GMRC

1
UNIT 1
INTRODUCTION TO VALUES EDUCATION
Intended Learning Outcomes:

At the end of the unit, the pre-service teacher (PST) must have:
 understand different definition and kinds of values (CLO1)
 analyze case studies depicting cultural values in different societies
 understand how these values influence behavior and societal norms.
Prepare
Triadic Activity
a. Reflect on your values in life and identify three core values that hold significant
importance to you.
b. Gather into groups of three and share your chosen values with your groupmates.
Engage in a meaningful discussion about why these values are essential to each of
you personally.
c. Within your group, explore the commonalities and differences among your values.
Prepare to present these insights to the class, highlighting how understanding these
variations can foster appreciation for diverse perspectives.
Present
Values is . . .
For psychologists, it is that which makes something desirable, attractive worthy of approval,
admiration; that which inspires feelings, judgements or attitudes of esteem, commendation;
that which is useful in view of certain ends (Esteban, 1990).
On the other hand, sociologists view values as goals of personal behavior during
social interactions. They are those that are considered important for the welfare of the
members of a group. They are common to all of them and represent their concept of what is
good and desirable for everyone.
VED M112:Good Manners and Right Conduct1 | P a g e

In a society, there exists a value system, a configuration of cultural practices, the
dominant motivations, and basic principles of their behavior; cultural ethics that bind them
together, their concept of what is important, and the desired reactions and responses to
situations.
The most basic definition of values is:
Moral values are universal truths which man holds to be good and
important; they are the ethical principles that he struggles to attain and
implement in his daily life.
Two Kinds of Values

1. Absolute Moral Values
Absolute because no human being is exempted, every human being is called
to uphold and live by them during his lifetime.
Examples are love, respect for the dignity of
man, love of truth, justice, peace, respect for
property, family solidarity, respect for life, freedom,
work. They are universal because they are common to
all people and are based on human nature which is
universal.
2. Cultural Behavioral Values

Behavioral values are the inner personal responses or incentives which
prompt a person to act in a certain way.
Cultural values are the modes of conduct of a group or society.
Behavioral and cultural values are changeable and internal; they emerge
from within man, individually or collectively, and lead to the fulfillment of more
immediate goals. They are each man’s views, attitudes, or inclinations that are
prompted by inner senses, emotions, thoughts, motives, experience, and training.
They are customs and traditions which are expressed and transmitted in
interpersonal relationships.
For example, in western culture
people value open, frank, and clear
interpersonal relationships while Asians
conduct themselves in ways which they
perceive will preserve harmonious
relationships and self-esteem. Hiya,
pakikisama, utang na loob are examples of
Filipino cultural values.

Frameworks of Understanding Values
Values are the essence of who we are Values are the principles that we hold to be of
worth in our life. Values are the moral ideas, general conceptions, or orientations. They are
basic and fundamental beliefs that guide or motivate attitudes or actions. Values are not
chosen; they are inherent to each person. They help us to determine what is important to us
and they are relatively stable and enduring.
Sociologists use this term in a more precise sense to mean “the generalized end
which has the connotations of rightness, goodness or inherent desirability”.
According to Indian sociologist, R.K. Mukherjee, “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”. American
psychologists, Abraham Zaleznik and David Moment states that “Values are the ideas in the
mind of men compared to norms in that they specify how people should behave. Values also
attach degrees of goodness to activities and relationships.”
Values are concepts of belief that guide how we make decisions about and
evaluations of behaviors and events. An individual’s values can be ranked according to
importanc. Most of our values are formed in our early years without input from parents,
teachers, friends, and others. As children, we are told that certain behaviors or outcomes
are always desirable or always undesirable.
Values are basic and fundamental beliefs that guide or motivate attitudes or actions.
They help us to determine what is important to us. Values are socially approved desires and
goals that are internalized through the process of conditioning, learning or socialization and
that become subjective preferences, standars, and aspirations. They are touched with
moreal, involving and individual’s judgment of what is right, good or desirable.
Thus, values are important because they

 Provide standards of competence and morality.
 Are ideas that we hold to be important.
 Govern the way we behave, communicated, and interact with others.
 Transcend specific objects, situations, or persons.
 Are relatively permanent and there is resistance to change them.
 The foundation for understanding the level of motivation.
 Are our perception to help understand what ought to be or what ought not to be.
 Imply that certain behaviors on outcomes are preferred over others.
 Allow the members of an organization to interact harmoniously. These make it easier
to reach goals that would be impossible to achieve individually.

 Are goals set for achievements, and they motivate, define and color all our activities
cognitive, affective, and connective.
 Are the guideposts of our lives and they direct us to who we want to be.
Values are transmitted to the child through various media. Values are first developed at
home through the parents as the primary teachers of Filipino values. The family is a great
source of values. A child learns his first value from his family. As the child grows older, the
friends and peers, the different institutions and organizations in society, the school and
teachers, media whether print or electronic, religion, and history play a vital role in values
development. The environment can influence the person to either retain or reject the values
taught and established at home.
These are the two Frameworks that will be discussed here:
A. Milton Rokeach’s Two Types of Values

One framework to be used is Milton Rokeach’s classification of values. Rokeach was an
American social psychologist who did research on values and developed the Rokeach
Value Survey and wrote the book “Understanding Human Values – Individual and
Societal”. According to Rokeach, values are divided into two types:
Types of Values
1. Terminal Values: These are values that we think are most important or most
desirable. They refer to desirable end-states of existence, the goals a person would like
to achieve during his or her lifetime.
They include happiness, self-respect, recognition, inner harmony, leading a prosperous
life and professional excellence.
2. Instrumental Values: Instrumental values deal with views on acceptable modes of

conduct or means of achieving the terminal values.
These include being honest, sincere, ethical and being ambitious. These values are more
focused on personality traits and character.
The Table below shows the 18 terminal and 18 instrumental values in alphabetical order.
Table 1. List of terminal and instrumental values

Terminal Values Instrumental Values
1. A Comfortable life(a Ambitious(hardworking)
prosperous life)
2. An exciting life(a stimulating, Broadminded(open-minded)

active life)
3. A sense of Capable (competent, efficient)

Accomplishment(lasting
contribution)
4. A world of peace (free of war Cheerful (lighthearted, joyful)
and conflict)
5. A world of beauty (the beauty Clean (neat, tidy)

of nature and the arts)
6. Equality (brotherhood, equal Courageious (standing up for your
opportunity for all) beliefs)
7. Family security (taking care of Forgiving (willing to pardon)
loved ones)
8. Freedom (independence, free Helpful (working for the welfare of
choice others)
9. Happiness (contentedness) Honest (sincere, truthful)
10. Inner harmony (freedom from Imaginative (daring, creative)
inner conflict)
11. Mature love (sexual and Independent (self- reliant, self-sufficient)
spiritual intimacy)
12. National security (protection Intellectual (intelligent, reflective)
from attack)
13. Pleasure (an enjoyable, Logical (consistent, rational)
leisurely life)
14. Salvation (saved, eternal) Loving (affectionate, tender)
15. Self-respect (self-esteem) Obedient (dutiful, respectful)
16. Social recognition (respect, Polite (Courteous, well-mannered)
admiration)
17. A true friend (Close Responsible (Dependable, reliable)
companionship)
18. Wisdom (a mature Self-controlled (restrained, self
understanding of life) disciplined)
B. Hodgson’s Magnificent Seven Universal General Principles

The second framework is Kent Hodgson’s Magnificent Seven Universal General
Principles. A management consultant, Kent Hodgson, has identified seven general moral
principles that individuals should follow when making decisions. He calls these “the
Magnificent Seven” and suggests that they are universal values that can be used to make
principled, appropriate, and defensible decisions.
1. Dignity of Human life.
The lives of persons are to be respected. The belief
that all people hold a special value that's tied solely
to their humanity. It has nothing to do with their
class, race, gender, religion, abilities, or any other
factor other than them being human.

Example: not intending or doing harm to others. Solidarity, the option for the
poor, care for creation, economic justice, and the common good are
examples of values that are vital to any society built upon the dignity of the
human person.
2. Autonomy.
All person, including ourselves, are intrinsically valuable and have a right to
self-determination. This principle asserts that each person possesses inherent
value and possesses the right to make their own choices and decisions about
their lives.
Examples:
Acting in ways that demonstrate each
person’s worth - treating every person
with respect, empathy, and fairness,
regardless of their background, status, or
differences.
Active for one’s own legitimate needs -
recognizing and respecting an individual's right to pursue their own well-
being and fulfill their essential needs.
3. Honesty. The truth should be told to those who have a

right to know it.
This implies that not all information needs to be
shared with everyone. There is a recognition of certain
boundaries and contexts where disclosing information
is appropriate and justified. People who have a legitimate need or
entitlement to certain information are the ones who have a right to know it.
Examples: Speaking and acting in ways that reflect the way this are in reality.
While honesty is crucial, teachers must also consider the emotional well-being
of their students. Honesty should be paired with empathy and delivered in a
way that supports students' self-esteem and motivation.
4. Loyalty.
- Promises, contracts, and commitments should
be honored.
- refers to a strong and unwavering commitment
to a person, group, cause, or organization. It
involves standing by one's allegiances and being
dedicated, faithful, and supportive, even in
challenging circumstances. Loyalty is often seen as a moral virtue that
underscores the importance of staying true to one's commitments and
maintaining trust and fidelity.

