Lesson 3- Attitude and Self-Esteem

PHILOSOPHIES OF LIFE

An individual's personal philosophy is his way of looking at the world and the
people around him. His personal philosophy is one of the most fundamental
elements of his being, for it enters into his thinking his emotions, his actions and
reactions.

Some people do not have only one philosophy or way of thinking. They may be
“eclectic", meaning they partake of several basic philosophies.

Roughly there are three basic philosophies:

1. The Realist. The realist looks to what is he seeks for the

answers to his questions. He observes nature, sees man as a product of the
world about him. To the realist, man's most important feature is his ability
to adapt and use the laws of the universe. The naturalists belong to the
same category.
2. The Idealist. The idealist finds the answer to reality within
man's mind or soul. The two main categories are the religious and the
personal. If the idealist believes in God, he looks to Him for the ultimate
answer to reality. He believes the most important thing about man is his
soul and his spiritual kinship with the Divine Being.
3. The Pragmatist. The pragmatist looks for meanings in their
practical bearings and believes that the function of thought is to guide
action. He believes that experience is composed of circumstances, events,
ideas, people, environment, and that the interaction among all these
things is the basis of reality. The pragmatist is concerned with change, for
experience is never static.
An individual's right to his personal philosophy must be respected, and
what he does if taken in the light of that philosophy, becomes more
understandable. If one can do this, his ability to get along with people and
consequently, his chances of improving his own personality will be greater.
A person's values are based on his philosophy - the things he considers to
be of worth and importance. Other factors that influence a person's choice
of values is his cultural tradition into which he was born, he values of the
 society in which he moves. One may value money; another, power,
another, creative expression, and others a combination of all of these.
In our nation today, the factors in determining an individual’s pattern of
value are confusing to young people. Until you know what you hold fast to,
you are quite likely to be confused and bewildered by the conflicting sets
of values you observe around you.
HOW HIGH IS YOUR SELF-ESTEEM?
If you're tops at being put down, the reason could be droopy self-esteem with a
low self-image give themselves a hard time, rarely believe the good things they
hear about themselves, and sell their abilities short. Need an ego boost, but
don't know how to get it?

Self-Esteem is Healthy

A positive self-image has nothing to do with being conceited or show-off. In fact,

a healthy self-esteem makes you feel confident without having to drag and
constantly prove yourself to others. High selfesteem is also easy to spot. You can
see it in the way a girl dresses and carries herself. She’s usually a good student -
not because she wants to impress others, but because she enjoys doing things
well. And generally, she's well-liked because she's relaxed and fun to be with.

Knowing the Real You

It depends on the way you see yourself. Like a fun-house mirror, low self-esteem
distorts selfperception. A girl who doesn't regard herself highly may have a 99
percent success rating in life, but it's that one percent she'll remember. A
warped self-image often stems from having been unfavorably compared with
others. If you have a sister who's straight - A student, pretty, and popular, you’re
likely to suffer by comparison. Or if you measure your looks against those of TV
or movie stars, you’re in trouble.

Other factors can also be damaging. Teens that were once overweight or skinny,
for example, may continue to think of themselves in the same terms after the
stage has passed. In addition, parents who set impossibly high goals for their
children create a surefire failure syndrome.

Why not make sketch, a true picture of yourself by listing the areas of your life
that are important to you, like appearance, school, boys, girls, family and career
ambitions. Under each heading, note the comments you hear most often about
yourself, good and bad. Be honest. If teachers say: your test score could be
higher, ask yourself “How can I improve?” then buckle down, and do it. If people
say your hair is pretty, believe it probably is. Seeing your personal characteristic
written out makes the good and bad person more real and therefore easier to
deal with.

Even experts aren’t sure which comes first: high self-esteem or success. Chances
are, they’re both part or a cycle that includes trying new activities, winning
recognition, and feeling so good about yourself that you're willing to move on
to other areas. All of this is hard work for teenagers with a poor selfimage,
because they're usually shy. But it's the best way to discover what you can do
instead of dwelling on what you think you can't.

Compliments and positive reactions are the icing on the cake. But self-esteem's
true nourishment comes from a strong inner conviction of your self-worth. If
your feeling of self-esteem has sunk to rock bottom, try these "growth
exercises", used by many counselors and therapists. The first is the three-minute
speech called "Everything Good about Me." Talk about yourself, aloud, for three
minutes, giving only positive characteristics. You find yourself mentioning and
discovering virtues you hadn't thought about.

The second exercise is called "The Fantasy Trip." Imagine climbing a mountain
and finding a wise man at the top. Ask him questions; get his advice on your
problems. Afterward, you'll see that all the good advice and insights actually
came from you. Trust yourself, and learn to listen to yourself. You'll probably find
that you’re wiser and more capable than you realize.

ATTITUDE- YOUR MOST PRICELESS POSSESSION

Attitude is the way you communicate your mood to others. When you are happy
you transmit a happy attitude and people usually respond favorably. When you
are pessimistic or have a negative attitude, people tend to avoid you. Inside your
head, is where it all starts, attitude is a mind-set. It is the way you look at things
mentally.
Emphasizing the positive and eliminating the negative is like using a magnifying
glass. You can place the glass over good news and feel better or you can magnify
bad news and make yourself miserable.

In the work environment, as in your personal life, it is your attitude that makes
the difference. Building and maintaining healthy relationships among superior
and co-workers is the key to success in any organization. Nothing contributes
more to this process than a positive attitude.

A positive attitude will expand your network. When positive, you transmit
friendly signals. Customers, co-workers, and superiors are more open to you.
Your attitude is expressed before you say a word. It shows in the way you look,
stand, walk, and talk. If you are cheerful and upbeat, your attitude acts like a
magnet. You not only attract others, but they are more friendly toward you
because they sense in advance that you already like them.

Some individuals downgrade the importance of building and maintaining good

human relations. They place so much emphasis on technical skills that they
ignore the human issues. As a result, they have difficulty understanding why
others often lack enthusiasm for their work.

Along with good work skills, career success depends on the quality of working
relationships. An important first step is the development of a good attitude. If
you do not look for the best in your fellow workers you are less apt to find it. As
a result, you will not become the team player management expects. Your
personal productivity may remain high but you will not be contributing as much
as you could to the productivity of your organization.

The saying that "no man is an island, "is true. We all need other people. This is
especially true in the workplace. Those who build a strong network of
supporters create their own attitude reinforcement program. It is difficult to
remain positive without daily people contact. Co-workers, like personal friends
and family members, can give your attitude the perspective, focus, ad
motivation to remain positive. Attitudes truly are infectious.

