Beruflich Dokumente
Kultur Dokumente
SELF DEVELOPMENT
Represents the set of traits, competencies and values an individual would like to
possess. Internalized competencies and values have been suggested as the basis of the
ideal self and as an internal standard for behavior. (Bandura, 1986)
VALUES EDUCATION
SELF DEVELOPMENT
SOCIAL IDENTITIES
Are those aspects of the individual’s self-concept that are derived from the social categories to
which he or she perceives him/herself as belonging to. Social identities link individuals to reference
groups, which establish a set of role expectations and norms that guide the individual’s behavior
within each of the social identities. For example: the identity of a Principal may be associated with
leadership and order (traits), analytical ability and competence (competencies), service and
commitment (values). These aspired traits, competencies and values associated, serve as the basis
for the ideal self once established the attributes then reinforced the identity.
SELF-ESTEEM
Is the evaluative component of the self-concept (Rosenberg 1998). It is the function of the distance
between the ideal self perceived self. When the perceived self matches the ideal self, self-esteem is
relatively high. Low self-esteem occurs when the perceived self is significantly lower than the ideal
self.
VALUES EDUCATION
SELF DEVELOPMENT
You must be competent to live: which means, be rational. You must deserve to live: which
means, be virtuous. Which denies from rationality? Thus, the key to self-esteem is a life of
unbreached rationality. Then you can trust your mind, because your use of reason is
uncompromised. Then you are virtuous, because all of the virtues are expressions of
rationality.
a. Values
Values are the beliefs, which we hold to be true - those noble ideals we struggle to attain
and implement in our daily lives.
Derived from the natural and moral laws and not from an individuals opinions and feelings
They are based on objective, eternal and universal truths (e.g., freedom, justice, peace,
love family solidarity…)
Also rooted in a personal view of what works and does not work; they may be accepted
practices and ways of acting of a given people during a given period of time.
Are an integral part of human existence; as such they relate to every aspect of life?
Values can be viewed as priorities that relate to a person’s behavior. Specifically, they are
the priorities one is motivated to act upon.
b. Values Education
This program was motivated by the 1986 EDSA Revolution. It was also inspired by
the 1987 Constitution that envisions a “just and humane society” for the Filipinos. This
vision calls for a shared culture and commonly held values such as “ truth, justice, love,
equality and peace.”
d. Philosophy of Values Education Program:
B. Filipinos’ Occidentalism
a. Spanish influence
Centuries of Spanish rule also imposed a severe colonial mentality and left Filipinos with “a
legacy of attitudes that are firmly embedded in society such as, equating light skin with beauty
and high status, the identification of anything foreign with superiority and indigenous with
inferiority, and a conception of officialdom as a system serving its own ends, not those of the
people” (Gochenour, 1990, p. 6)
VALUES EDUCATION
SELF DEVELOPMENT
b. Americanization of Filipinos
American influences manifested in our political and social outlook. With the introduction of a
democratic system of government we became aware of our rights and privileges. The popularization of
education gave us the opportunity for –social mobility. Americans in the presumed spirit of white
paternalism and benevolence saw themselves as best owners of education, religion, public health,
development , and democracy to their “little brown brothers” (Gochenour, 1990). In fact, the American
educational system was adopted, and English (which children were required to speak in school) was made
the official language (Kang, 1996).
c. Japanese Occupation
Japanese influences manifested our love of work. Dignity of labor and working hard were one of the
values that Filipinos were widely known. This is evident because many Filipinos nowadays are working
abroad. Almost everywhere Filipinos are at hand working hard to earn more to support their family. Many
countries choose Filipinos to work in their country because they know of Filipinos’ perseverance and hard
work.
A. Family Values
The typical Filipino individual exist first and foremost as a member of a family
and looks to the family as the only reliable protection against the uncertainties of
life. (Gochenour, 1990, p. 18)
Reliance on the family for love, support, and refuge has historically been as
much an economic necessity as it is a cultural tradition. The family is the source of
one’s personal identity and of emotional and material support. It also is the focus of
one’s primary duty and commitment. Dependence on, loyalty to, and solidarity with
the family and kin group are of the highest priority (Okamura and Agbayani, 1991).
Family loyalty also might dictate that a young parent temporarily leave his or her
family and children in order to pursue better educational, training, or employment
opportunities in other countries (Santos, 1983). This sense of family obligation
begins early on when children are conditioned to be grateful to their parents for
their birth. A lifelong debt of gratitude or utang na loob (“debt from within”) thereby
creates binding relationships of love, respect, and obedience (PAPEP), 1982).
Alternative Concepts and Other Values
Critics of the 1960s values studies maintain that concepts such as pakikisama,
hiya, Amor propio, and utang na loob have been inappropriately generalized
from vernacular terms associated with specific behaviors and situations into all
pervading, organizing values and trait complexes (Lawless, 1969). They have
been perceived as a central core of fundamental culture traits that create and
define an almost stereotypic Filipino character and have further been accepted
as valid by scholars, foreigners, and Filipino in general (Okamura and Agbayani,
1991).
