CENTRAL PHILIPPINES STATE UNIVERSITY

Victorias Campus

VED 1
GOOD MANNERS AND RIGHT CONDUCT
(EDUKASYON SA PAGPAPAKATAO)

Learner’s Module

LOURDES H. VILLANUEVA, EdD

This learner’s module is not for sale. No part of this
material may be reproduced in any form or by any
means, including photocopying, scanning, or other
electronic means without the prior written permission
to the author or the Central Philippines State
University.

LEARNER’S MODULE IN
VED 1 : GOOD MANNERS AND RIGHT CONDUCT
(EDUKASYON SA PAGPAPAKATAO)
First Semester | School Year 2020-2021
 PHILOSOPHY
Decent affordable education for sustainable productivity
and global competitiveness under an atmosphere of
academic freedom.

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:

• Continually improve its Quality Management System (QMS) at par with

international standards;

• Provide timely, efficient and effective delivery of products and services;

• Satisfy the needs and expectations of the costumers and relevant interested
parties; and

Uphold applicable statutory, regulatory, organizational and international

standard requirements.
 MODULE PROCESS FLOW

This module is a self-contained learning material designed for a more

meaningful learning and fun experiences toward your journey to GOOD
MANNERS AND RIGHT CONDUCT.
Moreover, this material is crafted in your best interest as you take on
the challenges posed by the new normal teaching and learning environment.
The content of which are carefully selected from a wide range of topics in order
to meet the target deliverables. The assessment tasks and activities are
fashioned in way where you can work with the material even without internet
connectivity and electronic gadgets.
Each lesson is structured in a way where you can both examine the
concepts and apply them in given tasks or activities. The following process
flow will help you familiarize
with the parts of a lesson.

As you adjust with the current set up, the module also includes study guide, house
rules and study schedule to guide you on how to go about with each of the lessons and to
help you manage your time and resources. If you have further questions about the course,
you may consult your College/Campus with their respective contact information provided to
you.
KEEP SAFE and STAY PROTECTED!
 ACKNOWLEDGMENT

The author is grateful to CENTRAL PHILIPPINES STATE

UNIVERSITY- Victorias Campus for the opportunity given to
be part of the growing institution. Worth mentioning is the
Campus Administrator, Program Chair, and faculty
members of the College of Teacher Education for the trust
given to handle this subject.

To everyone, thank you very much!

“Let the peace of Christ rule in your hearts, since as

members of one body you were called to peace. And be
thankful. ... And whatever you do, whether in word or deed,
do it all in the name of the Lord Jesus, giving thanks to God
the Father through Him”
- Colossians 3:15-17

May God bless us all!

CENTRAL PHILIPPINES STATE UNIVERSITY

INSTRUCTIONAL MEDIA PRODUCTION AND DEVELOPMENT CENTER (IMPDC)

Evaluation Committee
CHAIRPERSON : FERNANDO D. ABELLO, Ph.D.
Vice President for Academic Affairs

ASSISTANT CHAIRPERSON: JOSEPHINE ASUNCION R. EMOY, Ph.D.

IMPDC Chairperson

MEMBERS : RIZA STEPHANIE A. ALFARAS, EdD

Dean, College of Teacher Education

Program Heads, Peer Reviewers,

External Reviewer Editor/English
Critic/Layout Artist
 STUDY GUIDE AND HOUSE RULES
This module is designed and prepared for you to learn diligently, independently and
honestly. Make your quarantined moments productive by reading the contents and doing
the tasks and activities provided to you in this module. Remember that by attaining the
learning outcomes of this module will make you become a responsible and competent
learner. Thus, the success of this module depends in you!

Here are some study guides and house rules that will help you to be on track.

Start engaging yourself with the lesson having a clear mind, safe environment and
healthy self. Be sure to set realistic and measurable goals that you can actually achieve
during this home- based learning using modular instruction. Expectation versus reality
matters.

Take yourself away from distractions. Have your own space at home where you can focus
to study. Make your learning environment or workplace conducive. There is no other place
where you can learn or work best than with a clean, neat, comfortable and safe
environment or workplace.

Assessments and evaluation activities must be written legibly and completely

accomplished. Make use of the spaces provided for you in the module. Be clear of what
your main point is and express it as concisely and coherent as possible.

You have to be resourceful. Find other ways on how you will further understand the
lessons presented to you. You may read other references or leaning materials related to
the topic/lesson you are studying. Read it over and over again until you understand the
point. You may ask other family members of friends to help you. Likewise, look for other
ways on how you will answer your activities and assessment tasks.

Attain the learning outcomes in your module. Understand every lesson in your learning
module. If you do not understand the content, readings and other activities, read it again.
Accomplish all the tasks, activities and expected outputs given to you. You need to ensure
that you will not miss any part of the module. There is no other satisfying feeling than
attaining all the learning outcomes in your module.

Take time to read and understand the assessment tools provided. Rubrics are provided
for you to be guided of how you will be graded by your teacher. Answer the assessment
and evaluation activities as best as you can. Do not settle for less.
Healthy mind and well-being matters. If you are feeling exhausted, stressed out, brain
drained and about to give up, then take a break and relax for a while. Do not push yourself
to the limit. Remember, you have more than one module to study. Take it one step at a
time - no hurry.

Observe honesty and integrity. Make sure to answer or do your tasks/activities/outputs on

your own. Your family members and friends at home will support you but the
tasks/activities/outputs must be done by you.

Manage your time efficiently. You may create your own study schedule for this module in
consideration with your other modules from other courses. Set specific time where you
can answer or do the tasks/activities/outputs given to you. Do not procrastinate.
Remember, it is not others who will do the tasks/activities/outputs for you. It will be you.

End every engagement of the lesson with a smile and a motivating heart to move forward
for the next lessons. Expect to submit the accomplished modules which will be retrieved
before the end of every term without leaving given tasks unanswered. Keep yourself
updated.

STAY AT HOME! Stay safe!

 STUDY GUIDE AND HOUSE RULES

EVALUATION

The key to successfully finish this module is in your hands. This material is designed
for you to learn diligently and independently. Aside from meeting the content and
performance standards of this course, you will be able to learn valuable skills which you
can use in your life.

To pass the course, you must:

1. read all course contents and readings, and answer the pretests and post-tests
in every unit of the module;
2. answer all the assessment and evaluation activities, without leaving or missing
any part of the module;
3. remember that the completeness of your answers to the activities and
assessments tasks will still be checked and will still be part of your grade
completion.
4. accomplish all the assessment and evaluation activities on your own;
5. read and understand the assessment tools such as rubrics before you start
doing your tasks;
6. note that cheating and dishonesty in all means are not allowed;
7. cite the authors and references you have used in your activities/tasks;
8. response to the evaluation and survey questionnaires that are included in the
module; and
9. submit the completed and accomplished module on the set time of retrieval; and
10. for queries and clarification, contact your respective subject-instructor.

GRADING SYSTEM

Students will be rated based on the grading system below as approved by the
university. It is modified in consideration with the pandemic having the following criteria.

✓ Knowledge 40% Pre-tests and Post-tests

✓ Skills 50% Tasks/Activities
✓ Attitudes/Values 10% Submission of completed and accomplished module
TOTAL 100%

The final grade computation is weighted as shown below:

A. Midterm Grade 40%

B. Final Term Grade 60%
FINAL GRADE 100% (SUM OF A & B)

Aim high and do not only settle for less. Take your part, do your best to the full
potential, for sure YOU CAN DO IT for WE LEARN AS ONE!
 TABLE OF CONTENTS

Page

PRELIMINARIES

• Cover Page i

• Disclaimer ii

• CPSU VMGO and Quality Policy iii

• Module Process Flow iv

• Acknowledgment v

• Study Guide and House Rules vi

• Table of Contents ix

OVERVIEW 1

GENERAL OBJECTIVES 1

LESSON 1 Concept, Types, Characteristics and Foundations 2

LESSON 2 Philippine Values Education Program 9

LESSON 3 Core Values for Learning and Working Together 16

LESSON 4 Overarching Values: Human Dignity and Dignity of Labor 22

LESSON 5 Core and Related Values 25

LESSON 6 An Approach to Teaching and Learning Values 31

LESSON 7 A Model of the Valuing Process in the Context of the 39

Teaching and Learning

LESSON 8 Application of Learning 48

• Additional Readings 54

• About the Author 55

• References 56
CPSU-Victorias Campus VED 1 Module
College of Teacher Education

OVERVIEW

Historically, values education or good manners in right conduct has been very
significant in the education dynamics of the Filipinos. The subject has never been
alienated from the domains of the Philippine educational system. However, it is only in the
time of the late DECS secretary Dr. Lourdes R. Quisumbing the subject was
institutionalized as an academic subject by virtue of DECS order # 6 series of 1986. The
rise and fall of the subject in the Philippine education system reaches to 2 meetings per
week equivalent of 120 minutes per week in the secondary level and the number of
minutes per meeting per week also remarkably reduced in the elementary level.
The presence of Republic Act 11476 otherwise known as the Values Education
and GMRC Act again will intensify the values education program in the schools. The onset
implementation of the law gives the educators, curriculum makers, education leaders the
indication to revive the program. It is therefore wise for a tertiary education institution to
give focus to the subject to better prepare their students.
This module contains eight (8) lessons, divided into four major concentration of
learning: 1. the study on values and values education, 2. the dimension and philosophy of
the human person, 3. the core values and core related values, 4. the valuing process, the
valuing model, and the application of the specific values. The application of the specific
values is deemed essential to ascertain their knowledge and practices of the values.
The content knowledge and the experiences the students may earned will
somehow give them the direction for their personal and professional growth and at the
same time will equip them to handle classes in values education and GMRC.