Look Better To Yourself

Through advertising we are told to “improve our image." Self-improvement of

any kind should be applauded; but the overriding reason for a new image is not
to look better for others, rather it should because you want to look better to
yourself. When you improve your appearance, you give your positive attitude a
boost. The term "inferiority complex” is when you look better to others than
you do to yourself. In other words, when you have a negative self-image, you
make yourself psychologically inferior.

The truth is that you often look better to others than you do to yourself. There
may be periods when you feel unfashionable, unattractive or poorly groomed.
This does not necessarily mean you look that way to your friends, but you end
up communicating a negative attitude because you don’t look good to yourself.
When you look good to yourself, the world brighter. You are more focus.

Adjusting Your Positive Attitude through Image Improvement

Below are five general physical and psychological activities people engage in to
improve or maintain their self-images.

• Wardrobe improvement- Pay more attention (and money, if

necessary) to what you wear, how you coordinate various fashion items,
colors, etc. Make the best “fashion statement possible.
• Hairstyle and cosmetics- Spend more time with your hairstyle,
facial appearance, etc.
• Looking healthy- Devote time to an exercise program. Anything
that will create a healthier appearance. Include posture, dental care,
weight control, and diet.
• Being yourself - Refuse to be over-influenced by others and the
media. Stay with your own idea of what your image should be. Be different
in the way you want to be different.
• Image-attitude connection- Accept the premise that your
attitude will suffer if you don't keep a good self-image. Even if you don't
care about how others think you look, care about how you look to yourself
because it is important to your own attitude.

A Sense of Humor

A sense of humor is an attitudinal quality that encourages an individual to think

about lighter aspects others may not see in the same situation. Most things are
not the end of the world and if you learn to laugh at the human predicament life
is easier. When things get too tough, “bring on the clowns.”

Countless incidents, which you can improve with humorous twist, occur several
times each day in your life. Most will pass you by unless you train yourself to see
them. To help you do this, it might help to give this mental set a special name,
like “funny focus.”

• Humor is an inside job- Humor is not something that is natural

for one person and unnatural for another. One individual is not blessed
with a pot full of humor waiting to be served while another is left empty. A
sense of humor can be created. With practice anyone can do it.

• Laughter is therapeutic. Just as negative emotions such as

tension, anger, stress can produce ulcers, headaches and high blood
pressure, positive emotions such as laughter can relax nerves, improve
digestion and help blood circulation. Anytime you can laugh away your
problems, it will help you cope with your problems.
• A "funny focus”- can get you out of the problem and into a
solution. Simply finding the humor in a situation won't solve a problem,
but it can lead you in the right direction. Laughing can help transfer your
focus from the problem to possible solutions.

Teamwork

With a positive attitude it is possible to work as a team with your co-workers.

The group process an effective team of people working together to achieve a
common goal --is fundamental to our modern society. While we can do many
things alone, many other things must be done through teamwork because of
organizational necessity for maximum effectiveness.

Meetings are examples of teamwork. This is a group of decision process where

people communicate, solve problems, and create new products. When the
process works, we accomplish things we never could do alone. Research has
repeatedly demonstrated that a group of people who bring their combined
expertise and creativity to bear on a problem will usually make a higher quality
decision than can any individual member of the team. This can only be
accomplished if each member of the group brings his or her positive attitude to
do the group work.

Assertive Behavior

Many people think that being assertive is pushing for his or her own way,
refusing to give an inch. Others think of someone who is stubborn on certain
issues. This is not so. Assertive behavior is defined as a natural style that is
nothing more than being direct, honest, and respectful while interacting with
others. Assertiveness is a most desirable behavior. It is needed for honest,
healthy relationships. It is the behavior required for “Win-Win” outcomes in
negotiation, conflict resolution, family life, and normal business dealings.

• Nonassertive behavior- is passive and indirect. It communicates

a message of inferiority. By being nonassertive we allow the wants, needs,
and rights of others to be more important than our own. Nonassertive
behavior helps create "win-lose" situations. A person behaving
nonassertively will lose while allowing others to win. Following this road
leads to being a victim, not a winner.
• Aggressive behavior -is more complex it can be either active or
passive. Aggression can be direct or indirect, honest or dishonest but it
always communicates an impression of superiority and disrespect. By
being aggressive we put our wants, needs, and rights above those of
others. We attempt to get our way by not allowing others a choice.
Aggressive behavior is usually inappropriate because it violates the rights
of others. People behaving aggressively may “win” by making sure others
“lose” – but doing so set them up for retaliation. No one likes a bully.

• Assertive behavior- is active, direct, and honest. It

communicates an impression of self-respect and respect for others. By
being assertive we View our wants, needs, and rights as equal with those
of others. We work toward a "win-win" outcome. An assertive person wins
by influencing, listening, and negotiating so that others choose to
cooperate willingly. This behavior leads to success without retaliation and
encourages honest, open relationships.
CHOOSE ASSERTIVE WORDS

• Use "I-statements" rather than "you statements

Example: "You always interrupt me.
Say: "I would like to finish my story
• Use factual descriptions instead of judgments or
exaggerations
Example: "This is sloppy work."
Say: "This needs a punctuation here and your headings should be. .”
• Express your thoughts, feelings, and emotions
Example: "He makes me angry!"
Say: “I get angry when he breaks his promises.”
• Use clear, direct requests
Example: "Would you mind getting me a glass of water?
Say: "Please give me a glass of water."
NON-ASSERTIVE ASSERTIVE AGGRESSIVE
POSTURE -Slumped -erect but relaxed -erect, tense, rigid
-Shoulder forward -shoulder straight -shoulders back
-Shifting often -few shifts, - jerky or
- Chin comfortable -head planted in space
down straight or slight tilt -chin up or thrust
- Sitting, -sitting, legs forward
legs entwined together - sitting,
heels on desk
GESTURE -fluttering hands -casual hand -chopping or jabbing
- twisting movement with hands -
motion -relaxed hands hands clench
- frequently -hands open, palm -pointing sweeping
head out arm
nodding -occasional head -sharp, quick nods
nodding
FACIAL -lifted eyebrows -relax - furrowed
EXPRESSION -pleading look -thoughtful brow
-wide-eyed -caring -tight jaw
- rapid -concern look -tense look
 blinking -blinks -unblinking glare
- nervous -genuine smile - tight lips
smile -relax mouth -shows anger with
-chewing lower lip - slight flush of color scowl
- blushing eyes -firm
guilt look mouth
-extreme flush
VOICE -quite - resonant - steely loud
-soft -firm -harsh
-higher pitch -pleasant - “biting”
-hesitation -smooth words
- nervous laughter - even flowing -sarcastic laughter
-questions with laughter only with - statement
voice humour voice orders
raising tones even

BODY LANGUAGE

Your word choice is important. But it is more important HOW TO SAY THEM.