This practice reflects the value of utang na loob in which the debt of
gratitude incurred to the whole family ensures the graduate’s
contribution to the family welfare, which takes precedence over
individual economic and social mobility (Santos, 1983). Thus, degree,
diplomas, certificates, good grades, and academic honor are much
sought after symbols. Such achievements are typically recognized with
great pride and significant attention by extended family, friends, and
the larger community. Moreover, if one is well educated, Filipinos
expect that person to talk, act, and dress the part (Gochenour, 1990).
D. Theories of Values Formation
2. Behaviorist View (John B. Watson) The behavioral perspective suggest that the
keys to understanding developing are observable behavior and outside stimuli in the
environment. If we know the stimuli, we can predict the behavior. Behavioral
theories reject the notion that individuals universally pass through a series of stages.
Instead, people are assumed to be affected by the environmental stimuli to which
they happen to be exposed. Developmental patterns, then, are personal, reflecting a
particular set of environmental stimuli, and development is the result of continuing
exposure to specific factors in the environment.
VALUES EDUCATION
3. Social-cognitive learning theorist Albert Bandura, when we see the behavior of a model
being rewarded, we are likely to imitate that behavior. Behavior is learned through
observation and imitation, not conditioning through reinforcement or punishment.
4. Cognitive Theory. The cognitive perspective focuses on the processes that allow people to
know, understand and think about the world. The cognitive perspective emphasizes how
people internally represent and think about the world. There are two major theories:
No single person has had a greater impact on the study of cognitive development that
Jean Piaget. He proposed that all people pass is a fixed sequence through a series of
universal stages of cognitive development. In each stage, he suggested that not only did the
quantity of information increase, but so did the quality of knowledge and understanding.
Piaget suggests that the growth in children’s understanding of the world can be explained by
two basic principles. Assimilation is the process in which people understand an experience
in terms of their current state of cognitive development and way of thinking. In contrast,
accommodation refers to changes in existing ways of thinking in response to encounters
with new stimuli or events.
VALUES EDUCATION
6. Ecological Theory. The Ecological model, the major proponent of which is Urie
Bronfenbrenner, seeks to explain individual knowledge, development, and
competencies in terms of the guidance, support, and structure provided by society
and to explain social change over time in terms of the cumulative effect of individual
choices (Berger, 2000).
VALUES EDUCATION
According to Urie Bronfenbrenner, each person is significantly affected by interactions
among a number of overlapping ecosystems. At the center of the model is the
individual. Microsystems are the systems that intimately and immediately shape
human development.
The primary microsystems for children include the family, peer group, classroom,
neighborhood, and sometimes a church, temple, or mosque as well.
Interactions among the microsystems, as when parents and teachers coordinate their
efforts to educate the child, take place through the mesosystem.
Surrounding the microsystems is the exosystem, which includes all the external
networks, such as community structures and local educational, medical, employment,
and communications systems that influence the microsystems. And influencing all
other systems is the macrosystem, which includes cultural values, political
philosophies, economic patterns, and social conditions. Together, these systems are
termed the social context of human development.
VALUES EDUCATION
7. Humanism Theory. The humanistic perspective contends that people have a
natural tendency to make decisions about their lives and control behavior. The
humanistic perspective emphasizes free will, the ability of humans to make choices
and come to decisions about their lives.
Carl Rogers suggested that all people have a need for positive regard that results
from an underlying wish to be loved and respected. Because it is other people who
provide this positive regard, we become dependent on them. Consequently, our
view of our self-worth and ourselves is a reflection of how we think others view us.
The evolutionary perspective encompasses one of the fastest growing areas within
the field of lifespan development, behavioral genetics. Behavioral genetics studies the
effects of heredity and genetics on behavior. As technology improves, and researchers
continue to map the human genome, there is an increasing understanding of the role
and function of the genetic codes and their influence on development.
There exist structural bases that determine the process of perceiving value. This
series of progression depends on the person’s interaction with the environment. Moral
reasoning is related to moral behavior.
VALUES EDUCATION
III. Ethics and Moral Education
a. Ethics – comes from the Greek word ethos, meaning character or custom. According to Robert C. Solomon,
the etymology of ethics suggest its basic concern: (1) individual character, what is meant by ‘good person’, and
(2) the social rules that govern and limit our conduct, especially the ultimate rules concerning right and wrong,
which we call morality.
b. Morality
1. Descriptively to refer to a code of conduct put forward by a society and that it is used as a guide to
behavior by the members of that society ,
Morality affects our daily choices, and those decisions are guided by
our conscience.
Many people believe that our conscience is matter of the heart, and
the basic concepts of right; wrong and fairness are inherent in all of us.
True Freedom
The way forward involves liberation from both false freedom and moralism. Moral
action is possible only for a being that is free. Freedom let the will to choose gives
space for creativity, and implies release from determining factor. Nevertheless true
freedom implies not only the power of self-chosen action but also the proper
orientation power. The power to do whatever he/she wants to do is not a true
freedom because true freedom is oriented to goodness. Freedom includes the power
to choose evil, but freedom is fulfilled and enhanced and sustained only by choosing
the good abusing liberty leads to losing it.