General Objectives
At the end of the course, student will be able to:
1. Discuss the foundations of Values Education.
2. Identify the significance of values education in the dynamics of the individual
person, family and society.
3. Discuss the moral and ethical foundations of values education.
4. Demonstrate understanding in teaching learning process of values education.
5. Apply knowledge and skills in values education and GMRC subjects

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Lesson 1: Concept, Types, Characteristics and Foundations

Introduction
Values is anything that people we perceived good. In understanding values
education, it is proper and wise to understand values, the different kinds of values and
more importantly the moral and ethical foundation of values education. In our ordinary and
daily set up as human being we often construed that values are all good. In this lesson,
we will understand the real meaning of values, values education and its ethical and moral
foundation. Since moral foundation of values education will be part of this lesson. Moral
values will also be tackled, for understanding moral values is among the essential
knowledge students need to embrace as they develop themselves with correct values.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Differentiate Values and Values Education
2. Explain the ethical and moral foundations of values education

Values: it’s Meaning, Characteristics, Types, Importance

‘Value’ comes from the Latin word ‘Valere’, which means to be worth, to be strong.
A thing has value when it is perceived as good and desirable. Food, money, and housing
have value because they are perceived as good; and the desire to acquire them influences
attitudes and behavior. Values are those standards or codes of conduct, which are
conditioned by one’s cultural tenets, guided by conscience, according to which one is
supposed to conduct himself and shape his life pattern by integrating his beliefs, ideas,
attitudes with a view to realize the cherished ideals, aims and life.

Generally, value has been taken to mean moral ideas, general conceptions or
orientations towards the world or sometimes simply interests, attitudes, preferences,
needs, sentiments and dispositions. But sociologists use this term in a more precise sense
to mean “the generalized end which has the connotations of rightness, goodness or
inherent desirability”.

These ends are regarded legitimate and binding by the society. They define what
is important worthwhile and worth striving for. Sometimes, values have been interpreted
to mean “such standards by means of which the ends of action are selected”. Thus, values
are collective conceptions of what is considered good, desirable, proper or bad,
undesirable, and improper in a culture.

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According to M. Haralambos (2000), “a value is a belief that something is good

and desirable”. For R.K. Mukerjee (1949) (a pioneer Indian sociologist who initiated the
study of social values), “values are socially approved desires and goals that are
internalized through the process of conditioning, learning or socialization and that become
subjective preferences, standards and aspirations”. A value is a shared idea about how
something is ranked in terms of desirability, worth or goodness.

Familiar examples of values are wealth, loyalty, independence, equality, justice,

fraternity and friendliness. These are generalized ends consciously pursued by or held up
to individuals as being worthwhile in themselves. It is not easy to clarify the fundamental
values of a given society because of their sheer breadth.

Characteristics:

Values may be specific, such as honoring one’s parents or owning a home or they
may be more general, such as health, love and democracy. “Truth prevails”, “love thy
neighbor as yourself, “learning is good as ends itself are a few examples of general values.
Individual achievement, individual happiness and materialism are major values of modern
industrial society.

Value systems can be different from culture to culture. One may value
aggressiveness and deplores passivity, another the reverse, and a third gives little
attention to this dimension altogether, emphasizing instead the virtue of sobriety over
emotionality, which may be quite unimportant in either of the other cultures. This point has
very aptly been explored and explained by Florence Kluchkhon (1949) in her studies of
five small communities (tribes) of the American south-west. One society may value
individual achievement (as in USA), another may emphasize family unity and kin support
(as in India). The values of hard work and individual achievement are often associated
with industrial capitalist societies.

The values of a culture may change, but most remain stable during one person’s
lifetime. Socially shared, intensely felt values are a fundamental part of our lives. Values
are often emotionally charged because they stand for things we believe to be worth
defending. Often, this characteristic of values brings conflict between different
communities or societies or sometimes between different persons.

Most of our basic values are learned early in life from family, friends, neighborhood,
school, the mass print and visual media and other sources within society. These values
become part of our personalities. They are generally shared and reinforced by those with
whom we interact.

Values can be classified into two broad categories:

A. Individual values:
These are the values which are related with the development of human personality
or individual norms of recognition and protection of the human personality such as
honesty, loyalty, veracity and honor.

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B. Collective values:
Values connected with the solidarity of the community or collective norms of
equality, justice, solidarity and sociableness are known as collective values.

Values can also be categorized from the point of view of their hierarchical
arrangement:

A. Intrinsic values:
These are the values which are related with goals of life. They are sometimes
known as ultimate and transcendent values. They determine the schemata of human
rights and duties and of human virtues. In the hierarchy of values, they occupy the highest
place and superior to all other values of life.

B. Instrumental values:
These values come after the intrinsic values in the scheme of gradation of values.
These values are means to achieve goals (intrinsic values) of life. They are also known
as incidental or proximate values.

Importance and functions of values:

Values are general principles to regulate our day-to-day behavior. They not only
give direction to our behavior but are also ideals and objectives in themselves. Values
deal not so much with what is, but with what ought to be; in other words, they express
moral imperatives. They are the expression of the ultimate ends, goals or purposes of
social action. Our values are the basis of our judgments about what is desirable, beautiful,
proper, correct, important, worthwhile and good as well as what is undesirable, ugly,
incorrect, improper and bad. Pioneer sociologist Durkheim emphasized the importance of
values (though he used the term ‘morals’) in controlling disruptive individual passions.

He also stressed that values enable individuals to feel that they are part of
something bigger than themselves. Modem sociologist E. Shils (1972) also makes the
same point and calls ‘the central value system’ (the main values of society) are seen as
essential in creating conformity and order. Indian sociologist R.K. Mukerjee (1949) writes:
“By their nature, all human relations and behavior are imbedded in values.”

The main functions of values are as follows:

1. Values play an important role in the integration and fulfillment of man’s basic
impulses and desires in a stable and consistent manner appropriate for his
living.
2. They are generic experiences in social action made up of both individual and
social responses and attitudes.
3. They build up societies, integrate social relations.
4. They mold the ideal dimensions of personality and range and depth of culture.
5. They influence people’s behavior and serve as criteria for evaluating the actions
of others.
6. They have a great role to play in the conduct of social life.
7. They help in creating norms to guide day-to-day behavior.

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MORAL VALUES

Moral values are universal truths which man holds to be good important; they are
ethical principles which struggles to attain and implement in his daily life. They are the
ideals which transcend all time and space; those which are valid for all men regardless of
race or religion; the ones which strangers, families, nations all of humanity --- with God.

Moral values—the universal truths of love, respect for the dignity of man, love of
truth, justice, peace respect for property, family solidarity, respect for life, freedom work—
are the noble convictions which are common to All people. It is not only the German or
Japanese who uphold strong ethics, nor only the Filipinos who attach importance to family
solidarity, nor only the Americans or Russians or Palestinians who struggle freedom for
justice. The values of work and family solidarity, the causes of freedom and justice…. Are
basic and natural to mankind, for all are called by their human nature to seek and live
them.

Moral values are absolute and objective. It doesn’t change as time and place
changes, for it is based on the ten commandments. The natural moral law, the ten
commandments and the universal truth are interchangeably use but they all refer as one
and is considered the foundation of moral values.

VALUES EDUCATION

Historically, according to Perry (1968), “Value means the relation of an object to a

valuing subject.” ▪ To Hindzay (1966), “By values we mean a person’s idea of what is
desirable, what he actually wants” ▪ In the words of John Dewey (1966), “Value education
means primarily to prize to esteem to appraise, holding it dear and also the act of passing
judgment upon the nature and amount of its value as compared with something else”.
Values’ education is a term used to name several things, and there is much
academic controversy surrounding it. Some regard it as all aspects of the process by which
teachers (and other adults) transmit values to pupils.
Others see it as an activity that can take place in any organization during which
people are assisted by others, who may be older, in a position of authority or are more
experienced, to make explicit those values underlying their own behavior, to assess the
effectiveness of these values and associated behavior for their own and others’ long term
well-being and to reflect on and acquire other values and behavior which they recognize
as being more effective for long term well-being of self and others.
Furthermore, it means that values education can take place at home, as well as in
schools, colleges, universities, institutions and voluntary youth organizations.
Furthermore, Values education is a way of conceptualizing education that places
the search for meaning and purpose at the heart of the educational process. It recognizes
that the recognition, worth and integrity of all involved in the life and work of the school,
are central to the creation of a values-based learning community that fosters positive
relationships and quality in education. Others see it as a type of Socratic dialogue where
people are gradually brought to their own realization of what is good behavior for
themselves and their community. Value education also leads to success. It has values of
hard work, how nobody is useless and loving studies.

