VALUES DEVELOPMENT

(Student Handout)
ROTC 100 MS- 11
THE PERCEIVED SELF
❑ Is composed of a set of self-cognitions regarding one’s traits, competencies and values.
It is reinforced through feedback. The type of feedback, which an individual receives,
determines the standard to measure the ideal self. The three categories of self-perception
are traits, competencies and values.
THE IDEAL SELF
❑ Represents the set of traits, competencies and values an individual would like to
possess. Internalized competencies and values have been suggested as the basis of the
ideal self and as an internal standard for behavior. (Bandura, 1986)
SOCIAL IDENTITIES
❑ Are those aspects of the individual’s self-concept that are derived from the Social categories to which he or she perceives
him/herself as belonging to. social identities link individuals to reference groups, which establish a set of role expectations and
norms that guide the individual’s behavior within each of the social identities. For example: the identity of a Principal may be
associated with leadership and order (traits), analytical ability and competence (competencies), service and
commitment (values). These Aspired traits, competencies and values associated, serve as the basis for the ideal self once
established the attributes then reinforced the identity.
SELF-ESTEEM
❑ Is the evaluative component of the self-concept (Rosenberg 1998). It is the function of the distance between the ideal self
perceived self. When the perceived self matches the ideal self, self-esteem is relatively high. Low self-esteem occurs when
the perceived self is significantly lower than the ideal self.
BECOMING MORE SELF-AWARE:
1. Understanding one’s attitude and emotions.
2. Explaining and disclosing your feelings
3. Request for feedback from others.
Values
❑ Values are the beliefs, which we hold to be true those noble ideals we struggle to attain and implement in our daily lives.
Derived from the natural and moral laws and not from an individuals opinions and feelings.
Values Education
1. Academic formation – human intellect (to know the truth)
2. Personal formation - human will (to act, to choose good)
3. As part of the school curriculum – is the process values are formed in the learner under the guidance of the teacher.
4. As a subject – values education has direct and immediate relevance to the personal life of the learner
5. It is holistic because it involves all faculties of the learner
Philosophy of Values Education Program.
❑ Values Education is based on a rational understanding of the human person, specifically on understanding of the Filipino as a
human being in society and his/her role in the shaping of society and the environment. The task of education is to help the
Filipino know themselves better, develop his/her potential, contribute to the growth of the Philippine culture, and must be able
to bind together human and non-human resources for the attainment of a just and humane society.
Filipinos’ Occidentalism
Spanish influence
- Spanish influence is manifested in our religious, political, economic, educational life, language, dress and diet. Most of the
population was converted to Hispanic Catholicism, And the visible aspects of culture (e.g., personal names, vocabulary, urban
architecture, fine arts, dress, cuisine, and customs) were profoundly influenced or modified. (Harper and Fullerton, 1994)
Centuries of Spanish rule also imposed a severe colonial mentality and left Filipinos with “a legacy of attitudes that are firmly
embedded in society such as, equating light skin with beauty and high status, the identification of anything foreign with
superiority and indigenous with inferiority, and a conception of officialdom as a system serving its own ends, not those of the
people” (Gochenour, 1990, p. 6).
Americanization of Filipinos
❑ American influences manifested in our political and social outlook. With the introduction of a democratic system of government
we became aware of our rights and privileges. The popularization of education gave us the opportunity for –social mobility.
Americans in the presumed spirit of white paternalism and benevolence saw themselves as best owners of education, religion,
public health, development , and democracy to their “little brown brothers” (Gochenour, 1990). In fact, the American
educational system was adopted, and English (which children were required to speak in school) was made the official
language (Kang, 1996).
Japanese Occupation
❑ Japanese influences manifested our love of work. Dignity of labor and working hard were one of the values that Filipinos were
widely known. This is evident because many Filipinos nowadays are working abroad. Almost everywhere Filipinos are at hand
 working hard to earn more to support their family. Many countries choose Filipinos towork in their country because they know
of Filipinos’ perseverance and hard work.
Family Values
❑ The typical Filipino individual exist first and foremost as a member of a family and looks to the family as the only reliable
protection against the uncertainties of life. (Gochenour, 1990, p. 18) Reliance on the family for love, support, and refuge has
historically been as much an economic necessity as it is a cultural tradition. The family is the source of one’s personal identity
and of emotional and material support. It also is the focus of one’s primary duty and commitment.
