VALUES

EDUCATION
 1. 1987 CONSTITUTION OF THE REPUBLIC OF THE
PHILIPPINES

ARTICLE II
DECLARATION OF PRINCIPLES AND STATE POLICIES
PRINCIPLES
Section 17. The State shall give priority to education,
science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, and
promote total human liberation and development.
 2. KOHLBERG MORAL DEVELOPMENT (OIIMSU)
Level 1. PRE-CONVENTIONAL STAGE
Stage 1 - Obedience and Punishment
Stage 2 – Individualism and Exchange
Level 2. CONVENTIONAL STAGE
Stage 3 - Interpersonal Relationships
(good boy-good girl" orientation)
Stage 4 - Maintaining Social Order
Level 3. POST-CONVENTIONAL STAGE
Stage 5 - Social Contract and Individual Rights
Stage 6 - Universal Principles
 3. “LAYMANS LANGUAGE”
To put something in layman's terms is to describe a complex or technical issue using
words and terms that the average individual (someone without professional training
in the subject area) can understand, so that they may comprehend the issue to some
degree.
Instead of saying:
"You need a new piston, valve guides, stator, and counter-shaft balancer"

In layman's terms you'd say:

"There are some internal parts that need replaced"
 5. NORMS OF MORALITY
Definition:
 are the standards that indicate the rightfulness and
wrongfulness, the goodness or evilness , the value or
disvalue of a thing. (R. Agapay)
The criteria of judgment about the kind of person we
ought and the kind of actions we ought to perform.
(Gula,1981)
NATURAL LAW- is recognized by all men, regardless of creed, race, culture, or
historical circumstance. (Agapay 1991)
it indicates the difference between human beings and other creatures.
are rules derived from the nature that guides human life.
DIVINE LAW – derived from the eternal law. Divine law is divided into the OLD
and NEW LAW i.e., the old and new testaments of the Bible.
ETERNAL LAW – reveals the will of God. It contain the divine blueprints.
MORAL LAW-the law which directs human behavior in human acts.
-contains universal truths and ethical principles that ought to guide the
individual
- tells human being how to act in his/her relationship with God and others.
HUMAN LAW- laws made by human beings and valid only because humans made
them.
PNU ACES develops through four phases:
PHASE 1 PHASE 2 PHASE III PHASE IV

LEARNING TRIGGER VALUE CLARIFICATION DIRECTIVE ACTION PHASE

PHASE

(ACTIVITY) (ANALYSIS) (ABSTRACTION) (APPLICATION)

EVALUATION

CLOSING ACTIVITY
PHASE 1: LEARNING TRIGGER
• CAREFULLY PLANNED ACTIVITY

PHASE 2:VALUE CLARIFICATION PHASE (ANALYSIS)

• IN DEPTH PROCESSING OF INSIGHTS AND FEELINGS

PHASE III: DIRECTIVE PHASE

• REINFORCEMENT OF THE STUDENTS CONSTRUCT SYTEM MADE BY ABSTRACTION, GENERALIZATION AND INFERENCES.
IN THIS PHASE, THE FACILITATOR ENRICHES THE LEARNING WHICH WAS PROCESSED IN THE ANALYSIS PHASE
THROUGH COGNITIVE AND AFFECTIVE INPUTS.

PHASE IV: ACTION PHASE

• PRACTICAL APPLICATION WHICH THE LEARNEER IS EXPECTED TO TRANSFER HIS/HER AFFECTIVE AND
COGNITIVE LEARNING INTO ACTUAL SITUATIONS
THE MORAL RECOVERY PROGRAM
1. On September 30, 1992, President Fidel V. Ramos signed
Presidential Proclamation No. 62 which enjoined the active
participation of all sectors of society in the Moral Recovery Program
(MRP). He encouraged the people to adopt ideals that are Pro-God,
Pro-people, Pro-country and Pro-nature. This is a national program
that greaty reinforced the significance of Values Education in all
sectors and levels of the Philippine society.
2. The MRP stemmed from Senate Resolution No. 10 sponsored by
Senator Leticia R. Shahani and approved by the Senate on September
18, 1987. The resolution directed a Senate Task Force to inquire into
the strengths and weaknesses of the Filipino character with a view to
solve the social ills and strengthen the nation's moral fiber, thereby
lay the groundwork for the national campaign for moral recovery.
 MORAL RECOVERY PROGRAM
What is Moral Recovery Program?

