially of land, and the
other benefits of growth and development (Art. II, Sec. 26; Art. XIII). PEACE is also the
common aspiration of human beings in society; it is also intricately related to JUSTICE

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and FREEDOM. (Art. II, Sec. 2). But in one value which has been proven m0st effective
and most in conformity with the dignity of the human person is ACTIVE NON-
VIOLENCE. The revolution, last February 1986, is eloquent testimony to this value.
ACTIVE NON-VIOLENCE is not merely passive resignation or resistance, but indicates
the active use of non-violence such as VIGILANCE at the polling places, walking out of
fraudulent tabulation, stopping tanks by presence and persuasion, and above all,
prayer

6. Economic Efficiency is achieved by man through work, the exercise of human

mastery over the resources of nature and creative imagination in the solution of
complex problems. In this regard, the objective of the Filipino today is the
attainment of a "selt-reliant and independent national economy" (Art. I1, Sec.
19). The Work Ethic is imperative particularly in a depressed economy. Man's
aim must be to produce food, goods, basic commodities, and other materials for
the survival and well-being of the community, but the more he must produce
machines that will turn out goods needed by the society (Art. ll, Sec. 1).
7. Lastly, the spirit of Nationalism and Patriotism (Art. II, Sec. 13; Art. XIV, Sec. 3-2)
means the love of country and the people as a distinct political unit bound by a
common history (the past), committed to a common cause (the present), and
sharing a common destiny (the future). Contributory to this sense of common
identity is the ESTEEM OF OUR NATIONAL HEROES whose lives and deeds
are part of our history (Art. XIV, Sec. 3). There is a need, indeed, for NATIONAL
UNITY and of a COLLECTIVE COMMUNITY and COMMITMENT to the
present task of national reconciliation and reconstruction for the future of the
nation. This collective stance implies on the part of each a CIVIC
CONSCIOUSNESS, which makes the citizen aware of his rights, and duties in the
community, and PRIDE IN ONE'S COUNTRY. The spirit that must bind us
together as the spirit of BAYANIHAN, the word expressive of our SOLIDARITY-
working together as one nation.

Nationalism must go beyond the boundaries of the nation toward regional and
GLOBAL SOLIDARITY based on INTERNATIONAL UNDER-STANDING and CO-
OPERATION in search of peace and justice in the community of nations. The foregoing
core and related values are presented in tabular form Figure 2, which shows some
values as related to the self, others having to do with man's social nature, and specific
values flowing from specific aspects and dimensions of human existence.

Figure 2 shows the interrelated values in relation to the self and others. The
human person is viewed as an individual and as a member of social group – the
community and nation. The dimensions as physical, intellectual, moral, spiritual, social,
economic, and political are considered. Again, the value of HUMAN DIGNITY is
taken as the overarching value. The core values of HEALTH, TRUTH, LOVE,
SPIRITUALITY, SOCIAL RESPONSIBILITY, ECONOMIC EFFICIENCY,
NATIONALISM, and GLOBAL
SOLIDARITY are taken into consideration. [Fig.2 below]
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 ACTIVITY: Discussion: In TWO paragraphs, explain what you
understand by the values education program of the DECS

* * * PRELIM EXAMINATION * * *

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 Foundations of Values

Education/ GMRC

UNIT PART 2
An introduction

In this unit, you are going to explore the theoretical bases of Values and its
sources, in contributing personal values.

Lesson 1: THEORETICAL FOUNDATION IN THE STUDY OF VALUES

Values Education is what we need today considering the enormous problems
confronting with the Filipino people such as corruption in the government, its offshoot
the "Extra Judicial Killings," the people's addiction to gambling; the distorted standard
for success and the propensity to commit crimes especially against person or property
are but a manifestation of lack of proper values as the foundation of a strong and
progressive society for the Filipino people.

The constitutional mandate to this effect is for the Filipino people to build a just
and humane society and to establish a government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony and

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secure to ourselves and our posterity the blessing of independence and democracy
under the rule of law and a regime of truth, justice, freedom, love equality and peace
(Preamble 1987 Phil. Constitution).

Thus, to achieve the goal of building a just and humane society, it is a must that
meaningful changes shall be undertaken now, as later may be too late. For as the
popular song says "It's Now or Never.”

At the end of this lesson, you will be able to:

1. Examine the meaning and nature of values

2. Compare and contrast the meaning of values based on different philosophers
3. Classify the characteristics of values

LESSON PROPER
The Meaning and Nature of Values

Value refers to the major priorities that man chooses to act on, and that
creatively enhances his life and the lives of those with whom he associates with. It is
something chosen from alternatives and is acted upon, and enhances creative
interpretation and development of human personality. Values are things, persons,
ideas or goals, evaluated and directed.

According to Carter V. Good, in his Dictionary of Education, value is any

characteristic deemed important because of psycho logical, social, moral, or aesthethic
considerations, commonly used in the plural, as in counseling, to refer to built-in inner
systems of beliefs from which one can gain security or support.

Values mean whatever is actually prized, esteemed, desired, approved, or

enjoyed by anyone at any time. 'values are the actual experience of enjoying a desired
object of activity. Hence, value is an existing realization of desire.

Taken from the views of man of Jung and Piaget, value refers to the stance that
the self takes to the total environment as expressed through behaviors, ideas, body,
and feelings and imagination. In this concept, the SELF is taken as the central dynamic
force in the human being that expresses itself through the totality of the personality. It
relates to the valuing process where the perception of the self of the outside world
changes as the person grows. It indicates that the self continually develops so that
values can never be static but are being re-chosen as the self evaluates the world. The
following are taken as indicators of value: (1) ideas, (2) feelings, (3) body, and (4) the
outer behavior of the person.

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 In the fields of anthropology and sociology, value is used to refer to those
criteria according to which a community judges the importance of persons, patterns,
goals, and other sociological aspects of the community. It may be taken from what the
people say or do. It includes those cherished by the people and have become part of
their lives and culture, taken either positively or negatively as they affect the lives of
people. It is those which the people consider important and worthwhile and according
to which they lend to standardize their behavior.

To the sociologists, values are constituent facts of social structure as scarce

objects of socially conditioned desire, unevenly distributed and differentially ranked in
the Durkheimian sense of social fact they are given data for each individual, and
constrain social behavior toward them.