Being aware of body signals is very important in assertiveness training. Here are
some body language signals which have been categorized according to how
most people perceive them.

Assertiveness in a person has been found to be very important in dealing with

employers, employees, and clients as a whole. It is actually a broad range of
behaviors. It is exercising appropriately the right to stand up for yourself, to
think, feel, and act in ways that enhance your sense of self-worth and affirm
your personal integrity, and to recognize and be responsible for your own rights
as well as recognizing and respecting the rights of others. An assertive person
lets others know how their behavior affects him or her. Assertive people say
"no” to things they do not feel appropriate for them to do, and let others know
what they expect of them.

Filipinos tend to be shy. When they have something in their mind, instead of
saying it, they would rather keep quiet, and let others say it for them. They bow
their heads instead of reacting or complaining, and they say “bahala na" (Let
what may happen, happen.) There is a direct relationship between assertiveness
and success. The following behavior patterns are attributed to an assertive
person.

BE A REAL PERSON AT THE FINISH

Finish yourself! Neither parents, friends, teachers, wealth, knowledge, sickness,

and nor health can’t do the job for you- although all these play a part in it. You
have to do the synthesizing of all the elements that go into helping you become
you. The decision as to what sort of life you will lead, what sort of an example
you will follow, is largely up to you. You cannot escape your share of the
responsibility. Man alone has the ability to reconstruct what has gone before, to
learn from it, and to envision the future shape of things to come. Immediately
your whole life takes on a new significance, a deeper meaning, and a renewed
responsibility and challenge. You can profit from the past progress of mankind,
and avoid repeating known mistakes.

Appreciate People for What They Are

Accept the fact that no one is perfect, that everyone has weaknesses,
idiosyncrasies, inconsistencies, and irritating habits. The individual who has a
great tolerance for the frailties of others, a compassion for their troubles and
mistakes, willingness to admit an equal right to exist to those who do not see or
act as he does, has indeed an appreciation of people as people. If is too bad that
only in times of crisis or stress do me sometimes rise to heights of almost pure
wonderfulness. This appreciation of people for what they are is basic to the way
you feel and respond to people, as well as to situations, ideas, and ideals.

ETIQUETTES –THE ART OF LIVING

Nivedita1, Ph. D. & Anju Rani2

1
Asstt.prof.at Choudhary Devi Lal University, Sirsa (Dept. Of education)
2
Research Scholar, Ph. D. (Education)

Abstract
Etiquettes are the mirror of an individual’s personality .Our ideals of life,
philosophy and thoughts can only be displayed by etiquettes. Etiquettes are an
indispensable part of personality of a teacher. A teacher should strive for the
ethical excellence and to inculcate the mannerism in his students, who are the
future of the nation. The present paper focuses on what are etiquettes, etiquettes
and a teacher and some ways to maintain etiquettes. Keywords: Etiquettes,
meaning of teacher

Scholarly Research Journal's is licensed Based on a work at

www.srjis.com
INTRODUCTION
The fact that a teacher is the role modal for his students is very well known. A
student is an exact replica of his teacher. So for providing ideal students, a
teacher should show the same in his personality. If we are expecting a student to
exhibit the high ideals and etiquettes in his character, it is essential for a teacher
to posses the same .A teacher with his mannerism wins the heart of his
students’ .Manners and etiquettes are special ingredients of success. Our
values .attitudes and actions influence the impact of work .the field of education
is founded on values and principles set down in universal human rights and
welfare. These values and principles must be promoted and defended by
forwarding them to our students. Ethical consciousness and professional
competence are the basis of professional integrity .So therefore it is of utmost
need for the teacher to showcase the best ethics and work etiquettes. Before
proceeding further about the etiquettes and their need, we should have a glance at
what etiquettes are.
WHAT ARE ETIQUETTES?
The main purpose of education is to create the skills, grasp knowledge and spread
awareness about the glorious national heritage and this objective can only be
achieved through etiquettes and proper mannerism .Here we are discussing about
etiquettes, so it is very necessary to clarify what are etiquettes? We can define
etiquettes as
“The practices and forms predicted by social conventions or by authority.”
It is a code of polite conduct .A person with proper etiquettes is less likely to
annoy people around him. We can also define etiquettes as the customary code of
polite behavior in society or among members of a particular profession or group.
The meaning and importance of etiquettes can vary from individual to individual.
Meaning of Teacher:
In ancient India a teacher was looked upon as an incarnation of God, store house
of wisdom, had a very high place and was adorable. Students were handed over
to them at an early age and they stayed with their teacher for few years till the
completion of their education. There are Shastras and Sutras which discuss in
detail about the duties of a Guru/teacher as well as the duties of his disciple
/student. At that time values and ethics were having a very pivotal place in life. A
person with high values was looked upon as a blissful person. According to
kahata Upanishad a teacher is: (Ancient education system in India.Dec.15,
2011.Indiatva.com the essence of being Indian)
“He, who is possessed of supreme knowledge by concentration of mind, must
have his senses under control, like spirited steeds controlled by charioteer.”
In ancient Times a teacher‘s prime duty was the inculcation of following three
simple processes:
i) Shravana - Listening ii) Mannana – the need
to interpret self iii) Niddhyaasna –complete
comprehension of truth
With the passage of time the image of teacher has also changed, the same change
can be witnessed in our social values and ethics
ETIQUETTES AND TEACHERS:
The main task or aim of a teacher is to realize the need of teaching manners, for
better development of the students. Now the question arises could mastering the
manners make a difference in your class? May it not fully affect your class, but
surely it will to some extent. For being a successful teacher, teaching etiquettes
are very essentials. he should have knowledge of etiquettes pertain nig to his
profession. Some educators are of view that focusing on manners in the class
room is not an option, it is must. Her we have some reasons, why should a
teacher must posses etiquettes
I) To set up a good example
II) To make himself /herself a better supporter for his students
III) To bounce back mistakes
IV) To be more productive
V) To make social web better VI) To be more emphatatic
VII) To keep offensive pride away
VIII) To realize the dream of good society
IX) To maintain the dignity of profession
X) Ethical conduct towards students
XI) To strive for excellence

