VALUES EDUCATION

Legal Bases of Values Education New Developments in Values Education (2002

RBEC)
LEGAL BASES AND CONTENT OF VALUES The 2002 Revitalized Basic Education
EDUCATION Curriculum provides for a stronger
The Philippine Constitution of 1987 mandates integration of competencies and values
in its preamble the building “of a just and within and across the learning areas.
humane society and establishing a Values are treated as integral to the five
government that shall embody our ideals learning areas: English, Filipino,
and aspirations, promote the common Mathematics, Science, and Makabayan.
good, conserve and develop our patrimony Besides its integration in every learning
and secure to ourselves and our country the area, Edukasyon sa Pagpapahalaga (EP) or
blessings of independence and democracy Values Education (VE) for First to Fourth Year
under the rule of law and a regime of truth, is given 60 minutes/week entirely for values-
justice, freedom, love, equality, and peace”. processing activities that will deepen and
The educational policy statement in Article enrich the analysis of values within and
XIV, Sec. 3 clearly mandates all educational across every learning area.
institutions to “inculcate patriotism and
nationalism, foster love of humanity, K-12 Programme on Edukasyong
respect for human rights, appreciation of Pagpapakatao
the role of national heroes in the historical At the elementary level, Character
development of the country, teach the Education is replaced by Edukasyon sa
rights and duties of citizenship, strengthen Pagpapakatao (EP) which focuses on honing
ethical and spiritual values, develop moral an individual’s capacity to make moral and
character and creative thinking, broaden ethical decisions and actions.
scientific and technological knowledge, and At the secondary level, EP is based on ethics
promote vocational efficiency.” and career guidance. It covers concepts of
Based on the mandate of the 1987 self and humanity, moral values, career
Constitution, the Values Education Program choices and responsibility.
Framework authored by the then DECS
Secretary, Dr. Lourdes R. Quisumbing, has GOALS AND OBJECTIVES OF DECS VE
been developed to serve as a guideline for FRAMEWORK, 1997
the implementation of values education GOAL
programs in the three levels of education - To provide and promote values education at
elementary, secondary, and tertiary. all three levels of the educational system for
It was in 1988 that DECS, through Dr. the development of the human person
Quisumbing’s leadership, made Values committed to the building of “a just and
Education as an educational thrust in all the humane society" and an independent and
levels of Philippine education. The new democratic nation.
secondary school curriculum was
implemented starting school year 1989 - OBJECTIVES
1990 and introduced Values Education as a Proper implementation of the program will
separate subject while values development develop Filipinos who:
was also integrated in all the other subjects
in the curriculum. 1. are self-actualized, integrally developed
The content of the four-year Values human beings imbued with a sense of human
Education Program (DECS Order No. 6, s. dignity;
1988) is focused on the development of a 2. are social beings with a sense of
fully functioning human person. It develops responsibility for their community and
through four main concepts of values environment;
development such as the development of 3. are productive persons who contribute to the
relationship skills with the self, with fellow economic security and development of the
human beings, with forces around him and family and the nation;
with the Supreme Being.
4. as citizens have a deep sense of nationalism THE CORE VALUE
and are committed to the progress of the
nation as well as of the entire world community
through global solidarity; and
5. manifest in actual life an abiding faith in God
as a reflection of their spiritual being.

PRINCIPLES AND GUIDELINES

Values education, pursued at the national,
regional, local, and institution levels, should
be guided by the following general
principles:

1. It must be oriented toward the total person

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

PHILOSOPHY
The Values Education Framework herein
presented is based on a rational
understanding, that is to say, a philosophy,
of the human person. More specifically, it is
grounded on a rational understanding of the
Filipino in his historical and cultural context,
which undergirds the Philippine
Constitution of 1987. That understanding of
the Filipino as a human being in society and
his role in the shaping of society and the
environment may be reconstructed from
the various statements of the Constitution
and expressed in the following manner:

PHILOSOPHY
A. The human person is the subject of
education (learning and being taught), and the
object (center of the curriculum)
B. The human person is multi-dimensional.
C. The human person is an individual self-
conscious being of incalculable value in himself
who cannot be a mere instrument of the
society and of the state.
D. The human person, does not live in isolation
but in community with other persons-physical,
intellectual, moral and spiritual like himself. He
is inevitably social. (family, economy, and
political)
THE MORAL RECOVERY PROGRAM Weaknesses of the Filipino Character
On September 30, 1992, President Fidel V.
Ramos signed Presidential Proclamation No. 1. Extreme Personalism
62 which enjoined the active participation 2. Extreme Family Centeredness
of all sectors of society in the Moral 3. Lack of Discipline
Recovery Program (MRP). He encouraged 4. Passivity and Lack of Initiative
the people to adopt ideals that are Pro-God, 5. Colonial Mentality
Pro-people, Pro-country, and Pro-nature. 6. Kanya-kanya Syndrome
This is a national program that greatly 7. Lack of Self-Analysis and Self-Reflection
reinforced the significance of Values
Education in all sectors and levels of the Goals for Change
Philippine society. Based on the strengths and weaknesses of the
The MRP stemmed from Senate Resolution Filipino, the goals for change are proposed:
No. 10 sponsored by Senator Leticia R. To develop in the Filipino
Shahani and approved by the Senate on A sense of patriotism and national pride, a
September 18, 1987. The resolution directed genuine love, appreciation and
a Senate Task Force to inquire into the commitment to the Philippines and things
strengths and weaknesses of the Filipino Filipino.
character with a view to solve the social ills A sense of common good, the ability to look
and strengthen the nation’s moral fiber, beyond selfish interests, a sense of justice
thereby lay the groundwork for the national and a sense of outrage at its violation.
campaign for moral recovery. A sense of integrity and accountability, and
aversion towards graft and corruption in
WHAT IS MORAL RECOVERY PROGRAM? society and an avoidance of the practice in
It is a movement which aims to mobilize all one’s daily life.
Filipinos for nation-building through the The value and habits of discipline and hard
practical exercise of human values in our work.
daily lives as citizens and to awaken us all to The value and habits of self-reflection and
the power of these values in achieving our analysis, the internalization of spiritual
individual and national goals. It seeks the values, the emphasis of essence rather than
empowerment of all our people - the poor, form.
the middle class, and the rich - through the
sustained application of human values and Strategies for Change
code of collective existence. Four Pillars of In identifying and designing strategies to
Moral Recovery Program A. Maka-Diyos B. achieve our goals for change, it is necessary to
Maka-Bayan C. Maka-Tao D. Maka-Kalikasan consider certain general principles.
Strategies must be multi-layered and multi-
Four Pillars of Moral Recovery Program sectoral.
Strategies must emphasize change in the
A. Maka-Diyos power holders as well as in the masa.
B. Maka-Bayan Strategies should be holistic, emphasizing
C. Maka-Tao individual as well as system or structural
D. Maka-Kalikasan change.
The change should involve a critical mass of
Strengths of the Filipino Character people.
The goals should be cut up into “bite-size”
1. Pakikipagkapwa-tao pieces of implementation.
2. Family Orientation Strategies must be connected to the daily
3. Joy and Humor life of people.
4. Flexibility, Adaptability and Creativity Strategies must be implemented by an act
5. Hard work and Industry of the will and involve self-sacrifice.
6. Faith and Religiosity
7. Ability to Survive
 VALUES EDUCATION
APPROACHES & METHODS IN TEACHING VALUES Moral Development
EDUCATION Educators adopting a moral development
perspective believe that moral thinking
Five Basic Approaches to Values Education develops in stages through a specific
1. Inculcation sequence.
2. Moral Development This approach is based primarily on the work
3. Analysis of Lawrence Kohlberg (1969, 1984) as
4. Values Clarification presented in his 6 stages and 25 "basic
5. Action Learning moral concepts."
This approach focuses primarily on moral
Inculcation values, such as fairness, justice, equity, and
Most educators viewing values education human dignity; other types of values (social,
from the perspective of inculcation see personal, and aesthetic) are usually not
values as socially or culturally accepted considered.
standards or rules of behavior. It is assumed that students invariantly
Valuing is considered a process of the progress developmentally in their thinking
student identifying with and accepting the about moral issues.
standards or norms of the important They can comprehend one stage above their
individuals and institutions within his current primary stage and exposure to the
society. next higher level is essential for enhancing
The student "incorporates" these values into moral development. Educators attempt to
his or her own value system. stimulate students to develop more
These educators take a view of human complex moral reasoning patterns through
nature in which the individual is treated, the sequential stages.
during the inculcation process, as a reactor This perspective views the person as an
rather than as an initiator. active initiator and a reactor within the
Extreme advocates such as Talcott Parsons context of his or her environment; the
(1951) believe that the needs and goals of individual cannot fully change the
society should transcend and even define environment, but neither can the
the needs and goals of the individuals. environment fully mold the individual. A
However, advocates who consider an person's actions are the result of his or her
individual to be a free, self-fulfilling feelings, thoughts, behaviors, and
participant in society tend to inculcate experiences.
values as well, especially values such as The moral development technique most
freedom to learn, human dignity, justice, and often used is to present a hypothetical or
self-exploration. factual value dilemma story which is then
Both the social- and individualistic-oriented discussed in small groups. Students are
advocates would argue the notion that presented with alternative viewpoints within
certain values are universal and absolute. these discussions which is in hypothesized
The source of these values is open to debate. to lead to higher, more developed moral
On the one hand some advocates argue they thinking.
derive from the natural order of the universe;
others believe that values originate in an There are three critical variables that make a
omnipotent Creator. dilemma appropriate:
1. The story must present "a real conflict for the
central character", include "a number of moral
issues for consideration", and "generate
differences of opinion among students about
the appropriate response to the situation."
2. A leader who can help to focus the discussion
on moral reasoning.
3. A classroom climate that encourages
students to express their moral reasoning freely
 There is an assumption that values are topics or issues under investigation. A major
based on cognitive moral beliefs or assumption is that valuing is the cognitive
concepts. This view would agree with the process of determining and justifying facts
inculcation assumption that there are and beliefs derived from those facts. This
universal moral principles, but would approach concentrates primarily on social
contend that values are considered relative values rather than on the personal moral
to a particular environment or situation and dilemmas presented in the moral development
are applied according to the cognitive approach.
development of the individual.
Gilligan (1977, 1982) critiqued Kohlberg's A variety of higher-order cognitive and
work based on his exclusive use of males in intellectual operations are frequently used.
his original theoretical work. These include:
She proposed that females make moral 1. stating the issues;
decisions based on the development of the 2. questioning and substantiating in the
principle of care rather than on justice as relevance of statements;
Kohlberg had proposed. 3. applying analogous cases to qualify and
Gilligan proposed that girls and women are refine value positions;
more likely to view relationships as central 4. pointing out logical and empirical
with a win-win approach to resolving moral inconsistencies in arguments;
conflicts as the highest stage. 5. weighing counter arguments; and
6. seeking and testing evidence.