It is a movement which aims to mobilize all Filipinos for

nation-building through the practical exercise of human
values in our daily lives as citizens and to awaken us all to the
power of these values in achieving our individual and national
goals. It seeks the empowerment of all our people - the poor,
the middle class, and the rich - through the sustained
application of human values and code of collective existence.
Four Pillars of Moral Recovery Program
SEMANTIC DIFFERENTIAL SCALE
KRATHWOHL’S AFFECTIVE DOMAIN
PREAMBLE
We, the sovereign Filipino people, imploring the aid of
Almighty God, in order to build a just and humane society,
and establish a Government that shall embody our ideals
and aspirations, promote the common good, conserve and
develop our patrimony, and secure to ourselves and our
posterity, the blessings of independence and democracy
under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
 39. STRATEGIES AND APPROACHES TO VE
VALUES CLARIFICATION APPROACH- (PAGLILINAW)
• has its origin in the humanistic and transpersonal psychology. Abraham Maslow is its
proponent. He believed that every human being is capable of attaining self-actualization
through the valuing process. Self-actualization is an on going process of using one's
innate capacities and potentials in full, creative and joyful ways.
The purposes of Values clarification:
to help students become aware of and identify their own values
and those of others.
to help students communicate openly and honestly about their
values.
to help students use both rational thinking and emotional
awareness to examine their personal feelings, values and
behavior patterns.
The value clarification strategies commonly used in teaching are:
• Role playing
• Games and simulations
• Contrived or real value-laden situations
• Introspection or in-depth
• self analysis exercise
• Sensitivity activities
• Small group discussion
• Values grid Ranking
• Group dynamics Case study
• Dyadic and triadic sharing
• Dialogue or clarifying response strategy
 MORAL DEVELOPMENT OR COGNITIVE
DEVELOPMENT APPROACH
• The Moral Development Approach is based on the philosophies
of John Dewey, Peztalozzi and Herbart and the psychological
theories of Jean Piaget and Lawrence Kohlberg. The proponents
believed that the human person does not become moral in
isolation. The interaction s/he experiences, acquires and learns
from his/her family, church, the school and other social
institutions help the individual to understand and adopt moral
beliefs, attitudes and values. S/he internalizes the society's
standards which s/he organizes to serve as guides to his/her
moral reasoning, judgments and actions as s/he goes through life.
• A moral dilemma is an issue, problem or conflict
situation in which moral reasoning is the basis for
one's choice of alternative courses of action for its
solution. If there appears to be an obvious "right"
answer to the problem, then it does not present a
dilemma.
INCALCUTION APPROACH- (PAGTATANIM SA ISIP)

• The theoretical bases of the inculcation approach to Values

Education are the theories of reinforcement and learning
such as the operant conditioning by Burhuss F. Skinner
and the observational learning by Albert Bandura.
• Desirable values maybe internalized through modeling,
imitation, observation and reinforcement (positive and
negative).
• It is the most common and oldest approach to Values
Education. It is pedagogical in nature. The purpose is
• to instill or internalize certain desirable values among
the students, to change the values of students so they
more nearly reflect certain desired values. Desirable
values means conforming to the standards or norms
set by the society. The teachers as role models play the
crucial part in the development of values of the
students.
 ANALYSIS APPROACH- (PAGSUSURI)

• The purpose of Values Analysis is to help student's

use logical thinking and scientific procedures in
order to investigate social issues inherent in their
immediate surrounding.
• To help students use rational and analytical
processes in interrelating and conceptualizing
their values.
 ACTION LEARNING APPROACH
Action learning goes beyond thinking and feeling. It
provides chances for learners to discover and act on their
values.
It goes beyond the classroom or group setting and extends
to experiential learning in the community where the
interplay between choices and action is continuous and
must be acted upon. In the action learning theory, the
person and the environment are mutually co-creators.
 TRANSPERSONAL APPROACH
• Purpose - To develop among students a higher level of
consciousness and spiritual upliftment: underscores the
process of self discovery and the significance of self-
actualization to become a fully functioning person.

The most commonly used strategies are:

• rest and relaxation exercises, meditation and brief
fantasizing imagination creative and mind games self-
awareness activities