-To set up good example:

Human learning is based upon perceiving and understanding and then
reflecting .Students will do the same as they perceive their teacher /Guru. So for
their welfare and inculcation of good values a teacher must posses high
etiquettes. A teacher must showcase etiquettes himself first, which he is wishing
to be exhibited by his students.
-To make himself /herself a better for his students:
A teacher has got the title of nation builder, pillar of nation. So a teacher should
always strive for supporting his students, whenever and wherever they need him.
He must have such qualities which can guide and support his students. .If a
teacher succeeds in inculcating some good values and etiquettes in his
students ,then it would be a life long support to his student . ssss
Being disciplined, genuine in actions, hard work can help a teacher to bounce
back mistakes and set up a good example in front of his students.
-To be more productive:
Our ancient culture is enriched with the possession of high values like-honesty,
discipline, hard work, truthfulness, .If we are able to apply these values in
our life, it will lead to productivity, Etiquettes and manners are key to
success .If a teacher is able to make his students to realize the value of time,
hard work, discipline he can help them to be more productive. The
development of productivity in hi students in a way will be development of
his own productivity.
-To make social web better:
Using good etiquettes is one way you can help collectively tip the scale back in
the direction of people being nicer to each other. Through etiquettes a
teacher can weave an intricate social web to dignify his profession.
-To be more emphatatic –
A teacher is always expected to cater the individual needs of his students .To
achieve the same he ha to be more emphatatic .By doing so he will be
able to understand the needs and wants of his students.
-To keep offensive pride down:
No sin is more offensive to God than the sin of pride. If a teacher is given
equivalent to God then how can he be proud of himself? He should
always act pride free. He can prevent himself from pride only through
his etiquettes.
-To realize the dream of good society:
School has been called the miniature form of society and that miniature society is
run by teachers .It is the duty of teachers to make his students able to
decide what to do in hard case, how to make decisions and act
genuinely. A teacher can do it by practicing the same things in his
own behavior. Only then the dream of good society can be realized.
-To maintain the dignity of profession:
A teacher has to act with integrity, maintaining the dignity and credibility of his
profession .They should always endeavor to fulfill his duties,
exemplifying the highest ethical standards. They should create a
learning environment nurturing to fulfillment of the potential of all the
students.
-Ethical conduct towards students:
The professional educators accepts their personal responsibility for teaching
students etiquettes and qualities that will help them evaluate the
consequences and responsibility of their actions Only a teacher can
help to foster civic virtues such as –integrity ,diligence,
responsibility ,co operation ,loyalty , fidelity and respect for law,
human right etc.
-To strive for excellence:
The modern education system aims at individual difference ,it may be the teacher
with different teaching styles as well as their students .It is always
easy for a teacher to develop a teaching style but ,no so easy to get
excellence . He can strive for excellence with the bliss of his
etiquettes and virtues.
Ways to maintain etiquettes:
It is very easy to grasp some etiquette, but the hardest part is how you maintain
these etiquettes. Being professional in your field demands much more than your
educational qualification and knowledge. Professional etiquettes are not enough
for a teacher, both professional as well as personal life have some etiquettes and
code of conduct. So it is very necessary for a teacher to exhibit etiquettes at the
both fronts professional as well as personal.
As professor Pagana says :( emeritus at Lycoming College, William’s port,
Penn and president of Keynotes and Presentations, Career Advancement)
“Professional etiquettes are not optional, for personal or professional
success-it is a necessity.”
Here we have some personal and professional etiquettes, which deem to us most
important:

Etiquettes

Personal Etiquettes Professional

Etiquettes Personal etiquettes:
Firstly we will talk about the etiquettes at personal front.
Your personal etiquettes represent how you feel about yourself and the outside
world. Most of the form their idea about others on their non verbal behavior , so
it would appear that it would do little to change what people think of you when
they first meet you .here we have some personal etiquettes to be shown :
• Neighborhood Manners :
Regardless of the type of neighborhood you in live in, there are still some
etiquettes rules set for the civilization.
• Being courteous during contagious diseases as cold ,fever, flu
etc:
During any contagious disease it is our prime duty to take proper precautions
and make people aware about the same. Covering your nose while sneezing,
covering your mouth while coughing are very common etiquettes. If you are
 suffering from any contiguous disease, be cautious so as to prevent others
from its effect.
• Helping your friends :
Always try to be there for your friends and those who need your help during
their hard times. Do as much as possible and play well the part of a supporter.
• Taking care of personal space :
We should take care of our responsibility to take care for the physical,
emotional and spiritual serenity of the people around us. We should try our
best not to interrupt in anybody’s personal space of life.  Etiquette of
public primping:
It is not only etiquette, but our duty not to puncture the public primping. We
should not talk too loudly, avoid managing your hair style when lots of people
are around you .You should also teach the children to behave well at public
places.
• Avoiding gossips :
Spreading gossips about others is bad manner. Though it is difficult to avoid
gossips, but you can control your reaction to it .Indulgence in gossiping can
spoil your image.
Professional Etiquettes: Your professional etiquettes counts the following
• Being Punctual :
Being punctual is one of the essential elements for a good teacher .Always be
on time at your work place and especially during any meeting, conference or
any professional gathering.
• Taking care of decorum:
A teacher should always strive to take care of decorum such as taking care of
your tone, keeping your student attentive in class, showcasing a positive
attitude, taking care of decorum will add more grace to your personality.
 Keeping poise during critical situation:
 A teacher should always keep his cool even during the most critical situations.
Display tolerance compassion, understanding and acceptance toward those
who are slower than you in developing maturity, emotional freedom and
coping capabilities.
• Handling difficult person with your communication skill:
Do not answer a fool according to his folly, lest you should also be like him.
If sometimes you are dealing with a person who is hard to deal .do not loose
your cool, just try to deal that person with your communication skill.
• Contributing in creating conducive environment at
workplace:
Creating a conducive work [place to work out is very important ,because
where you work .what you see and how you feel greatly affects your attitude
towards work .So you should try to create a conducive environment at your
workplace.
• Being disciplined:
Discipline takes self-control, sacrifice and overcoming distractions and
temptations .It means staying focused .Consistency takes discipline and is
more important than erratic effort. Discipline and regret both are painful .Most
people have a choice between the two, obviously regret is more painful.
• Having high self esteem:
Self esteem comes recognizing and accepting your self –worth. A good teacher
is at peace with himself and are poised .They are internally driven and get
their validation from within. They don’t have to prove anything to anyone. 
Do not misuse Authority:
People wouldn’t mind you enjoy authority, but they would mind misuse of it.
so always stay committed to your work, to gain respect from others.
Conclusion:
The field of education is gaining popularity .It is time when the etiquettes are
beyond just saying thank you, please and sorry. The combination of two your
academic qualification and etiquettes will be wonderful. We have discussed that
first of all people form their ideas about anybody at nonverbal bases. You can win
the heart of people around you by your etiquettes. We can witness the importance
of etiquettes from the fact that from ancient education system till the present era
the emphasis has been laid on inculcation of good etiquettes in the students
Lesson 6- Introduction of Filipino Values

What is a value?