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Answer the following questions/statements.

1. Define Values and Values Education.

2. Explain the importance of values in the life of the Filipino students.

3. Why moral values are absolute?

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Contrast instrumental values and intrinsic values. In your personal knowledge,

which is dominant to you in achieving in continuing your education? Give at least three
(3) dominant values and support your answer.

Moral values are absolute and objective. It doesn’t change as time and place
changes, for it is based in the ten commandments. Justify. Support your justification with
facts or true to life situation/s.

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Values education is part of the Philippine curriculum, yet many are criticizing the presence
of the subject as a waste of time. Do you agree with them? Support your answer as to the
importance of the subject in the integral development of the human person through the
subject.

There is a dynamic relationship between moral uprightness and adherence to the

ten commandments. Cite specific situations that you have encountered in your life as a
student.

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Lesson 2: Philippine Values Education Program

Introduction

Values education is institutionalized in the Philippine educational system with the

aim of developing and improving the total human person in all aspects of his dimension.
It is essential in the ways man live as an individual person and with other people in his
physical and natural environment. The Filipino learners, accordingly need to embrace the
country’s program for values education.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Deduce the values education program of the country.

2. Relate the constitutionality of the goals and objectives of the
programs.
3. Discuss the values education program of the country
4. Design project and activities according to Philippine values
education program.

Value

A thing has value when it is perceived as good and desirable. Food, money, and
housing have value because they are perceived as good; and the desire to acquire them
influences attitudes and behavior.
Values are the bases of judging what attitudes and behavior are correct and
desirable and what are not. It is, therefore, of crucial importance that there be an
appropriate framework as well as strategy for providing the context and operational
guidelines for implementing a values education program.
The values education framework hereby suggested is designed to translate values
from the abstract into the practical. Values such as discipline and concern for the poor are
ineffective unless they are internalized and translated into action. Therefore, there is a
need for values education that is meaningful and effective.

VALUES EDUCATION

Values Education as a part of the school curriculum is the process by which values
are formed in the learner under the guidance of the teacher and as he interacts with his
environment. But it involves not just any kind of teaching- learning process.

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The following have to be considered by anyone who is involved in values education:

1. The subject matter itself – VALUES – has direct and immediate relevance to the
personal life of the learner.
2. The process in not just cognitive but involves all the faculties of the learner.
3. One learns values the way children learn many things from their parents. Hence,
the teacher’s personal values play an important role in values learning.

Values Education Program

Values have a social function: commonly held values unite the families, tribes,
societies, and nations. They are essential to the democratic way of life, which puts a high
premium of freedom and the rule of law. After the Revolution in EDSA in February 1986,
the DECS made values education a primary thrust.

Finally, the DECS thrust found strong support in the Philippine Constitution of 1987
in its vision of “a just and humane society,” which calls for a shared culture and
commonly held values such as “truth, justice, freedom, love, equality, and peace.”

GOAL

“To provide and promote values education at all levels of the educational system
for the development of the human person committed to the building of a just and humane
society and an independent and democratic nation.”

Objectives of the Program

Proper implementation of the program will develop Filipinos who:

1. Are self- actualized, integrally developed human beings imbued with a sense of human
dignity;
2. Are social beings with a sense of responsibility for their community and environment
3. Are productive persons who contribute to the economic security and development of
the family and the nation;
4. As citizens, have a deep sense of nationalism, and committed to the progress of the
nation as well as of the entire world community through global solidarity; and
5. Manifest in actual life an abiding faith in God as a reflection of his spiritual being.

Principles and Guidelines

It should be guided by the following general principles:

1. It must be oriented toward the total person of the learner – mind, heart, and entire being.
2. It must take into consideration the unique role of the family in one’s personal
development and integration into society and nation.
3. In the school context, more important than lesson plan and any list of values are the
teachers themselves who have the proper sense of values, awareness of their inner worth,
and outmost respect for the person of the other.

Values Conceptual Framework

The Values Conceptual Framework, herein described, is intended as a guide and

form of teaching aid in the implementation of the Values Education Program.

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WHAT IT IS

It is descriptive: it is an attempt at an orderly description of a desirable value system

on the basis of an understanding of the human person. • It is conceptual: it lists ideals
which have to be internalized in the educational process. • It is intended to be applicable
in varying degrees to all three levels of the educational system. • It is broad and flexible
enough for adaptation to specific contexts.

WHAT IT IS NOT

It is not prescriptive • It is not exhausted • It makes no statement on regional, local,

and the institutional needs and priorities.

WHAT IT USES

It is desirable that regions, localities, and institutions construct their own values
map, with clearly defined priorities, suited to their peculiar context and needs. Several
Filipino cultural values such as pakikisama, utang na loob, hiya, bayanihan, productivity,
national solidarity, justice truth, freedom, honesty, etc., must be considered in the values
education program.

PHILOSOPHY OF THE PROGRAM

The Human Person

The Values Education Framework herein presented is based on the rational

understanding that is to say, a philosophy of the human person. It is grounded on a rational
understanding of the Filipino in his historical and cultural context, which undergirds the
Philippine Constitution of 1987.

That understanding of the Filipino as a human being in society and his role in the
shaping of society and the environment may be reconstructed from the various statement
of the Constitution and expressed in the following summary manner:

1. The human person is the subject of education: he is a human person learning and
being taught. The human person is also the object: the human person is at the center of
the curriculum and the entire program. The task of education is to help the Filipino develop
his potential, contribute to the growth of Philippine culture and by controlling the
environment and making use of human and non-human resources, build appropriate
structures, and institution for the attainment of a just and humane society.

2. The human person is multi-dimensional as depicted in Figure1. There is first of

all,
the distinction between the person and the self and the person in the community. In real
life, however, these are not two distinct and separate aspects: the person as self grows
precisely by developing his faculties in contact with the world and others in the community
and by taking an active role in improving that community.

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3. The person is an individual self- conscious being of incalculable value in himself

(Art. I, Sec II; Art XII, Sec. I) who cannot be a mere instrument of the society and of the
state. He is not just body and soul juxtaposed or mixed as oil or water; but he is an
embodied spirit. Hence, his physical, intellectual, moral and spiritual well-being is
recognized by the State (Art. II, Sec 13).

As a physical being, he has material needs. He is intellectual, equipped as he is

with an intellect whose activity is to know, with a view to transforming himself, society and
the world. As moral being, he is endowed with a free will which searches for the good and
whose motive force is love. His personhood is oriented to Almighty God from which he
derives his spiritual nature.

4. The human person, however, does not live in isolation but in community with other
persons – physical, intellectual, moral and spiritual like himself. Hence, he is inevitably
(Art. II, Sec. 13). He belongs to a family, that basic unit of society or – in the words of the
Constitution, “the foundation of the nation” (Art. XV, Sec. 1). As social being, he
participates in defining the goals and destinies of the community and in achieving the
common good.

He is also an economic being. Life in a community involves the concerns of

livelihood, sufficiency, production and consumption.
Lastly, he is a political being. And as of (Art. II, Sec. 17) as pursuing the goal of
“social progress” and “total human liberation and development.”

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FIGURE 1.
Dimensions of the human person as an individual and as a member of society.

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Values education in the Philippine context provides, “it is not prescriptive rather it is
descriptive”. Explain the statement.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

The values education program in the country is conversant of this statement, that
was taken from the provision of the Preamble of the Philippine Constitution, “a just and
humane society.” Cite values that can be developed or extracted from the statement.
Define each value according to how you practice the said value.

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

In three (3) simple sentences, explain the Philosophy of the Philippine Values
Education Program in your own understanding.

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Figure 1 depicts that the human person is multidimensional. How do you describe
this in ascertaining the improvement and development of the individual person through
values education? …

With the current situation of the values education program in the country. Give five
(5) problems that you have heard or encountered related to it. Discuss it briefly why it is
considered a problem.

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Lesson 3: Core Values for Learning and Working Together

Introduction

Human person does not live in isolation. In the dynamics of human person, as both
an individual and a social being, very often the values that he displays naturally won the
attention and acceptance of the people around him. As it is a requirement for him, the
values that he upheld carry a significant identity on his being, he needs demonstrate the
core values as this is very important in sustaining a healthy and productive individual and
social life.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Identify the core values for learning and working.

2. Relate one’s practices to the dimension core values.
3. Demonstrate cognitive and affective internalization of core
values.

Values are what one considers of crucial importance in life; what one cherishes
and treasures such that they provide motivation and guidance to one’s actions. “Values
are the ideals that give significance to our lives; that are reflected through the priorities we
choose; and that we act on consistently and repeatedly.”

Values are designated by special code words, spoken or written, experienced

through our feelings and emotions, and expressed in human activity and the products
of human effort.

