NORTHERN CAGAYAN COLLEGES FOUNDATION INC.

CENRO EAST, BALLESTEROS, CAGAYAN

Good Manners and

Right Conduct
GMRC
Values
Education

RAEM M. GAOAT
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. [Link]
RA-NO- [Link]

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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

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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  It is descriptive: it  It is desirable

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

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 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
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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,

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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,
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(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 Manileños

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.

28
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.
[Link] 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:
[Link] are pure valuable essences or qualities.

2. They are objective and transcend the sentimental perceptions to

which they appeal.

29
 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.

[Link] 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:
[Link] and mental health;

[Link] in all its kinds and in alI levels;

[Link] and sympathy and fellowship;

30
 [Link] inner balance and poise and contact;

[Link] 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
31
obligations to others and the community.

32
 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.

[Link] 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
nationalis consciousness
m family liberty
ties economic
friendship productivity
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."

33
 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.
34
 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,

35
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.

[Link] value of the sacredness of natural and organic Nature and life

[Link] value of the concern and quest for human perfection.

[Link] value of the family as the origin and symbol of interdependence.

[Link] value of the spirit of authoritarian democracy.

[Link] value of substantive democracy.

36
 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

37
 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
38
School and all the way to college.

39
 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
40
development of personal values.

41
 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 ànd 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

42
not be oriented only with beautiful Filipino values but also with universal
values that will

43
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:

[Link] and care for others

[Link] for all

[Link] and inclusiveness

[Link] stewardship
[Link] use of power

[Link] and obligation

[Link] 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.
44
 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 * * *

45
 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
46
 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:

[Link] 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.).

[Link] state shall defend the following:

[Link] 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;

[Link] 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

47
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:

[Link] husband and wife

[Link] parents and children

[Link] 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;

48
 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

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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
[Link] state shall protect and promote the right of all citizens to quality
education at all levels;

[Link] 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, [Link]).
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

[Link] state shall take into accounts regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs

[Link] 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.
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NGOs and people organizations to provide functional and popular legal
literacy for disadvantaged communities.

55
 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
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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

59
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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