POSITIVE

ASPECTS OF
PHILIPPINE VALUE
SOCIAL/CULTURAL SYSTEM
Positive Qualities of the Filipinos take the Negative
Appearances
1.Religion is used for the immediate solution of his
material needs in the so called “magic”
2. Family solidarity is based on self-defense which later
becomes individualism;
3. The grabbing of opportunities in his struggle for survival
is called LACK OF VALUE-SYNTHESIS;
4. The self-provision of the exploited dishonesty;
5.The non-acceptance of monopolous transactions is
dubbed as resistant to change;
6.The perpetual consideration of possibilities is called
AMBIVALENCE,INDECISION,INACTION and LAZINESS;
7. The disregard of an uncertain future is termed
anticipation, orientation to the present moment or lack of
planning.
THE PHILIPPINE VALUE SYSTEM
 Utang n loob (inner debt of
gratitude) is practiced according to
the latin maxim of du-ut-des(I do
that you do) an act in exchange for
something in return.
 Pakikisama( smooth interpersonal
relationship) in its extreme form
often leads to the violation of
principle. It is on order to please
others, in order not to hurt them, r
to use them that principles are
overlooked. And still this value is
positive in its inner core.
 They are very easily hurt and
ashamed(hiya) and therefore employ
the greatest kindness and politeness to
get along with others and expect that
others in return treat them woth the
same kindness and politeness, in
addition, the pakikisama is strong
motivational force that can be usef by
anyone who wants to befriend people,
who wants to be loved by the, and
wants to influence them.
 Filipino go through the fire for a man or woman who treats
them with akikisama and show a dedication and involvement
unknown in the west.
 Filipino is not led by principles but by circumstances, by
situation and therefore, does not posses a value-synthesis.
 By so doing,he may use the utang na loob and at the same
time violate the pakikisama or vice versa.
 Granted that this vale synthesis is s general trait in the
country, this, however does not make his life-value
altogether negative.
 It only means that the Filipino is situation-oriented, alert to
opportunities, and indulges in a kind of situation ethics.
 It implies also that he is extremely sensitive to situations,
and can therefore be led by the significant others if they
create for him favorable situations.
 Filipino are highly influenced by the situation they lived in, by
the environment, and change almost overnight for the better
if placed in a favorable situation or environment. It is his
situation-oriented that makes the Filipino react the way.
THIS ANTICIPATION, IN SPITE OF ITS
NEGATIVE APPEARANCES, HAS
TWO ASPECTS

1. The character of anticipation makes

the Filipino lived with one foot on earth
and the other in heaven.
2. The second positive aspect implied in
the Filipino’s religious urge is his need
for high ideals. In spite of his own
weakness, the Filipino projects himself
and the nation h belongs to lofty ideals.
VALUES EDUCATION FOR THE FILIPINOS
THE DECS VALUES EDUCATION FRAMEWORK
RATIONALE
Value
A thing has value when it is perceived as good and desirable. Food , money and housing have value
because they are perceived as good; and the desire to acquire them influences attitudes and
behavior.
Values are the bases of judging what attitudes and behavior are correct and desirable and what are
not.
It is, therefore, of crucial importance that there be an appropriate framework as well as strategy
for providing the context and operational guidelines for implementing a values education program.
The values education framework hereby suggested is designed to translate values from the abstract into
the practical.
Values such as discipline and concern for the poor are ineffective unless they are internalized and
translated into action. Therefore, there is a need for values education that is meaningful and
effective.
VALUES EDUCATION
Values Education as part of the school curriculum is the process by which values are formed in the
learner under the guidance of the teacher and as he interacts with the environment. But it involves
not just any kind of teaching-learning process
VALUES EDUCATION PROGRAM
Values have social function: Commonly held values
unite the families,tribes,societies and nations.
They are essential to the democratic way of life,
which puts a high premium of freedom and rule of
law. After the Revolution in EDSA in February
1986, the DECS made values education a primary
trust.
Finally , the DECS thrust found strong support in the
Philippine Constitution of 1987 in its vision of”a
just and humane society,” which calls for a
shared culture and commonly held values such as
“truth, justice, freedom, love ,equality and
peace.”
Goal
To provide and promote values education t all levels
of the educational system for the development of
the human person committed to the building of a
humane society and n independent and
democratic nation
SEXUALITY IN THE PHILIPPINES
Sexuality in the Philippines encompasses
sexual behavior, sexual practices, and
sexual activities exhibited by me, and
women of the Philippines past and
present. It covers courtships strategies
for attracting partners for physical and
emotional intimacy, sexual contact,
sexual reproduction, building a family,
and other forms of individual interactions
or interpersonal relationships, as set and
dictated by their culture and tradition,
religion, beliefs, values and moral
conviction, psychology, foreign
influences and other related factors.
 SEX EDUCATION IN THE PHILIPPINES
 1969-Sex Education was not-existent.
 Instruction were limited only to discussion on pregnancy and
childcare within he confines of the family unit, especially between
female members of the home.
 The World Health Organization and the Philippines government’s
introduction of programs on family planning and birth/conception
control in 1969, suburban and rural Philippine communities received
tarining in these program.
 1970’s
 Philippine high schools and colleges began to include teachings
related to public health, sexuality transmitted diseases, and limited
information on human reproduction and human sexuality in the
curriculum.
 1980’s
 Seminars and international conferences were held by schools of
medicine as an addition to ongoing courses on human sexuality.
1990’s
Research on population control, sexually
transmitted diseases, primarital sex, sex
harassment and AIDS began to be
conducted during the 1990’s.
2010’s
As of 2017 more than 30 million Filipinos
can reach the Internet through a gadgets.
Thereby they have access to practically
unlimited information about sexuality,
including birth control, sexually
transmitted diseases and sexually explicit
video.
FILIPINO YOUTH AND SEXUALITY
1994

1994 Survey was carried out by Dr. Z.C. Zablam, a demography professor from the Population
Institute of the University of the Philippines, in relation to the views on sexuality by 11,000
Filipino youth whose ages ranged from 15 to 24 years old.
The result of this study that he entitled Young Adult Fertility and Sexuality Survey shown that
80% of the Philippine youth do not endorse premarital sexual encounters. 18% of young
Filipino’s accepted the occurrence of premarital sexual activity, while 2% gave a neutral
position.
Zablan also found out that 35% of women who graduated from colleges implement female
liberalism and flexible attitudes toward sex, compared to 40% wo preferred the use of
contraceptives, and that 65% of less-educated and dependent female residing in rural areas
have more conservative sexual values and behavior, but are more prone to not using
contraceptives
2009
In 2009, a survey was done by Irala et al among 3,726 Filipino student teenagers regarding
their opinions on relationships, l ove, sexuality and related items. This study that targeted third
year high school to third year college participants aged 13 to 18 years old revealed that they
primarily received information and opinion on love and sexuality from friends and parents. Most
female teenagers also oppose sexism
Sex Industry
As of 2009, one source estimated that there were 800,000 women working as prostitutes in the
Philippines.
Prostitutions caters to local customers and foriegners.
Pornography
Based on the Revised Penal Code of the Philippines and Republic Act No. 7610, pornography is
defined as doctrines, publications and shows that are immoral, obscene and indecent.
Philippine legislations penalize involvement in these activities, including the abuse
,exploitation, prostitution, and discrimination of children.
Prepared by:

FLORANTE D. GAYETA