In the Parsonian sociology, social order depends on the existence of general,

shared values which are regarded as legitimate and binding and act as a standard by
means of which the ends of action are selected. According to Parsons, the linkage
between social and personality systems is achieved by the internalization of values
through the process of socialization.

The term value was first used by the economists who studied its meaning as a
means of exchanging things. In Marxism, value has an entirely different meaning in the
labor theory of value where the exchange value of a thing or commodity is determined
by the labor time it contains. In the words of G. E. More, value is a simple, unanalyzable
term comparable in this respect to "yellow" or any other term of the kind. The
indicator of value usually used is price." Price indicates the amount of money one is
willing to part with in exchange for something. It is an indicator of interest or
preference of how much one desires or wants the thing.

In olden times, what was referred to as values, was what was good. Good has
always been understood and defined in reference to desire. According, to Aristotle,
good refers to anything for which everything strives.

According to Homan, the unconscious assumption which any member of society

makes refers to values. The end, strictly viewed as that part of the future state-of-
affairs which would not eventuate if the actor did not want it, and did not himself exert
to attain it, are chosen with reference to values Here, values refer to that which is
considered desirable, which is thought worthy of being pursued, regardless of whether
or not it is actually being pursued. In any given situation, value influences what is
chosen as an end.

To sum up, value is "something which is held as important or is prized

(kahalaganan), regarded as worthwhile by a person." Values do not consist in "desires"
themselves but rather, in what is considered desirable, 1.e., what men not only want
but feel is right and proper to want for ourselves and for others. Any person feels
strongly about his values. They spring from the heart.

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The Process of Valuing

Louis Raths, et al. defined value or the process of valuing as having seven
aspects and made it clear that unless all the seven are present, then what the person has
chosen is not a value.

Values possess criteria which can be divided into three categories: CHOOSING,
PRIZING, and ACTING. Hence, in the area of choice, the value must be chosen freely
and the person is totally accountable for the choice he made. The choice must consider
the consequences of the alternative evident. Essential to the valuing process is that the
choice must be acted upon and should become part of the life of the person. Finally, the
person must be happy with the choice, a choice that enhances the emotional and
spiritual development of that individual.

Tomas Andres gave the following questions to clarify whether or not a given
thing is a value:

1. Was the value chosen from a range of alternatives that I was aware of?
2. Did I consider the consequences of the alternatives that I was aware of?
3. Is the value evident in my behavior? Have I acted on it?
4. Do I act on this value repeatedly in some fashion through a variety of
similar experiences?
5. Am I happy and pleased with the choice?
6. Am I willing to state it publicly?
7. Does the value enhance and not impede, the development of my
emotional and spiritual well-being?

Values, hence, are major priorities that a person chooses to act on, that creatively
enhances his life and the lives of those with whom he associates. In the words of Hall,
all of life is worth living when we have sincerely committed ourselves to the realization
of our goals.

Fr. Jaime Bulatao, a Filipino psychologist in his article, “The Manileñ os

Mainspring," gave four large areas of values from the total field of values:

Value 1 = Emotional closeness and security in a family. The Filipinos are noted for
manifesting close ties in the family. As many Filipinos would always say, "There is no
place like home."

Value 2 = The authority value. This may be defined as "approval by the authority figure
and by society." A part of the Filipino tradition is that children may marry only with the
consent of parents; even when they elope, the parents are still expected work for
reconciliation. Authority figures must be respected and obeyed within limits.

23
Value 3 = Economic and social betterment. This value refers to a desire to raise the
standard of living of one's family, or of one's hometown. Often it is repayment of one's
debt of gratitude to parents and relatives.

Value 4 = Patience, suffering, and endurance. This value has been fused with the
religious value since it seems that God is called upon when other means fail. It is
associated with women more than with men.

Values Skills and Development

Values originate in a person's consciousness – his meaning system and are

expressed in his behavior. When the individual consistently manifests behavior that is
indicative of a value, he has actualized or internalized that value into his meaning
system.

Values are inventories of skills. Certain values would not be developed unless
the right skills are also developed.

1. Instrumental skills - ability with intelligence and dexterity or agility that enables
him to be professional and competent. These are the skills involved in physical
dexterity, handicrafts, and cognitive accomplishments.

2. Interpersonal skills - ability to perceive self and other accurately in ways that
facilitate communication, mutual understanding and cooperation. It is the ability to
communicate with feelings.

3. Imaginal skills - ability to imitate new ideas and to take data beyond
quantification and logic to the development of new concepts or courses of action.
These skills blend fantasy and feeling that enable one to combine images and ideas in
new ways, to see alternatives, to change conventional ways of doing things, to remedy
deficiencies.

4. System skills - ability to see the various parts of a system as they relate to the
whole and to plan for systematic change. This skill arises out of a blending of
imagination, sensitivity to others and professional competence. Persons with these skills
have the ability to integrate the three other skills.

Characteristics of Values

Max Scheler, in his theory of values, gives four characteristics or properties of

values:

1. They are pure valuable essences or qualities.

2. They are objective and transcend the sentimental perceptions to which they
appeal.

24
 3. They are hierarchically given, dependent and relative among themselves and
with the perceiver.

4. They are always given in pairs, i.e., the positive value has always its
corresponding counter value.

Tomas Andres, in his book Understanding Values, outlines other properties of

values:

1. Value is relative.
2. Value is subjective.
3. Value is objective.
4. Value is bipolar.
5. Value is hierarchical.

Classification of Values

According to ancient philosophers, there are threefundamental classifications of

values:

1. useful or utilitarian good. A thing is useful when some other things are
obtained from and through it.

2. pleasurable or delectable good. A thing is pleasurable when it provides

pleasure to the subject.

3. befitting or becoming good. A thing is befitting when it develops, completes or

perfects the subject.

Other authorities classify values or good as either intrinsic or instrumental. Any

value may be worthy of desire in either of two ways:

(a) for its own sake (intrinsic), or

(b) for the sake of some other good (instrumental).

Instrumental value is a value or good strived for because of its worth to us and
to others. An instrumental value presupposes anything which is useful or
advantageous causing happiness or joy.