A value is something desirable, worth having, worth possessing, worth

keeping, and worth doing. Insofar as a value is desirable, it is something good for
the latter is always desirable (Aristotle). If only for this reason, one axiological
school of thought claims that value is identical with the good; hence, what is
good is valuable and what is valuable is also good, i.e., a valued object is good.

The value of health, for example, is good precisely because health is

desirable. It is something we desire, want to have and enjoy. By the same token,
inasmuch as marriage is good, it is desirable, hence a value which is the object of
interest. It is thus clear that the desirability of a thing, goal, place, person, plan,
code of behavior, or conduct makes it valuable; it renders a thing good.
Contrariwise, what is undesirable is neither valuable nor likable, for we neither
value nor like what we do not like or desire. Insofar as both goodness and value
connote the quality of desirability and likability, they are therefore identical.

It must be pointed out, however, that what is desirable is not always suitable
and proper for human nature. To have sex with someone else (other than one's
own spouse), for example, is desirable (and even pleasurable), precisely because
sex is the object of desire; hence, Sex is a value. But the propriety of satisfying
one's sexual desire in this particular situation is undermined; that is, the suit-
ability of attaining or meeting the condition by which to satisfy one's sexual
desire is wrong and not proper for a rational being. Here we can discern that
there is a distinction between what is good and what is valuable. For while it is
true that what is good is always valuable, insofar as both value and the good are
desirable, what is valuable, under certain circumstances, need not always be
good.
 This is so precisely because the desirability of a thing or an act is not always
suitable and proper for the nature of human beings. Desirability does not always
connote propriety and suitability, for what is desirable is not always suitable and
proper. Hindi laging karapatdapat ang kanais-nais. In other words, desirability
(or desirableness) does not perforce mean "oughtness." The sense of desirability
differs from the sense of oughtness, insofar as what is desirable need not be
morally right. To give a concrete example, fornication is pleasurable and
desirable, but not morally good.

The significant distinction given above has prompted John Stuart Mill
(1861) to say that "it is better to be a human being dissatisfied than a pig
satisfied; better to be a Socrates dissatisfied than a fool satisfied". A human
being has a sense of propriety, or a sense of morality, which a pig does not have.
A fool enjoys being foolish and asinine while a Socrates exalts a decent life that
is worth living. The big difference makes a person rational and moral.

Why is there a need for values?

The crucial answer is for the sake of survival, sanity, and peace of mind; and this
explains why values are parable from life. In fact, without value there can be no
life, insofar as life itself is a value. Human life is a disturbing problem rather than
an answer in itself. Every individual is born without his knowledge and then he is
going to die against his will, No person has ever been consulted beforehand
whether or not he wanted to be born. And now that he is born, he suffers until
he dies. In short, in one's unasked-for existence, whether one likes it or not,
everyone is subject to the onslaught of disease, suffering, old age, senility, and
death.

For this reason, man wonders: Why does man still have to be born if only to
suffer and, finally, to die? What really is the meaning of life? The answer to these
questions may be for the better or for the worse, but even the worst answer is
better than none at all. And so people have gradually formulated and
conceptualized their own explanations and interpretations that have taken the
forms of their own philosophy of life and values. These have now become their
mental frames of reference which satisfy their need for an explanation and their
search for meaning. Values thus make people feel at home in the world insofar
as they become systems of thought and action which give them a frame of
orientation and a feeling of certainty and belonging.

Can values be taught?

In every culture the family is the primary carrier of values. Parents, the
father and the mother, and other elders bear the culture and values of their
society or community. As pointed out earlier, we are what or who we are
because of our values, insofar as we act, behave, think, and make decisions
according to our value system. In other words, man is his own values. I am my
own values and you are your own values, precisely because my selfhood and
your selfhood are the embodiment of our system of values. I am I and you are
you through our own values. Thus, as we act, so we are.

Now, besides being value carriers, parents and elders, inasmuch as they are
the embodiments of the values passed on to them by their own parents and
elders, they are also the transmitters and transferrers of values. Here we can
discern the very significant role being played by parents and elders in the
transmission and inculcation of values into their As the child grows, he is being
molded offspring. by the values of those who nurture his growth and upbringing.
Thus, the great responsibility of the value carriers and transmitters cannot be
underestimated.

Whether or not parents are aware of it, the growing child imitates every
actuation, speech, mannerism, disposition, expression, habit, and behavior of
those around him, including the baby sitter. In short, he imbodies their values
and their culture. For this reason, the most effective way to transmit and
inculcate values is by example. This means that we ourselves should practice and
live the values we would like to instill into our children. A child may be able to
understand whatever value or counsel that is being taught him. But unless he
can see and observe for himself that this same value is performed by those he
interacts with, he may not do it himself.

For and it is sees easier that for people a child to imitate whatever he hears
and sees that people around him are saying and doing than for him to do what
is being taught to him but he sees no one else doing it. Inculcating values by
example is far more effective than by reward and punishment. In a different
context, it may be beneficial and useful to give rewards, but this may not be
good in the transmission of values. A child that is inured to receiving rewards for
doing what one wants him to do and achieve may possibly learn how to bribe
and buy off his way to get things done. For rewarding an individual for doing
what we would like him to do is, to some extent, a form of bribery.

Moreover, a child may be habituated and trained to do good only because

of the rewards that he can get and not because of the value of doing something
good. The concomitant result of doing good would be superficial insofar as the
child's interest is focused only on the premium to be received. In the process,
the foundation of the values that one has learned by way of reward is weak and
it is likely that one cannot live by them.

Teaching values by punishment, on the other hand, is not only

unacceptable but inhuman as well. A child that is accustomed to doing good
things through force and coercion may learn to become violent and ruthless as
he grows old. As the Filipinos would put it, "Kung ano ang kinamulatan ay siyang
pagkakantandaan" (The way one has been brought up will determine how one
would become later in life). And a person would perhaps do to his/her own
children the very same treatment by which he/she has been brought up by his
parents.