Examples: honoring confidentiality and keeping proprietary information secret;
honoring written and oral contracts; doing what one says one will do.
5. Fairness.
People should be treated justly.
- refers to the just and equitable treatment of individuals and the
distribution of resources,
opportunities, and benefits. It
involves treating all people
impartially, without favoritism or
bias, and ensuring that decisions
and actions are guided by
principles of justice and equality.
Examples: one’s right to life’s necessities and the duty to ensure them for others; the
right of all to fair treatment under work contracts, company policies, and the law;
duty to help those in deep need, those in danger and those who are helpless.
6. Humaneness.
- refers to a
compassionate and
empathetic attitude
toward all human
beings. It involves
recognizing the
inherent worth and
dignity of every
individual and treating them with kindness, understanding, and
consideration.
(1) Our actions should accomplish good; (2) our actions should avoid evil. Actions
should be of benefit to ourselves and others.
Examples: Performing good acts, not evil ones; acting and speaking to be of benefit
to others; acting and speaking in ways that benefit one’s own valid self-interest.
7. The common good.
- Actions should accomplish the ‘greatest good for the greatest number of
people’.
- refers to the well-being, welfare, and interests of the broader community
or society as a whole. It emphasizes that decisions, actions, and behaviors
should be guided by what benefits and enhances the overall welfare of all
individuals within a given community or society.
Applying The Common Good in Different Contexts:

"The Common Good" has relevance in a wide range of contexts, influencing how
individuals interact and contribute to their communities:
a. Social Justice: Considering the common good involves addressing systemic

inequalities and advocating for social justice. It requires promoting equal
access to opportunities, resources, and basic rights for all members of
society.
b. Public Policy: When making decisions related to public policy, lawmakers and
policymakers should prioritize measures that lead to the greatest overall
benefit for the entire population, rather than serving narrow interests.
c. Environmental Stewardship: Protecting the environment and natural
resources is essential for the common good, as it ensures a sustainable and
healthy planet for current and future generations.
d. Economic Policies: Economic decisions, such as taxation and resource
allocation, should be evaluated based on their potential to promote the well-
being and prosperity of the entire society, rather than benefiting a select few.
e. Healthcare and Education: Providing accessible and quality healthcare and
education contributes to the common good by improving the overall health
and well-being of individuals and enhancing societal progress.
Universal Moral Values

-There is a universal moral law written on the human heart” (Pope St. John Paul II)
The most agreed upon universal moral values is the Golden Rule, which states, “Do
unto others as you would have them done unto you” found within the laws and codes
of all the major religions.
Kinnier, et al. (2000) utilized ethnographic content analysis of religious texts and
secular documents of different religions and secular Organizations to come up with a
list of universal moral values. The values cut across different world religions and
organizations.
Examples: speaking and acting whenever possible, for the welfare for the most
people, as long as individual rights are not violated.
Practice

Learning Task No. 2
Values Tree
Name : ____________________________________ Yr./Sec : ________
Date : __________________ Score : ________
Draw a big tree, complete with roots, a trunk, and branches.
At the roots of the tree, write down the values developed since childhood that you learned from your parents/
family.
On the trunk of the tree, write down your values developed from friends, school, travel, books, and other
resources.
Finally, on the branches, write down values you want to develop as you continue to live your life.

Learning Task No. 3
Name : ____________________________________ Yr./Sec : ________

Date : __________________ Score : ________
I. Modified True or False Exam: Indicate whether the following statements are
**True** or **False** based on the information provided in the topic "Frameworks
of Understanding Values." If the statement is **False**, identify what makes it false
by providing a brief explanation.
1.Terminal values refer to the means of achieving desired end-states of existence.

2.Instrumental values are focused on personality traits and character.
3.Terminal values are concerned with acceptable modes of conduct.
4.According to Milton Rokeach, instrumental values include honesty and sincerity.
5.Equality is an example of an instrumental value.
6.An exciting life and a sense of accomplishment are both terminal values.
7.National security is an instrumental value.
8.Wisdom is an example of a terminal value.
9.The Rokeach Value Survey categorizes values into three types: personal, social, and
cultural.
10.Instrumental values primarily focus on end-goals and desired outcomes.
II. Multiple-Choice: Choose the correct answer for each question based on the
information provided in the lesson about Hodgson’s Magnificent Seven Universal
General Principles.
1. What does Kent Hodgson refer to as "the Magnificent Seven"?

a) Seven essential virtues
b) Seven critical life events
c) Seven universal moral principles
d) Seven stages of personal development
2. Which term is used to describe the belief that all people hold a special value tied to their
humanity?
a) Solidarity
b) Autonomy
c) Dignity of Human life
d) Fairness
3. According to the principle of autonomy, what do all individuals have a right to?
a) Control over others
b) Wealth and prosperity
c) Self-determination and intrinsic value
d) Honesty and sincerity

4. What is the underlying idea behind the principle of honesty?
a) All information should be shared with everyone.
b) Some information should remain confidential.
c) People should always speak their minds.
d) Honesty is not important in decision-making.
5. What does the principle of loyalty emphasize?

a) Breaking promises and contracts
b) Acting solely for personal gain
c) Standing by one's commitments and allegiances
d) Treating others with bias and favoritism
6. Fairness, within the context of the Magnificent Seven, refers to:

a) Treating all individuals equally and impartially
b) Favoring some individuals over others
c) Ignoring the needs of the community
d) Prioritizing individual interests
7. Humaneness is characterized by:

a) Lack of empathy towards others
b) Disregarding the inherent worth of individuals
c) Compassion and empathy towards all human beings
d) Focusing solely on personal benefits
8. The principle of the common good emphasizes:

a) Promoting individual interests above all
b) Making decisions solely for personal gain
c) Enhancing the well-being of the broader community
d) Ignoring societal welfare
9. Which context does NOT apply the principle of the common good?
a) Social Justice
b) Public Policy
c) Environmental Stewardship
d) Selfishness and greed
10. According to Hodgson, what do the Magnificent Seven provide guidance for?
a) Creating division and conflict
b) Making principled, appropriate, and defensible decisions
c) Ignoring ethical considerations
d) Focusing solely on individual needs
III. Essay. Read and understand each situation. These are analytical-type questions that
require you to apply their understanding of the principles discussed in the lesson. (5
points each)

1. Imagine you are a teacher preparing a lesson on the principle of "Autonomy" for your students.
How would you explain this principle in a way that emphasizes its importance in promoting a
respectful and inclusive classroom environment? Provide specific examples of how you would
encourage autonomy among your students while still maintaining a structured learning
environment.
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2. Consider a real-world scenario where a company is facing a dilemma: It has the opportunity to
secure a lucrative contract by bending some ethical boundaries, but doing so might harm the
environment and local communities. Apply the principle of "The Common Good" to analyze this
situation. How would prioritizing the common good influence the company's decision-making
process? What potential benefits and challenges might arise from applying this principle to resolve
the dilemma?
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Perform

Performance Task: (Group Activity)
Instructions: Analyze case studies depicting cultural values in different societies and
understand how these values influence behavior and societal norms.
Group 1 - Confucianism and Chinese Families: Values and Practices in Education ( https://d-
nb.info/1252245130/34 )
Group 2 - Individualism - Collectivism and Personality
(http://130.18.86.27/faculty/warkentin/securitypapers/Merrill/
Triandis2001_JOP69_6_Allocentrism.pdf )
1. In your group, analyze the case study assigned to you.