The following list of intrinsic values was given by Leo R. Ward, in his book
Value and Reality:

1. physical and mental health;

2. knowledge in all its kinds and in alI levels;

3. appreciation and sympathy and fellowship;

25
 4. an inner balance and poise and contact;

5. all the moral virtues and their parts and combinations.

According to nature of occurrence, values are also classified as either: accidental

or natural human values.

1. Accidental value which befits a man with respect to the accidents found in
him; characterized by variability, temporality, and impermanence.
2. Natural value which befits a man with regard to permanent force found in
him or his nature.

Philosophers describe MAN as a complex reality, MICROCOSM, where three

main levels can be identified serving as the foundation for the moral, sociopolitical, and
religious rights of man.

1. Physical or biological life. On this level, certain things befit man as man: life
itself, food, and work.

2. Sentiency. This is the middle-level also common in brute animals, in virtue of

which man is capable of experiencing pleasure and pain. On this level, the chief desires
of man are food and sex, the roots of the familial rights of man: marriage, sexual
mating, family and the home, parental authority, and education.

3. Level of reason. "This is the highest level by which man is able to understand
and control nature, guide and control himself, and communicate with God.

Values may also be classified into the following:

1. Primary and secondary values. According to Brian Hall in his book Value
Clarification as Learning Process, primary values are values chosen, acted upon and are
necessary for the authentic development of man. They help the human being develop
the best of his capacity and, as such, motivate him to move beyond the normal
functioning in society.

Secondary Values are obligatory values determined by society through long

experience and practice which are consistently necessary for the well-being of its
members. These are values held by the society which every member must keep.

2. Moral or ethical values. In the words of Fritz Von Rintelen, moral value is a
qualitatively determined value-in-itself which has a normative obligatory character
and presupposes the liberty of possible decision, a decision to effectuate real value in
concrete acts of varying degrees.

Moral or ethical values are the "ought to be" that appeal to our freedom.
Sometimes, these values refer to man's observance of his obligations to others and the
community.

26
 3. Religious values aim for the Absolute and Supreme Value, the Highest Good
(Summum bonum). It seeks a communion with the Absolute and wishes to unite man
with the ultimate and transcendental principle of everything that exists. According to
A.C. Ewing, religious values are those that refer to the attachment to the right attitudes
towards reality as a whole or to the worship of Good, and communion with God. It may
be applied to the whole spirit in which everything should be done. It means the
encounter with the Holy One.

4. Cultural values cover a limitless plurality of partial areas as ethical, aesthetic,

and religious values. They include artistic inclination to the arts, literature, desire for
sound human relationships, etc.

Looking at cultural values, the following factors must be considered:

(a) extensiveness of the value in the total activity of the system;

(b) duration of the value or its persistence over a long period of time;

(c) intensity with which the value is sought or maintained; and

(d) prestige of value carrier.

5. Social values initiates the formation or building of a society

Here, two types have to be considered: (a) values which are constitutionally
social, and (b) values related to what is social.

Examples of values which are constitutionally social are;

patriotism social consciousness

nationalism liberty
family ties economic productivity
friendship initiative

Examples of values which are related to what is social are: creative values and
vivencial values

ACTIVITY: Explain the statement: "There is no place like home."

27
Lesson 2: SOURCES OF VALUES
Cultures (Japanese, Indian, etc.) and sub-cultures (Christianity, youth,
democracy, science, etc.) are the richest sources of values no matter how culture is
defined. According to Hunt and Metcalf (1955), "the culture of a people includes their
material achievements (tools, buildings, artifacts, etc.), social institutions, symbol
systems, customs, beliefs and attitudes." Tylor (1871) made culture more specific when
he defined it as "that part of the sum total of human action and its products which is
socially, rather than genetically, transmitted." Other social scientists define culture as a
set of rules that includes objects that are symbolic and evaluative; as ideational
(sociologists); as mainly customs (anthropologists) (Lawton, 1981).

Culture is very important in shaping personality which is a prime determinant

of our behavior, the outward manifestation of our values.

Filipino culture, however, has been renewed and enrich through democratic
contact with the traditions and values of others like the democratic culture of the West.
The Philippines possesses national cultural resilience which is the ability to transform
outside influences to become an integral part of one‟s culture without affecting the
essence of the principal culture. The Philippines' cultural identity is also inclusive of
the cultures of thee minorities coexisting harmoniously secure in their distinctive
religions, linguistic or social customs; equal in their accessibility to material resources,
civil rights and political power and sharing universals like the Universal Declaration of
Human Rights and the Golden Rule.

In this lesson, you will know the sources of values.

At the end of this lesson, you will be able to:

1. Explain the sources of values

2. Evaluate each sources of values

LESSON PROPER
Sources of Values

1. Native Culture

It is necessary to look at our existing culture and that of the early Filipinos for a
better understanding of what we are and why we go certain things. If Filipinos behave
differently from other groups of people it is because of differences in culture.

28
 2. Folk Beliefs

These beliefs manifest a people's insights into the natural world and the structure
of the universe and into the life of man himself.

Foremost of these folk beliefs is Bahala Na, a kind of optimistic fatalism. The
word Bahala is really Bathala, the Tagalog word for God. Bahala na therefore reveals a
strong faith and confidence in God, a deep-seated Filipino belief in leaving everything
to God.

3. Customs

Every single corner of the Philippines has some kind of a fiesta, a very popular
custom. It is the time when people are extra hospitable, when people forget about their
worries and think only about reaching each other. It is promoted by the Fiesta Islands
program of the Department of Tourism to attract tourist. For the tourists, the program
focuses on food, shopping and music festivals.

4. Superstitions

Superstitions range from what is trivial or of no consequence to what is unreal

and/or impossible or a downright falsehood, lie or imposture but nevertheless hold
meaning for the people who practice them. There is an observation that superstitions
are the creation of people who live under difficult conditions. They buoy a people's will
to overcome their difficulties and thus keep alive their will to try again. The less
civilized people are, the stronger is their faith in their superstations. Man‟s gradual
knowledge of his natural world through science and technology has greatly reduced, if
not totally eradicated faith in and the practice of his superstitions.

5. Values, Virtues

Values are virtues. Virtues are values. They are the results of human efforts to
learn what is right on a persistent manner thereby acquiring habitual good acts which
become their own reward.