Most of all, teaching values by punition is not authentic precisely because

of the use of threat, intimidation, or violence, for one may sanctimoniously
practice these values only because se of fear and not because of the value of
doing what is good. Once the threat or the one being feared is absent, one may
no longer do it for having been always trained or taught of doing good alongside
force and punishment. In this way, one has not personally imbibed or embodied
the value of doing good.

Whereas the values which are personally caught and imitated by the
growing child by way of good examples by value transmitters/ carriers
themselves will become part of the child's character structure which he/she
bears until he grows old. This explains why an individual is his own values,
insofar as his personality or selfhood is the totality of his values.

To further illustrate the point: All my valuations, acts, works or

performances, choices, lifestyle fashion, decisions (like the choice of degree,
marriage, and profession), and other concerns and in tersest in life are defined
by my sense of value, my value system. I became a teacher of philosophy and
engaged in philosophical research and in the intellectualization of Filipino
philosophy in accordance with my personal values. Thus I am now known by my
acquaintances and friends through my values. This is my pagkatao, my
personhood, the embodiment of my values.

Are values subjective or objective?

With regard to the ontological status of values, philosophers of value speak of

three schools of thought: subjectivism, objectivism, and relationism or moderate
realism.

Subjectivism claims that value is purely subjective insofar as value lies and arises
exclusively in human subjects and there is no value apart from people. Things do
not contain or possess value in themselves. Whatever value things or ideas may
be said to have is conferred on them by persons who happen to hold them in
esteem. Without men, there would be nothing in the world that is or can be
called a value.

Aesthetic value, Luna's Spoliarium, for example, lies not in the work of art
itself but in the eyes and mind of the beholder who appreciates or contemplates
this work of art. Likewise, moral value is nothing but what thinking makes it so,
since no act is right or wrong in itself.

Values, then, have no meaning in themselves without people. Men invest or

clothe values with meaning. We confer meaning on things and hold them
valuable. It goes without saying that values do not and cannot exist by
themselves without man discovering them. We discover values and objectify and
institutionalize them through our culture.

The subjectivist argues that the "observed fact of disagreements"

(Singgson 1979:22-24)) in value judgments among people validates and confirms
that value is exclusively located in the subjects. Value judgment, for instance,
varies from one person to another according to temperament, age, education,
cultural background, need, condition, and experience; and so people project
value into the object in different ways. It is no surprise then why a thing may be
valuable to one individual but may not be of any value to another. What is
valuable to me may not be valuable to you, and vice versa.

On the other hand, the objectivist in general contends that values exist out
there in the world of things, in the things, objects, or actions themselves
exclusively. Value is an existential category in the outer world of things, for
things are by their very nature independent carriers and revealers of value.
Certain things are valuable in themselves, whether or not people perceive or
think of them. That is to say, value is already in certain things as their objective
quality even prior to encounter with appreciating individuals.

Values lie in wait to be merely discovered or created or projected by

persons or subjects. And so we take interest in some things, acts, behavior,
aspirations, etc., because they are valuable in themselves. For instance, moral
value implies the existence of a moral code that is absolutely binding and
universally valid for all times and places. Even if all human subjects would perish
in a world catastrophe, certain objects would still remain valuable in themselves.

The objectivist argues that "the observed fact of universal or nearly universal
agreements" (Singson 1979:24-25) in value judgments confirms that values are
objective. There exists, for instance, a universal liking or interest in certain
masterpieces of classical music or architectural edifices, e.g., the eight wonders
of the world. This observed fact of universal unanimity in value judgment is the
basis for the absolutist city and objectivity of values.

The universal or almost universal claim for the charmer of the musical piece,
Silent Night shows that its beauty or aesthetic value lies in itself; likewise, saving
a child in distress is immediately perceived that all men at all times and places
are good and worthwhile This is an example of a universal value.

The conciliatory view is relationism or compromise insofar as it offers a

compromise between the two extreme and opposite views. As a middle stance,
it avoids the exaggerations of either subjectivism or objectivism and
incorporates the best features of each. Values, it is contended, do not lie
exclusively in the valuing subject nor entirely in the valued objects. Value sort of
hovers between the subject and the object, inasmuch as value is a creation from
elements both from the subject and the object" (Singson 1979:26). Value
emerges out of a dynamic relationship or encounter between a person capable
of appreciation and an object inherently endowed with the capacity to activate
the potential appreciation of an appropriate subject.

In a way, value is a polarization between two opposite forces, with the

suitable subject and the object standing and acting as opposite poles, like an
electric or magnetic field. Just as the magnetic force or field does not lie
exclusively in the positive pole nor in the negative pole alone, so actual value
does not lie exclusively in the valuing person taken independently of the object,
nor exclusively in the valued object considered apart from its actual encounter
or relationship with a certain object.

The observed fact that people do disagree sometimes in value judgments

leads the relationist to conclude that value must lie partly in the subjects
themselves. And the observed fact of agreement among different individuals
about one and the same object induces the relationist to assume that value
must lie partly in the object. People sometimes agree despite subjective
differences because value is not entirely subjective but also partly objective.
Sometimes persons disagree about one and the same object despite the
sameness of the object because value is not exclusively objective but partly
subjective as

In other words, a thing of value possesses essential elements which

constitute its value or desirability; and these characteristics are the ones being
perceived and seen by the subject, in virtue of which he/she recognizes the
value of a particular thing or act. Now, the essential qualities of a thing or work
of art need a subject to appreciate them so that their value would be noticed
and known. For this reason, a subject is necessary for the disclosure of value.
Value as such cannot exist by itself; there should be a subject to acknowledge its
likability and desirability.

Value, therefore, is both subjective and objective. It is partly subjective and

partly objective:
subjective, precisely because there should be a subject to notice, disclose, and
recognize its being a value; objective, insofar as there should be essential
features inherent in a thing of value that allure and appeal to a subject who, in
turn, acknowledges it as likable and desirable; hence, it is something wort
having, worth keeping, or worth doing.
Are values permanent or changeable?

Corollary to the problematic of subjectivity or objectivity of values is the

problem whether values are permanent or changeable. Two axiological views
may be cited. One view claims that values do change from individual to
individual, from family to family, and from generation to generation. What is
valuable to one person may not be so to another. What one family values differs
from what another family holds dear or valuable. Much more so with the values
that do vary from one generation to another, insofar as the value preferences of
one generation are triggered and affected by the influx of social transformations
and scientific progress.