2. Identify the prominent cultural values exhibited in the scenario.
3. Prepare a presentation on how these cultural values shape the behavior of
individuals and the dynamics of the respective societies.
UNIT 2
THE FILIPINO PHILOSOPHY OF VALUES

 understand the concept of the Filipino value system and its significance in shaping
Filipino culture and identity.
 reflect on how understanding and embracing core Filipino values contribute to
fostering a sense of identity, belonging, and cultural pride.
 explain the role of educators in the acquisition of Filipino values.
Prepare
Video Analysis
Watch and carefully examine the clip titled "Papel": A Gabay Guro Short Film.
Afterwards, share with the class the Filipino values that are prominently portrayed in the
video.
https://www.youtube.com/watch?v=MeKUW8w9frg
Present
Filipino Values . . .
refers to the set of values or the value system that a majority of the Filipino have historically
held important in their lives.
This Philippine values system includes their own unique assemblage of consistent
ideologies, moral codes, ethical practices, etiquette and cultural and personal values that
are promoted by their society. As with any society though, the values that an individual
holds sacred can differ on the basis of religion, upbringing and other factors.
As a general description, the distinct value system of Filipinos is rooted primarily in personal
alliance systems, especially those based in kinship, obligation, friendship, religion
(particularly Christianity) and commercial relationships.
Models Of the Filipino Values

Felipe Landa Jocano identified two models of the Filipino
value system.
These two distinct models of the Filipino value system
provide valuable insights into the intricate tapestry of
cultural influences that have shaped the Philippines'
societal norms and behaviors. These models, the
exogenous and indigenous, shed light on the complex
interplay between foreign influences and native traditions,
contributing to the multifaceted nature of Filipino values.
1. Exogenous Model (Foreign Model)

The exogenous model refers to the influence of external cultures and forces on the Filipino
value system. It underscores the impact of foreign entities, particularly Western cultures,
such as the Spanish colonial rulers and the American colonial period, on shaping certain
values and practices within Filipino society. These foreign influences introduced new
ideologies, moral codes, and social norms that were distinct from the indigenous Filipino
traditions.
Key Points:
- Legal and Formal: The exogenous model is often characterized as "legal and
formal," implying that these influences were established through legal
systems, institutions, and formal structures. These could include
governmental structures, education systems, and legal frameworks.
- Bureaucracy and Administration: An example of the exogenous model's
influence can be observed in the bureaucratic systems that were introduced
by colonial powers. These systems left a lasting impact on governance,
administration, and societal organization.
2. Indigenous Model (Traditional Model)

The indigenous model, on the other hand, reflects the core values deeply rooted in the
Filipino culture before foreign influences took hold. It represents the timeless beliefs,
practices, and customs that have been passed down through generations and are intrinsic to
the Filipino identity. This model emphasizes values that have been preserved and nurtured
by local communities over time.
Key Points:
- Traditional and Non-Formal: The indigenous model is often described as

"traditional and non-formal," signifying that these values are ingrained in the
subconscious of Filipinos and are not necessarily codified in formal legal or
administrative structures.
- Cultural Heritage: The indigenous model encompasses values that have
their origins in pre-colonial Filipino societies. These values are closely tied to
kinship, spirituality, community cooperation, and local customs.
- Continuity and Resilience: Despite external influences, the indigenous
model highlights the resilience of Filipino values and their ability to withstand
the test of time.
The coexistence of both the exogenous and indigenous models within Filipino society
demonstrates the nation's adaptability and capacity to integrate foreign elements while
preserving its own cultural heritage. This dynamic interaction has led to a rich and diverse
tapestry of values that define the Filipino identity. It's important to recognize that these
models are not mutually exclusive, but rather represent different layers of influence that
have contributed to the mosaic of Filipino values.
Elements And Composition of Filipino Values
The Filipino values system is a complex and interconnected network of ideologies,

principles, and beliefs that shape the behavior, attitudes, and interactions of the Filipino
people. Rooted in the nation's history, culture, and societal norms, these values provide a
framework for understanding the Filipino identity and guiding their actions in various
contexts. The elements and composition of Filipino values are multifaceted, encompassing a
range of intrinsic aspects that contribute to the unique cultural tapestry of the Philippines.
1. Cultural Heritage and Traditions
Filipino values are deeply intertwined with the nation's rich cultural
heritage and ancestral traditions. Passed down through generations,
these values are preserved through oral history, folklore, rituals, and
customary practices. Cultural events and celebrations, such as fiestas,
religious festivals, and indigenous rituals, play a pivotal role in
transmitting and reinforcing these values within Filipino communities.
2. Family and Kinship
At the heart of Filipino values lies a strong emphasis on family
and kinship bonds. Concepts like "bahala na" (come what may)
and "kapwa" (shared identity) underscore the importance of
collective responsibility and interdependence among family
members. Respect for elders, close-knit relationships, and the
prioritization of familial harmony are key components of Filipino values related to family
and kinship.
3. Spirituality and Religion
Filipino values are often intertwined with spirituality and
religious beliefs. The predominant influence of Christianity,
particularly Catholicism, has shaped values such as "hiya"
(shame) and "utang na loob" (debt of gratitude). Religious
practices, rituals, and moral teachings contribute to the ethical
framework that guides Filipino behavior and decisions.
4. Sense of Community
Community-oriented values are deeply ingrained in the Filipino
psyche. The principle of "bayanihan" (community cooperation)
reflects the spirit of mutual assistance and shared responsibility.
Filipinos often come together to support one another during times
of need, demonstrating the sense of camaraderie and solidarity
that defines their interactions.
5. Hospitality and Generosity
Filipinos are renowned for their warm hospitality and generosity
toward others, including strangers. The value of "malasakit"
(compassion) drives acts of kindness, empathy, and care for the
well-being of fellow Filipinos and visitors alike. Sharing resources,
extending a helping hand, and making guests feel welcome are
integral aspects of Filipino values.
6. Work Ethic and Resilience
The Filipino values system also encompasses a strong work ethic
and resilience in the face of challenges. Values like "sipag at
tiyaga" (diligence and perseverance) encourage hard work,
determination, and the pursuit of goals despite obstacles. These
values reflect the Filipino spirit of endurance and the belief in the
importance of striving for success.
7. Respect and Humility

Respect for others, particularly for elders and authority figures, is a
cornerstone of Filipino values. "Pakikisama" (companionship) and
"hiya" guide behaviors that demonstrate humility, modesty, and
deference to others. Avoiding confrontation and maintaining
harmonious relationships are expressions of respect deeply

embedded in Filipino culture.
8. Patriotism and Love for Country
Filipino values are often tied to a deep love and pride for their
homeland. Concepts like "pagmamahal sa bayan" (love for the
country) and "pagtutulungan" (cooperation) reflect the
commitment to contributing to the welfare and progress of the
nation. Filipinos' sense of identity is closely linked to their collective
role in shaping the future of their country.
9. Social Justice and Equality

Values related to social justice and equality are also present in the
Filipino values system. The idea of "kapwa tao" (shared humanity)
emphasizes the inherent worth of every individual and the duty to
treat others justly. Concepts of fairness, helping those in need,
and advocating for the marginalized reflect the commitment to
creating a more equitable society.
10. Adaptability and Innovation
Filipino values also encompass adaptability and innovation in
response to changing circumstances. The ability to "makisama"
(go along with others) and find creative solutions demonstrates a
willingness to embrace new ideas while maintaining cultural
integrity.
The elements and composition of Filipino values are a rich mosaic woven from cultural
heritage, familial ties, spirituality, community spirit, respect, and a deep sense of identity.
These values provide a foundation for Filipino interactions, decision-making, and
contributions to society, reflecting the intricate interplay between tradition and progress in
the Filipino culture.
The Roots of the Filipino

The roots of the Filipino are Malay, Chinese and Indian. The Malay temper is
the main component of the Filipino culture. Readiness to adjust to a new
situation and the desire to be above all nice are the two strongest strains in
the Malay character. The Malay respect for “niceness” is one of a kind. The
Malay is frivolous.

The Chinese mind, a blend of philosophy and pragmatism, has been transplanted to the
Filipino psyche. Patience, perseverance, hardiness and foresight, frugality and thriftiness
have been imbued by the Filipinos from the Chinese who came to the Philippines as traders
and craftsmen.
The Indian influences can be seen mainly in art, manners, beliefs, and language.
The Heart of the Filipino

The heart of the Filipino is Spanish Christian. Christianization and social
organizations along Western lines leading to political unity and to the
Western institution called nation were contributions of the Spaniards to
the Filipinos.
The religion of 80%of the Filipinos is Spanish Catholicism. Many of the
value judgments are Spanish in origin. Generosity and arrogance are traced to Spanish
roots. Delicadeza is typically Spanish. Gentility or the emphasis on appearance, reputation,
privilege, and status are all Spanish.
The Mind of the Filipino

The mind of the Filipino is American. American influences include the public
health system, road system, mass education, English language, modern
mechanics and techniques of Westernized democracy, public service and
administration, presidential system, congress and municipal government.
The American influence opened the Filipino thinking to become
pragmatic. The docile and obedient mind of the Filipino became questioning. The Filipino
was influenced to develop a system of thought wherein what matters is concerned with
things, with quantities, with achievements and not just feelings and what others would
think.
The Americans brought the Protestant ethics of rationality of questioning, of independent
thinking, and of direct communication.
The Filipino Value Orientation