One Filipino value is the Tagalog loob or kalooban. The closest English word to
approximate its meaning is "inner self." This is the "self' that gives direction to the
Filipino's moral, ethical, spiritual or social life. The positive aspects of kalooban or loob
all come under kagandahang loob, goodness or beauty of self. They find manifestation
in lakas ng loob (self-confidence), utang na loob (sense of gratitude), kusang loob
(initiative), tapat na loob (honesty, integrity). Some Flipino practices like the pasalubong
or pabaon belong to kagandahang loob.

Another is Hiya which denotes a sense of shame is one other Filipino value if it
controls a person from doing evil. However, if hiya results in fear of doing something,

29
say a duty or an act beneficial for the common good, because one might fail, lose face or
hurt someone, it is no longer a value.

6. Democratic Culture

There is an array of ideas and devices that are associated with democratic culture
arrived at through a historical development. We have free government, constitutional
monarchy, representative democracy, citizen participation, and republic. There are civil
and political rights, human rights, equality before the law, equal opportunity. There are
also majority rule, separation of powers, the two-party system. With the democratic
process there are universal suffrage, referendum, initiative, recall, proportional
representation.

7. The Philippine Heritage

The Philippines with its rich and strong Christian and Muslim traditions has a
deep cultural reservoir of democratic principles to draw from.

Self-Government under America. The Americans taught the Filipinos the

fundamentals of good government and the principles of democracy.

1. The adoption by the U.S.A. of the policy of Filipinizatio n

2. The establishment of municipal governments in which Filipinos wouldrun
their own affairs subject to the least degree of supervision and control.
3. The establishment of the Philippine Assembly.
4. Preparations for independence with the Filipino leaders proving themselves
capable of self-government.
5. The Jones Law and independence missions to the U.S.A.
6. The inauguration of the Philippine Commonwealth - November 15, 1935.
7. The proclamation of Philippine independence on July 4, 1946.

Experience with People Power: People Power 1986, which transferred power in a
non-violent manner, is a Filipino achievement. Oriental values that made people power
happen as it did may be due to the following:

1. The values of integration and cohesion versus the Western values of

differentiation and cleavage.

2. The value of the sacredness of natural and organic Nature and life

3. The value of the concern and quest for human perfection.

4. The value of the family as the origin and symbol of interdependence.

5. The value of the spirit of authoritarian democracy.

6. The value of substantive democracy.

30
 Thus, the Philippine experience with the people power is an example of an Asia
valuing process.

ACTIVITY:

1. Differentiate virtues from values.

2. Research other at least 5 Filipino values and make a refection paper out of it.

Lesson 3: PERSONAL VALUES AND ITS DEVELOPMENT

This lesson will tackle personal values and social institutions that shapes our
values.

At the end of this lesson, you will be able to:

1. Recognize the role of different social institutions to the development of one‟s

personal values
2. Recognize the different personal values and their respective roles in one‟s life
3. Appreciate the importance of said personal values and respected roles in the
task of nation building.

LESSON PROPER
Personal values: Love and Care

The foundation of personal values is love and care especially at the childhood
stage of every person. The reason is that the early experience of man determines his
first impression of what life is all about and this may serve his outlook towards
anything or anyone. Thus, attitude is acquired in terms of man's experience with his
environment. For instance, a person who experienced violence during childhood
instead of love and care becomes violent during manhood and most likely turned to be
criminal and the problem of the society. With this, anyone who was showered with
love and care since childhood acquired positive outlooks in life has self-esteem and
most of all becomes productive member of the society.

Family: the First Training Ground of values

31
 Every home that constitutes a family serves as the first training ground for
everyone. Indeed, it becomes even the determining factor in one's attitude or behavior
acquisition. This is so because the first encounter of everyone with his environment at
the time when he starts to be aware of it is the home that his awareness identifies as his
own family. This explains why members of the family are said to be very influential
upon everyone.

Family Solidarity

Family solidarity plays a very important factor in every one's values formations.
The reason is that an emotional development of a person affects also his psychological
development. For instance, where parents, brothers and sisters are quarreling with
one another, the child also most likely becomes quarrelsome compared to one whose
family members love one another; a child whose parents are separated especially at
the time or his formative age is definitely negative compare to one of the same age
whose parents are showing love and care to one another as witnessed by the child.

Social institution

1. Family Values and its Role on Personal Values Development

The determining factor of such individual or personal value is the role of the
family values to the development of the personal values thereof is indispensable. The
reason is that family values are but the collective values of all the members thereof,
and secondly, the same constitutes as the first encounter of every member. Thus, the
family values in almost all cases are even almost identical to that of every member of a
given family. For example, if the parents are criminal, then most likely, the children
living with them will also be criminals.

Therefore, it is a must in the development of personal values that family values

must be an integral part of the values education. Indeed, the same will become futile
without at the same time undertaking also family values education.

2. School Values to the Development of Personal values

The school as an institution is the first formal training ground person as a

student acquired as parts of his personal values everything that s/he learns consciously
and unconsciously. This has a wider perspective compared to the family, since the
school becomes a pooling place of different family as carried over by each student who
serves as the family representative in the school.

Moreover, the subject concern being parts of the curriculum constitutes the
various disciplines that serve as a "show-window of the society as a whole. Although,
the same is introduced gradually in terms of gradual grade level from Kindergarten to
Elementary, Junior and Senior High School and all the way to college.

32
 Hence, it is very important that the school values constitute the values that we
really need to learn in order to achieve the ultimate purpose of establishing just and
humane society.

3. Religious Values to the Development of Personal Values

Religious values determine man's behavior in relation to his belief about God
relative to the religion s/he professed. Thus, religious values are more intense and least
violated due to the fact that religious teachings is designed for spiritual aspect of man
which is considered lasting and forever compare to something physical which is earthly
and therefore transitory.

4. Economic Values to the Development of Personal Values

The economic values are likewise important in the sense that they determine on
how man acts in relation to his/her material needs such as foods, shelter and other
basic needs of his/her life upon which his/her physical comforts depend.

