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Republic of the Philippines

COLLEGE OF SAINT JOHN PAUL II


ARTS AND SCIENCES
Cainta, Rizal

COURSE SYLLABUS

VALUES, ATTITUDE, AND BEHAVIOR EDUCATION

COLLEGE : College of Arts and Sciences

CAS VISION
To produce globally competitive and skilled professionals fostering a strong sense of passion in Arts and
Sciences.

CAS MISSION :
Provide quality education integrated with Christian cultures through productive learning experiences,
worthwhile experiments, and researches for a better understanding on the fields of Arts and Sciences

CSJP VISION :
In the year 2030, CSJP-II AS envisions itself to be:
1. One of the leading professional institution in the country through:
- Competency- and outcomes-based education, and
- A culture of innovation and continuous improvement;
2. An institution whose prominent graduates contribute to the welfare of society; and
3. A college of choice.

CSJP MISSION :
1. Committed to world class education by continuous improvement and strong industry partnership;
2. Empower individual in discovering distinct core gifts to nurture their full potential;
3. Foster life-long learning of students and teachers;
4. Encourage exploration of unlimited avenues of learning through first-hand experiences; and
5. Embrace spiritual growth through celebration of God's love.

INSTITUTIONAL CORE VALUES :


P – Professionalism, A – Adaptability, U – Uniqueness, L – Leadership, I – Integrity, N – Nobility, I – Inquiry, A
– Alliance, N – Nationalism, S – Spirituality

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COURSE CODE / Course Title: FCL 2
Values, Attitude, and Behavior Education

Credit Unit / No. of Hrs / Week: 3 Units / 54 Hours (Lecture)

Prerequisite : None

Prerequisite to : None

Type of Course : General Education

Term / SY : SY 2018-2019

Course Description :

The course is an introduction to values education in the Philippine educational context. It focuses on some of
the approaches and strategies in teaching values education

Course Objectives :
At the end of the course the student should be able to:

1. Discuss the foundations of values education;


2. Identify the significance that one’s values play in the family, in the educational system, and in the
society;
3. Recognize the values existing in the Filipino society and be able to differentiate the desirable from the
undesirable ones;
4. Identify the changes that must be done to thrust the society towards moral recovery;
5. Analyze the economic, political, and social situations with respect to Filipino values; and
6. Use some of the approaches and teaching strategies in teaching values education

Course Content :

Teaching
Content / Time Student Learning and Evidence of
Specific Objectives
Allotment Outcomes Assessmen Outcomes
t Strategies
The development of the human being’s
potential toward an integrated self is the
theme of this basic course. Positive self- Discussion
Students should be Instructor’s
concept and harmonious relationships that and Oral
able to present Evaluation (Grade)
Person-hood flow from the self to self, to others, to Exam
cases about
Development community and to God are developed through
Personhood Result of Activities
experiential sessions. Universal humanness Activities
Development.
and ethical principles guide person-hood
development vis-à-vis the conditions for living
fully in the society.
Focuses on the philosophy of the human
person. Consciousness of origin and destiny
guides students in their search for life’s Students should be Discussion
Philosophical Instructor’s
meaning. Different philosophical thoughts are able to present and Oral
and Ethical Evaluation (Grade)
also studied to explain values formation cases about Exam
Foundations of
highlighting the Divine Law and the Moral Law Philosophical and
Values Result of Activities
as the ultimate basis of all moral and socio- Ethical Foundations Activities
Education
cultural values. It also offers how the world’s of Values Education
cultures view the subject and object of values
formation.

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Provides the sociological and anthropological
theories and legal perspective in values Students should be
Discussion
Socio-Cultural formation. Various schools of thought and able to present Instructor’s
and Oral
Anthropologica legal provisions such as the Constitution and cases about Socio- Evaluation (Grade)
Exam
l and Legal Universal Declarations in values development Cultural
Bases of are reviewed and analyzed in relation to the Anthropological and Result of Activities
Activities
Values Filipino learner, his/her values and the valuing Legal Bases of
process and how they serve as bases for Values
values teaching.
Focuses on critical reflection of personal and
Students should be Discussion
social experiences and observations that may Instructor’s
Psychological able to present and Oral
be explained by psychological theories of Evaluation (Grade)
Theories of cases about Exam
values development such as moral or
Values Psychological
cognitive development, values clarification, Result of Activities
Development Theories of Values Activities
psychoanalysis, behaviorism and
Development
phenomenology in the Filipino context.
Designed to develop an understanding of the
theories, principles and application of Students should be Discussion
Instructor’s
Dynamics of strategies for effective and healthy intra and able to present and Oral
Evaluation (Grade)
Intra and interpersonal relations. As a process-oriented cases about Exam
Interpersonal course, special focus is given to the Dynamics of Intra
Result of Activities
Relations development of emotional intelligence and and Interpersonal Activities
basic communication skills through reflective Relations
and relational experiential activities.
Focuses on the Psycho-Spiritual Experiences
for Facilitating the Fullness of life such as Discussion
Students should be Instructor’s
prayer centering, mind-body integration, trans- and Oral
Psycho- able to present Evaluation (Grade)
personal exercises, spiritual recollection, Exam
Spiritual cases about
union and evocation-oriented activities. The
Development Psycho-Spiritual Result of Activities
course brings together insights and principles Activities
Development
on psycho-spiritual growth developed across
various religious and cultural orientations.
Focuses on the dynamics of the Filipino family
and a deeper understanding and appreciation
Discussion
of one’s socio-cultural heritage, and his Students should be Instructor’s
and Oral
Family Life and beliefs, traditions, practices etc., as vital able to present Evaluation (Grade)
Exam
Filipino Values factors in the development of values system cases about Family
System of the Filipino family. It also emphasizes Life and Filipino Result of Activities
Activities
responsible parenthood and the role of the Values System
family as educator of values and its
responsibilities in building the nation.
Facilitates the students’ understanding and Students should be
Discussion
Education for acquisition of specific body of human rights able to present Instructor’s
and Oral
Human Rights knowledge, values and skills necessary in cases about Evaluation (Grade)
Exam
and their role as future human rights educators Education for
Responsible and citizens of the country with an end to Human Rights and Result of Activities
Activities
Citizenship liberate people from oppressive and Responsible
exploitative social realities. Citizenship
Examines the conditions determining the
fundamental divisions, historical background, Discussion
Students should be Instructor’s
needs, perceptions and stereotypes between and Oral
able to present Evaluation (Grade)
Foundations of men and women in societies. It provides an Exam
cases about
Gender Studies understanding of how gender relationships
Foundations of Result of Activities
are socially constructed and how such Activities
Gender Studies
construction of gender can promote just
relationships in society. It provides basic