We live in an age of dramatic breakthroughs on one hand and breakdowns on

the other. We face the risk of total disaster and annihilation, destruction of the
environment and of all life forms, the erosion of human values—a crisis of our own
making, unless we reverse the trend by changing our egoistic lifestyles, our
irresponsible patterns of production and consumption, our insatiable greed for more
and more at the expense of the needs of the majority.

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We need to educate towards a globalization that humanizes, instead of one

that marginalizes; an Information and Communication Technology that bridges gaps,
and unites instead of divides; a scientific humanism that chooses humanistic
technologies which improve the quality of life for all, help solve our human problems
of poverty, injustice and inequality, ignorance, hunger and disease, cruelty, conflict
and violence, the loss of our human, ethical and spiritual values. We must exert all
our efforts to work together to transform our culture of war, violence and death to a
culture of peace and tolerance, non- violence, and respect for life. We need a major
shift in our educational and personal paradigms, a redirection of our ways of thinking,
feeling and acting.

Values represent aspirations and goals; the motives and purposes we seek.
They are emotionally charged; they give power to our ideas and understandings, such
that they constitute the driving force behind individual and group behaviors.

Core values are those around which other values converge, while related
values are those which support the core or major value.

Values include the different dimensions of the human person, physical,

intellectual, moral- ethical, aesthetic, socio-cultural, economic, political, and spiritual.
Hence, moral education constitutes an important part of values education.

Thus, values affect all the aspects of our life, consciously or unconsciously.
They determine the quality of our responses to challenges, the decisions we make
and the directions we follow. It is easy to understand why they are of utmost
significance in the workplace.

The values needed for learning and working together need to be understood
within the overarching value of the dignity of the human person and the dignity of labor.
The following eight core values:

1. holistic health and harmony with nature

2. truth and wisdom
3. love and compassion
4. creativity
5. peace and justice
6. sustainable human development
7. national unity and global solidarity, and
8. global spirituality.

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FIGURE 2 represents the core values needed to be fully human.

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FIGURE 3 is a schematic diagram showing both the personal and work

values for ‘Learning to Do’.

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Give the concept of core values as enumerated and presented in this lesson.
And what is its importance.

Give the Department of Education core values and classify the herein provided
core values accordingly. What have you realized?

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In a rating of 5 as the highest and 1 as the lowest, how do you rate yourselves as to
your practices of the core values? Explain your rating. Do you think is there a need for you
to improve the way uphold /practice a certain core value/s? How?

Core Values Rating

1. Holistic health and harmony with nature

2. Truth and wisdom
3. Love and compassion
4. Creativity
5. Peace and justice
6. Sustainable human development
7. National unity and global solidarity, and
8. Global spirituality

Present and discuss the possible benefits of upholding the core values to you and to our
society. Give at least 3.
______________________________________________________________________

Revisit Department of Education order # 8 series of 2015. Based on the order, coin
at least 4 behavior statements for each DepEd core values which you think you inculcate
such behaviors in your teaching with the young students. Use yellow pad paper to answer.

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Introduction

Human dignity is among the basic and inalienable rights of the human person. It
has its social dimension; whereby human beings need to honor and respect. In the
context of human dignity, and with due consideration to its social dimension, the
dignity of labor is always visible and these two interchangeably affect each other. The
way man work mirrors his dignity of labor and a person’s dignity of labor produces and
radiates to his dignity as person.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Describe human dignity and dignity of labor.

2. Rationalize the dynamic relationship of human dignity and dignity of labor.
3. Internalize the values as their personal foundation in their personal and
professional growth.

Each of the values below is defined to help teachers and trainers better
understand and appreciate their meanings as they strive to integrate them in their
lessons and activities. Related values are described under the heading of each core
value.

Underpinning all the core and related values discussed throughout this book
are the twin concepts of human dignity and the dignity of labour. These are powerful,
overarching values.

Human dignity can be described as the basic right of all human beings to have
respect and to have their basic needs met, so that each person has the opportunity to
develop to full potential.

Dignity of labor can be described as respect and appreciation for all forms of
work recognizing their contributions to both the individual’s self-fulfillment and to
societal progress and development.

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Explain human dignity and labor dignity and establish the dynamics relationship
between the two.

Why human dignity and dignity of labor are considered overarching values?
Support your answer with real life story or experience. Use yellow pad paper to answer
this question.

As a college student, cite the ways or best practices wherein you uphold human
dignity and dignity of labor in the classroom and in the school campus, respectively.
Discuss your answer briefly.

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“In God service, there’s no second-class job; all of them are important. Any honest
and worthwhile work can be converted into divine occupation.” Msgr. Escriva de Balaguer.
Reflect on this statement and have your reflection ready for sharing. Use clean bond paper
for your reflection. Be creative in your presentation.…

Research on literature/ research studies that support or substantiate the

relationship between dignity of labor and human dignity. Provide the gist or the summary
of the research study or the literature.

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Introduction

In its broadest and genuine understanding of values and values education, all
values from its mother virtues are interrelated with each other. It is just sound and
clear that according to the subjective characteristics of values, diversity of human
person and nature of man, we cannot perfectly discern the values as it is, however, it
is beneficial that somehow, we need to be clarified with the inter twinning definition
and dimension of each values.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Familiarize the inter twinning definition, dimensions and practices of
core related values.
2. Relate the values to their actual experiences.
3. Internalize essential values for their personal and professional
development.

I. Health and Harmony with Nature refers to holistic health, a state of

physical, mental, emotional, social and spiritual well-being and the symbiotic
relationship between humans and the natural environment entailing the duty to take
care of their health and protect other forms of life on earth as stewards of the
environment.

• Respect for life and nature entails the cultivation of reverence, sense of
wonder and responsibility towards all living things as well as caring for the
environment and making it safe and healthy to live and work in.

• Holistic health and well-being. The goal of holistic health is balance and
integration of the physical, emotional, mental and spiritual dimensions of a
person, creating a state of total human wellness.

• Balanced lifestyle refers to alternating work with other dimensions of life such
as leisure and play, care of the body, time for family and friends and spiritual
concerns.

• Concern for safety and security entails a conscious effort to ensure the
protection of persons, property, the workplace and the environment from
potential injury, danger, damage or loss.

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II. Truth and Wisdom are the ultimate goals of intellectual development. Love of
truth implies the constant search for knowledge. Wisdom is the ability to discern and
understand the deepest meanings and values in life and to act accordingly.

• Integrity results from the inner capacity to be whole; consistency in one’s

words and actions, values and behavior; adherence to honest conduct.

• Systems thinking is a broad contextual approach to thinking which considers

the interrelationships between all things within integrated systems, when
planning, problem solving and decision making.

• Enlightened conscience refers to the ability to understand and discern right

from wrong, based on accurate information and on one’s own inner judgment
appropriate to each situation.

• Insight and understanding comes with the ability to see the inner nature,
essence or significance of reality and comprehend interrelationships.

III. Love and Compassion Love is committed to the good of the whole human
person. It includes love for one’s self as well as for others. Love seeks the good of
another without expecting anything in return. Compassion is being sensitive to the
needs and suffering of others and actively finding ways to improve their condition.

• Ethical and moral sense refer to the predisposition to choose and to act
according to what is right and just.

• Empathy, caring and sharing is the ability to participate in the thoughts and
feelings of others, involving both the ability to place oneself in the other
person’s situation and to communicate genuine understanding and deep
concern.

• Service is the value that describes the motivation to use one’s unique talents
and skills to benefit not only one’s self but especially, to promote the good of
others.

• Self-worth and self-reliance are the recognition of oneself as the most

valuable resource in the workplace and trust in one’s own innate abilities to
address the demands and challenges of life.

IV. Creativity. Creativity is the capacity for original thought and expression that
brings new ideas and images into a practical and concrete reality in ways that did not
previously exist.

• Imagination, innovation and flexibility refer to the ability to form images that
are not currently present in reality and to shift perspective and experiment with
new ways of doing things.

• Initiative and entrepreneurship describe a willingness to take risks and

explore new opportunities; and the capacity to start and manage an enterprise.

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• Productivity and effectiveness describe the drive to perform and complete

tasks and activities, to achieve quality goods and services according to goals,
standards and expectations.

• Quality consciousness and time management refer to the ability to generate

results and complete tasks within given time frames and standards Peace and
Justice. Peace is not merely the absence of violence but the presence of
respect, tolerance, trust, mutual understanding, cooperation, justice and
freedom. Justice is a cornerstone of peace based on the recognition of the
universality of human rights.

V. Peace and Justice Peace is not merely the absence of violence but the presence
of respect, tolerance, trust, mutual understanding, cooperation, justice and freedom.
Justice is a cornerstone of peace based on the recognition of the universality of human
rights.

• Respect for human rights embraces an understanding of fundamental

freedoms and equality for all, regardless of diversities, and the fulfilment of
basic needs.

• Harmony, cooperation and teamwork are values for working together in a

supportive, collaborative and complementary manner to achieve shared vision
and goals.