The more man is deprived by such basic needs in terms of their unavailability to
her/him, the more his/her need for the same has become intense so that the
temptation to acquire the same has become more urgent. Hence, usually, those lack of
spiritual values or whose foundation of the same is weak, are tempted to commit
crimes against properties such as theft robbery, hold-up, estafa, and corruption.

Hence, economic values also determine man's attitude toward his fellowmen as
to whether he is selfish or philanthropist, whether he is spiritually or materially
motivated and ultimately whether he is a corrupt public officer or one who is a true
and dedicated public servant.

5. Social Values to the Development of the Personal Values

Social values constitute the man's outlook on a given society to which he

belongs. Simply put, this serves as the ideal order of things as they believe they ought
to be based on their ideological foundation. Hence, in a democratic country, this
becomes an inducement for the exercise of political rights.

6. Political Values in the Development of Personal Values

The political values are directly related to one's personal values. Indeed, the
degree of one's participation in any political exercise in terms of whatever involvement
relative thereto is proportionately related to his personal values. This is so because any
person who is not politically motivated does not care of whatever political development
going on in society he belongs.

Hence, the political agent must create such political environment that is
conducive for positive political participation that is directly related to the development
of personal values.

33
 7. RA 9163 Establishing the National Service Training program (NSTP) declares as
a matter of policy that:

"It is hereby the prime duty of the government to serve and protect its
citizens. In turn, it shall be the responsibility of all citizens to defend the security
of the state à nd in fulfillment thereof, the government may require each citizen to
render personal, military or civil service."

Recognizing the youth's vital role in nation-building, the state shall promote civic
consciousness among the youth and shall develop their physical, oral, spiritual,
intellectual and social well-being. It shall inculcate in the youth patriotism, nationalism,
and advance their involvement in public and civic affairs. In pursuit of these goals, the
youth, the most valuable resources of the nation, shall be motivated, trained, organized
and mobilized in military training, literacy, civic welfare and other similar endeavors in
the service of the nation (Sec. 2 RA, 9163).

Essence of Values in building a nation

Values are ideals that give significance to our lives, that are reflected through the
priorities we choose and that we act on consistently and repeatedly. They are practical
habits which enable individuals to live, be successful and achieve happiness (p. 21
Modules in NSTP Bucao etc 2008 ed.).

Values being the principle to guide one's standard behavior must be such that
serve as tools to achieve one's objective either individually or collectively. It must be
effective as to constitute the meaning and the very purpose of his life that ought to be
his habit and ultimately his way of life.

As collectively, values are manifested as the norms of society. Each member of

the society live-up to as desirable or ethical and translated into actions in terms of the
collective behavior of a given society. In that sense and to such extent, people must be
selective with the values they must live up to, the same being a determining factor in
shaping their kind of lives. Thus, as we ought to follow the laws, therefore, we need to
know the law as a matter of values that we have to live up to.

Filipino Cultural Values

What we call Filipino values are those we derive from our culture or way of life,
from "our distinctive way of becoming human in this particular place and time"
(Villiano Gorospe Filipino Values Revisited, cited p. 69 Ethics and Filipino R. Agapay
1991 ed.).

Universal Values

Since we are living in an era of globalization, the Filipino youth must not be
oriented only with beautiful Filipino values but also with universal values that will

34
make his/her adjustment to and understanding of the world better and broader. Thus,
universal values such as love, respect, responsibility, strong family relation, truth,
beauty, goodness and religiosity must be strongly inculcated in the youth for them to
become real citizens of the world who feel, think and work not only for themselves but
more for the sake of others (p. 18 Modules in NSTP by Bucao, etc. 2008 ed.).

Values: Search for meaning

Value is intimately related to the search for meaning in human lite. For we say
that life is meaningful when a man has found something capable of arousing his
commitment to it: something deserving of his best efforts, something worth living for
and if need be, worth dying for. Hence, values enable man to change, establish self-
control and self direction (Tomas Andres: Understanding Value cited p. 65 Ethics and
the Filipino Agapay, 1991 ed.) to this effect Graham said

"I knew I had to get out of my comfort zone to understand the world that
my children will inherit - a world that will not provide them safety in the streets
unless I tried to make a difference for the poor to live a more dignified lijfe". (p.7
The Genius of the Poor by Graham, 2014 ed.).

Christian Values

Christian advocates emphasize on the following values to with:

1. Compassion and care for others

2. Justice for all

3. Equality and inclusiveness

4. Faithful stewardship

5. Right use of power

6. Responsibility and obligation

7. Spiritual Foundation

(p. 23 Modules in NSTP by Bucao, etc. 2008 ed.)

Respect for Life

A global ethic declaration to this effect is quite pertinent to wit:

"Young people must learn at home and in school that violence may not
bea means of settling differences with others. Only thus can a culture of non-
violence be created.

35
 A human person is infinitely precious and must be unconditionally
protected. But likewise the lives of animals and plants which inhabit this planet
with us deserve protection, preservation and care. Limitless exploitation of the
natural foundations of life, ruthless destruction of the biosphere and
militarization of the cosmos are all outrages. As human beings we have a special
responsibility-especially with a view to future generations – for Earth and the
cosmos, for the air, water and soil. Instead we must cultivate living in harmony
with nature and the cosmos.

To be authentically human, the spirit of our great religious and ethical traditions
must be concerned for others and ready to help. We must never be ruthless and brutal.
Every people, every race, every religion must show tolerance and respect-indeed high
appreciation-for every other. Minorities need special protection and support, whether
they be racial, ethics or religious". (1993 Parliament of the World's Religion, Chicago
Illinois, August 28, 1993 Declaration of Global Ethic)

ACTIVITY

1. How does the school contribute to our endeavor for values formation?
2. Among the social institutions which do you think will have the impact upon
values formation? Why?

* * * MIDTERM EXAMINATION * * *

36
 Impact of Values

Education/ GMRC

UNIT PART 3
An introduction

Family and school are important in nurturing our life. Through these social
institutions, a person is being molded according to the environmental factors in terms
of values formation. This unit will tackle family values and school values that provide
great impact to an individual. In addition, this part will also discuss the teaching
approaches to values education in the lower level of education.

Lesson 1: FAMILY VALUES

Family values refer to such virtues which a family as a smallest unit of the social
institution must possess in order to preserve its solidarity and as the first training
ground for citizenship. This lesson will enlighten you how the family affect your
personal values in much deeper sense.

