VALUES EDUCATION

Reported by: CrissaCastillo, Joe Edgardo Pangan, Janine Dasalla, Lea Panganiban

III. The Process of Valuing THE PROCESS OF VALUING SEVEN REQUIREMENTS FOR THE EXISTENCE OF A VALUE DIMENSIONS DEVELOPMENTAL DIMENSION Choosing RHETORICAL DIMENSION Prizing BEHAVIORAL DIMENSION Acting IV. Values Conceptual Framework This is intended as a guide and form of teaching aid in the implementation of the Values Education Program. WHAT IT IS NOT
It is not prescriptive: values cannot be imposed. It is not exhaustive; it does not purport to be a complete

I. Meaning & 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. Value is being itself or the richness of being in as much as it has the power to attract the cognitive and appetitive potentials of men. Value is any characteristic deemed important because of psychological, social, moral, or aesthetic 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. Value refers to the stance that the self takes to the total environment as expressed through behaviors, ideas, body, and feelings and imagination.

1. 2. 3. 4. 5.

REQUIREMENTS Choosing Freely Choosing from Alternatives Choosing after thoughtful consideration of consequences. Prizing and Cherishing. Affirming

6. Acting upon choices. 7. Repeating

II. Characteristics of Values 1. Value is relative. Any value may be viewed as: a) good for what? or b) good for whom? 2. Value is subjective. It may vary on different persons because it involves the emotion of the person. 3. Value is objective. A value has an absolute or concrete character. 4. Value is bipolar. Value does not exist alone, it is always accompanied by a counter-value. Every positive value has its corresponding negative value. 5. Value is hierarchical. Values has a scaled gradation.

list of human values. It makes no statement on regional, local, and institutional needs and priorities. WHAT IT IS

It is descriptive: it is an attempt at an orderly description of

a desirable value system on the basis of an understanding of the human person. It is conceptual: it lists ideals which have to be internalized in the educational process. It is intended to be applicable in varying degrees to all three levels of the educational system. It is broad and flexible enough for adaptation to specific contexts.

V. Philosophy of Man Human Dignity: General Definition First, it is meant to indicate some intrinsic worth of a human being, that is, some way in which human beings are better in kind than other things in the natural world. This is usually explained by reference to powers or capacities that are rational: the power to know truth and the power to will or wish for what is truly good. These powers are held to be rational on the supposition that what one grasps, in knowing the truth or wishing what is truly good, has rational structure ,and also because in grasping this rational structure, one has a capacity to give a reason. Second, the phrase human dignity is meant to indicate that something is due to human beings in virtue of their intrinsic worth. That is, human beings should be treated in such a way as is appropriate to the fact that they have intrinsically the two mentioned rational powers. The third thing that is indicated by the phrase, human dignity, is that human beings have an origin and goal that is, somehow, divine. Human beings, as members of a natural kind, have a special worth, on account of their intrinsically having rational powers of knowledge and will; that appropriate treatment is due to them, with some things becoming universally inappropriate, as a consequence of this intrinsic worth; and that human beings so understood have an origin and destiny somehow bound up with the divine. VI. The Human Person: Rational Understanding of the Filipino That understanding of the Filipino as a human being in society and his role in the shaping of society and the environment may be reconstructed from the various statements of the Constitution and expressed in the following summary manner: 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 at the center of the curriculum and the entire program. The task of education is

to help the Filipino develop his human potential, contribute to the growth of the Philippine culture, and by controlling the environment and making use of human and non-human resources, build appropriate structures, and institution for the attainment of a just and human society. The human person is multi-dimensional. There is, first of all, the distinction between the as self and the person in community. In real life, however, these are not two distinct and separate aspects; the person as self grows precisely by developing his faculties in contact with the world and others in the community and by taking an active role in improving that community. The human person is an individual self-conscious being of incalculable value in himself (Art.11, Sec.11: Art. XIII, Sec.1) who cannot be a mere instrument of the society and of the state. He is not just body and soul juxtaposed or mixed as oil and water, but he is an embodied spirit. Hence, his physical, intellectual, moral, and spiritual well-being is recognized by the State. (Art. II. Sec.13). The human person, however, does not live in isolation but in community with other persons-physical, intellectual, moral and spiritual like himself. He is inevitably social (Art. II, Sec. 13). He belongs to a family, the basic unit of society or, in the words of the Constitution, "the foundation of the nation" (Art. XV, Sec.1) as well as to a wider and more complex society of men and women. Being social, he participates in defining the goals and destinies of the community and in achieving the common good. He is also economic.Life in a community involves the concerns of livelihood, sufficiency, production, and consumption. Lastly, he is political. Like other peoples in the world, the Filipinos have constituted themselves into a nation-state to pursue the goal of "social progress" and "total human liberation and development." (Art.II, Sec.17)