• Tolerance for diversity recognizes the reality of pluralism and appreciating

the rich diversity of cultures and other forms of human expression, that calls
for the eradication of insensitivities and prejudices.

• Equity is the value underpinning the striving to obtain equitable outcomes by

putting in place appropriate measures to overcome all forms of disadvantage.

VI. Sustainable Development. Development consists of social and economic

benefits, equitably shared, security and self- sufficiency within the family and
community, and a general sense of well-being about oneself and others. It is
sustainable when it is continuing and independent, and provides for the welfare of
present and future generations.

• Futures orientation provides a positive, long-term disposition towards

thinking, planning and problem solving, considering the future social and
environmental implications of actions and decisions.

• Just stewardship of resources refers to a caring attitude towards the

environment, the wise use of resources, and the equitable sharing of finite
resources for the benefit of present and future generations.

• Work ethic and industry are the values that underpin the motivation to exert
best efforts to produce useful goods and services as a way of developing one’s
own potentials, as well as to contribute to others

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• Responsibility. The ability to be personally accountable for an assigned task

or course of action in an organization or group.

VII. National Unity and Global Solidarity National unity is the consciousness of
common national identity and cultural heritage amidst differences in language, religion,
culture, and political beliefs, and the commitment of working together towards a
nation’s development. Global solidarity refers to the cooperation and just relationships
between and among nations in the economic, social, and political spheres.

• Responsible citizenship. Possessing the knowledge, values and skills, which

equip person to be an active participant in the social, cultural, economic and
political life of the community, the nation and the world, and to fulfil
corresponding civic responsibilities.

• Committed leadership is characterized by a compelling vision for the future,

the ability to inspire, encourage and support members of the group to perform
their tasks with dedication and hard work, and to lead by example.

• Participatory democracy is an essential element of good governance. It

involves the participation in decision making of all stakeholders, including
NGOs/civil society, covering every area of public affairs. It includes actions
such as voting, lobbying, pressure politics and people empowerment.

• Unity and interdependence occur by recognizing the reality of

interconnectedness of systems—ecological, economic, political and social—in
both national and local levels, celebrating the rich diversity of cultures, and
affirm the oneness of humankind.

VIII. Global Spirituality Global spirituality provides a spiritual vision and a sense of
transcendence. It enables one to see the wholeness and interconnectedness of all that
exists.

• Reverence for the sacred results from a deep sense of awe and respect for
the goodness in all that exists and the recognition of a force/something
beyond.

• Inner peace describes the sense of serenity and happiness that is

experienced when one has love and compassion and is in harmony with
oneself and others.

• Religious tolerance recognizes that freedom of religion is a fundamental

human right respecting the diversity of religious beliefs and practices

• Interconnectedness refers to the capacity to recognize and act on the belief

that all forms of life are connected and interdependent.

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Select five (5) values that you think are very essential in your dynamics. Shortly
define each value and explain why such value/s is essential to you as a developing
professional.

Draw a diagram specifying important values to you, pointing to the direction of

professional success—reaching your goal. Use a bond paper (short size).

Do you think with the values that you have chosen in your diagram you can achieve
your goal? Or how essential are the values that you have chosen in the preparation of
your goal?

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“The man of good values is the man of good honor and dignity.” Do you agree
with statement? What do you think are the attributes for the man to be called good man
with honor and dignity?

Research on the relationship between core moral values and the ten
commandments. Summarize your research work into five (5) simple sentences.

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Lesson 6: An Approach to Teaching and Learning Values

Introduction

The recent approval of Republic Act 11476, where it aims to develop the character
and instill proper values to the Filipino students. In the institutionalization of the subject in
the Basic education curriculum a student teacher now needs to be equipped with how
values education and GMRC be taught. It is therefore necessary for them to get abreast
with the knowledge on the approaches to teaching and learning values education.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Acquire knowledge and skills in valuing process.

2. Demonstrate understanding of the skills in valuing process.
3. Apply knowledge and skills in valuing process.

Only when the learner truly experiences being fully human can one become not
merely a skilled and competent worker, but also a socially committed citizen dedicated to
group goals that improve the quality of life. This pose, however, a great challenge to the
educator. How will the educator successfully guide and facilitate the learner’s ability to
actualize the core values that lead to this end? Firstly, one needs to reconsider the kind
of learning approaches and atmosphere appropriate to the learner. Secondly, one needs
to possess an understanding and mastery of the dynamics involved in the process of
holistic development, with an emphasis on the valuing process.

In this lesson we will be discussing the integrated approach in valuing process. In

the approach, there is a shift from the traditional one where the teacher is the center of
the education and learning. While the shift is from content to process, from knowing to
valuing and from a teacher to a student-centered orientation. The greater part of the
learning this time will involve the valuing process itself where a dynamic interaction occurs
within the individual learner, between learner and educator and among the learners.

In the process, the learners eventually realize their ability to work towards personal
integration, wholeness and a sense of harmony within, a blend between their personal
wellness and job satisfaction. This means that the values they profess in the cognitive
level will be filtered down to the affective as well as the behavioral level, thereby making
them persons who are true to themselves. This also involves an effort at finding some
form of consistency between what one personally upholds as values with what one’s
external realities promote, i.e. cultural norms, society’s expectations, assigned roles, and
others.

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The valuing process, necessitates experiential learning, where the educator simply
provides the learning opportunity and atmosphere from which genuine exploration,
expression and discovery may freely occur.

Actualizing the holistic approach through the valuing process entails several
challenges and involves certain implications. The following are some challenges upon
which the educator may wish to reflect.

Challenges of the Valuing Process

The First Challenge: Reaching the Valuing Process

The first challenge for the educator is to examine the level of teaching that is engaging the
learner. There are basically three levels of teaching:

a: facts and concepts—knowing and understanding

b: valuing—reflecting on the personal level
c: acting—applying skills and competencies

In the first level, fact simply involves the transfer of data and information, while
concept dwells on the understanding and analysis of this data and information as ideas.
The valuing level touches on whether the data and ideas learned in the previous level
would have personal meaning to the learner. The acting level assists in actualizing what
was learned and internalized through the application of actual skills and competencies.
Learning, therefore, necessitates all three levels as one builds upon the other. The crucial
question, however, is whether an educator stops short either at facts and concepts or skills
and competencies. This is a most common pitfall in the traditional approach. Yet, for a
concept to be turned into behavior or for a behavior to be fully appreciated and owned, it
must first find its way into our value system.

The premise is that understanding a concept or a value, no matter how beautiful

and wise the concept may be, does not guarantee its integration and internalization in the
learner. Oftentimes, it is when the learners have experiences, whether personally or
vicariously, that such a value becomes meaningful to them. Only then does this value
become actualized as one’s own. For instance, many people know in their head that
exercise is good for their health. Yet, despite this knowledge, many people still continue
to lead unbalanced lifestyles, where work overrides time for relaxation and exercise. What
is tragic is that only when they suffer from overwork and exhaustion that they choose to
pay attention to their body. The value of exercise is finally given importance once they pay
the price of negating it.

However, values can be learned vicariously. The termination of a co-employee

who was found to have corrupt practices can lead people to arrive at the awareness of the
value of honesty and integrity. “This kind of behavior is not tolerated in the system where
I belong. We must therefore safeguard ourselves from any acts that would jeopardize my
existence here.” Without the benefit of such an event and the corresponding awareness,
most people would just take their behaviors for granted.

Educators must not underestimate the importance of the affective dimension in the
process of valuing. “It is not what we know that we do. It is what we love and love most
that we do” stresses Dr. Lourdes R. Quisumbing. Dr. Antonio V. Ulgado defines values as

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“ideas that are emotionally fired.” Seldom, however, do educators ask the learners what
they feel. Often, the questions are limited to what they should know. Today, the valuing
process discovers its ally in the area of Emotional Intelligence. While education of the
mind is essential, this should be coupled with education of the heart. Again, Quisumbing
writes, “The heart of education is education of the heart.” How a learner reacts
affectively to experiences is an essential dimension to examine and from which to learn.
Oftentimes, the affective part becomes the block from which the actualization of a value
that is deemed essential in the head will be lived out in action. One can easily claim that
service vocation, as a value, is important, but not act upon it due to one’s fear of rejection.

Values education is often equated to either values transmission or moral

education. While they are valid areas to cover in the learning process, they are not
sufficient in leading the learner towards personal integration. While this is the educator’s
orientation, the valuing process ensures that the learning of social or moral values will not
stop on the cognitive level. Rather, these must be subjected to a process by which the
integration and internalization of values is checked and attained.