Theories of Values Formation
1. Psycho-Analytic Theory (Sigmund Freud) - Suggest that unconscious forces act to determine personality and behavior. To
Freud, the unconscious is that part of the personality about which a person is unaware. It contains Infantile wishes, desires,
demands and needs that are hidden, because of their disturbing nature, from conscious awareness.
2. Behaviorist View (John B. Watson) - The behavioral perspective suggest that the keys to understanding developing are
observable behavior and outside stimuli in the environment. If we know the stimuli, we can predict the behavior. Behavioral
theories reject the notion that individuals universally pass through a series of stages.
3. Social-cognitive learning theorist Albert Bandura
- when we see the behavior of a model being rewarded, we are likely to imitate that behavior. Behavior is learned through
observation and imitation, not conditioning through reinforcement or punishment.
4. Cognitive Theory. The cognitive perspective focuses on the processes that allow people
- To know, understand and think about the world. The cognitive perspective emphasizes how people internally represent and
think about the world.
5. Socio-cultural theory (Russian psychologist Lev Vygotsky) Proposes that a full understanding of development is impossible
without taking into account the culture in which children develop. Socio-cultural theory proposes that children’s understanding of the
world is acquired through their problem-solving interactions with adults and other children.
6. Ecological Theory. The Ecological model, the major proponent of which is Urie Bronfenbrenner, seeks to explain individual
knowledge, development, and competencies in terms of the guidance, support, and structure provided by society and to explain social
change over time in terms of the cumulative effect of individual choices (Berger, 2000).
7. Humanism Theory.
-The humanistic perspective contends that people have a natural tendency to make decisions about their lives and control
behavior. The humanistic perspective emphasizes free.
8. Evolutionary Theory.
- The Evolutionary Theory stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by
critical or sensitive periods (Santrock, 1999). Evolutionary approaches grow out of the groundbreaking work of Charles Darwin.
The evolutionary perspective is also referred to as Ethological or Biological.
9. Moral Development (Lawrence Kohlberg)
- There exist structural bases that determine the process of perceiving value. This series of progression depends on the
person’s interaction with the environment. Moral reasoning is related to moral behavior.
III. Ethics and Moral Education
a. Ethics – comes from the Greek word ethos, meaning character or custom. According to Robert C. Solomon, the etymology of
ethics suggest its basic concern: (1) individual character, what is meant by ‘good person’, and (2) the social rules that govern and
limit our conduct, especially the ultimate rules concerning right and wrong, which we call morality.
Morality
The term morality can be used either:
1. Descriptively to refer to a code of conduct put forward by a society and that it is used as
a guide to behavior by the members of that society ,
a. some other group, such as religion, or
b. accepted by an individual for her/his own behavior
2. Normatively to refer to a code of conduct that, given specified conditions, would be put
forward by alL rational persons for governing the behavior of all moral agents.
Morality as a public system.
• Public system refers to guide to conduct such that (1) all persons to whom it applies
• all those whose behavior is to be guided and judged by that system, know what
• behavior the system prohibits, requires, discourages, encourages, and allows; and (2)
• it is not irrational for any of these persons to accept being guided and judged by that
• system.
Nature of morality
1. Moral talk is normative – meant to guide action
it is often manifested by words like should, ought, permitted, right and wrong when the action is prescribe and proscribe, exhort and
discourage, judge, praise and condemn actions.
2. Moral talk is evaluative – it refers to moral value of things, what matters
morally and why. It is manifested by words like good, valuable, important, fundamental, precious, sacred and meaningful.
Morality and our Conscience
• Morality affects our daily choices, and those decisions are guided by
• our conscience.
• Many people believe that our conscience is matter of the heart, and
• the basic concepts of right; wrong and fairness are inherent in all of us.
True Freedom
• The way forward involves liberation from both false freedom and moralism. Moral
• action is possible only for a being that is free. Freedom let the will to choose gives
• space for creativity, and implies release from determining factor. Nevertheless true
• freedom implies not only the power of self-chosen action but also the proper
• orientation power. The power to do whatever he/she wants to do is not a true
• freedom because true freedom is oriented to goodness. Freedom includes the power
• to choose evil, but freedom is fulfilled and enhanced and sustained only by choosing
• the good abusing liberty leads to losing it.
