Army Vision: By 2028, a World-Class Army that is a source of National Pride

HEADQUARTERS
ARESCOM TRAINING SCHOOL
ARMY RESERVE COMMAND, PHILIPPINE ARMY
Camp Riego De Dios, Tanza, Cavite

ATS/3 Date Updated: 01 June 2021

STUDENT HANDOUTS References: Special Text

VALUES DEVELOPMENT

The Perceived Self

Is composed of a set of self-cognitions regarding one’s traits,

competencies and values. It is reinforced through feedback. The type of
feedback, which an individual receives, determines the standard to measure
the ideal self. The three categories of self-perception are traits, competencies
and values.

The Ideal Self

Represents the set of traits, competencies and values an individual would

like to possess. Internalized competencies and values have been suggested as
the basis of the ideal self and as an internal standard for behavior. (Bandura,
1986)

Social Identities

Are those aspects of the individual’s self-concept that are derived from
the social categories to which he or she perceives him/herself as belonging to.
Social identities link individuals to reference groups, which establish a set of role
expectations and norms that guide the individual’s behavior within each of the
social identities. For example: the identity of a Principal may be associated with
leadership and order (traits), analytical ability and competence
(competencies), service and commitment (values). These aspired traits,
competencies and values associated, serve as the basis for the ideal self once
established the attributes then reinforced the identity.

Self-Esteem

Is the evaluative component of the self-concept (Rosenberg 1998). It is the

function of the distance between the ideal self-perceived self. When the
perceived self matches the ideal self, self-esteem is relatively high. Low self-
esteem occurs when the perceived self is significantly lower than the ideal self.

So how does one achieve Self-Esteem?

You must be competent to live: which means, be rational. You must

deserve to live: which means, be virtuous. Which denies from rationality? Thus,

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the key to self-esteem is a life of unbreached rationality. Then you can trust your
mind, because your use of reason is uncompromised. Then you are virtuous,
because all of the virtues are expressions of rationality.

Becoming More Self-Aware

1. Understanding one’s attitude and emotions.

2. Explaining and disclosing your feelings.
3. Request for feedback from others.

Values Education

1. Values

Values are the beliefs, which we hold to be true - those noble ideals
we struggle to attain and implement in our daily lives.

Derived from the natural and moral laws and not from an
individual’s opinions and feelings.

They are based on objective, eternal and universal truths (e.g.,

freedom, justice, peace, love family solidarity…)

Also rooted in a personal view of what works and does not work;
they may be accepted practices and ways of acting of a given people during
a given period of time.

Is an integral part of human existence; as such they relate to every

aspect of life? Values can be viewed as priorities that relate to a person’s
behavior. Specifically, they are the priorities one is motivated to act upon.

2. Values Education

a. Academic formation – human intellect (to know the truth).

b. Personal formation - human will (to act, to choose good).

c. As part of the school curriculum – is the process values are

formed in the learner under the guidance of the teacher.

d. As a subject – values education has direct and immediate

relevance to the personal life of the learner.

e. It is holistic because it involves all faculties of the learner.

3. DECS (DEPED) Values Education Program (1988)

This program was motivated by the 1986 EDSA Revolution. It was

also inspired by the 1987 Constitution that envisions a “just and humane society”

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for the Filipinos. This vision calls for a shared culture and commonly held values
such as “truth, justice, love, equality and peace”.

4. Philosophy of Values Education Program

Values Education is based on a rational understanding of the

human person, specifically on understanding of the Filipino as a human being in
society and his/her role in the shaping of society and the environment. The task
of education is to help the Filipino know themselves better, develop his/her
potential, contribute to the growth of the Philippine culture, and must be able to
bind together human and non-human resources for the attainment of a just and
humane society.

Forces that Shape Contemporary Values

1. Foundation of the Filipinos’ Oriental Nature

(Pre-colonial Filipino Values)

Aeta, Indonesian, Malayan, Hindu, Arabian, Chinese Interpersonal

and social relationships revolve around blood ties, marriage and ritual kinship.