The Second Challenge: Structuring Clarifying Processes

Another challenge for the educator who seeks an integrative and holistic approach
to education is one’s ability to structure processes in the learning environment where the
learner’s personal values are examined and clarified. A functional definition by which
values could be studied has been formulated.15 Valuing is composed of seven sub-
processes:

Prizing one’s beliefs and behaviors

1. Prizing and cherishing
2. Publicly affirming, when appropriate

Choosing one’s beliefs and behaviors

3. Choosing from alternatives
4. Choosing after consideration of consequences
5. Choosing freely

Acting on one’s beliefs

6. Acting
7. Acting with a pattern, consistency and repetition

These suggested steps invite the learner in carefully examining three important
dimensions:

First, it leads the learners to look into their cognitive structure, which is more
popularly referred to today as paradigms, mindsets or level of consciousness. The valuing
process invites the learners to examine their thinking process. The meaning/s that each
individual person places on reality form the basis of one’s value judgments. How learners
consider what is right or wrong, what the meaning is of their existence, what to them is
considered essential to life and living, would be the context from which their decisions are
made. Some may possess wide and encompassing ways of looking at things, while others
may be narrow and limited.

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The roles of the educator here are manifold:

(1) to facilitate the learner’s awareness of their cognitive basis for value decisions,
(2) to examine and question this cognitive base and corresponding choices,
(3) to dialogue with the learner on certain value issues, and
(4) to expand the learner’s and also the educator’s way of looking at things in order
to arrive at more informed choices.

Second, the process also invites the learners to study their affective life. How the
individual learner reacts on the affective level to different realities varies in ways and
intensities with those of others. To examine these reactions will bring about insights into
the learner’s unique emotional history and personal dynamics. Here, the educator checks
the affective dimension that may either hinder or facilitate the living out of certain values.

Third, the educator facilitates the learners’ consideration of their behavioral

patterns. It is very easy to say that one gives value to this or that, but behaviors ultimately
reveal what is important. The educator, therefore, invites the learners to also look into their
actual behavior. This guards learners from being inconsistent, divided or incomplete. What
one says and feels must ultimately be consistent with one’s actions.

The following strategies are examples that illustrate how the valuing process could
be facilitated. They should not however be considered as the only methodologies.

a: Values Voting. This strategy is a rapid method to check the learner’s stand in various
issues and to affirm it to others. E.g. “How many of you would be willing to stand up for
what you believe in, even if it means losing your job? Raise your hand.”

b: Values Ranking. This strategy challenges the learner to thoughtfully consider

decisions among alternatives and clarify priorities. E.g. “Which of these are you more
inclined to: …PEOPLE? …IDEAS? …THINGS?”

c: Forced Choices. This strategy is a variation of values ranking, but compels the learner
to make decisions between two competing alternatives. E.g. “Which are you more of: a
leader or a follower?”

d: Values Continuum. This strategy provides the learner with a greater range of choices
on certain issues that are not purely black or white, but with shades of gray. E.g. “How do
you look at work in general?”
As Compensation ––––––––––––––––––––As Fulfillment

e: Strongly Agree/Strongly Disagree. This strategy helps the learner examine the
strength of their feelings about a given value or issue. E.g. “Circle the response that
indicates how you feel about this statement: A person does not live by bread alone.”
SA = Strongly Agree AS = Agree Somewhat
DS = Disagree Somewhat SD = Strongly Disagree

f: Value Whips. This strategy poses questions and issues for the learner to consider.
The questions are normally items that the learner takes for granted.
E.g. “What would you consider as an ideal workplace?”

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g: Unfinished Sentences. This strategy surfaces some indicators of the learner’s value
as manifested in one’s attitudes, interests, convictions, likes, dislikes, goals, etc. E.g. “Five
years from now, I hope to…”

h: Autobiographical Questionnaires. This strategy facilitates the awareness of the

learner’s life patterns. E.g. “Recall the various work that you have engaged in and the
benefits that these have contributed to you.”

i: Pictures Without Caption/Freedom Board. This strategy allows the learners freedom
of expression and at the same time explores their current thinking and feeling processes.
E.g. “On this manila paper is a newspaper headline today, write your reactions about it in
the space provided.” Or “Feel free to write on this board anything that you wish to express.
There shall be no reprisals for whatever you have written.”

j: Coded Papers. This strategy teaches the learners to become critical in their reading.
E.g. “This is an article featured in a magazine recently, read through it and indicate a plus
(+) sign to signify ideas that you favor and a negative (-) sign to signify ideas that you do
not favor. Then we will discuss your coding afterward.”

It is important for the educator to remember that these strategies are merely tools
to achieve the purpose of helping the learners clarify their values. The unique feature of
these strategies is that they lead the learner into the valuing process and are not limited
to facts and concept learning. The goal of this kind of learning process brings us to the
next challenge.

The Third Challenge: Arriving at Personal Integration as A Goal

The educator is also challenged to ensure that the following goals are achieved in
the conduct of the valuing process.

Firstly, is the learner able to get in touch with their personal values and to discern
these values vis-à-vis the values of the system or systems to which they belong? Clarifying
personal values is not the end in itself. The learners must be guided to arrive at some
degree of congruence between their values and those of the systems to which they
belong. In addition, the learners must seek consistency within their internal system, i.e.
moral and spiritual consciousness, ideals and aspirations, etc. The task, therefore, is being
able to bridge gaps that may exist in the process of discovery. As the learner identifies
“who am I as I really am?” and “who am I as I should be or am expected to be?” there may
be many areas of integration to work towards: ideal self-versus actual self, role self-versus
true self, and social self-versus real self.

Thus, the valuing process does not merely bring about awareness; it also invites
personal efforts at resolving one’s ‘civil wars within.’ A learner, for instance, may arrive at
the identification of security and survival as primary values. Thus, one’s concern is focused
on compensation. The learner, however, may need to be challenged to balance these
values with the dictates of an organization that aspires for excellence and commitment. In
the process, the ideal and actual can be bridged if the learner initiates efforts to imbibe
attitudes and skills that would help maximize one’s full potential in the organization. In this
manner, the internal conflict may be dealt with, if not fully resolved.

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Secondly, is the learner able to determine priority values? After all, life is not about
attaining all values, but rather about making the choice of the values that will define the
life to which one aspires. As Sue Bender17 states: “There is a big difference between
having many choices and making a choice. Making a choice—declaring what is essential
to you—creates a framework for a life that eliminates many choices but gives meaning to
what remains.” What matters most in this process is the learner’s confidence and ability
now to define his or her own life. Ultimately, “power is always about who does the defining
and who accepts the definitions”18 Thus, the educator gives the learner personal power.
Learners begin to feel empowered to make a difference in both their own lives and that of
others.

The Fourth Challenge: Providing Democratic Space in the Learning Environment

Educators in this process must guarantee a democratic space in the learning

environment. By doing so, the atmosphere for psychological honesty and truthfulness is
established. Many educators when asking questions are simply waiting for the learners to
articulate the expected responses. Therefore, learners tend to say things that they think
their teachers would like to hear. They do not genuinely report what they think and feel.
Without this honesty though, any sincere effort at valuing will be in vain.

The educator is challenged to be open, sincere, genuine, non-judgmental and non-

threatening so that the learners find the freedom to be themselves. This does not mean
that the educator cannot disagree with a learner’s professed value. In fact, real dialogue
about issues can be achieved as a result of this atmosphere of openness and honesty.
Values are therefore shared, not imposed, in the context of meaningful interactions
between the educator and learner.

Finally, the educator still becomes a model for the learner. However, the modelling
is not one of perfection but of striving to be integrated and whole. This way, the learner is
inspired to work towards ideals without denying one’s existing limitations and weaknesses.
The learning environment becomes a human and humane place. This, of course, will
require educators to be willing to invest themselves in the learning process. As the learner
is being enriched, the educator learns from the learner as well, making the learning a
dialogical process.

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What are the four challenges in the valuing process? Present and provide the
summary or the essential knowledge a teacher should bear in mind in the valuing process.

First Challenge

Second Challenge

Third Challenge

Fourth Challenge

What do you think are the most important things a teacher should do in values
process to make learning possible?

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In values education valuing process, how do we understand integrated approach

in teaching values? Explain briefly. You may cite your source or the author of your answer.

The late Dr. Lourdes Quisumbing, the former (Department of Education Culture
and Sports DECS) secretary writes, “The heart of education is education of the heart.”
How do you best apply the statement when you become a teacher?

Research on a sample lesson plan with valuing process. Ready the lesson plan
for critiquing according the checklist that will be provided.

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Lesson 7: A Model of the Valuing Process in the Context of the Teaching

and Learning

Introduction

The holistic and integrated approach for values education touches all the human
faculties of the learners. In this light, therefore, the Teaching and Learning Cycle proposed
by Dr. Quisumbing (figure 4) is one of the most appropriate as both a reference and a
model. This will better prepare student-teachers for the task ahead in the implementation
of values education and GMRC programs for the Filipino learners.

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Deduce the holistic and integrated approach in teaching
values education.
2. Demonstrate cognitive understanding on the teaching
learning process.
3. Utilize the model in teaching learning activity.

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FIGURE 4

Cognitive Level

KNOWING

about oneself and others;

one’s work and vocation and
those of others; one’s personal
and work-related values
(facts, information, etc.)