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knowledge towards a gender sensitive
teaching.

Equips the students with competencies in


visioning, goal setting, realizing the visions,
seeing relations of sub-systems to the whole
and planning for system-wide changes for
Discussion
global peace, democratic citizenship, justice Students should be Instructor’s
and Oral
Peace and tolerance and international understanding, able to present Evaluation (Grade)
Exam
Global cooperative economic development and cases about Peace
Education ecological sustainability. It emphasizes the and Global Result of Activities
Activities
need for each individual to learn how to learn, Education
to gain a better understanding of other people
and the world at large, and to live together in
peace and harmony towards building a
genuine and lasting “culture of peace.”
Explores the principles of vocational choice
and career decision making. It exposes the
Discussion
students to career development theories, Students should be Instructor’s
Career and Oral
strategies approaches, and changes in able to present Evaluation (Grade)
Development Exam
society and their influence on the world of cases about Career
and Work
work and learning. Emphasis is placed on the Development and Result of Activities
Values Activities
personal, social, cultural and spiritual Work Values
dimensions of work and the values necessary
in the practice of ones’ occupation.
Focuses on the nature and purpose of all
forms of media such as visual, electronic,
print, audio and all its combinations. It also
Students should be
emphasizes a critical analysis of media and Discussion
able to present Instructor’s
Information information technologies and its impact on and Oral
cases about Evaluation (Grade)
Technology human values and development. Issues Exam
Information
and Human related to media exposure are explored and
Technology and Result of Activities
Development examined on the basis of ethical and moral Activities
Human
principles. It also develops the competencies
Development
and skills of teachers in integrating media in
the development and use of instructional
materials.
Focuses on an in-depth understanding of
Students should be Discussion
Moral Issues morality and significance in the formation of Instructor’s
able to present and Oral
and Concerns right conscience and behavior. Current moral Evaluation (Grade)
cases about Moral Exam
in issues are presented to the student for the
Issues and
Contemporary exercise of free will and correct judgment. Result of Activities
Concerns in Activities
Living Students are guided to adhere to universal
Contemporary Living
moral values.
Equips the students with basic competencies Discussion
Students should be Instructor’s
in addressing behavior problems indicative of and Oral
Management of able to present Evaluation (Grade)
emotional disturbances resulting form drug Exam
Behavior cases about
addition, sexual harassment, physical abuse,
Problems Management of Result of Activities
and other stressful conditions in the home and Activities
Behavior Problems
community.

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Teaching Methods/Strategies : Lecture / Discussion, Cooperative Learning, Film Showing,
Reporting and Socialized Discussion, Practicum

Requirements : Quizzes, Activities, Examination, Research Paper,


Projects

Assessment / Evaluation : Term Exam – 40% (10% per Term), Attendance – 5%,
Practical Exam/Projects – 40% (10%
per Term), Quizzes – 10%

Laboratory / Equipment : NONE

References:

Bauzon, P. T. (2002). Essentials of values education. 2nd ed. Manddaluyong City: National Bookstore.

Docstoc. (2011). Strategies to teach values education. http://www.docstoc.com/docs/32291406/Strategies-to-


Teach-Values-Education. [Retrieved: November, 2011].

Gaculis, H. R., De Jesus-Ardina, A., Pynzalan, V. B. & Tacadena, J. C. (2003). A pocketful of virtues. Cainta,
Rizal:Glad Tidings Publishing, Inc.
Licuanan, P. (ND). A moral recovery program: Building a people- building a nation.
http://www.crvp.org/book/Series03/III-7/chapter_iv.htm [Retrieved: November 06, 2011].
Marte, B. I. G. & Marte, I. G. (2005). Values are caught and taught. Approaches in teaching values education
[Retrieved: November, 2011].

Marte, B. I. G. & Marte, I. G. (2005). Values are caught and taught. The DECS values education program.
[Retrieved: November, 2011].

Palispis, E. S. (1995). Introduction to values education. Philippines: Rex Printing.

Plotnik, R. & Kouyoumdjian, H. (2009). Introduction to psychology. Phil ed. Singapore: Cengage Learning,
Inc.

Tiempo, A. (2005). Social philosophy: Foundation of values education. Philippines: Rex Bookstore, Inc.

Tria, E.G., Limpingco, D.A. & Jao, L. (2008). Psychology of learning. Quezon City: Ken, Inc.

Prepared by: Reviewed by:

Ms. Charittee A. Bautista, RN, LPT Ms. Julita B. Dalere, MAEd


Instructor College Dean

Noted by: Approved by:

Ms. Julita B. Dalere, MAEd Ms. Ma. Lydia P. Cagang, MBA


Academic Dean VPSA / School Director