Lesson 3:

The Foundational

Principles and You

Teacher as a Person of

Good Moral Character

teachers are duly licensed

professionals who possess dignity and

reputation with high moral values as

well as technical and professional

Competence. In the practice of their

profession, they strictly adhere to,

observe and practice this set of ethical

and moral principles, standards, and

values." Preamble of the Code of Ethics of

Professional Teachers)

What is MORALITY?

The quality of human acts by which we call

them right or wrong, good or evil (Paniz0,

1964)

When is a man's action, habit or

character considered RIGHT?

Conforms with the norm, rule or law of morality

Not lacking with what of what is natural to man (in

accordance with man's nature)

Ex. It is not natural for a man to behave like a beast

because he is not a beast.

and free will.

judging and reasoning

He is man and, unlike the beast, he has intellect

That intellect is making him capable of thinking,

His free will gives him the ability to choose

Unlike the beasts, he is not bound by instincts

Foundational Moral Principle

Principle

based, founded, originated, initiated

building upon which all other parts stand.

Foundational Moral Principle

Latin: Princeps; a beginning, a source

It is that on which something is

It is likened to the foundation of a

The universal norm upon which all

other principles on the rightness or

wrongness of an action are based; the

source of morality

What is the natural law?

It is the law "written in the heartsof

men" (Romans 2:15)

It is the law that says "Do good and

avoid evil." (THE FUNDAMENTAL OR

FOUNDATIONAL MORAL PRINCIPLE)

All men and women, regardless of

race and belief, have a sense of this

foundational moral principle.

The Foundational Moral

Principle "Do good and

avoid evil"

Taught and followed by:

Kung-fu-tsu (Chinese philosopher)

Christians

Immanuel Kant

he Buddhists

The Muslims

Kung-fu-tsu's Teachingg

Reciprocity Rule

"Do not do to others what you do not

like others do to you.

Reciprocity: Exchange; Mutual benefit

Christian Teaching: The

Golden Rule

Do not do to others what you do not

like others do to you."

Do to others what you like others do

to you.

Christian Teaching: The

Golden Rule Made More

Explicit through the 10

Commandments

Two Great Commandments:

1. Love God with all your heart, with

all your mind, with all your strength.

2. Love your neighbor as you love

yourself.

The Buddhists' Eightfold

Path

Buddhists do good when they:

1. Strive to know the truth;

2. Resolve to resist evil;

3. Say nothing to hurt others;

4. Respect right, morality, and

property

5. Engage in a job that does not injure

others

The Buddhists' Eightfold

Path

Buddhists do good when they:

6. strive to free their mind of evil;

7. control their feelings and thoughts;

and

8. practice proper forms of

Concentration.

Buddha's Teaching

Hatred does not cease by hatred;

hatred ceases only by love."

The Islamic Koran

(World Book Encyclopedia, 1988)

Forbids lying, stealing, adultery, and

murder

Teaches honor for parents, kindness to

slaves, protection for the orphaned and

the widowed, and charity to the poor

Teaches the virtues of faith in God,

patience, kindness, honesty, industry,

honor, courage and generosity

Condemns mistrust, impatience and

cruelty

The Five Pillars of Islamn

(www.islam101.com/dawal/pillars.html)

1. Prayer

2. Self-purification by fasting

3. Fasting
4. Almsgiving

5. Pilgrimage to Mecca for those who

can afford

When are you of good

moral character?

(Cosgave, William, 2004))

1. Being fully human

2. Being a loving person

3. Being a virtuous person

4. Being a morally mature person

When are you of good

moral character?

(Cosgave, William, 2004)

1. Being fully human

Strives to develop potential

2. Beinga loving person

Loves and cares for himself and others

When are you of good

moral character?

(Cosgave, William, 2004)

3. Beinga virtuous person

Leads a virtuous life

4. Beinga morally mature person

Advances in emotional, social,

intellectual and spiritual life

LESSON 4: VALUES

FORMATION and YOU

To be moral is human

Living by the right values

humanizes.

Is there such thing as right,

unchanging and universal

value?

Is a right value for me also a

right value for you?

Are values that we Filipinos,

Consider as right also considered

by the Japanese as right values?

The Idealists' View

There are unchanging and

universal values.

LOVE

CARE

CONCERN FOR FELLOWMEN

Transcedent Values

These are unchanging and

universal values.

Values for all people regardless

of time and space.

Unchanged amidst changing

times

Remain to be value even if no

one values them

The Relativists View

There are NO unchanging and

universal values.

ValuesS are dependent on time

and place

ON VALUES FORMATION

Our lesson on values formation is

based on the following premises:

1.

2.

There are transcendent values.

Values are both taught and

caught.

Values have cognitive, affective

and behavioral dimensions and

so does the process of value

formation.