Active Level Conceptual Level

ACTING UNDERSTANDING
application in the workplace oneself and others,
and in daily life: concepts, key issues, processes
decision-making underlying factors
communication skills, teamwork, (insight, awareness, realization)
non-violent conflict-resolution,
etc. (action and practice)

Affective Level
VALUING
reflecting, accepting, respecting
appreciating oneself and other’s work values,
personal and social goals
(internalized as part of one’s value system)

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Step One: Cognitive Level—KNOWING. Valuing does not exist in a vacuum. It

has to have a knowledge base from which values will be explored and discerned. This
level basically introduces specific values that are to be the subject area to look into and
examine. How these values affect the self and others, our behavior at work, our work ethic,
our lifestyle are suggested for the learners to consider. Knowing, however, is only within
the parameters of facts and concepts. This level should, therefore, move into a second
step.

Step Two: Conceptual Level—UNDERSTANDING. In the proposed cycle,

distinction is made between knowledge and wisdom. Knowledge without understanding
may lead to insult, but knowledge with understanding leads to insight. This is why the
conceptual level is divided as two separate steps. Knowledge could be easily explained
by the educator and in turn quickly memorized by the learners. For the learners however
to understand and thereby gain insight requires wisdom. Brian Hall in Readings in Values
Development refers to wisdom as “intimate knowledge of objective and subjective realities,
which converge into the capacity to clearly comprehend persons and systems and their
interrelationships.” Concepts that are made concrete for the learners could be grasped
more fully and easily by them.

Step Three: Affective Level—VALUING. As discussed in previous sections,

knowing and understanding are not guarantees that values would be internalized and
integrated. The third step, therefore, ensures that the value concepts are filtered through
one’s experiences and reflections and are eventually affirmed in the affective dimension.
In short, these concepts will flow through the three processes: chosen, prized and acted
upon. Since teaching and learning is conducted on a group level, the additional benefit of
this step is the appreciation, acceptance and respect of both one’s own value system and
those of others.

Step Four: Active Level — ACTING. The value concepts that are valued
ultimately lead to action. Whether the action is expressed in improved communication
skills, better decision- making, greater teamwork, non-violent conflict resolution, etc., the
value concepts find their way into our behaviors. The learners are thereby challenged to
see through the spontaneous flow of the concept and affective dimension into behavioral
manifestations. Sometimes, this is automatic. Other times, it involves further skills
enhancement in the particular area.

Although the steps presented follow a logical sequence, they are not necessarily
sequential, as the following example shows.

The following is a sample model on how the valuing process could be conducted
in the context of this teaching and learning cycle. The core values involved are health and
harmony with nature, while its related values are concern for safety and security. The
module will heighten the learner’s awareness of the importance of contributing to a safe
work environment and explore one’s experiences and attitudes regarding safety.

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Knowing and Understanding

The educator begins by inviting learners to recall previous experiences of

accidents. These experiences will be shared among the learners.

The educator summarizes learner’s experiences and gathers learning and insights
in terms of the nature, site, sequence of events and causes of the accidents. The values
of safety and of the practice of safety are reinforced.
Discussions follow as to the potential effects of poor safety practices in terms of
harm and injury, not only to the individual but also to the organization, society and
environment.
In addition, the essential requirements for practicing safety are presented.
Emphasis is given not only to critical thinking and problem-solving skills but also to values
and attitudes. Three major factors identified are: ignorance, negligence and indifference.

Valuing
Learners are then invited to rank which among the factors apply to them —
ignorance, negligence or indifference?
They are guided to reflect on their ranking, using the following guide questions:
1. What made you rank this as your number 1?
2. What is missing in order for you to address this factor?
a. What knowledge and skills do you need in order to overcome ignorance of safety
practices?
b. What factors contribute to your negligence of the value of practicing safety?
c. What contributes to your attitude of indifference towards the practice of safety?
After sharing, the educator draws out the learner’s realizations and learning from
this process.

Acting
The educator guides them to visualize a potential workplace the learners will enter
in the future. Then, the educator coaches them to anticipate the following:
• potential occupational hazards in the workplace
• preventive measures to be taken in addressing these occupational hazards
• personal factors that may hinder the application of these preventive measures.
The educator enjoins the learners to commit to the value and practice of safety.

Take note that in this model, the valuing process is divided into two parts. The first
part is utilized as a starter to introduce the value of safety and of the practice of safety and
the potential negative effects it will have on those who negate this. The second part probes
deeper into the factors that affect the learner’s practice of this value. These may include
the absence of knowledge and skills, the lack of awareness of this value or the presence
of negative attitudes about this value. By this process, the learner becomes more
conscious of his or her own disposition and is challenged to be mindful of this in the future.
Thus, in the active level, it becomes easier to put the value into actual practice.

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Implications of the Valuing Process

The following are some implications for the educator engaged in the valuing
process:
1. Ultimately, the ownership and decision of a value lies with the learner.
Values cannot be forced, even if conveyed with good intentions. No real integration or
internalization of a value can be achieved unless the learner desires or agrees with the
said value. Educators may impose their values and may succeed in making the learners
articulate them, but this does not stop the learners from living out their own values when
they are out of the learning environment. Thus, to engage in valuing requires the educator
to learn to respect others, in the same manner that one expects to be respected in return.
As this climate of respect exists, the learners also begin to adopt a disposition of tolerance
towards each other. Values may be shared and argued, but not imposed. The individual
holds the right to his or her own choices in life.

2. The lesson in a valuing process context is about life itself. What is being
discussed is not a mere subject area. It is about issues that concern the learner and the
educator. Thus, the experience becomes both practical and relevant. Educators, however,
must not be afraid to admit that there are many questions about life that do not have
answers. Together, the educator and learner must work towards searching for answers.

3. Above all, the learner exposed to the valuing process begins to master the
art of discernment. This means that the learner will be more able to live consciously and
responsibly. The learners in this approach have reportedly become more critical and
independent-minded, more attuned with their inner selves and empowered to do
something about their conditions, rather than blame outside forces.

4. Valuing is definitely a complex process. It involves both advocacy and

pedagogy. The educator is attuned to the process of learning, at the same time, sensitive
to opportunities for teaching which result from the meaningful interaction between the
educator and the learner and also between the learners themselves. Although the popular
notion now is that values are better caught than taught, the truth is they are both caught
and taught. This time, however, learnings do not solely come from the educator. This role
is shared with other learners. In this light, the educator is more of a guide and a facilitator,
and in essence is a true partner in learning.

5. The essence of valuing lies in helping the learner ask the “why?” and “what
for?” in life. In one institution that promotes value-based education, aside from being
science and technology focused, any new advancement that emerges is always subjected
to these two questions. They are not blindly adopted. For instance, with the arrival of new
technologies, the institution engages in a dialogue: Why do we need to utilize this new
technology? What is it for? What are its benefits? What are its potential harms? Valuing,
therefore, guarantees a humanism that otherwise may sadly be lost in the excitement of
new scientific discoveries and technological advancement.

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In summary, the valuing process in the context of Learning to Do challenges the

individual to go beyond becoming highly skilled and efficient.

It envisions a person who possesses a complete self who is discerning and

empowered to define and not be defined and who therefore contributes both as a
productive and responsible worker. For what good would a new order serve if this would
be inhabited by a people who are masters of their trade, but have lost all sense of civility
and human-ness?

This effort to be fully human is rarely actualized through the traditional approach
to education. In the words of Andrew Greeley “Values are developed not by forcing
(young) people to memorize words which they do not understand and are not interested
in; rather by letting them talk, ventilate their issues, search for their own values, and
eventually articulate their God within.”

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With reference to the teaching learning cycle model by Dr. Quisumbing, illustrate
the important cognitive knowledge a teacher should know in the valuing process.

Step One

Step Two

Step Three

Step Four

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In the application of each step, determine the possible preparation that the teacher
need to have in order for him/ her to engage in the process and how could he/she possibly
address the said preparation.

Step One

Step Two

Step Three

Step Four

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In education, it is important for the teacher to consider the holistic and integrated
approach in teaching and learning. How do you understand holistic and integrated
approach? Do you think is this beneficial in teaching and learning? Why?

Is it important for the teacher to know the dimensions of the human person for
him/her to educate the child holistically? Support your answer with your personal
experiences.

Widen and deepen your understanding and knowledge of the holistic and
integrated approach in teaching and learning. Develop a power point presentation in ten
slides on the holistic and integrated approach in teaching

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Lesson 8: Application of Learning

LEARNING OUTCOMES

At the end of the lessons, students are expected to:

1. Demonstrate understanding on how to utilize the activity
module.
2. Indigenize the content and process to the level of the
learners.
3. Design and apply to the learners.

MODULE 1: To Be Treated with Dignity

This module relates to the overarching core value of Human Dignity, that is, the
basic right of all human beings to have respect and to have their basic needs met, so that
each person has the opportunity to develop to their full potential.