At the end of this lesson, you will be able to:

1. Understand the importance of the Family as an institution

2. Clarify the duties of each member of the family as provide by the pertinent laws

37
 3. Discuss the importance of the acquisitions as personal values of the laws on
family.

LESSON PROPER
Importance of the Family as an Institution

The importance of the family as the smallest social institution is vivified by the
fact that the same is given emphasis under the 1987 Philippine Constitution with
Article XV thereof devoted for the family. This is so because the state recognizes the
Filipino family as the foundation of the nation. Accordingly it shall strengthen its
solidarity and actively promote its total development (Sec.1 Art. XV 1987 Phil.
Constitution).

Constitutional Provisions about the Family

Here are the following Constitutional provisions about the family:

1. Marriage as an inviolable social institution is the foundation of the family and shall be
protected by the state (Sec.2 Art. XV 1987 Phil., Const.).

2. The state shall defend the following:

a. The right of the spouses to find a family in accordance with their religious
convictions and the demands of responsible parenthood

b. The rights of children to assistance, including proper care and nutrition, and special
protection from all form of neglect, abuse, cruelty, exploitation and other conditions
prejudicial to their development;

c. The right of the family to a family living wage, and income;

d. The right of families or family associations to participate in the planning and

implementation of policies and Programs that affect them (Sec.3 Art. XV 1987 Phil.
Constitution).

e. The family has the duty to care for its elderly members but the state may also do so
through just programs of social security (Sec. 4 Art. XV 1987 Phil. Constitution).

Sanctity of Family Life

The state recognizes the sanctity of family life and shall protect and strengthen
the family as a basic autonomous social institution. It shall equally protect the life of
the mother and the life of the unborn from conception. The natural and primary rights
and duty of parents in the rearing of the youth for civic efficiency and the
development of

38
moral character shall receive the support of the Government (Sec. 1Z Art. Il, 1987 Phil.
Constitution).

Constitutional Provisions on Personal Values

The state values the dignity of every human person and guarantees full respect
for human rights (Sec.11 Art. 11, 1987 Phil. Constitution).

Family as an Institution

The family being the foundation of the nation is a basic social institution which
public policy cherishes and protects. Consequently, family relations are governed by
law and no custom, practice or agreement destructive of the family shall be recognized
or given effect (Art. 149, Family Code, Executive Order No. 209).

Family Relations

Family relations include those:

1. Between husband and wife

2. Between parents and children

3. Among other ascendants and descendants whether of the full or half blood (Art. 150,
EO 209)

Rights and Duties of Parents

The parents and those exercising parental authority shall have with respect to
their emancipated children or wards the following rights and duties:

1. Keep them in their company, to support, educate and instruct them by right
precept and good example, and to provide for their upbringing in keeping with
their means;
2. To give them love and affection, advice and counsel, companionship and
understanding;
3. To provide them with moral and spiritual guidance, inculcate in them honesty,
integrity, self-discipline, self-reliance, industry and thrift inculcate their interest
in civic affairs, and inspire in them compliance with the duties of citizenship;
4. To enhance, protect, preserve and maintain their physical and mental health at
all times;
5. To furnish them with good and wholesome educational materials, supervise
their activities, recreation and association with others, protect them from bad
company, and prevent them from acquiring habits detrimental to their health,
studies and morals;

39
 6. To represent them in all matters affecting their interests;
7. To demand from them respect and obedience
8. To improve discipline on them as may be required under the circumstances; and,
9. To perform such other duties as imposed by law upon parents and guardians
(Art. 220, Family Code).

Equal rights between Men and Women

Relative to these rights of men and women, the declaration on global ethic has
this to say:

“Numberless men and women of all regions strive to live their lives in a
spirit of partnership and responsible action in the area of love, sexuality and
family. Nevertheless, all over the world there are condemnable forms of
patriarchy, domination of one sex over the other, exploitation of women, sexual
misuse of children, and forced prostitution. Too frequently, social inequities
force women and even children into prostitution as a means of survival -
particularly in less developed countries.

A. In the great ancient religious and ethical traditions of humankind we find the
directive: You shall not commit sexual immorality! In positive terms: Respect
and love one another! No one has the right to degrade others to mere sex
objects, to lead them into or hold them in sexual dependency.
B. We condemn sexual exploitation and sexual discrimination as one of the worst
forms of human degradation. We have the duty to resist wherever the
domination of one sex over the other is preached - even in the name of religious
conviction. Let no one be deceived: There is no authentic humaneness without a
living together in partnership!
C. Young people must learn at home and in school that sexuality is not negative,
destructive, or exploitative force, but creative and affirmative. Sexuality as a life-
affirming shaper of community can only be effective when partners accept the
responsibilities of caring for one another's happiness.
D. The relationship between women and men should be characterized not by
patronizing behavior or exploitation, but by love, partnership, and
trustworthiness. Human fulfillment is not identical with sexual pleasure.
Sexuality should express and reinforce a loving relationship lived by equal
partners. Voluntary renunciation also can be an expression of identity and
meaningful fulfillment.
E. The social institution of marriage, despite all its cultural and religious variety, is
characterized by love, loyalty and permanence. It aims at and should guarantee
security and mutual support to husband, wife, and child. It should secure the
rights of all family members. "(Parliament of the World's Religions, Chicago
Illinois, Declaration of Global Ethic, August 28, 1993)

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 ACTIVITY: Explain briefly

1. Explain the importance of Family as institution:

2. Discuss one sub-topic under equal rights between man and woman

Lesson 2: SCHOOL VALUES

This lesson will help you understand the school values that affect your
personhood as an individual.

At the end of this lesson, you will be able to:

1. Discuss the nature of school as an institution

2. Explain the constitutional provision on education.
3. Appreciate some outlined strategies in education

LESSON PROPER
School as an Institution

The school is the place or an institution where a person obtained training as

regards to his/her character building, personality development and ultimately
professional career.

