Thesis Title: Learning Virtues through Literary Selections in English

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Unlike painting, music, and sculpture, literary art,or what is called "literature" cannot be

directly experienced. Literature requires the mediation of language. Literature, then, is only

accessible to those who know the language. Thus, it is important for the students taking literature

subject to have the necessary learning virtues to understand and grasps the meaning information

embedded on every literary piece. It is not enough to say that literature is a"good thing" and

therefore must be included in the educationalsystem. The development of English literature

inEnglish as a Foreign Language programs must be based onstudents' language capacities and

mental maturity. Within language constraints, choice of materials is governed by their relevance

and appeal to students rather than by the merit of being "great books."

Virtues are practiced moral standards and gained tendencies towards the realization of

good.Virtues are thestrength and capability to act humanely and in their essence become the core

of an individual’s existence. Virtues make a human and have a special ability to bring out

excellence in an individual (Sponville, 2002; Barle, Trunk & Jošt, 2013). Learning virtues is the

strength of character developed in the students through numerous literary selections being taught

in school. Learning virtue is a character education that must be infused in the curriculum

(Bandura, 2014).

Based on the unsuccessful transfer of virtues to young people, Socrates concluded it to be

an impossible task,especially because virtues are based on personality and the capability to put

yourself in somebody else’s shoes (Eisele, 2010). However, many authors (Carr, 2008) warn that

individuals develop empathy to different degrees.Virtues can only be gained by studying them
and putting them into practice; virtues are not naturally intrinsic (Sponville, 2002) and therefore

cannot be transferred simply in any other manner Therefore, the responsibility of transferring

virtues is one of the most important obligations the older generation has to the younger

generation.

The history of education proves that character education or the learning virtue is

embedded in its policies and standards to develop student’s moral values however also due to

modern discussions about infusion of learning virtues, we must not overlook the warning that

general well-being cannot only be understood as instrumental (Wringe, 2014). The Ancient

Greeks already understood that the concept of prosperity was not solely about state of mind and

body, but as a good and well-rounded life. Thus, well-being is a combination of personal

happiness, knowledge and virtues among students and professionals. People have aconstant need

for purpose to their actions and existence, therefore happiness greatly depends (Oakeshott, 1989)

on sustainable material conditions and the search for meaningful actions (Fister, 2010).

There are numerous views on how to lead a well-rounded life and how to pursue your prosperity

(Kymlicka, 2002), however the most reliable decisions are still based on knowledge. Actions

that harm yourself as well as others

are most frequently the result of ignorance and reckless actions (lack of awareness of the

consequences of actions).

The search for the meaning of your actions is possible without knowledge and

understanding, however this does not mean the mission of schools is focused solely on

intellectual excellence. The standpoint that schools have to communicate what we perceive as

valuable for the successful integration and prosperity of an individual (Harris, 2015) does not

weaken the inclination of schools to encourage moral excellence.

entered the academic community lacks the basic values required by the society and this can be

seen on the instances of cheating lack of self-discipline and displaying irresponsible attitude

among school works and task. This problem must be addressed as the school responsibility to be

able to develop student’s social and emotional growth as well as the moral values. As teachers,

they must incorporate character building and moral values on their students specifically on the

literary selections being taught in the classroom.

Character education and learning virtues can be integrated on the Secondary curriculum

by means of literary pieces being taught by teachers of English language which greatly influence

the behavior of students based on the characters being portrayed on the story. This practice can

be done both in public and private schools.

As character education concepts are taught within the context of literature, the realization

of some important traits in line with moral values such as respect, honesty, courage and kindness

among students become interesting aspects on their lives. Good literature with character

development themes can influence the development of student’s ethical values. Teachers faced

great responsibilities by creating character themed lessons that combine high quality appropriate

literature with effective literacy instructions.

The transfer of what is valuable and factors contributing to the moral values of life are a

key aim of education. An academic institution is bound to ensure that their students must acquire

ethical values during and after their stay in school. According to Aristotle, indisputably

connected to finding the purpose of the life of an individual, which is impossible without the

intellectual and moral dimensions. This binds schools to encourage intellectual and moral

excellence (Peters, 2007), these are not two separate processes but rather two intertwining
processes. The keytask of moral education should thus be to guide the way towards enrichment

and to give purpose to an individual’s life and the life of a community (Friday, 2010).

Moral education in school and in life is not successful if it is forced. It should to a higher

degree be oriented towards cultivation of excellence (virtues) which prepares an individual to be

capable of moral judgment (Eisele, 2010; Novak, Cepar &Trunk, 2015). An individual with

virtues always follows the good and righteous path.

The cultivation of learning virtue through literary selections for the students includes

conative and cognitive dimension belonging to the process of education. A moral education

based on virtues is impossible without the cognitive, rational as well as emotionalaspects.

Emotions, passion and feelings are the sources of information of how we perceive the world.