2. Filipinos’ Occidentalism

a. Spanish Influence

Spanish influence is manifested in our religious, political,

economic, educational life, language, dress and diet. Most of the population
was converted to Hispanic Catholicism, and the visible aspects of culture (e.g.,
personal names, vocabulary, urban architecture, fine arts, dress, cuisine, and
customs) were profoundly influenced or modified. (Harper and Fullerton, 1994)

Centuries of Spanish rule also imposed a severe colonial

mentality and left Filipinos with “a legacy of attitudes that are firmly embedded
in society such as, equating light skin with beauty and high status, the
identification of anything foreign with superiority and indigenous with inferiority,
and a conception of officialdom as a system serving its own ends, not those of
the people” (Gochenour, 1990, p.6)

b. Americanization of Filipinos

American influences manifested in our political and social

outlook. With the introduction of a democratic system of government we
became aware of our rights and privileges. The popularization of education
gave us the opportunity for –social mobility. Americans in the presumed spirit of
white paternalism and benevolence saw themselves as best owners of
education, religion, public health, development, and democracy to their “little
brown brothers” (Gochenour, 1990). In fact, the American educational system

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was adopted, and English (which children were required to speak in school) was
made the official language (Kang, 1996).

c. Japanese Occupation

Japanese influences manifested our love of work. Dignity of

labor and working hard were one of the values that Filipinos were widely known.
This is evident because many Filipinos nowadays are working abroad. Almost
everywhere Filipinos are at hand working hard to earn more to support their
family. Many countries choose Filipinos to work in their country because they
know of Filipinos’ perseverance and hard work.

3. Theories of Values Formation

a. Psycho-Analytic Theory (Sigmund Freud) suggest that

unconscious forces act to determine personality and behavior. To Freud, the
unconscious is that part of the personality about which a person is unaware. It
contains infantile wishes, desires, demands and needs that are hidden, because
of their disturbing nature, from conscious awareness. Freud suggested that the
unconscious is responsible for a good part of our everyday behavior.

b. Behaviorist View (John B. Watson) The behavioral perspective

suggests that the keys to understanding developing are observable behavior
and outside stimuli in the environment. If we know the stimuli, we can predict the
behavior. Behavioral theories reject the notion that individuals universally pass
through a series of stages. Instead, people are assumed to be affected by the
environmental stimuli to which they happen to be exposed. Developmental
patterns, then, are personal, reflecting a particular set of environmental stimuli,
and development is the result of continuing exposure to specific factors in the
environment.

b. Social-cognitive learning theorist Albert Bandura, when we

see the behavior of a model being rewarded, we are likely to imitate that
behavior. Behavior is learned through observation and imitation, not
conditioning through reinforcement or punishment.

c. Cognitive Theory. The cognitive perspective focuses on the

processes that allow people to know, understand and think about the world. The
cognitive perspective emphasizes how people internally represent and think
about the world. There are two major theories:

No single person has had a greater impact on the study of

cognitive development that Jean Piaget. He proposed that all people pass is a
fixed sequence through a series of universal stages of cognitive development. In
each stage, he suggested that not only did the quantity of information increase,
but so did the quality of knowledge and understanding. Piaget suggests that the
growth in children’s understanding of the world can be explained by two basic
principles. Assimilation is the process in which people understand an experience
in terms of their current state of cognitive development and way of thinking. In

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contrast, accommodation refers to changes in existing ways of thinking in

response to encounters with new stimuli or events.

d. Socio-Cultural Theory (Russian psychologist Lev Vygotsky)

proposes that a full understanding of development is impossible without taking
into account the culture in which children develop. Socio-cultural theory
proposes that children’s understanding of the world is acquired through their
problem-solving interactions with adults and other children. As children play and
cooperate with others, they learn what is important in their society, and at the
same time, advance cognitively in their understanding of the world.

e. Ecological Theory. The Ecological model, the major

proponent of which is Urie Bronfenbrenner, seeks to explain individual
knowledge, development, and competencies in terms of the guidance, support,
and structure provided by society and to explain social change over time in
terms of the cumulative effect of individual choices (Berger, 2000).

According to Urie Bronfenbrenner, each person is significantly

affected by interactions among a number of overlapping ecosystems. At the
center of the model is the individual. Microsystems are the systems that
intimately and immediately shape human development.

The primary microsystems for children include the family, peer

group, classroom, neighborhood, and sometimes a church, temple, or mosque
as well.

Interactions among the microsystems, as when parents and

teachers coordinate their efforts to educate the child, take place through the
mesosystem.

Surrounding the microsystems is the ecosystem, which

includes all the external networks, such as community structures and local
educational, medical, employment, and communications systems that influence
the microsystems. And influencing all other systems is the macrosystem, which
includes cultural values, political philosophies, economic patterns, and social
conditions. Together, these systems are termed the social context of human
development.

f. Humanism Theory. The humanistic perspective contends that

people have a natural tendency to make decisions about their lives and control
behavior. The humanistic perspective emphasizes free will, the ability of humans
to make choices and come to decisions about their lives.