The Filipino value orientation is more outer than inner-directed. There is a tendency to go
for foreign models to structure thinking, management style, decision making, problem-
solving process and even establishing confidence and competence.
The outer directedness of the Filipino value orientation is indicative of an inner

inferiority complex. This sense of inferiority can be attributed to more than four centuries of
Spanish domination and other foreign forces which landed and left their marks in the
country. In these present times, the millennials, Generation Z and Alpha Generation have
other sources of influence brought about by various social media platforms.
Filipino Core Values
The Filipino core values encapsulate the fundamental principles that guide the thoughts,
actions, and interactions of individuals within Filipino society. These values are deeply
rooted in the cultural fabric and historical context of the Philippines, shaping the way people
perceive themselves, others, and the world around them. Each core value reflects a specific
aspect of Filipino identity and collective consciousness.
1. MAKA -DIYOS (Love for God)
Expresses one’s spiritual beliefs while respecting the

spiritual beliefs of others. This is manifested by
engaging oneself in worthwhile spiritual activities,
respecting sacred places, respecting the religious
beliefs of others, and demonstrating curiosity and
willingness to learn about other ways to express
spiritual life.
MAKA-DIYOS is a reflection of the Filipinos' spiritual
inclinations and beliefs. It encompasses not only devotion to a particular religion but
also a respect for the diverse spiritual expressions of others. This core value
encourages individuals to engage in meaningful spiritual practices, whether through
organized religion, personal beliefs, or connection with nature. Demonstrating
curiosity and open-mindedness towards different spiritual paths fosters an
atmosphere of tolerance and unity.
2. MAKA – TAO (Love for People)
Is being sensitive to individual, social and cultural

differences. This can be observed when one
shows respect for all, waits for one’s turn, takes

good care of borrowed things, views mistakes as learning opportunities upholds and
respects the dignity and equality of all including those with special needs, volunteers
to assist others in times of need, recognizes and respects people from different
economic, social, and cultural backgrounds, cooperates during activities, recognizes
and accepts the contribution of others toward a goal, considers diverse views,
communicates respectfully, accepts defeat and celebrates others’ success, enables
others to succeed, speaks out against and prevents bullying.
At the heart of MAKA-TAO is the principle of empathy and sensitivity towards others.
It promotes the idea of treating all individuals with respect and dignity, regardless of
their background or circumstances. This value encourages people to practice good
manners, consideration for others, and a genuine interest in understanding and
learning from different perspectives. By upholding the principles of MAKA-TAO,
Filipinos create a harmonious and inclusive environment where cooperation and
mutual support thrive.
3. MAKA -KALIKASAN (Love for Nature)
Caring for the environment and utilizing

resources wisely, judiciously, and
economically. This is practiced by showing a
caring attitude toward the environment,
practicing wasted management, conserving
energy and resources, taking care of school
materials, facilities, and equipment, keeping
the work area in order during and after work,
and keeping one’s work neat and orderly.
MAKA-KALIKASAN underscores the

responsibility of every Filipino to be stewards of the environment. It emphasizes the
importance of sustainable practices, resource conservation, and waste management.
By valuing and caring for the natural world, Filipinos contribute to the preservation
of their unique ecosystems, ensuring a healthier and more sustainable future for
generations to come.
4. MAKA – BANSA (Love for Country)
Demonstrates pride in being a Filipino; exercises

the rights and responsibilities of a Filipino
citizen. This is illustrated as one identifies
himself as Filipino. Respects the flag and
national anthem, takes pride in diverse Filipino

cultural expressions, practices and traditions, promotes the appreciation and
enhancement of Filipino languages, abides by the rules of the school, community,
and country and enables others to develop interest and pride in being a Filipino.
MAKA-BANSA reflects the pride and sense of belonging that Filipinos have for their
nation. It encourages active citizenship and a commitment to fulfilling the rights and
responsibilities that come with being a Filipino. Respecting national symbols, cultural
heritage, and traditions helps foster a strong national identity. By promoting
appreciation for the richness of Filipino culture and history, MAKA-BANSA
contributes to a vibrant and unified society.
Core values are the foundational principles that guide an individual's beliefs, behavior, and
decision-making. They serve as a moral compass, shaping how people interact with others,
navigate challenges, and contribute to their communities. The importance of core values lies
in their profound impact on personal development, relationships, societal cohesion, and
ethical conduct.
In the intricate tapestry of education, teachers assume a profound role as torchbearers of
Filipino core values, illuminating the path for their students towards ethical and principled
living. Beyond the walls of classrooms, these educators embark on a journey of shaping not
only the minds but also the hearts of their pupils.
Practice
Learning Task No. 4

Name : ____________________________________ Yr./Sec : ________

Date : __________________ Score : ________
Write a 200-word essay about the role of the school and the teachers in the acquisition of desirable
Filipino values. Highlight what you can do to help raise a culture of morally upright young boys and
girls. Kindly give your essay an appropriate title which captures the theme of the activity.
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Learning Task No. 5
Name : ____________________________________ Yr./Sec : ________

Date : __________________ Score : ________
I. Multiple-Choice. Analyze each item and choose the letter of the best answer.

1. Which model of the Filipino value system refers to the influence of external cultures, particularly
Western cultures, on shaping values and practices within Filipino society?
a) Indigenous Model
b) Traditional Model
c) Exogenous Model
d) Foreign Model
2. The principle of "kapwa tao" emphasizes:

a) Personal ambition
b) Shared humanity
c) Individualism
d) Isolation
3. Which core value reflects the commitment to contributing to the welfare and progress of the
nation?
a) MAKA-DIYOS (Love for God)
b) MAKA-TAO (Love for People)
c) MAKA-KALIKASAN (Love for Nature)
d) MAKA-BANSA (Love for Country)
4. The Spanish influence on Filipino values is evident in concepts like:

a) Bayanihan
b) Hiya
c) Bahala na
d) Kapwa
5. The Filipino value system that emphasizes beliefs, practices, and customs deeply rooted in the
culture before foreign influences is known as the:
a) Indigenous Model
b) Exogenous Model
c) Modern Model
d) Colonial Model
6. Which value is closely tied to kinship, spirituality, community cooperation, and local customs?
a) Adaptability
b) Hospitality
c) Sipag at tiyaga
d) Community-oriented values
7. The Indian influence on Filipino culture is most visible in:

a) Family values
b) Work ethics
c) Art, manners, beliefs, and language
d) Spirituality and religion
8. The Filipino value orientation is more:

a) Inner-directed

b) Questioning
c) American
d) Outer-directed
9. The core value that reflects responsibility toward the environment and resource conservation is:
a) MAKA-DIYOS (Love for God)
b) MAKA-TAO (Love for People)
c) MAKA-KALIKASAN (Love for Nature)
d) MAKA-BANSA (Love for Country)
10. What does the term "makisama" reflect in the Filipino values system?
a) Adaptability and innovation
b) Sense of community
c) Respect and humility
d) Work ethic and resilience
II. Identification. Answer each item concisely. (5 pts each)
1. Identify and briefly explain the two models of the Filipino value system identified by Felipe Landa
Jocano.
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2. Describe the role of the Spanish influence on the heart of the Filipino value system.
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3. Explain the concept of "kapwa tao" and its significance in Filipino values.
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4. How does the Filipino value orientation relate to an inner inferiority complex?
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5. Discuss the importance of the core value "MAKA-BANSA" (Love for Country) in shaping Filipino
identity.
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6. Give examples of how the Filipino value of "hospitality and generosity" is practiced in everyday
life.

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7. What does the "exogenous model" of the Filipino value system refer to, and how did it shape
certain values and practices in Filipino society?
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8. How does the Filipino value of "MAKA-KALIKASAN" (Love for Nature) contribute to environmental
sustainability?
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9. Explain the role of the Chinese influence on the Filipino value system, particularly in terms of work
ethics and resourcefulness.
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10. How did the American influence on the Filipino value system impact the way Filipinos think and
approach various aspects of life?
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Perform
Show how you embody and live by the Core Values of Filipino through an
infographic. Watch the attached videos to be guided on how to create a good and
substantive infographic.
https://youtu.be/uBBmbdPbfhw
https://youtu.be/KTP1nkmwGvg
Criteria Excellent (4) Proficient (3) Basic (2) Limited (1)
Content and Clearly depicts and accurately Depicts and explains Depicts and explains how Depicts and explains
Core Values explains how each chosen core how most of the chosen a few chosen core values only one chosen core

value (Maka-Diyos, Maka-Tao, core values are are embodied, with value, with minimal
Maka-Kalikasan, Maka-Bansa) embodied, with some limited examples of examples of practical
is embodied in various aspects examples of practical practical application. application. Limited
of the student's life. Provides application. Understanding of the understanding of the
insightful examples and Demonstrates a good values' significance is values' significance is
demonstrates a deep understanding of the present but somewhat evident.
understanding of the values' values' significance. superficial.
practical application.
Creativity and Infographic is exceptionally Infographic is creatively Infographic is adequately Infographic lacks
Design creative, visually appealing, designed and visually designed and visually creativity in design and
and well-organized. Layout, appealing. Layout, color organized. Layout, color may appear cluttered or
color scheme, and imagery scheme, and imagery scheme, and imagery are disorganized. Limited
enhance the understanding of contribute to the overall somewhat effective in use of layout, color, and
the content. Aesthetic choices presentation. Aesthetic presenting the content. imagery affects the
effectively engage the viewer choices support the Aesthetic choices are overall presentation and
and communicate the content and engage the present but may not fully engagement.
message. viewer. engage the viewer.
Alignment Infographic fully adheres to Infographic mostly Infographic partially Infographic deviates
with Task and the task requirements. All four adheres to the task adheres to the task from the task
Requirements chosen core values (Maka- requirements. Three requirements. Two requirements. Only one
Diyos, Maka-Tao, Maka- chosen core values are chosen core values are chosen core value is
Kalikasan, Maka-Bansa) are depicted and explained, depicted and explained, depicted and explained,
depicted and explained, reflecting the student's providing limited insight failing to showcase the
showcasing the student's personal embodiment of into the student's student's embodiment
personal embodiment of each these values. embodiment of these of Filipino core values
value. values. adequately.
Presentation Infographic is well-organized Infographic is organized Infographic may lack some Infographic lacks
and and effectively presents the and presents organization, making the organization, making
Organization information. Visual elements information clearly. flow of information the flow of information
are thoughtfully integrated, Visual elements slightly confusing. Visual difficult to follow. Visual
enhancing the overall contribute to the overall elements are present but elements may appear
coherence. Information flows presentation, and the may not fully enhance disconnected, affecting
logically and is easy to follow. information is mostly coherence. overall presentation.
organized in a logical
manner.
UNIT 3
GENERATION ALPHA

 understand different definition and kinds of values (CLO1)
 analyze case studies depicting cultural values in different societies
 understand how these values influence behavior and societal norms.

