Educators, over the years, found out the

significance in integrating values in each of

the curricular offerings in basic education.
What are Values? How should values be
taught? Why should values be considered in
planning instruction? Presented as follows
are several definitions of values to guide
teachers in planning lessons, units of study,
and daily lessons:
1. Values are those bedrock beliefs that give direction to a
person’s life. They are convictions so deeply rooted that they
prompt individuals to prize them, cherish them, and act
consistently in ways that are congruent with them. Values
help people make decisions about how to choose among the
competing demands for their time, talents, and money.
(Savage & Armstrong, 1987)

2. Values are viewed as strongly held standards of worth that

are rooted in enduring beliefs about what is preferable or
desirable. Values have cognitive and affective dimensions, are
used to make judgment of worth, and are basic determiners
of attitudes, interests, appreciation, and behavior.
3. Values are standards or criteria used in making judgments
about whether something is positive or negative, good or
bad, pleasing or displeasing. ( Marterolla, 1994)

4. To value means primarily to prize, to esteem; but

secondarily it means to apprize, to estimate; it means that
the act of cherishing something, holding it dear, and the act of
passing judgment upon the nature and amount of its value as
compared with something else. (Dewey, 1966)
5. Values refer to the relatively strong, prevailing, qualitative
opinions which they generally relate to a number of
identifiable overlapping categories. ( Turner, 1983)

a. Goodness (moral values, social values, religious

values)
b. Power (political values, physical values)
c. Beauty (aesthetic values)
d. satisfaction (personal values, psychological values)
e. Truth (philosophical values, scientific values)
f. Order (organizational values)
g. Worth (human values, economic values, historical
values)
Teachable Values
1. Participation. At the classroom level, students must
be given the opportunity to participate in active
learning, developing rules and group functions. Active
participation encourages feelings of affiliation and
serves to combat apathy.
2. Cooperation. People need each other and can come
to be freely interdependent in a classroom that
fosters group projects, helping, and common goals.
3. Organization. The value of organization cannot be
overstated by running an organized classroom
and by expecting organization from the students; the
teacher can help them with this skill.
4. Self-Discipline. True discipline comes from within. It is self-directed. It is a
powerful ides that sets people free to learn on their own, to get along
without being feared to get along.
5. Pluralism. Tolerance and appreciation for people who differ from us are
fundamental to the maintenance of a free society.
6. Dignity. Every child’s sense of dignity is a precious commodity. It is enhanced
when teachers shoe respect for each student and when the teacher
expects students to show respect for each other.
7. Freedom. Above all, a classroom ought to be a place where minds are set free.
Risk taking, curiosity, creativity, and outlandish ideas are integral
components of a classroom in which freedom is being taught.
8. Excellence. Why expect less. Children quickly come to respect a teacher who
cares enough to ask great things of them: in effect, “I know your abilities
differ greatly, but I want your personal best from each of you.”
9. Integrity. This refers likewise to honesty, sincerity, wholesome, completeness.
Teachers need to tell the students that integrity becomes “trying my
best.” and ‘becoming a person and not just a number,” and “reaching
toward my unique potential.”
10. Joy. There is a need for more joy in the classroom. Let us rejoice when
students learn something. Let us laugh when something is funny.