Carl Rogers suggested that all people have a need for

positive regard that results from an underlying wish to be loved and respected.
Because it is other people who provide this positive regard, we become
dependent on them. Consequently, our view of our self-worth and ourselves is a
reflection of how we think others view us.

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g. Evolutionary Theory. The Evolutionary Theory stresses that

behavior is strongly influenced by biology, is tied to evolution, and is
characterized by critical or sensitive periods (Santrock, 1999). Evolutionary
approaches grow out of the groundbreaking work of Charles Darwin. The
evolutionary perspective is also referred to as Ethological or Biological.

Konrad Lorenz discovered that newborn geese are

genetically preprogrammed to become attached to the first moving object
they see after birth. His work, which demonstrated the importance of biological
determinants in influencing behavior patterns, ultimately led mentalists to
consider the ways in which human behavior might reflect inborn genetic
patterns.

The evolutionary perspective encompasses one of the fastest

growing areas within the field of lifespan development, behavioral genetics.
Behavioral genetics studies the effects of heredity and genetics on behavior. As
technology improves, and researchers continue to map the human genome,
there is an increasing understanding of the role and function of the genetic
codes and their influence on development.

h. Moral Development (Lawrence Kohlberg)

There exist structural bases that determine the process of

perceiving value. This series of progression depends on the person’s interaction
with the environment. Moral reasoning is related to moral behavior.

Ethics and Moral Education

1. Ethics – comes from the Greek word ethos, meaning character or

custom. According to Robert C. Solomon, the etymology of ethics suggests its
basic concern: (1) individual character, what is meant by ‘good person’, and (2)
the social rules that govern and limit our conduct, especially the ultimate rules
concerning right and wrong, which we call morality.

2. Morality

The term morality can be used either:

a. Descriptively to refer to a code of conduct put forward by a

society and that it is used as a guide to behavior by the members of that
society.

1) Some other group, such as religion, or

2) Accepted by an individual for her/his own behavior.

b. Normatively to refer to a code of conduct that, given

specified conditions, would be put forward by all rational persons for governing
the behavior of all moral agents.

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Morality as a Public System

Public system refers to guide to conduct such that (1) all persons to whom
it applies all those whose behavior is to be guided and judged by that system,
know what behavior the system prohibits, requires, discourages, encourages,
and allows; and (2) it is not irrational for any of these persons to accept being
guided and judged by that system.

1. 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.

2. Also refers to a code of conduct that, given specified conditions

would be put forward by all rational persons.

3. Refers to a doctrine or system of conduct relative to principles of

right and wrong. It encompasses the ideas of moral judgment, moral obligation,
and a moral agent.

Nature of Morality

1. 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 prescribed and proscribed, exhort and discourage, judge, praise and
condemn actions.

2. Moral talk is evaluative – it refers to moral value of things, what

matters morally and why. It is manifested by words like good, valuable,
important, fundamental, precious, sacred and meaningful.

Morality as it relates to our behavior is important on three levels: (CS. Lewis)

a. To ensure fair play and harmony between individuals.

b. To help make us good people in order to have a good

society.

c. To keep us in good relationship with the power that created

us.

Morality and Our Conscience

Morality affects our daily choices, and those decisions are guided by our
conscience.

Many people believe that our conscience is matter of the heart, and the
basic concepts of right; wrong and fairness are inherent in all of us.

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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.

Level of Morality

1. True Freedom

The way forward involves liberation from both false freedom and
moralism. Moral action is possible only for a being that is free. Freedom let the
will to choose gives space for creativity and implies release from determining
factor. Nevertheless, true freedom implies not only the power of self-chosen
action but also the proper orientation power. The power to do whatever he/she
wants to do is not a true freedom because true freedom is oriented to goodness.
Freedom includes the power to choose evil, but freedom is fulfilled and
enhanced and sustained only by choosing the good abusing liberty leads to
losing it.

2. Moral Intuition

The more carefully you think through your great decision, the more
spontaneous you will be in the host of situations covered by those decisions.
Though few have an appetite for studying and discussing difficult moral cases,
the intellectual dimension to morality is nonetheless essential. When actions are
not governed by our best thinking we are usually in the current of emotions
whose guidance is less reliable.

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