VALUES EDUCATION

INSTRUCTOR PROFILE:
CPT JULIUS C AMOLO O – 15542 (INF) PA
PMA “BAGHAWI” Class 2008
Schooling:
•Tradecraft Training - 4ISU, AIR, PA
• Platoon Leader Course - 2DTS, 2ID, PA
• SOT/PSYOPS - 2DTS, 2ID, PA
• Infantry Officer Basic Course - 3ATG, TRADOC, PA
• Infantry Officer Advance Course - CAS, TRADOC, PA
• Instructors Development Training - TDC, TRADOC, PA
• Intro to Cyber security Course - SS, ASR, PA Chief Training & Admin Branch,
G3, TRADOC, PA
Previous Assignments:
• Platoon Leader, “A” Coy, 76IB, 2ID, PA - 2008 – 2010 (2 years)
• Company Commander, “C” Coy, 76IB, 2ID, PA - 2012 – 2014 (2 years)
•Civil Military Operations Officer, 76IB, 2ID, PA - 2010 – 2012 (2 years)
•Operations Officer, 76IB, 2ID, PA - 2014 – 2015 (1 year)
•Intelligence Officer, 76IB, 2ID, PA - 2014 - 2017 (3 years)
• Intelligence Officer, 203rd BDE, 2ID, PA - 2017 – 2018 (1year)
• Military Assistant, Sec, DHSUD, Office of the President - Jan – Dec 2019 (1year)
• Admin Officer, Office of the Commander, TRADOC, PA - Jan – Jun 2020 (6 months)
• Secretary General Staff, TRADOC, PA - July – Aug 2020 (1month)
CLASSROOM RULES:

Just proceed Stand or keep

to the yourself
restroom. awake.
 LEARNING OUTCOME

At the end of this session, the student(s) must be

able to apply the Values Education (Self Development).
 SCOPE OF PRESENTATION
 SELF DEVELOPMENT
 VALUES EDUCATION
 FORCES THAT SHAPES CONTEMPORARY VALUES
 THEORIES OF VALUES FORMATION
 ETHICS AND MORAL EDUCATION
 MORALITY AND OUR CONSCIENCE
 SELF DEVELOPMENT

Perceived Self- is composed of a set of self-

cognitions regarding one’s traits, competencies
and values. It is reinforced through feedback.
 SELF DEVELOPMENT

The Ideal Self- represents the set of traits,

competencies and values an individual would like
to possess.
 SELF DEVELOPMENT

Self 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.
 SELF DEVELOPMENT

Self Esteem- is the evaluative component of the self-

concept. It is the function of the distance between the ideal self
perceived self.
 VALUES EDUCATION

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
individuals opinions and feelings.

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.
 THEORIES OF VALUES FORMATION

1. 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..

2. Behaviorist View (John B. Watson). The

behavioral perspective suggest 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.
 THEORIES OF VALUES FORMATION

3. 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.
 THEORIES OF VALUES FORMATION

4. 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.
 THEORIES OF VALUES FORMATION

5. 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.
 THEORIES OF VALUES FORMATION

6. 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).
 THEORIES OF VALUES FORMATION

7. Humanism Theory. The humanistic

perspective contends that people have a natural
tendency to make decisions about their lives and
control behavior.
 THEORIES OF VALUES FORMATION

8. 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).
 ETHICS AND MORAL EDUCATION

a. Ethics – comes from the Greek word ethos,

meaning character or custom.
 ETHICS AND MORAL EDUCATION
b. Morality

The term morality can be used either:

1. 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.

2. 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.
 MORALITY AND OUR CONSCIENCE

Morality affects our daily choices, and those decisions are

guided by our conscience. The purpose of morality is to provide
a frame work of optimum human survival. The standard of
morality, however, is absolute and immutable – long-term
optimum human survival.
 SUMMARY
 SELF DEVELOPMENT
 VALUES EDUCATION
 FORCES THAT SHAPES CONTEMPORARY VALUES
 THEORIES OF VALUES FORMATION
 ETHICS AND MORAL EDUCATION
 MORALITY AND OUR CONSCIENCE
THANK YOU
and
GOOD DAY!!!