The advocates of this view may also be called Subjectivist, insofar as values
change together with the people who change their values. Values are inherently
private, subjective, and personal experiences precisely because they reside in
persons. They have their being solely in living experiences of the subject, so that
whenever the subject changes his ways or lifestyle, his values also change. One's
exposure to new living conditions, environment, and new social influences may
precipitate value changes and new value formations. A Filipino immigrant, for
example, may assimilate western values at the expense of Filipino values. One
may lose the Filipino value of kissing the hands of parents and elders in
exchange for the value of equality and independence in American culture.
Apparently, values are impermanent; they are changeable subject to the
everchanging life situations and circumstances. As society changes, so values do
change.

On the other hand, the other view maintains that values as qualities do not
change; they are permanent and unchangeable. They are unchangeable insofar
as they are objectified in the things, acts, or principles being valued. It is in this
sense that values are perceived to be objective. This is Max Scheler's (1974,
1960) axiological position. It is maintained, though, that value carriers like
persons, goods, situations, and conditions do change. For example, the value of
friendship remains as a value, even if an individual ceases to be a friend to
another or becomes his adversary (Dy, Jr. 1998)
 Similarly, the value of marriage endures despite the infidelity of many
spouses to their conjugal partners. The value of honesty lasts despite the dis-
honesty of corrupt people, in the same way that the Filipino value of respect for
elders abides in spite often rudeness, disrespect, and impoliteness of juvenile
delinquents. People as carriers of values, however, are subject to change
whenever social situations change. For instance, an individual as a carrier,
transmitter, or conveyor of values may change as a result of his exposure to
socio-cultural influences and factors. It is true that when one transfers from one
culture to another, or migrates from one country to another, one is subject to
many cultural changes. One may also change one's values which are pertinent to
the culture that one has adopted. But values as they are, as qualities, stay and
endure. As mentioned above, despite the philandering exploits of a husband or
the infidelity of a wife, the value of marriage remains. That is, although people
change their values, values themselves do not change.

By the same token, the value of justice stays no matter how many
infractions are committed by the criminals. It is clear then that values as such
are permanent, objective and unchangeable; whereas the carriers and
transmitters of values are relative, subjective, and changeable. The valuing
subject changes but the thing of value lingers on. Values are objectified through
carriers and goods, thereby becoming elements of the real world. Thus the value
of beauty becomes objectified in the Manila Bay Sunset and the value of
marriage becomes real in the harmony and success of the family.

What are Filipino values?

They are what the people desire, want to have, to own or possess, to do, to
keep, to attain, or to become. Filipino values are the objects of the people's
interest, desire, preference, and aspiration. They are the things Filipinos consider
good, important, proper, suitable, worthy, right, acceptable, and desirable in life.
Whatever they actually like, prize, esteem, approve of, desire or enjoy constitute
the people's values. And there are as many Filipino values as there are s0 many
things valued.

As mentioned above, a value may be a thing, idea, person, goal, principle

or rule, standard, convention, or a vision. In this regard, Filipino values take the
form or an ideal, philosophy of life, personal honor, human relations, principle,
or a precept by which the people live, act, think, reason, evaluate, decide, and
behave. These values are desirable patterns and traits of good behavior or
conduct, the suitable and proper ways of doing things which are acceptable to
the people who are supposed to practice and live by them. Filipino values also
consist of the moral, intellectual, and spiritual principles and beliefs being held
dear and significant by the people themselves.

In this book we shall disclose Filipino values which are found in our cultural
heritage. Through these values our forefathers speak to us. We shall listen to
them and benefit from their inspiring wisdom: aphorisms, maxims, proverbs,
songs, poems, parables, and moral precepts-the vehicles in which they have laid
down their thoughts and values that may make us sensitive to the wealth of
meanings which they themselves had experienced.

In our determined efforts to unfold fragments of Filipino values, it is the

mark of conscientious scholarship to disregard preconceptions about the study.
There is a need to go back to the people's world of original encounter with
reality and the wealth of meanings concealed therein. For the world of
meanings lies hidden in the un-reflected dimension of Filipino original
experience.

Going back to the people's world of meanings requires a

phenomenological attitude to help dis- close the values and insights for the
benefits of the Filipinos themselves. This phenomenological dis- closure of
values is the scholar-researcher's laudable, worthwhile-though laborious and
painstakingtask, but at the same time a remarkable contribution to the
articulation and formalization of a Filipino philosophy of value.

A Filipino philosophy of value can be sourced from the various strands of

the people's literature and oral tradition, insofar as Filipino life-experiences are
contained in the literature which reflects their cultural heritage, the Filipino way
of life, their world-views, aspirations, values, convictions, beliefs, and their way
of doing things together, In a way, Filipino literature Dears the stamp of the past
and is the life of the present.

It is the arduous task of the present author researcher to assemble into a

coherent whole significant fragments of the people's philosophy of value which
are found in scattered fabrics of Filipino cultural heritage. In the process of
collating and compiling scattered aphorisms and wise sayings of the people, the
author has to give them interpretations, explanations, and new perspectives
based on his own moral concepts, views, and experiences. Furthermore, this
discerning study of the people's proverbs, poems, and songs is an analytical
exploitation, rethinking, reinterpretation, recasting, and a reevaluation in the
light of present day situations and experiences.

Filipino Value
▪ Refers to the set of values or the value system that a majority of the
Filipino have historically held important in their lives.
▪ The Philippine values system includes their own unique assemblage of
consistent ideologies, moral codes, ethical practices. Etiquette and cultural
and personal values that are promoted by their society. As with any society
though, the values that an individual holds sacred can differ on the bases
of religion, upbringing and other factor.
▪ As a general description, the distinct value system of Filipinos is rooted
primarily in personal alliance systems, especially those based in kinship,
obligation, friendship, religion (particularly Christianity) and commercial
relationships.
Models of Filipino Values
F. Landa Jocano identified two models of the Filipino value system.
• The first is the exogenous model or the foreign model - The foreign model
is described to be a "legal and formal" model.
The foreign model was inherited by Filipinos from Western cultures,
particularly from the Spaniards and the Americans. An example of a
foreign or exogenous influence is bureaucracy exhibited in the government
of the Philippines.