Considering the time that a student stays at the school whereby the minimum is
thirteen (13) years from elementary to high school with the implementation of "K-12
program" plus another four (4) years of Bachelor‟s degree or the total of seventeen (17)
years, and considering further that these years are spent during the formative years of
the student concerned, thus it is but natural for her/him to acquire most of her/his
values in life from the school, taking into consideration even more the influence of
his/her peers.

a. School Curriculum

The impact, however of the school as an institution in the values formation of

every one largely depends upon the school curriculum which prescribes the subjects to
be taken. Indeed, the school curriculum determines the values which most of the
students obtained as the product of the said institution.

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 Hence, if we want to inject certain values upon our youth, the same must be
integrated into the school curriculum being the most effective means for the purpose.

b. Ethical Aspect

Thereby, every curriculum must be judged as to whether the same is good or bad
according to its end result in terms of the school products whereby the same have
brought or not an improvement to their lives as well as to the lives of other people.

c. Filipino-oriented

The school curriculum that must be adopted should be one that gives emphasis
on Filipinismn. The one that is geared towards political independence especially in our
foreign policy, particularly from the influence of the United States of America, and
more so, a school curriculum that gives emphasis on the Philippine economic
development that is anchored on Agro-industrial technology, ours being an
agricultural country.

d. Legal Aspect

The school curriculum however, is a matter of legislation. That means that our
educational system is closely regulated by pertinent laws. Hence, we cannot offer
anything outside the curriculum that is prescribed by law itself. For this reason, we
ought to know the laws being the core of the school values that every student and
school personnel must acquire in order to harmonize our characters with what we
learn and believe in within the school premises.

Constitutional Provisions on Education

Quality Education

1. The state shall protect and promote the right of all citizens to quality education at all
levels;

2. The state shall take appropriate steps to make such education accessible to all.

The State shall:

1. Establish, maintain and support a complete, adequate and integrate system of

education;

2. Establish and maintain a system of free public education in the elementary and high
school levels;

3. Without limiting the natural right of parents to rear their children, elementary
education is compulsory for all children of school age;

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4. Establish and maintain a system of scholarship grants, student‟s loan programs,
subsidies and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;

5. Encourage non-formal and indigenous learning systems, as well as self-learning,

independent and out of school study programs particularly those that respond to
community needs; and,

6. Provide adult citizens, the disabled and out of school youth with training in civics,
vocational efficiency and other skills (Sec.1, Art.XIV).

Patriotism

1. All educational institutions shall include the study of the Constitution as part of the
curricula;

2. They shall inculcate patriotism, respect for human rights, appreciation of the role of
national heroes in the historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote vocational efficiency;

3. At the option expresses in writing by the parents or guardians, religion shall be

allowed to be taught to their children or wards in public elementary and high schools
within the regular class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong, without additional
cost to the government (Sec.3, Art, XIV).

Educational Institution

1. The state recognizes the complementary roles of public and private institutions
in the educational system and shall exercise reasonable supervision and
regulation of all educational institutions;
2. Educational institutions, other than those established by religious groups and
mission boards, shall be owned solely by citizens of the Philippines or
corporations or association at least sixty percentum (60%) of the capital of which
is owned by such citizens;
3. The Congress may, however require increased Filipino equity participation in all
educational institutions
4. The control and administration of educational institutions shall be vested in
Citizens of the Philippines;
5. No educational institution shall be established exclusively for aliens and no
group of aliens shall comprise more than one-third (1/3) of the enrollment in
any school;

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 6. The provision of paragraph five (6) however, as above stated shall not apply to
schools established for foreign diplomatic personnel and their dependents and
unless otherwise provided by law, for other foreign temporary residents.
7. All revenues and assets of non-stock, nonprofit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from
taxes and duties;
8. Upon the dissolution or cessation of the corporate existence of such institutions,
their assets shall be disposed of in the manner provided by law;
9. Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemption subject to the limitations provided by
law including restrictions on dividends and provisions on reinvestment;
10. Subject to conditions prescribed by law, all grants, endowments, donations or
contributions used actually, directly and exclusively for educational purposes
shall be exempt from tax (Sec.4, Art. XIV).

Academic Freedom

1. The state shall take into accounts regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and
programs

2. Academic freedom shall be enjoined in all institutions of higher learning

3. Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements;

4. The state shall enhance the rights of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the state;

5. The state shall assign the highest budgeting priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment (Sec.5, Art.
XIV).

Strategies on Education

Workshop on Education conducted by the Consultative Forum on Moral

Recovery outlined some strategies on education hereunder quoted as follows:

"Generate educational materials based on Filipino ideals and the Filipino

experience.
Include in school curricula courses on land reform, food productions, Filipino
cultural heritage, Filipino languages, the concept of pluralism in Filipino society,
and community-oriented programs.
NGOs and people organizations to provide functional and popular legal literacy
for disadvantaged communities.

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 Train rural mothers to improve their skills through mother craft and literacy
programs. "(p. 42 Ethics and Politics: A Call for National Renewal)

ACTIVITY: Answer briefly. What is the role of the educational institutions

to the values development of the students.

Lesson 3: TEACHING APPROACHES TO VALUES EDUCATION or

GMRC
Something important must be added to Hall's definition moral basis for one's
choice. The values should be taught with emphasis on the moral precepts/ truths on
which the learner will base his choices and action. It is fundamental therefore in Values
Education and GMRC to stress the Moral law or Natural Law as the ultimate basis for
human development. This lesson will help you understand various strategies in
teaching GMRC and values education.

At the end of this lesson, you will be able to:

1. Explain the teaching approaches to values education/ GMRC

2. Discuss “Teacher as values director”
3. Explain the elements of the andragogical process
4. Make a lesson plan for GMRC or Values Education in elementary

LESSON PROPER
Teaching Approaches to Values Education

A teaching maxim reminds us that there is no best way to teach anything or

anyone. Each of these approaches has its persuasive features and its influences have
been considerable. While it is recognized that values can be "caught" in virtually all the
various areas of the "formal" as well as the "hidden curriculum," there is a point in
learning values systematically and purposively in the classroom just as in any of the
other academic lessons. In doing so, there may be an assurance that it is the desirable or
appropriate values that are caught.