Finding purpose in the world is not possible without feelings or rational judgment. Emotions are

an important part of virtuesbut at the same time a virtue cannot be based solely on emotional

judgments, one must also be able to deduce on the basis of reason (Sherman, 2015).

Virtues enable one to successfully strive towards good. For this reason Aristotle and Plato

already emphasized theco-dependence of moral and intellectual virtues (Curren, 2007), because

the judgment of somebody who lacks knowledge leads them towards poor actions. Without

moral education (Aristotle, Nicomachean ethics 1179b4 -26),which includes learning virtues

without the feeling of what is valuable and what is possible to admire.

In a complex modern society, which is often labeled as the ‘risk society’ (Beck, 2009), an

individual isconstantly exposed to moral judgments and thus moral education and virtue learning

are of great importance. It is not a coincidence that the focal point for 21st century competences

involves virtues that are an important part of personal and professional development.
 According to Velasquez (2014) in relation to the broad movements and changes on the

area of ethical values and moral character education that depicts success among its

implementation in the curriculum. Integration of character education has been widely

implemented but there is no record of available curriculum in the domain of character education.

Furthermore in a study of Santos (2010) stressed that the best option for teachers to

integrate character education is to be able to infuse good example of characters in a literary

pieces as well as portraying the thoroughly explaining the implications of being good or bad.

Moreover Haynes (2010) express that education is not just about reading and writing as

well as arithmetic nut also includes the value of being a good person and having a high moral

ascendancy. The world may change by the way teachers and parents teach their kids as well as

instilling good values among them. In this way we can create a better world.

According to Buddhist Philosopher and Educator Daisaku Ikeda which states that:

“I believe that the means to encourage flowering in the neglected inner lives of children

will always be expose to literature and arts.”

In other words, he believes that the key to learn is to read books. Children learn not only

from experiences but from reflecting on experiences and literature, so it is better that teachers

should give students a head start in meaningful life at school with the literature component.

Moral excellence and character education can be integrated on the educational curriculum

which eventually be noticed on the students’ deeds and virtues. Appropriate actions are defined

by first doing the decent thing, followed by what needs to be done is humanitarianism, and at the

very end to follow our desires regardless of how much we love (ethics) (Sponville, 2002).

Modern times demand a redefinition of the self-evident ways of our existence. Learning

within the framework of character education itself has seemed to be a very important
achievement of previous centuries and hence self-evident.The resistance of the young generation

to formal education might be the consequence of the basic mission of every education - to

strengthen moral and intellectual brilliance of an individual. If moral excellence is a firm pillar

around which the educational process is cantered, it seems that moral excellence is overlooked

too often within the mission of schools.

Virtues strive towards the realization of good and trigger the excellence in anindividual.

All in all, virtues bring meaning to one´s life and help one achieve success among the students.

The researcher got very much interested in determining the learning virtues through literary

selections in English 9 and so she conducted this research.

Statement of the Problem

Generally, the study aims to determine how may the literary selection in English

enhances the learning virtues of Grade 9 students of Norzagaray National High School?

Specifically, this study will find answers to the following questions:

1. How may learning virtues of Grade 9 students be described in terms of:

1.1. Honesty;

1.2. Patience;

1.3. Respect;

1.4. Courage;

1.5. Moderation;

1.6. Humor?

2. What skills do students learn through reading literary selections in terms of their:

2.1. English Proficiency;

2.2. Life Lessons;

3. How does a reading literary selection enhance virtues of students?

4. What strategies do teachers employ to improve virtues among students?

5. Based on the findings of this study, what specific intervention program can be done to be able

to integrate good virtues in the Basic Education Curriculum?

Hypothesis

Pertaining to the questions of this study, the following hypotheses were put into test:

1. There is no significant difference between the integrated learning virtues on literary selections

of Grade 9 students and the improvement on their attitude.

Significance of the Study

Character Education in literature is described as curriculum specifically developed to

teach children about the quality and traits of good character which is considered as a better

avenue for children to learn about character and virtues through reading literary pieces and

understanding the lessons embedded in it.

The significance of the study is to find out the implications of literary selections on the

learning virtues of Grade 9 students of Norzagaray Natinoal High School on the development of

moral values and integration of character education, in order to cover up with a set of empirical

result of findings and facts so that appropriate solutions, alternative recommendations and

development action or activities can be identified to improve the situation.

This helped us to understand how the learning virtues can be improved through literary

selections among Grade 9 students of Norzagaray National High School. The better impact of

the literary selections on the Grade 9 students will resonate on the learning virtues being infused

on the learning activity. The cause and how it affected their reading comprehension and
motivation so that we can find possible solutions to it accordingly. It also provided

recommendations providing an insight to concerned authorities regarding the topic and with the

help of the data gathered, teachers, students, and the community will be greatly benefited by this

research work. Furthermore, this will provide information and recommendation to anyone that

will make this study as their reference; specifically it will help the following:

Higher Educational Authorities, by providing substantial information that may be

useful to them in instituting corrective measures as well as in formulating policies, and

guidelines in the proper and joint implementation of reading programs progress and reforms as

well as in strengthening students’ performance.

