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Teaching Prof. Hand Out

This document discusses values formation and the role of teaching values. It presents perspectives from both idealists and relativists on whether values are universal or dependent on culture and time. It also explains that values are both taught and caught, and have cognitive, affective, and behavioral dimensions. Finally, it argues that values formation requires training the intellect to discern right from wrong, and the will to act upon right values.

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Jessie James
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386 views2 pages

Teaching Prof. Hand Out

This document discusses values formation and the role of teaching values. It presents perspectives from both idealists and relativists on whether values are universal or dependent on culture and time. It also explains that values are both taught and caught, and have cognitive, affective, and behavioral dimensions. Finally, it argues that values formation requires training the intellect to discern right from wrong, and the will to act upon right values.

Uploaded by

Jessie James
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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VALUES FORMATION AND YOU

 TRANSCENDENT VALUE
 Is there such thing as right, unchanging and universal value?
 Is a right value for also a right value for you?
 Are the values that we, Filipinos, consider as right also considered by the Japanese, the
Americans or the Spaniards as right values?
 Or are values dependent on time, space and culture?
 IDEALIST GROUP

There are unchanging and universal values. The values of LOVE, CARE, CONCERN for our fellowmen
are values for all people regardless of time and space. They remain unchanged amidst changing
times. These are called transcendent values because they remain to be a value even if no one values
them.

 RELATIVIST GROUP

There are no universal and unchanging values. They assert that values are dependent on time and
place. The values that our forefathers believed in are not necessarily the right values for the present.
What British consider as values are not necessarily considered values by Filipinos.

 Values are TAUGHT and CAUGHT

“Are values taught or caught? Our position is that values are both taught and caught. If they are not
taught because they are merely caught, then there is even no point in proceeding to write and
discuss your values formation as a teacher here! Values are also caught. We may not able to hear
our father’s advice “Do not smoke” because what he does (he himself smokes) speaks louder than
what he says. The living examples of good men and women at home, school and society have far
greater influence on our value formation than those well-prepared lectures on values excellently
delivered by experts.

 VALUES have COGNITIVE, AFFECTIVE, BEHAVIORAL DIMENSIONS


 Values have cognitive dimension. We must understand the value that we want to
acquire. We need to know why we have to value such. This is the heart of conversion
and values formation. We need to know how to live by that value. These are the
concepts that ought to be taught.
 Values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, “It is not enough to know what honesty is or why one
should be honest. One has to feel something towards honesty, be moved towards
honesty as preferable to dishonesty”
 Values also have behavioral dimension. In, fact living by the value this is the true acid
test if we really value a value like honesty.
 Value formation includes formation in the cognitive, affective, and behavioral aspects

Your value formation as teachers will necessarily include the three dimensions. You have to grow in
knowledge and in wisdom and in your “sensitivity and openness to the variety of value experiences
in life”. You have to be open to and attentive in your value lessons in Ethics and for those in
Sectarian schools, Ethics and Religious Education. Since values are also caught, help yourself by
reading the biographies of heroes, great teachers and saints (for the Catholics) and other
inspirational books. Your lessons in history, religion and literature are replete with opportunities for
inspiring ideals. Associate with model teachers. If possible avoid the “yeast” of those who will not
exert a very good influence. Take the sound of advice from Desiderata. “Avoid loud and aggressive
persons; they are vexations to the spirit”. Join community immersions where you can be exposed to
people from various walks in life. These will broaden your horizon increase your tolerance level and
sensitize you to life values.

Value formation is a training of Intellect and Will

Your value formation in essence is a training of your intellect and will, your cognitive and rational
appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a right or
wrong value. Your Will wills act on the right value and wills to avoid the wrong value presented by
your intellect. As described by St. Thomas Aquinas “The intellect proposes and the will disposes”.

It is clear that “nothing is willed unless it is first known”. An object is willed as it is known by the
intellect and proposed to the will as desirable and good. Hence, the formal and adequate object of
the will is good apprehended by the intellect. These statements underscore the importance of
training of your intellect. Your intellect must clearly present a positive value to be a truly a positive
value to the will not s one that is apparently positive but in the final analysis is negative value. In,
short, your intellect must be enlightened by what is true.

It is, therefore, necessary that you develop your intellect in its three functions, namely; “Formation
of Ideas, judgement, reasoning”. It is also equally necessary that you develop your will so you will be
strong enough to act on the good and avoid the bad that your intellect presents.

How can you train your will to desire the desirable and act on it?

A life of virtue strengthens the will to desire and act on what is virtuous but a life of vice weakens
the will to cling and act on that which is good.

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