3.

EFfective Values Formation

Have a rational

understanding of the

value(s), the reasons why

you have to value such, and

how you act on and live

these values

1.

(COGNITIVE DIMENSION

Efective Values Fortmation

2. Havea "feeling for" the

value/s and acceptance of the

value/s

(AFFECTIVE DIMENSION)

EFFective Values Formation

3. Your acceptance of the

value/s is evident when your

behavior or your life shows

the values.

(BEHAVIORAL DIMENSION)

Living by the value

Values Fortmation: A Training of

the Intellect and Will

TRAINING OF THE

1. INTELLECT
The cognitive power

2. WILL

The rational power

Values Formation:A Training of

the Intellect and Will

Your intellect discernsa

value and presents it to the

will as a right or wrong value

Your will wills to:

act on the right value

avoid the wrong value

Values Formation: ATraining of

the Intellect and Will

The intellect proposes and

the will disposes.' (St.

Thomas Aquinas)

Do you agree with this?

"Nothing is willed unless it is

first known."

Training the Intellect

(william Kelly, 1965)

Develop the intellect in its

functions:

formation of ideas
judgement

reasoning

Training the WillI

(William Kelly, 1965)

Develop the will.

Being strong to:

desire and act on what is

virtuous

avoid the bad that the

intellect presents

How can you be trained to desire

strongly the desirable and act on it?

Training of the will must be

essentially self-training.

The habit of yielding to

impulse results in the

enfeeblement of self-control.

(William Kelly)

How can you be trained to desire

strongly the desirable and act on it?

The power of inhibiting urgent desires, of

concentrating attention on more remote good,

of reinforcing the higher but less urgent

motives undergoes a kind of atrophy through

disuse.

Habitually yielding to any vice, while it does

not lessen man's responsibility, does diminish

his ability to resist temptation.

(William Kelly)

Virtuous Vs. Vicious Life and Their

Effect on the WillI

A virtuous life strengthens you

to live by the right values and

live a life of abundance and joy

- A vicious life leads you to

perdition or misery.

Never give way to a vice.

Virtuous Vs. Vicious Life and Their

Effect on the Will

- Develop worthwhile hobbies

- Cultivate good habits5

A virtue is no other than a good habit.

. Virtue involves a habit, a

constant effort to do things well

in spite of obstacles and

difficulties.

Be Extra Careful

Take care of your thoughts, they

become your actions; take care of

your actions, they become your

habit; take care of your habits,

they become your character;

care of your character, they

become your destiny.

take

Hierarchy of Values

Our r hierarchy (order; ladder) of

values is shown in our

preferences.

Max Scheler s Hierarchy of Values

(Lowest to Highest)

1. Pleasure Values

The pleasant against the pleasant

The agreeable against the

disagreeable

sensual feelings

*experiences of pleasure or

pain

Max Scheler s Hierarchy of Values

(Lowest to Highest)

2. Vital Values

pertain to the well being either of the

individual or of the community

*Health

*Vitality

- Values of vital feeling

*Capability

*Excellence

Max Scheler' s Hierarchy of Values

(Lowest to Highest)

3. Spiritual values

Independent of the whole sphere of the

body and of the environment

Grasped in spiritual acts of preferring,

loving and hating

*Aesthetic

beauty

values;

against

ugliness

*Values of right and wrong

* Values of pure knowledge

Max Scheler s Hierarchy of Values

(Lowest to Highest)

4. Values of the Holy

Appear only in regard to objects

intentionally given as " absõlute

objects

belief

adoration

*bliss

Riches or Salvation?

What does it profit a man if he

gains the whole world but

loses his soul?

Success or Value?

Try not to become a man of

success but rather try to

become a man of value.

(Albert Einstein)

Riches or Salvation?

Store up treasures in heaven

neither moth nor decay

destroys, nor thieves break in

and steal. For where your

treasure is, there also wil

your heart be. (Matthew 7:20)

Material or Non-Material?

It is only with the heart that

one can see rightly; what is

essential is invisible to the

eye.

Values Clarification

In a pluralistic society, we

can't help but face the value

confusion and value

Contradictions of our times.

Values Clarification

In a pluralistic society, wve

can't help but face the value

confusion and value

contradictions of our times.

Values Clarification

When we do not know what

we really value, or when we

are not clear on what we

really value, we end up

lukewarm or un committed to a

value.

Values Clarification

We must clarify what we really

value.

What is VALUE?

Individual beliefs, attitudes, activities

that satisfy the following criteria:

1.

3.

4.

Freely chosen

Chosen from among alternatives

Chosen after due reflection

Prized and cherished

Publicly affirmed

Incorporated into actual behavior

Acted upon repeatedly in one's own

life