Prepare
Video Analysis
Watch the video and share your thoughts about the different generations.
https://www.youtube.com/watch?v=lzHVqHsz6Q4
Present
Generation Alpha. . .
refers to the cohort of individuals born from 2013 onwards. As these young learners grow
and develop in a rapidly evolving world, educators play a crucial role in shaping their values,
attitudes, and character. Here, we explore key values of Generation Alpha and discuss how
21st-century educators can effectively inculcate these values within children:
Generation Name Birth Years (Approximate)

Silent Generation 1928 - 1945
Baby Boomers 1946 - 1964
Generation X 1965 - 1980
Millennials (Generation Y) 1981 - 1996
Generation Z 1997 - 2012
Generation Alpha 2013 - Present
*Note birth year ranges may vary slightly depending on different sources and definitions.
While it's still relatively early to make definitive conclusions about their personalities,
strengths, and weaknesses, some trends and characteristics have emerged based on their
upbringing, societal influences, and technological environment. Keep in mind that individual
variations within this generation are significant, and not all members will exhibit the same
traits.
Personality Traits
1. Tech-Natives. Growing up in a digital age, Generation Alpha is often referred to as "digital
natives." They are comfortable with technology from an early age and tend to adapt quickly
to new digital platforms and devices.

2. Global Citizens. With increased connectivity and exposure to diverse cultures through the
internet, Generation Alpha tends to have a more global perspective. They are more likely to
embrace multiculturalism and have a greater awareness of global issues.
3. Innovative and Creative. Generation Alpha's exposure to technology from a young age
may foster creative thinking and problem-solving skills. They may be more inclined to think
innovatively and find unique solutions to challenges.
4. Empathy and Inclusivity. Early exposure to social media and online interactions may
contribute to increased empathy and understanding of different viewpoints. They may be
more accepting of diversity and inclusive of various identities.
Strengths
1. Tech-Savvy. Generation Alpha's comfort with technology can give them an advantage in
navigating the digital world, acquiring digital skills, and adapting to new technological
advancements.
2. Adaptability. Growing up in an era of rapid change, Generation Alpha may develop strong
adaptability skills, which are crucial in a fast-evolving global landscape.
3. Cultural Awareness. Increased exposure to global cultures and perspectives can foster
greater cultural sensitivity and awareness among Generation Alpha members.
4. Creativity and Innovation. Their familiarity with technology may encourage creative
thinking and innovative problem-solving, contributing to their ability to come up with novel
solutions.
Weaknesses
1. Screen Dependency. With easy access to screens and devices, Generation Alpha might be
at risk of excessive screen time, which can lead to concerns about physical health, mental
well-being, and social interactions.
2. Attention Span. Constant exposure to fast-paced digital content might impact attention
spans, making it challenging to engage in tasks that require sustained focus.

3. Social Skills. Relying heavily on digital communication might impact face-to-face social
skills and the ability to read nonverbal cues effectively.
4. Information Overload. Generation Alpha may struggle with processing and evaluating
vast amounts of information available online, leading to potential challenges in discerning
credible sources.
It's important to note that while these trends may apply to some extent, individual
variations within Generation Alpha will be influenced by various factors including parenting
styles, cultural context, and educational experiences. Educators and parents play a crucial
role in nurturing their strengths, addressing their weaknesses, and guiding them toward a
balanced and healthy development.
Institutions that Influence Values Formation
A. The family as the Natural Institution
A family is usually made up of a husband, a wife, and children. Nature intended it is the way
because when a child is born, it takes many years under the guidance of parents before he can get
along by himself. The most natural thing for parents to do is to take care of their children with an
abundance of love and affection.
Nature also intended for men to feel closely united as a family because parents naturally
want to see themselves in their children. You are conceived as the fruit of your parent’s love, and for
this reason, father and mother exceed themselves in carrying you. They sacrifice and give up many
things which they could enjoy, their time, money, and effort, so they can take better care of you.
They work hard, get tired, plan and save so that you can get a better education or better health care.
No one tells them to do it. They do it naturally, out of love for you who are part of their flesh and
blood. So as their children, you always must be grateful to your parents.
The family is the primary and natural school of life (Esteban, 1990). It is in the family where
you learn to practice patience and forgiveness. It is there that the true meaning of authority and
trust is learned. It is there that you learn to serve and give of yourself, to help and participate, to
listen to others and to appreciate the worth of sacrifice. Brotherhood among men will be possible
only if it exists among brothers and sisters in the family. Faith among men will be possible only if
husbands and wives are faithful to one another. Understanding among men will be possible only if
parents and children understand one another. It is also in the family that a man learns the art of
giving and sharing, of appreciation and dignity, of respect and affection. Every mother and father
works hard to give their children the opportunities to grow and mature into capable and lovable
members of society. Through procreation and education, the family contributes to the development
of society.
A society can change for the better only if the members whom all belong to a specific family
do and become what they should be as a brother, sister, mother, father, daughter, or son. I the good
of the family is fostered, promoted, and protected by society, the individuals are in a position to

grow up to their fulfillment in the best possible environment conducive to the development of the
social virtues of a good citizen. The effectiveness of all other educational agencies depends on this
primary and natural school for life.
B. The School
In school, the professional educator is challenged to help prepare the student for life; to give
him ideals; to offer him and “objective measuring rod” or set of criteria upon which to base his
thoughts, words, deeds; to instruct him in an objective standard of morality which must be upheld
and defended under all circumstances. It is said that education is a lifelong process, schooling is the
process of being taught in a school. It forms the habit of learning and provides the means for
continuing to learn after all schooling is completed. Schooling is an adventure into a larger and more
complex environment outside of the home.
The informal routines, limitations and parental authority in family life are now replaced by
formal time schedules, rules of conduct and obedience to arbitrary or less personal figures. You learn
that laws and limitations are imposed to establish order in a community and to ensure justice.
Schooling is also a social encounter with peers, with other youngsters of different ages,
temperaments and abilities and with adults and authority figures other than familiar family
members. It is an opportunity to share and exchange, to give and receive. Schooling is likewise a
testing ground in which you are exposed to ideas and conduct which may agree or conflict with your
own moral values and ethical behavior. These are instances in which you might be required to prove
or validate your beliefs. Finally, schooling is an experience which should be associated with the joy of
learning; it should be recalled as a natural, wholesome, and “necessary party” in the educational
process. You bring into adult life thoughts, attitudes, habits and values which were formed during
this “preparatory stage” and which continue to shape your character and influence learning.
As future GMRC educator, it is best to bear in mind that the best way to inspire the learner is
to let them see the example of a respected teacher. You should never underestimate how the
student scrutinizes your lessons, teaching style, mannerisms, moods, virtues and personality. The
student observes, absorbs impressions, talks about, and remembers his teachers.
C. Religion
The teaching of religion speak of man’s destiny and the transcendence of man, of the fall of
man and of his redemption, of sin and the forgiveness of sins; of Grace- a supernatural gift of God
which enlightens, strengthens, and brings man to his salvation, i.e., man’s participation in the divine
life of God. The teachings likewise attach worth and nobility to pain and sacrifice; they suggest how
to face trials and sufferings with dignity and optimism; they account for mysteries and miracles,
good and evil; they demand the practice of virtues. In sum, they give meaning, purpose and direction
to life. Everyone naturally responds to the teachings of religion, to TRUTH and to the UNIVERSAL
TRUTHS of love, respect of the dignity of man, justice, peace, family solidarity. . . with innocence,
simplicity, and realism because we first learn religion through the senses, through what we see and
hear. We accept and trust what is taught to us especially if the teachers of religion embody the
truths and are trustworthy.
The Teachers of religion instruct in their lessons and homilies through their example and the
advice that they give; as they console and when they guide in periods of conflict and suffering. They
serve as a noble and powerful force in the education of moral values when they bring intellect in