School Administrators/Principals in making use of the findings to serve as basis for

improving the learning virtues and other services that could be more responsive to students and

community needs by providing insights on how the continuity and coherence between the

objectives of the school and the integration of moral education. The research may also serve as

awareness among school administrator to provide varied and tailored fit proposal to the school’s

management on the integration of Character Education in the curriculum.

Teachers. Findings can help them discover the positive impact of literary selections

among them which in effect can help students improve their learning virtues whereas strategies

and approaches to ensure efficient and effective attainment of specified learning objectives to be

able to adapt to the changing needs and conditions of the schools.

Students. Findings can help students achieve higher levels of moral values and learning

virtues through adjusted pedagogical help to achieve a common learning goal through teacher-

structured interaction and ensure that all children learn at their fullest potential regardless of the
differences exist among them. Additionally, it will help them realize the pertinent role of moral

values on the individual as key factor for self-efficacy and improvement.

Future researchers. Findings can prove helpful in encouraging them to similarly

conduct an evaluation of the implications of literary selections on the students’ learning values,

findings of which can serve as baseline data for program enhancement in their respective locales.

Scope and Delimitations of the Study

This study will focus mainly on learning virtues through literary selections in English and

how it can greatly affect students’ behavior. Prior to the developing ways to measure virtues in

literature, fine distinctions must be made about virtues and literary selections combined in one

discipline. The several overlapping responsibilities of school, families and communities in

developing virtuous understanding and behavior in the younger generation will make as a gauge

for the impact of this particular change.

This study also will specifically covers the teaching methodologies and strategies of

English Teachers of Norzagaray National High School in the Junior High School Department in

which the researcher wishes to find out the significance of learning virtues through literary

selections in English and how it affects the behavior of students.

This study is a descriptive type of research using a survey questionnaire form with the

use of the likert scale to weight and measure the impact of literary selections on the learning

virtues of students. Consolidation of data using a computer program and a statistical tool shall

be used for the treatment of the data after the survey is being conducted. The researcher will

present the data through summary of tables with interpretations, conclusions and provide

recommendations.
 The researcher will utilized a validated self-constructed questionnaire to get the

responses of the respondents regarding the impact of literary selections on the learning virtues

of the students. The survey questionnaire will serve as the main data gathering instrument.

The study will be limited to the implication of the literary selections on the learning

virtues of students of selected Grade 9 students of Norzagaray National High School in

Norzagaray West District, Province of Bulacan.

The output of the study will be a proposed input for the Possible Intervention Program

for the Integration of Character Education on the Basic Education Curriculum specifically on

English Literature and also a Model for Edukasyon sa Pagpapakatao Curriculum to promote

overall child learning development and the moral values education but its implementation will

not be covered anymore.

Furthermore, it should be known that the opinions, explanation and concepts

embodied in the succeeding pages are based on the researchers’ course of study and on the

availability of data and information needed in the study.

Definition of Terms

To clearly understand the terminologies and concepts used in this study the following

terms are defined operationally and conceptually.

Basic Education Curriculum. This refers to Philippine Educational System from

Kindergarten to Senior High School.

students to become successful in their academic performance and eventually on their career

(Lim, 2009).

Character Education. This refers to an umbrella term loosely used to describe the

teaching of children in a manner that will help them develop variously related to moral, civic,

good mannered, behaved, healthy, critical, and successful or social beings. Concepts that are now

available as well as in the past have fallen under this term include social and emotional learning.

This includes moral reasoning and cognitive development, life skill education and conflict

resolution.

Curriculum. This refers to a systematic group of courses or the sequence of subjects

required in a major field of study.

English Proficiency. In this study, this refers to the ability of students to comprehend

literary pieces based on the setting and plot of the story and eventually be able to understand the

moral lesson embedded on the story.

Ethics. This refers to a branch of moral philosophy that involves systematizing defining

and recommending concepts of right and wrong conduct (Webster, 2004).

Goal. This refers to aims, purposes of the school/curriculum. (Webster 2004).

Learning Virtues.In this study, this refers to the moral values that can be acquired by

students though literary selections in English.

Life Lessons.This refers to the life principles that can be learned from studying literary

selections in English.
 Literature. This refers to body of written works. More restrictively, literature refers to

writing considered to be an art form or any single writing deemed to have artistic or intellectual

value, often due to deploying language in ways that differ from ordinary usage (Allison, 2010).

Literature. In this study, this refers to the selected literary pieces chosen by teachers to

be the subject of discussion and reading among the students in order to help them develop

learning virtues and moral values based on the lessons that can be acquired from the particular

literary selection.

Virtue. In this study, this refers to moral excellence being acquired by the student by

reading and understanding literary selections being assigned by teachers. A virtue is a trait or

quality that is deemed to be morally good and this is valued as foundation of principle and good

moral being.