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 There remains a challenge, therefore, of maintaining formal learning conditions
where values are "caught" more effectively rather than taught since values can never be
imposed. On this premise it is preferred that the teacher of values education act as
FACILITATOR and as DIRECTOR of values learning. As a facilitator, the teacher is one
who has the role of providing learning conditions for value development. The facilitator
is tasked to structure learning activities that will provide the students some bases for
introspection or self-analysis. Such activities will enable them to discover what they
value, to clarify their values, to listen to others views and finally make personal stance.
Values are not imposed or "taught to the learners.” They are helped to analyze and
clarify their positions before they are guided to "catch" the values that surface from the
learning experiences through a variety of experiential strategies. As director of values
learning, the teacher of values must guide the learners to understand the moral value
concepts which are the bases for morally good acts. Equally important is the role of the
teacher to strengthen the will to do good. Determination to avoid evil and to choose
what is good is a must for the valuing process to succeed.

The Affective-Cognitive Experiences for Self-Direction (ACES)

Teaching Approach

An alternative approach is hereby presented which attempts to integrate the

strengths of the major approaches to values education. The ACES approach, as the
acronym suggests, carries with it a very high probability of "winning the hearts and
minds" of the developers of values, The following sections present an organized option
to carry out the philosophy that the teacher is both a facilitator and a director of values
learning.

The Theory

The Affective-Cognitive Experiences for Self-Direction (ACES) Teaching

Approach is based on the confluent theory of education. The theory provides for the
flowing together and interaction of the affective and cognitive elements in individual
and group learning. Affective refers to the feeling or emotional aspect of experience and
learning, while cognitive refers to the activity of the mind in knowing an object, or in
fully grasping the reality of a concept (thing, person or circumstances). Many educator
believed in the use of cognitive objectives as a means to affective gains, while others
believe in the use of affective objectives as a means to cognitive realizations.

Confluence means wholeness. The confluent theorists believe in the

simultaneous achievement of both affective and cognitive goals. One way of learning
does not happen independently of the other ways. Each reinforces the other in the
totality of effect on the individual.

The ACES approach conforms with the confluent theory of education. The
integration of the affective and cognitive dimensions aims to balance valued

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development in order for the person to have a solid base for the behavioral
manifestation of values acquired.

According to Kroll, the truly educated person is one who actually puts into
practice what he has learned not only to benefit himself but also others. Values
education, therefore, should consider this aim.

The Teacher as Facilitator of Affective and Cognitive Learning

Values are caught, not taught. This statement seems to reject the idea of
teaching values directly in the classroom, i.e., allotting time for it like when we teach
math skills and science concepts. As already mentioned, learning values systematically
and purposively in the classroom just as in learning any other academic lessons. In
doing so, desirable or appropriate values are caught.

The ACES teaching approach puts a heavy premium on the affective

development of the students not because the affective scope precedes the other
dimensions, but because the former serves as the most vital force in the integration of
the students personality for a fuller and viable way of life. The development of a sound
value system is of prime importance. For instance, the youth must not just be told that
drug abuse is detrimental to their health, but more importantly, they should learn to
value themselves, their personhood, i.e. their total being, their potentials, their goals.
They must also know their limitations.

This approach therefore makes the learners become more aware of themselves,
their assets and liabilities. They learn to maintain and reinforce their strengths, to
reduce and possibly eliminate their weaknesses, or to replace their liabilities with
positive traits. They learn to value not only what they consider desirable but what they
feel is right and proper to desire for themselves and for others. They learn to stand
strongly by their peers and other external forces.

The ACES teaching approach molds the INTELLECT of the learner. It helps the
learner develop an adequate construct system. There are a number of alternatives from
which the learners could choose. Before they finally choose which to value, they use
their cognitive ability analyzing which is proper for them and for others. How the
learners perceive each alternative depends on how adequate their construct system is.
This means that they must have the ability to construe events in different ways, to
analyze the events, know the why's and how's of certain situations. They should be able
to sharpen their awareness of consequences following certain decisions such that when
faced with a problem, they would have adequate alternatives to choose from.

The bases of these alternatives are formed in the learner's intellect through the
cultivation of the clear knowledge of his origin and destiny as a creation of God. It is
important for values education to mold the intellect of the learner for "the intellect is
one of the 'great twin powers' of the soul which enables man to reason out what he

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deserves, to seek purposes and objectives, to put order into thoughts and actions, to
understand the worthy, noble ideas and ideals which are contained in the Moral Law,
and to identify the behavior which will direct man to put these ideas into practice. The
intellect groups together ways of acting that praise or insult God, help or hurt others,
society, or one's self" (Esteban, 1990).

The Teacher as Values Director

The teacher as values director has the following tasks to perform:

A. Processing of Learning

B. Directing the Focus of Awareness

C. Providing Cognitive Inputs

D. Directing Values to be Learned

E. Planning and Monitoring Action Learning

Elements of the Andragogical Process

In facilitating learning, the values education facilitator may consider the seven
elements of the andragogical process (Knowles, 1984):

1. Climate Setting. In planning procedures for climate setting, give attention to

the physical environment and the psychological atmosphere. Equally
important to consider are the following characteristics of an environment
that are conducive to learning:
a. A climate of mutual respect.
b. A climate of collaborativeness.
c. A climate of mutual trust
d. A climate of supportiveness
e. A climate of openness and authenticity
f. A climate of pleasure
g. A climate of humanness
2. Involving learners in mutual planning. Students tend to be committed to any
decision in proportion to the extent to which they have participated in
making it.
3. Involving participants in diagnosing their own needs for learning. This
process should meet the needs which the learners are aware of (felt needs)
with the needs their organizations or society has for them (ascribed needs).
4. Involving learners in formulating their learning objectives. Learners translate
their diagnosed needs into learning objectives.
5. Involving learners in designing learning plans. Students participate in
determining the ways they can learn.

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 6. Involving learners in carrying out their learning plans. Students participate
in the activities planned.
7. Involving learners in evaluating their learning. They take part in determining
what they have learned.

In a classroom with such conditions as suggested above, most of the learning

activities come from the students themselves. They initiate discussions small groups,
for instance. Group members react and interact and all become active thinkers and
effective communicators. Individually, through introspection, and/or in groups,
through group dynamics, the students clarify their values among their peers.

ACTIVITY

You research on how to make a lesson plan on Values Education or GMRC in the
Elementary grade. Make a Lesson plan by applying the ACES approach.

* * * FINAL EXAMINATIONS * * *

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