contact with Truth, inspire the will to do Good and bear what must be borne for the love of God and
neighbor.
D. Peers
Most of the learner’s waking hours are mostly spent at home and in school where parental
and teacher modeling influences his behavior. Not to be overlooked however is his peers who may
exert considerable influence on the child. He is sensitive to peer influence and pressure because at
this stage of emotional and social development he feels a strong need for acceptance most
especially among his age mates. He wants to join in group activities, to be invited, to feel wanted, to
identify with his peers and to belong. In this way, he gains self-confidence and self-worth.
“Show me who your friends are and I will tell you what you are.” Choice of friends does
reflect an individual’s values and in the crucial teen years, peers do teach each other. More often
than not, peers influence each other positively; they may even have clearer and stronger convictions
that adult role models; or they may be more effective in advising each other to abide by moral
principles that parents and teachers who have relinquished their ethical standards for less noble
ideals. On the other hand, they may exert such strong pressure on the peer to join illicit conduct,
that even a confident and morally upright child may find it hard to resist.
E. Mass Media
According to Kid’s Health, children and teenagers spend four or more hours a day watching
television. That’s about 28 or more hours a week. Today, media has come to be a big part in our
society, and it seems television shows and movies have become more violent and racy.
The problem is not television in general but how much time and what kids are watching.
Children and teenagers need to limit how much television they watch, and media needs to enforce
who can and cannot watch their entertainment.
Diversity
Diversity is everything that makes people different from each other (Kampen, 2019). The
University of Rhode Island defines diversity in the classroom as “understanding that each student
brings unique experiences, strengths, and ideas to our classroom.
There are different types of diversity which include:
1. Diversity in terms of personal characteristics. These cover age, gender, communication style,
socio -economic background and personality.
2. Diversity in terms of Student background. These have to do with culture, ethnicity, language,
political beliefs, social class and religion.
3. Diversity in terms of cognitive aptitude to cover cognitive abilities, technical abilities and
skills as well as social abilities and skills.
4. Diversity in terms of level of motivation and diversity of opinion. Nowadays, teachers are
faced with a classroom that is a melting pot of learners with a variety of biological, social and

cultural backgrounds. They bring diverse characteristics into the classroom regardless of
grade or subject they may be attending. Given the diversity of today’s society, the ability to
connect with peers, classmates, co-workers is invaluable or indispensable.
The concept of diversity is oftentimes associated with inclusion. The concept of inclusion goes
beyond diversity because simply having different kinds of learners in the classroom does not
necessarily mean the exercise of inclusion. It is when people coming from different demographics
feel welcomed can we say that the classroom is inclusive. Inclusion refers to a cultural and
environmental feeling of belonging.
Pre-service and even in-service teachers ought to be aware of certain assumptions that
might get in the way of building inclusive classrooms and meeting student’s learning needs. They
should avoid getting being trapped by these assumptions. There is a need to be aware of these faulty
assumptions which are:
1. Students are not diverse. Learners may share similarities, but this doesn’t mean that they
are alike in all respects. Many factors contribute to a diverse identity and these
characteristics influence how learners behave and interact with each other.
2. Diversity doesn’t matter because everyone is divers. This assumption surfaces when diversity
discussions stop at the idea that everyone is different.
3. Diversity does not have anything to do with learning. Diversity is in action inside the
classroom. The lesson content, the examples being given and how the teacher relates with
the learners are situations where diversity is apparent. By enabling the learners to take
multiple perspectives, they develop critical thinking and problem-solving skills. (retrieved
from University Center for the Advancement of Teaching, Ohio State University,
https://www.osu.edu/)

Practice
Learning Task No. 6
Factors Influencing Values Formation
Name : ____________________________________ Yr./Sec : ________

Date : __________________ Score : ________
Instructions: Answer the following questions comprehensively.
1.Which among the different institutions has the greatest influence on you? -
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2.Which among them has less influence?
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3.What are their positive effects?
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4. What are their negative effects?
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Perform
Task. Imagine stepping into the shoes of Generation Alpha – the trailblazers of the
future. In this activity, you will craft a "Future Insights Capsule" that offers a fascinating glimpse into
the world Generation Alpha will navigate as they grow up. This capsule will be a visual and textual
representation of the trends and values that could shape their lives.
1. Begin by pondering the future through the lens of Generation Alpha. Think about the innovations,
technologies, and societal shifts that might unfold during their lifetime. Consider the values that
could resonate deeply with Generation Alpha as they embark on their journey.
2. You will need magazines, newspapers, or printouts that showcase a spectrum of trends and
innovations. Browse through these materials and carefully select images, headlines, and text that
symbolize the potential future landscape for Generation Alpha. Look for visuals and words that
resonate with the values you believe they will cherish.
3. Assemble your chosen visuals and text on sturdy paper, arranging them creatively to compose
your "Future Insights Capsule. Feel free to supplement the curated materials with your own artistic
expressions – drawings, writings, or annotations that enhance your message.
4. After crafting your capsule, take a moment to reflect on the significance of three chosen
element and answer the following questions for each element.
a. Why did you select these particular images, headlines, and text?
b. How do they embody the values and trends you envision for Generation Alpha?

UNIT 4
THE PEDAGOGY OF VALUES EDUCATION

 understand the strategies in teaching Values Education
 identify the approaches used by the teacher in each situation
 integrate the strategies in teaching Values Education to Elementary Pupils in their
lesson plan.
Prepare
Video Analysis
Watch the video and share your thoughts about the Teacher Jeric.
https://fb.watch/mdYw839mzX/
Present
Pedagogy of Values Education refers to the specialized approach, methods, and strategies
employed by educators to effectively teach and instill moral values, ethical principles, and
character development in students. It encompasses a range of instructional techniques that
go beyond traditional content delivery and focus on fostering values internalization, critical
thinking, reflection, and practical application. The pedagogy of Values Education is designed
to empower students to become morally responsible individuals who contribute positively
to society.
Approaches and Strategies in Teaching Values Education
Approaches and Strategies in Teaching Values Education encompass a variety of

methodologies, techniques, and instructional practices aimed at effectively imparting moral
values, ethical principles, and character development to students. These approaches are
designed to promote values internalization, critical thinking, self-awareness, and the
application of values in real-life situations. Here are some key approaches and strategies.

Major Approaches Strategies
Inculcation Modeling, positive and negative

reinforcement, mocking, story-telling
Value Clarification Voting questions, unfinished
sentences, values continuum,
ranking, agree or disagree
Moral Development Moral dilemmas, case study
Value Analysis Testing principles, analyzing

analogous cases, debate, research
Transpersonal Rest and relaxation exercises,
meditation and brief fantasizing
imagination, creativity and mind
games, self-awareness activities
Action Learning Action projects/community outreach
projects
1. Inculcation
The Inculcation Approach in teaching values education is centered on the direct and
intentional transmission of specific values, beliefs, and moral principles from
teachers to students. Its rationale is rooted in the belief that explicit teaching and
modeling of desired values can help students internalize and adopt these values as
part of their character. The purpose of this approach is to instill a set of
predetermined values and ethical standards in students, with the goal of shaping
their behavior and guiding them toward becoming responsible and morally upright
individuals.
Theoretical Basis
The Inculcation Approach draws inspiration from behaviorism and social learning
theories. Behaviorism emphasizes the role of external stimuli and reinforcement in
shaping behavior, while social learning theory highlights the importance of
observation and modeling in the learning process. The approach aligns with the idea
that repeated exposure to and reinforcement of specific values will lead to the
internalization and habitual practice of those values.

Roles of the Teacher
In the Inculcation Approach, the teacher plays the following roles:
a. Instructor: The teacher is the primary source of values and ethical principles,
delivering structured lessons and guidance on specific virtues and behaviors.
b. Model: The teacher models the desired values and behaviors in their
interactions with students and others, serving as a consistent example for
students to emulate.
c. Facilitator: While the approach involves direct instruction, the teacher may
facilitate discussions and reflections on how the values taught can be applied
in various real-life situations.
Teaching Methods/Strategies
a. Direct Instruction: The teacher explicitly presents and explains specific

values, virtues, and moral principles to the students.
b. Storytelling: Using narratives and stories, the teacher illustrates the
application of values in various contexts, emphasizing the positive outcomes
of ethical behavior.
c. Role Modeling: The teacher demonstrates the desired values through their
own behavior, serving as a role model for students to observe and emulate.
d. Value-Based Activities: Engaging students in activities that require them to
apply the taught values, such as scenarios, role-plays, and simulations.
e. Visual Aids: Using visual aids, such as posters, charts, and videos, to reinforce
and illustrate the values being taught.
f. Discussion and Reflection: After presenting values, the teacher facilitates
discussions where students can share their thoughts, ask questions, and
reflect on how the values align with their own experiences.
g. Reinforcement: Providing positive reinforcement and recognition when
students demonstrate the desired values in their actions and interactions.
h. Ethical Dilemmas: Presenting students with ethical dilemmas and guiding
them through the decision-making process while emphasizing the application
of the taught values.
2. Values Clarification
The Value Clarification Approach is an educational strategy that aims to help

students explore and clarify their own values, beliefs, and ethical principles. The
rationale behind this approach is to empower students to make informed and
responsible decisions based on their own values, rather than simply accepting
external or societal norms. The purpose of value clarification is to foster critical
thinking, self-awareness, and ethical reasoning, enabling students to navigate

complex moral dilemmas and make choices that align with their deeply held
convictions.
•Values clarification has its origin in the humanistic and transpersonal psychology.
• Abraham Maslow is its major proponent. He believed that every human being is
capable of attaining self-actualization through the valuing process.
•Self-actualization in an on going process of using one’s innate capacities and
potentials in full, creative and joyful ways.
Purposes of Values Clarification:

•to help students become aware of and identify their own values and those of
others.
•to help students communicate openly and honestly about their values.
•to help students use both rational thinking and emotional awareness to examine
their personal feelings, values and behavior patterns.
For something to be considered as a value using the clarification approach, the

person must go through the seven (7) criteria of the valuing process.
1. choosing freely;
2. choosing from alternatives;
3. reflecting carefully on the consequences of those alternatives;
4.prizing;
5.affirming in public;
6.acting upon one's choices; and
7. acting consistently
The value clarification strategies commonly used in teaching are:

- Role playing
- Games and simulations
- Contrived or real value-laden situations
- Introspection or in-depth self analysis exercise
- Sensitivity activities
- Small group discussion
- Values grid
- Ranking
- Group dynamics
- Case study
- Dyadic and triadic sharing
- Dialogue or clarifying response strategy
Values Continuum
An issue is identified by the teacher and a line drawn on the ground with a stick. Two
extreme positions are identified, and the students asked to stand at an appropriate point
along the line according to their beliefs. The students discuss their beliefs with people on

either side of them to make sure they are in the correct position. The students have
literally taken a stand on the issue. The teacher then invites students to explain their
position. They may pass if they want to. They may also change their position on the line
at any time during the discussion if they want to.
Teacher’s Role
- open and communicating trust
- respect and concern the students’ personal beliefs and values
- stimulate an atmosphere of positive acceptance.
3. Moral Development
The Moral Development Approach in education focuses on fostering the growth and progression
of individuals' moral reasoning and ethical decision-making. Its rationale lies in the belief that
education should not only impart knowledge and skills but also contribute to the development
of students' character, empathy, and ethical consciousness. The purpose of this approach is to
guide students through stages of moral reasoning, helping them internalize values, and
equipping them to navigate complex moral dilemmas with integrity and empathy.
Theoretical Basis
The Moral Development Approach is rooted in the works of psychologist Lawrence
Kohlberg, who proposed a theory of moral development consisting of stages that
individuals progress through as they make ethical decisions. Kohlberg's theory draws
from cognitive developmental psychology and incorporates elements of Jean Piaget's
cognitive stages. Kohlberg's stages of moral development include pre-conventional,
conventional, and post-conventional levels, each characterized by different levels of
moral reasoning.
Level 1: Pre-Conventional Morality

This level is characteristic of young children and some individuals with limited cognitive
development. Moral reasoning at this stage is primarily guided by self-interest and avoiding
punishment. The two stages within this level are:
Stage 1 - Obedience and Punishment Orientation. Individuals obey rules to avoid

punishment. The focus is on avoiding negative consequences and seeking rewards.
Stage 2 - Individualism and Exchange. Moral decisions are based on self-interest, but
now there is an understanding that others have individual interests as well. The
perspective shifts to seeking equal exchange of benefits and favors.

Level 2: Conventional Morality
This level is typical of adolescents and many adults. Moral reasoning at this stage is
influenced by social norms, expectations, and maintaining social order. The two stages
within this level are:
Stage 3 - Good Interpersonal Relationships. Moral decisions are guided by seeking
approval from others and maintaining positive relationships. Actions are evaluated
based on whether they are perceived as kind, caring, and considerate.
Stage 4 - Maintaining Social Order. Moral judgments are based on upholding societal
rules and laws. There is an understanding of the importance of maintaining social
order and fulfilling one's duties and obligations.
Level 3: Post-Conventional Morality

This level is less commonly reached and involves a higher level of abstract and principled
moral reasoning. Individuals at this level are capable of reflecting on and questioning
societal norms. The two stages within this level are:
Stage 5 - Social Contract and Individual Rights. Moral decisions are guided by a
recognition of the importance of social contracts and individual rights. There is an
understanding that laws and rules can be adapted for the greater good and that
individual rights should be respected.
Stage 6 - Universal Principles. Moral reasoning is based on universal ethical
principles, such as justice, equality, and human rights. Individuals at this stage are
willing to act in accordance with their deeply-held ethical principles, even if they
conflict with societal norms.
It's important to note that not all individuals progress through all six stages of moral
development. Furthermore, individuals may display different levels of moral reasoning
depending on the context and the specific ethical dilemma they are facing. Kohlberg's
theory highlights the gradual development of moral reasoning from self-interest to
principled ethical considerations and provides insights into how individuals make decisions
based on their evolving moral understanding.
METHODS
Moral dilemma episodes with small-group discussion

 Relatively structured and argumentative
o Sample Moral Dillema

4. Value Analysis
The Value Analysis Approach in education centers on critically examining and

analyzing the values, beliefs, and assumptions underlying various issues, ideas, and
actions. Its rationale lies in promoting critical thinking, ethical reasoning, and a
deeper understanding of how values shape individuals and societies. The purpose of
this approach is to empower students to question, evaluate, and make informed
decisions based on a thoughtful analysis of values and their implications.
Theoretical Basis
The Value Analysis Approach draws from multiple theoretical foundations, including:
a. Ethical Philosophy: The approach is rooted in ethical theories and principles

that guide moral decision-making, such as utilitarianism, deontology, virtue
ethics, and relativism.
b. Critical Thinking: The approach aligns with critical thinking theories,
emphasizing the ability to analyze, evaluate, and synthesize information from
multiple perspectives.
c. Social Constructivism: Value analysis encourages students to construct their
understanding of values through interactions with peers, teachers, and the
broader society.
Teacher’s Role

a. Facilitator of Dialogue: The teacher creates a safe and respectful space for
open discussions about values. They guide students in exploring diverse
viewpoints and encourage active participation in value-related conversations.
b. Socratic Questioner: Employing Socratic questioning, the teacher prompts
students to think deeply and critically about values, their origins, and
implications. This encourages students to challenge assumptions and
consider the ethical dimensions of issues.
c. Resource Provider: The teacher offers a range of resources, including texts,
case studies, real-life scenarios, and multimedia materials, to help students
examine values in various contexts
Teaching Methods Strategies
a. Individual and group studies of social problems
b. library and field research and;
c. case studies
Testing principles
a. Analyzing analogous cases
b. Debate
c. Rational discussion that demands reasons and evidence
5. Transpersonal
The Transpersonal Approach to education focuses on the holistic development of

students, addressing not only their cognitive and emotional aspects but also their
spiritual and transcendent dimensions. This approach recognizes that education
should nurture the entire individual, promoting self-awareness, emotional
intelligence, ethical values, and a sense of interconnectedness with others and the
universe. The purpose of the Transpersonal Approach is to foster personal growth,
self-discovery, and a deeper understanding of one's place in the world.
Theoretical Basis
The Transpersonal Approach draws on various psychological and philosophical

theories, including:
a. Transpersonal Psychology. This field explores the spiritual and transcendent

aspects of human experience, emphasizing personal transformation, higher
states of consciousness, and self-realization.
b. Humanistic Psychology. The approach aligns with humanistic principles,

emphasizing self-actualization, personal growth, and the inherent goodness
of individuals.

In the Transpersonal Approach, the role of the teacher extends beyond imparting
academic knowledge. The teacher's roles include:
a. Facilitator of Self-Discovery. The teacher creates a supportive environment

where students can explore their inner thoughts, emotions, and values. They
encourage self-reflection and guide students on a journey of self-discovery.
b. Mentor and Guide. The teacher serves as a mentor, offering guidance and
wisdom based on their own experiences. They help students navigate
challenges, explore their beliefs, and make informed decisions.
c. Cultivator of Mindfulness. The teacher promotes mindfulness practices that

help students develop present-moment awareness, reduce stress, and
enhance their ability to focus and connect with their inner selves.
Teaching Methods/Strategies
a. Mindfulness and Meditation. Mindfulness practices, such as meditation and

deep breathing exercises, are integrated into the curriculum. These practices
help students develop self-awareness, manage stress, and enhance their
overall well-being.
b. Self-Reflection Journals. Students maintain journals to reflect on their

thoughts, feelings, and experiences. Journaling encourages introspection and
helps students track their personal growth over time.
c. Contemplative Inquiry. Students engage in contemplative discussions on

philosophical and existential questions. They explore topics related to
meaning, purpose, and the nature of reality.
d. Experiential Learning. Learning experiences go beyond traditional classroom

settings. Students participate in nature walks, art, music, and other creative
activities that facilitate self-expression and connection with the transcendent.
e. Ethical Discussions. Students engage in ethical discussions that encourage

them to consider their actions' impact on themselves, others, and the larger
world. These discussions promote values such as compassion, empathy, and
social responsibility.
f. Community Service and Connection. Students are encouraged to engage in

acts of service and connect with their local and global communities. This
promotes a sense of interconnectedness and the understanding that their
actions can contribute to the greater good.