Moral Intuition
• The more carefully you think through your great decision, the more spontaneous you
• will be in the host of situations covered by those decisions. Though few have an
• appetite for studying and discussing difficult moral cases, the intellectual dimension
• to morality is nonetheless essential. When actions are not governed by our best
• thinking we are usually in the current of emotions whose guidance is less reliable.
Human Acts – are actions performed by an agent with conscious knowledge and are subject to the control of the will.
Acts of Man – are actions that are instinctive and involuntary and are not within the
control of the will.
Classification of Human Acts
Moral actions – are those actions that are in conformity with the norm of morality. They are good actions and are permissible.
Immoral Actions – are those actions that are not in conformity with the norm of morality. They are bad or evil actions and are not
permissible.
Amoral Actions – are actions, which stand neutral in relation to the norms of morality. They are either good or bad in themselves. But
certain amoral actions may become good or bad because of the circumstances intended to them.
Normal of Morality – are the standards that indicate the rightfulness or wrongfulness, the goodness or evilness, the value or disvalue
of a thing (R. Agapay, 1991)
The determinants of morality in any given action
1. The morality of any given action is determined by three elements,
a. The end in view
b. The means taken
c. The Circumstances
Whoever knows this principle, does not thereby know the right and wrong of every action, but he/she knows how to go about the
enquiry. It is a rule of diagnosis.
HUMAN RIGHTS
Traditionally, human rights are defined as titles or claims to certain material and spiritual goods, or to have access to such
goods in order or human person to live a dignified life.
Kinds of Rights
A. Personal Rights
1. Right to life- primary condition of all human rights or the obvious reason that only person who are alive that they can exercise their
rights and thereby accomplish their mission in life.
2. Right to One’s Person- right over our own bodies and bodily faculties and energies. St. Paul emphasized that our body is the
temple of the Holy Spirit.
3. Right to One’s Personality- persons have the right to develop their own individual character.
B. Religious and Moral Rights
1. Right to Education- it is our right to avail of all possible means and opportunities to help us develop physically, intellectually,
spiritually and socially.
2. Right to Conscience- when it come to moral decisions, all human persons have the right to act in accordance to their moral
conscience.
3. Right to Religion- in so far as person are bound to seek the truth and accordingly worship the Creator, they have the natural right to
relate to God and to freely express and develop this relationship within the teachings and practices of their chosen religion.
SOCIAL RIGHTS
1. Right to Honor/Respect- it refers to the credibility and esteem persons enjoy in the society
2. Right to Free expression- refers to right to speak and right of assembly.
3. Right to organize- we have the right to organize like organizations,
that makes up an essential ingredient of a free society.
ECONOMIC RIGHTS
1. Right to Livelihood- the best and easiest way for persons to acquire
CHRISTIAN ETHICS
Ethics has something to do with the nourishment of right doings and the rejection of wrong doings.
Christian Ethics
• Man is motivated to survive and to be good always because of mortality and the promise of everlasting happiness after death.
• It is a Humanistic Ethics in the sense that it requires a unique ethical obligations or unique ethical source. Obligation in the sense that
we need and we must do good always for us to reach heaven.
• Ethical courses in the sense that Scripture and church teaching make things right or wrong(legalism)
It has two- fold sense:
a. Christian meaning -we are gifted with a profound Christian vision of the meaning of the world, deeper understanding of the human
person’s dignity as God’s image, and a clearer sense of their final destiny.
b. Christian motivation -it focuses on behaviour motivated by natural law, usually the law of Christ.(suffered , died, arose out of love
to mankind)
Filipino Ethics
Filipinos have moral obligations motivated by a “must principle". if I do that what are the consequences. If I don’t, again what are the
possible consequences.
1. We share on Universal Ethics and Morality but with a distinct Filipino flavor.
• Idea of moderation such as in Greek; “meden agan”, and in Roman “ in medio stat virtus” with Filipino equivalent ; “Hindi labis, hindi
kulang,katamtaman lamang.”
• The golden rule of Confucious is categorically imperative with Emilio Jacinto’s, “ Ang di mo ibig na gawin sa asawa mo, anak at
kapatid, ay huwag mong gagawin sa asawa, anak at kapatid ng iba”.