• Second is the indigenous model or the traditional model. The indigenous

model is described as a "traditional and non-formal" model or guide but is
deeply embedded in the subconscious of the Filipinos.
Elements and Composition of Filipino Values
Based on studies, surveys, opinions, anecdotes, and other literatures made by
experts and researchers in relation to Filipino social values or Filipino core
values, along with the Filipino character or Filipino identity of a person or an
individual known as the Filipino, the Filipino value system are found to possess
inherent key elements.
• Hiya (propriety/dignity) - translates roughly into English as ‘shame’ or
‘embarrassment’, on a deeper level it refers to one’s sense of self, propriety
and respect. Filipinos may be more motivated to succeed by a fear of
shame rather than fear of failing the task at hand. To avoid experiencing
shame, they may try to give face to those around them through
complimenting them and avoiding direct criticism.

• Pakikisama(companionship/esteem) - is a typical trait of a Filipino, in its

simplest sense meaning “getting along with others” 1. Pakikisama entails a
genuine intrinsic appreciation of togetherness. Group harmony and unity is
valued 2. People want to get along rather than stand out. If progress is
achieved, it is for the entire group and no one should be left behind.
• Utang na loob(gratitude/solidarity) – cultural trait may means debt of
gratitude and reciprocity. We keep to heart the good deed we receive from
someone, especially when we need help. It is as if we say we are indebted
to the persons for life.

Surface Values- readily seen and observed values exhibited and esteemed by
many Filipinos. These three values are considered branches from a single origin-
the actual Core Value of the Filipino Personality.
1. Kapwa It means 'togetherness', and refers to community, or not doing
things alone. Kapwa has two categories
• Ibang Tao (other people) and Hindi Ibang Tao (not other people). The
Surface Values spin off of the Core Value through the Pivotal Aspect of
Pakikiramdam, or shared inner perception ("Feeling for another").
 2. Other notable key elements or motivations are optimism about the future,
pessimism with regards to present situations and events, the concern and
care for other people, the existence of friendship and friendliness, the
habit of being hospitable, religious nature, respectfulness to self and
others, respect for the female members of society, the fear of God, and
abhorrence of acts of cheating and thievery.
3. "Loob" or "kalooban"- The values of Filipinos specifically upholds the
following items: solidarity of the family unit, security of the Philippine
economy, orientation to small-groups, personalism, the concepts of "loob"
or "kalooban" (meaning "what’s inside the self", the "inner-self", or the
"actual personal feelings of the self"), existence and maintenance of
smooth interpersonal relationships, and the sensing of the feelings or
needs of others (known as pakikiramdam). In a larger picture, these values
are grouped into general clusters or "macroclusters": namely, the
relationship cluster, the social cluster, the livelihood cluster, the inwardness
cluster, and the optimism cluster.
Enumeration of Filipino Values
• Pagkakabuklod-buklod - The Filipinos recognize their family as an
important social structure that one must take care of. They give
importance to the safety and unity of one’s family. It is also common to
find the whole clan living in the same area and have extended family
structure.
• Utang na loob- It is a technique of reciprocity of debt of gratitude to
others within the family circle or primary group , sometimes unlimited
in nature , emotional rather than financial or rational.
• Galang- Filipinos are taught to become respectful individuals. This is
mainly due to the influence of Christianity that tells us to honor both
our parents and our elders. The use of ‘’po’’ and ‘’’opo’’ in conversation
and “mano”.
• Pagkarelihiyoso - Filipinos are religious. They believe so much in
supernatural powers and taught them to trust prayers rather than hard
work in the realization of their dreams. Success is considered a blessing
from above.
• Damayan/Balikatan - Denotes a good relationship among the people in
the family or within the group or community and connotes helping one
 another in time of need. Filipinos engage themselves in mutual
cooperation.
• Malasakit- In Filipino Family each of the member have the adherence or
the willingness to help the other member who is in need more than
they do , emotional or financial needs. They have this care to their
family member and this is the way they show their love to each other.
• Hospitality- Foreigners who come to visit the Philippines speak of
Filipinos going out of their way to help them when lost, or the
heartwarming generosity of a Filipino family hosting a visitor in their
poverty-stricken home. Meanwhile, most foreigners who attend Filipino
gatherings abroad (which are frequently organized for hundreds of
reasons) testify to the warmth and friendliness of Filipinos as they
experience that feeling of “belongingness.” Indeed, the legendary
Filipino hospitality is not limited to the Philippines. It is everywhere
wherever there are Filipinos
• Gender-specific Values- In relation to parenthood, bearing male and
female children depends on the preferences of the parents based on
the expected roles that each gender would assume once grown up.
Both genders are expected to become responsible members of the
family and their society. Women in the Philippines are expected to
become caring and nurturing mothers for their own children.
Female Filipinos are also expected to lend a hand in household work.
They are even anticipated to offer assistance after being married. On
the other hand, Filipino men are expected to assume the role of
becoming the primary source of income and financial support of his
family.
Social Stratification in the Philippines
Filipinos believe in the need for social acceptance and feel that education can
provide upward mobility.
• Color of skin, beauty, and money are the criteria that determine a person's
social position. Light coloring is correlated with intelligence and a light-
skinned attractive person will receive advancement before his or her
colleagues.
 • Family position and patron-client associations are useful in achieving
success. Government officials, wealthy friends, and community leaders are
sponsors at hundreds of weddings and baptisms each year. Those
connections are of great importance.
There are three social classes in the country based on income and national
wealth.
• The members of the rich class represent about 10 percent of the
population but own or earn about 90 percent of the wealth of the country.
They are composed of wealthy industrialists with big corporations and
owners of large haciendas or plantations.
• The members of the middle class represent about 20 percent of the
population. They are composed of professionals (doctors, lawyers, etc.).
• The members of the lower or poor class comprise about 70 percent of the
population but they only earn or share 10 percent of the wealth. They
often cannot earn enough to be able to buy necessities in life, save for
emergencies or for future needs. The poor could become rich by education
and by hard work.
The extremely affluent and politically powerful elite still controls most of Filipino
economy, business and political activities. The middle class is small and the
lower middle class much larger. Its members live in urban areas and, typically,
can only meet some of their extend family needs with no social safety net to fall
back on. There are large numbers of urban poor who live in substandard
dwellings on land they rarely have formal rights to use, who face food security
problems and have serious deficiencies in meeting basic human needs.
Four Underlying Principle underlie social stratification.
• First, social stratification is socially defined as a property of a society rather
than individuals in that society.
• Second, social stratification is reproduced from generation to generation.
• Third, social stratification is universal (found in every society) but variable
(differs across time and place).
• Fourth, social stratification involves not just quantitative inequality but
qualitative beliefs and attitudes about social status.
Communal society, cooperative group formed on the basis of shared interests
(e.g., religious or political) and emphasizing the needs of the community above
those of the individual.