6. Action Learning
The Action Learning Approach is an educational strategy that emphasizes learning
through action and reflection. It is based on the belief that individuals learn best by
actively engaging in real-world problems, taking actions to address these problems, and
then reflecting on their experiences to gain insights and knowledge. This approach is
particularly effective for developing practical skills, problem-solving abilities, and critical
thinking.
Theoretical Basis
- Derived from a perspective that it is important to move beyond thinking and
feeling to acting. Related to the efforts of some social studies educators to
emphasize community-based rather than classroom-based learning
experiences
- Place more emphasis on action taking inside and outside the classroom;
Values are seen in the interaction between the person and society; and A
problem-solving/decision making model.
1. Facilitator: The teacher creates a supportive environment where learners

can engage in real-world projects, collaboratively solve problems, and
actively participate in the learning process.
2. Guide: The teacher provides guidance and resources to help learners plan
and implement their action projects. They may suggest relevant readings,
tools, and methodologies to support the learning process.
3. Coach: The teacher encourages critical reflection by asking probing
questions, promoting deeper analysis, and helping learners extract
insights from their experiences.
Strategies
- Teaching methods include mostly the clarification & values analysis
strategies.
- Two (2) strategies unique to these approach include: Skills practice in group
organization Action projects or community outreach projects.

MELC
(Most Essential Learning Competencies in K12 Curriculum)
GRADE1

GRADE 2

GRADE 3

GRADE 4

GRADE 5

GRADE 6

Practice
Learning Task No. 7
Approaches and Strategies in Teaching Values Education

Name : ____________________________________ Yr./Sec : ________
Date : __________________ Score : ________
Directions: Create a sample learning task for each approach in teaching Values Education through this format.
A. Inculcation
Grade Level:____________
Topic: ______________________________________________
Learning Task/Activity:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Value Clarification Approach

Topic: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Moral Development Approach

Topic: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

D. Values Analysis Approach
Topic: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________
E. Transpersonal Approach
Topic: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________
F. Action Learning Approach

Topic: ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________

Perform
Group Teaching Demonstration

In your group, select a specific learning competency from the ESP MELC (Most Essential
Learning Competencies). Subsequently, craft a comprehensive lesson plan by integrating
one of the teaching approaches previously covered. Assemble all necessary instructional
materials and ensure that your group is well-prepared to execute a cohesive and engaging
instructional demonstration. This hands-on activity will not only showcase your
understanding of teaching approaches but also exemplify your ability to effectively design
and deliver impactful lessons.
Criteria Excellent (5) Good (4) Satisfactory (3) Needs Poor (1)
Improvement (2)
Lesson The lesson plan The lesson plan The lesson plan The lesson plan The lesson plan
Content demonstrates demonstrates a demonstrates an demonstrates demonstrates a lack
exceptional strong grasp of the adequate limited of understanding of
understanding of the content, covering all understanding of the understanding of the the ESP content,
ESP content, key points ESP content, ESP content, with missing several key
covering all key effectively and covering most key some minor gaps or points and
points and concepts. accurately. points accurately. inaccuracies. concepts.
Teaching The selected The selected The selected teaching The selected The selected
Approach teaching approach is teaching approach is approach is teaching approach is teaching approach
creatively appropriately adequately somewhat is poorly
incorporated into the incorporated into the incorporated into the incorporated into incorporated into
lesson, enhancing lesson, enhancing lesson, supporting the lesson, but it the lesson,
engagement and engagement and the lesson objectives. could be better detracting from
interaction among interaction among aligned with the engagement and
students. students. lesson objectives. interaction among
students.
Instructional The instructional The instructional The instructional The instructional The instructional
Delivery delivery is highly delivery is engaging delivery is mostly delivery is delivery is
engaging, clear, and and mostly clear, clear and somewhat clear, but ineffective, with
effectively effectively communicates the it lacks some clarity little engagement,
communicates the communicating the content, facilitating or cohesiveness, unclear
content, facilitating content, facilitating student learning and hindering some communication of
student learning, student learning, participation, but students' content, and limited
participation, and participation, and with some minor understanding. student learning.
understanding. understanding. issues.
Group All group members All group members All group members Some group Most group
Collaboration actively contribute to contribute to the contribute to the members actively members contribute
the demonstration, demonstration, demonstration, contribute to the minimally to the
demonstrating demonstrating good demonstrating demonstration, demonstration,
excellent collaboration and satisfactory showing some showing little
collaboration and teamwork. collaboration and collaboration and collaboration and
teamwork. teamwork. teamwork. teamwork.
Presentation The group The group The group The group The group
Skills demonstrates demonstrates good demonstrates demonstrates demonstrates poor
exceptional presentation skills, satisfactory presentation skills presentation skills,
presentation skills, including clear and presentation skills, that need with significant
including clear and confident including mostly improvement in challenges in
confident communication, clear and confident some aspects, with communication,
communication, engaging delivery, communication, challenges in engagement, and
engaging delivery, and effective use of engaging delivery, communication, delivery.
and effective use of visual aids or and effective use of engagement, and
visual aids or technology. visual aids or delivery.
technology. technology.
Overall The group The group The group The group The group
Rating demonstration demonstration meets demonstration meets demonstration needs demonstration
surpasses expectations in most some expectations in improvement in requires significant
expectations in all areas, with some most aspects. Some multiple areas, with improvement in all
aspects. areas showing aspects may require limited aspects.
improvement. improvement. understanding and

execution.


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1

Intended Learning Outcomes:

VED M112:Good Manners and Right Conduct1 | P a g e

Two Kinds of Values

2. Cultural Behavioral Values

VED M112:Good Manners and Right Conduct2 | P a g e

According to Indian sociologist, R.K. Mukherjee, “Values are socially approved

Thus, values are important because they

VED M112:Good Manners and Right Conduct3 | P a g e

These are the two Frameworks that will be discussed here:

A. Milton Rokeach’s Two Types of Values

VED M112:Good Manners and Right Conduct4 | P a g e

2. Instrumental Values: Instrumental values deal with views on acceptable modes of

Table 1. List of terminal and instrumental values

2. An exciting life(a stimulating, Broadminded(open-minded)

3. A sense of Capable (competent, efficient)

VED M112:Good Manners and Right Conduct5 | P a g e

B. Hodgson’s Magnificent Seven Universal General Principles

VED M112:Good Manners and Right Conduct6 | P a g e

3. Honesty. The truth should be told to those who have a

VED M112:Good Manners and Right Conduct7 | P a g e

VED M112:Good Manners and Right Conduct8 | P a g e

a. Social Justice: Considering the common good involves addressing systemic

Universal Moral Values

VED M112:Good Manners and Right Conduct9 | P a g e

Draw a big tree, complete with roots, a trunk, and branches.

VED M112:Good Manners and Right Conduct10 | P a g e

Frameworks of Understanding Values

Name : ____________________________________ Yr./Sec : ________

1.Terminal values refer to the means of achieving desired end-states of existence.

1. What does Kent Hodgson refer to as "the Magnificent Seven"?

VED M112:Good Manners and Right Conduct11 | P a g e

5. What does the principle of loyalty emphasize?

6. Fairness, within the context of the Magnificent Seven, refers to:

7. Humaneness is characterized by:

8. The principle of the common good emphasizes:

VED M112:Good Manners and Right Conduct12 | P a g e

VED M112:Good Manners and Right Conduct13 | P a g e

Group 2 - Individualism - Collectivism and Personality

1. In your group, analyze the case study assigned to you.

Intended Learning Outcomes:

VED M112:Good Manners and Right Conduct14 | P a g e

Models Of the Filipino Values

VED M112:Good Manners and Right Conduct15 | P a g e

1. Exogenous Model (Foreign Model)

2. Indigenous Model (Traditional Model)

VED M112:Good Manners and Right Conduct16 | P a g e

Elements And Composition of Filipino Values

The Filipino values system is a complex and interconnected network of ideologies,

7. Respect and Humility

VED M112:Good Manners and Right Conduct18 | P a g e

9. Social Justice and Equality

The Roots of the Filipino

VED M112:Good Manners and Right Conduct19 | P a g e

The Heart of the Filipino

The Mind of the Filipino

The Filipino Value Orientation

VED M112:Good Manners and Right Conduct20 | P a g e

Filipino Core Values

1. MAKA -DIYOS (Love for God)

Name : ____________________________ Yr./Sec :

Name : ____________________________ Yr./Sec :

Name : ____________________________ Yr./Sec :

Name : ____________________________ Yr./Sec :