Moral Intuition
The more carefully you think through your great decision, the more spontaneous
you will be in the host of situations covered by those decisions. Though few have an
appetite for studying and discussing difficult moral cases, the intellectual dimension
to morality is nonetheless essential. When actions are not governed by our best
thinking we are usually in the current of emotions whose guidance is less reliable.
Human Acts – are actions performed by an agent with conscious knowledge and are
subject to the control of the will.
Acts of Man – are actions that are instinctive and involuntary and are not within the
control of the will.
Moral actions – are those actions that are in conformity with the norm of morality.
They are good actions and are permissible.
Immoral Actions – are those actions that are not in conformity with the norm of
morality. They are bad or evil actions and are not permissible.
Amoral Actions – are actions, which stand neutral in relation to the norms of
morality. They are either good or bad in themselves. But certain amoral actions may
become good or bad because of the circumstances intended to them.
Natural Law – is a moral obligation that arises from human nature, compelling an
individual to be true to his nature as tao (R. Agapay, 1991)
Eternal Law – reveals the will of God. It contains the divine blueprints which bring order
into the universe because they direct all of creation and creatures to their respective
end-goals (St. Augustine)
Moral Law – contains universal truths and ethical principles that ought to guide the
individual conduct of man in matters of right and wrong (E. Esteban).
Where there are no outward action, but only an internal act, and the
object of that act is some good that is willed for its own sake, there can
be no question of means taken, as the end in view is immediately
attained.
HUMAN RIGHTS
Traditionally, human rights are defined as titles or claims to certain material and
spiritual goods, or to have access to such goods in order or human person to live a
dignified life.
Kinds of Rights
A. Personal Rights
1. Right to life- primary condition of all human rights or the obvious reason
that only person who are alive that they can exercise their rights and thereby
accomplish their mission in life.
2. Right to One’s Person- right over our own bodies and bodily faculties and
energies. St. Paul emphasized that our body is the temple of the Holy Spirit.
3. Right to One’s Personality- persons have the right to develop their own
individual character.
B. Religious and Moral Rights
1. Right to Education- it is our right to avail of all
possible means and opportunities to help us
develop physically, intellectually, spiritually
and socially.
2. Right to Conscience- when it come to moral
decisions, all human persons have the right
to act in accordance to their moral
conscience.
3. Right to Religion- in so far as person are
bound to seek the truth and accordingly
worship the Creator, they have the natural
right to relate to God and to freely express and
develop this relationship within the teachings
and practices of their chosen religion.
SOCIAL RIGHTS
1. Right to Honor/Respect- it refers to the
credibility and esteem persons enjoy in the
society.
2. Right to Free expression- refers to right to speak
and right of assembly.
3.Right to organize- we have the right to organize like
organizations, that makes up an essential ingredient
of a free society.
ECONOMIC RIGHTS
1. Right to Livelihood- the best and easiest way for
persons to acquire
VALUES EDUCATION
CHRISTIAN ETHICS
Ethics has something to do with the nourishment of
right doings and the rejection of wrong doings.
instinct
instinct emotions morality
emotions
Christian Ethics
• Man is motivated to survive and to be good
always because of mortality and the promise of
everlasting happiness after death.
• It is a Humanistic Ethics in the sense that it
requires a unique ethical obligations or unique
ethical source. Obligation in the sense that we
need and we must do good always for us to
reach heaven.
Christian Ethics
• Ethical courses in the sense that Scripture and church
teaching make things right or wrong(legalism)
It has two- fold sense:
a. Christian meaning -we are gifted with a profound
Christian vision of the meaning of the world, deeper
understanding of the human person’s dignity as God’s
image, and a clearer sense of their final destiny.
b. Christian motivation -it focuses on behaviour
motivated by natural law, usually the law of Christ.
(suffered , died, arose out of love to mankind)
Filipino Ethics
• Filipinos have moral obligations
motivated by a “must principle". if I
do that what are the consequences.
If I don’t, again what are the
possible consequences.
Moral obligation Value protected Consequences
To be honest in the The value of fairness and Hurt one’s self worth and
examination justice. violates the community's
justice system.
To avoid going to sex Value of chastity of being Abuse of the God –given
parlors true to one’s sexual gift of sexuality.
integrity as a person.
1
The Person
-whole individual being that has the natural
potential to know, love , desire, and relate to
self and others in a reflective way.
Personhood and the Conception Event
2. Conception
1. Identify
5. "Word of mouth“
7. Confidence
• Every time you watch a football game on TV, you’ll see beer
advertisements. These companies are huge, and they have plenty
of customers, but their goal is to keep their products’ names in
front of consumers. If you see a commercial for a certain candy
bar dozens of times, the next time you’re in a convenience store
and see that candy bar, you’re more likely to buy one.
9. Consistency
• A business that stops advertising may give the impression that the
business is out of business. When people see a business advertise
for a long period of time and then stop, they may get the false
impression that the business is no longer there, even though it is
still open. Consistent advertising yields the best results.
10.Invest
Key questions:
Exodus 20:13
Romans 14:8
1 Corinthians 6:19