Objectives
• To affirm one’s inherent dignity as a human being which is reflected by one’s
inalienable rights and freedoms
• To reflect on one’s personal experience in relation to being treated with dignity and
respect
• To examine the factors that influence how people are treated with dignity and
respect
• To reclaim one’s dignity by asserting one’s rights and freedoms

Content
• Universal Declaration of Human Rights
• Socio-political dimensions to violation of human dignity and rights
• Proactive ways to assert rights and freedoms

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Procedure/Learning Activities

Cognitive Level: Knowing

1. The facilitator prepares for the session by posting on the walls of the classroom
some of the basic rights and freedoms of a human person. These are drawn from the
document Universal Declaration of Human Rights.
2. As participants enter the room, facilitator invites them to look around the room and
read the postings on the wall. Facilitator gives them some time for this.
3. After participants have completed the task, facilitator encourages some volunteers
to articulate their immediate reactions. Facilitator welcomes and acknowledges all their
responses.
4. If this has not already been articulated, facilitator poses the following question:
“How do you feel knowing that you are entitled to these rights and freedoms?”
5. Picking up from the participant’s response, facilitator reinforces the idea that every
human being has inherent human dignity and is therefore accorded with corresponding
rights and freedoms. Facilitator, however, acknowledges that not everyone has personally
experienced it.

Affective Level: Valuing

6. Facilitator links this to the next process where participants are now invited to reflect
as to how they have personally experienced being treated as human beings. Facilitator
directs the participants to review again the rights and freedoms posted on the walls. Then
he or she instructs them to identify three of these which they believed they have been
deprived of, and three of these, which they have been entitled to.
7. Participants move into groups of three to share their experiences in this regard.
8. After the sharing, facilitator gathers the group to hear samples from their group
exchange.
9. Facilitator draws out further reflection from the participants utilizing the following
guide questions:
a. What did you observe as unique or common to your experiences with regard
to being treated with or without dignity and worth?
b. What emotions were triggered in you as a result of these recollections?
c. What are some learnings and realizations that you now have as a result?
d. What personal resolve are you considering in response to this sharing?

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Conceptual Level: Understanding

10. Facilitator synthesizes the participant’s reactions and leads these to a discussion
of some socio-political realities that influence society, culture and people in their attitudes
toward human beings. This may include: unequal distribution of wealth and resources, the
existence of intolerance and prejudices, violence in society, etc. Since the module is not
about human rights but human dignity, facilitator is cautioned not to dwell on this step
lengthily as it may sidetrack the session’s focus. After some awareness, facilitator must
move immediately into the next part of the process.

Active Level: Acting

11. Facilitator reiterates every participant’s prerogative to be treated with dignity and
worth. Facilitator challenges the participants to be assertive in this regard. To actualize
this, facilitator invites the participants to come up with a list of practical ways by which they
can, individually and as a group, assert this right. From the initial brainstorming,
participants can formulate a “To Be Treated With Dignity” contract.
12. The contract may be posted in a strategic place of the room. Each participant is
invited to commit by indicating his or her signature at the bottom of the contract.
13. Session may be culminated by asking the group to choose and sing a song that
captures the spirit of their contract.

Materials Needed
• Strips of papers, indicating some of the rights and freedoms of human beings
• Article: Universal Declaration of Human Rights
• Audio-visuals for socio-political realities
• Masking tapes
• Chart papers
• Markers
• Whiteboard
• Song

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MODULE 2: The Meaning of Work

This module relates to the overarching core value of the Dignity of Labor, that is,
respect and appreciation for all forms of work recognizing their contributions to both the
individual’s self-fulfillment and to societal progress and development.

Objectives
• To explore the forms of work that one has personally undertaken
• To recognize the contribution and meaning of work
• To appreciate work as a whole
• To commit to meaningful work

Content
• Meaningful work

Procedure/Learning Activities

Cognitive level: Knowing

1. Facilitator introduces the value of the dignity of labor and discloses how the various
forms of work she or he undertook have been significant not only to her/himself but also
to society. Facilitator must ensure that s/he shares with sincerity and honesty. This will
help create a more intimate experience of the theme.

Affective Level: Valuing

2. Facilitator invites the participants to explore their relationship with work. An activity
sheet is distributed for the participants to work on:
a. In the first column, under the heading of “History of Work,” participants will list down
all forms of work that they have engaged with in the past. These include informal work that
may not have been compensated financially, i.e. house chores.
b. In the second column, under the heading of “Energies Tapped,” participants will
indicate for every form of work which specific energy or energies were expended by that
work. Participants can select from the suggested four human energies and indicate the
corresponding code:
P = Physical
M = Mental
E = Emotional
S = Spiritual
Some work may require only one of the energies, others may include all four.

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c. In the third column, under the heading of “Level of Satisfaction,” participants will
decide to what degree the work was personally satisfying. Participants can use the
following codes:
HS = High satisfaction
AS = Average satisfaction
LS = Low satisfaction
NS = No satisfaction

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Design another module activity following the sample. You can consider some
format and some other values or virtues. Use short size bond paper.

What are the major points a teacher needs to consider in designing an activity for
the students? Illustrate and explain. Put your answer on short size bond paper.

What is developmentally appropriate? Do you think it is important? Why? How are

we going to have this with our learners? Put your answer on short size bond paper.

What are the things that you need to know for you to design an activity? Put your
answer on short size bond paper.

Read or research on structured learning activity and see its importance and
processes. Ready to share it before the class.

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ADDITIONAL READINGS

For further and deeper understanding of values education, the following links are
recommended for reading:

✓ https://www.slideshare.net/haighdz27/foundation-of-values-education-
130250397

✓ https://www.teacherph.com/deped-values-education-program/

✓ https://www.worksheetcloud.com/blog/7-ways-to-teach-good-manners/

✓ https://lifestyle.inquirer.net/366786/good-manners-right-conduct-will-it-
bring-back-decency-and-respect-in-the-behavior-of-kids/

✓ https://www.toppr.com/guides/essays/importance-good-manners/

✓ https://www.youtube.com/channel/UCnPtGxbq1n1svdtCGKEQbJA

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ABOUT THE AUTHOR

Name : LOURDES HUERVANA VILLANUEVA, Ed.D.

Education

• 2010 (21 Units) Master of Arts in Special Education

UNO-Recoletos, Bacolod City

• 2007 Doctor of Education

major in Educational Administration
Philippine Normal University, Cadiz City

Dissertation: The Effects of Affective Cognitive Experiences for Self-Direction (PNU-

ACES) on the Personal Values System and Academic Achievement of Senior High
School Students of Sagay National High School, School Year 2006-2007

• 2006 Refresher Course on Curriculum Development

DynEd International, Inc. and Language Interactive Solutions, Inc.

• 1999 Master of Arts in Education in Educational Management

Philippine Normal University, Cadiz City

Thesis: Instructional Assistance Needs of Values Education Teachers in the Three (3)
Division Leader Schools in Negros Occidental: Basis for Training Programs

• 1997 Participant-Project F.R.E.E. Training Seminar for Values Education

University of Saint La Salle, Bacolod City

• 1995 Master of Arts in Values Education (MAVE) and Diploma in Values Development
(DVD) University & Asia and the Pacific/Center for Research and Communication (UAP-
CRC)
Recipient: DECS and Hans Siedel Foundation, Inc. Scholarship Program

• 1990 Secondary Education Development Training Program (SEDP), for Values

Education DECS-Region VI Western Visayas

• 1990 Education Supplemental Subjects

West Negros College, Bacolod City

• 1988 (November 14-December 2) Youth Entrepreneurship & Self-Employment

Development Training Program (YESDEV)-Dept. of Labor and Employment and National
Manpower and Youth Council, (NMYC/TESDA) Talisay, Neg. Occ.

• 1986 Bachelor of Science in Psychology

University of Negros Occidental-Recoletos (UNO-R), Bacolod City
Grantee: St. Benedict Human Development Foundation, Inc. 1983-1986

EB Magalona National High School

• Master Teacher- Values Education

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REFERENCES

Republic Act 11476 Values Education and GMRC Act of 2020

Mondal, P. (2020) Values: it’s Meaning, Characteristics, Types, Importance. Retrieved

from https://www.yourarticlelibrary.com/society/values-its-meaning-characteristics- types-
importance/35072

RINGEL S.B. PRACTICES OF DEPED CORE VALUES OF THE GRADE 9 STUDENTS

OF SAGAY NATIONAL HIGH SCHOOL

HUERVANA L.L. (2007) THE EFFECTS OF AFFECTIVE COGNITIVE EXPERIENCES

FOR SELF DIRECTION TO THE PERSONAL VALUES AND ACADEMIC
ACHIEVEMENT OF SENIOR HIGH SCHOOL STUDENTS

DO 41, S. 2003 – VALUES EDUCATION IN THE BASIC EDUCATION CURRICULUM

Learning To Do: Values for Learning and Working Together in a Globalized World: An
Integrated Approach to Incorporating Values Education in Technical and Vocational
Education and Training. Manila: Asia-Pacific Network for International Education and
Values Education, 2005.

DECS ORDER NO. 6, s. 1988- THE DECS VALUES EDUCATION PROGRAM

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