Representative instructional model

presented by Metcalf (1971):
1. identify and clarify the value question;
2. assemble purported facts;
3. assess the truth of purported facts;
4. clarify the relevance of facts;
5. arrive at a tentative value decision; and
6. test the value principle implied in the
decision.

Values Clarification
The values clarification approach arose
primarily from humanistic psychology and
Analysis the humanistic education movement.
The analysis approach to values education The central focus is on helping students use
was developed mainly by social science both rational thinking and emotional
educators. awareness to examine personal behavior
The approach emphasizes rational thinking patterns and to clarify and actualize their
and reasoning. The purpose of the analysis values.
approach is to help students use logical It is believed that valuing is a process of self-
thinking and the procedures of scientific actualization, involving the subprocesses of
investigation in dealing with values issues. choosing freely from among alternatives,
Students are urged to provide verifiable reflecting carefully on the consequences of
facts about the correctness or value of the those alternatives, and prizing, affirming,
and acting upon one's choices.
 Values clarification approach relies on an That is, it is important to move beyond
internal cognitive and affective decision thinking and feeling to acting. The approach
making process to decide which values are is related to the efforts of some social
positive and which are negative. It is studies educators to emphasize
therefore an individualistic rather than a community-based rather than classroom-
social process of values education. based learning experiences. In some ways it
From this perspective, the individual, if he or is the least developed of the five
she is allowed the opportunity of being free approaches.
to be his or her true self, makes choices and Advocates of the action learning approach
decisions affected by the internal processes stress the need to provide specific
of willing, feeling, thinking, and intending. opportunities for learners to act on their
Within the clarification framework a person values.
is seen as an initiator of interaction with They place more emphasis on action-taking
society and environment. The educator inside and outside the classroom than is
should assist the individual to develop his or reflected in the moral development,
her internal processes, thereby allowing analysis, and values clarification processes.
them, rather than external factors, to be the Values are seen to have their source neither
prime determinants of human behavior; the in society nor in the individual but in the
individual should be free to change the interaction between the person and the
environment to meet his or her needs. society; the individual cannot be described
A vital component is a leader who does not outside of his or her context.
attempt to influence the selection of
values. Like the moral development A problem-solving/decision making model
approach, values clarification assumes that and related techniques that can served as a
the valuing process is internal and relative. sound beginning for this approach is
presented by Huitt (1992):
A sevenfold process describing the A. Input Phase - a problem is perceived and an
guidelines of the values clarification attempt is made to understand the situation or
approach was formulated by Simon et al. problem
(1972); B. Processing Phase - alternatives are
1. choosing from alternatives; generated and evaluated and a solution is
2. choosing freely; selected
3. prizing one's choice; C. Output Phase - includes planning for and
4. affirming one's choice; implementing the solution
5. acting upon one's choice; and D. Review Phase - the solution is evaluated and
6. acting repeatedly, over time. modifications are made, if necessary

A. Input Phase

1. Identify the problem(s) and state it (them)

clearly and concisely
2. State the criteria that will be used to evaluate
possible alternatives to the problem as well as
the effectiveness of selected solutions; state
any identified boundaries of acceptable
Action Learning alternatives, important values or feelings to be
The action learning approach is derived considered, or results that should be avoided
from a perspective that valuing includes a 3. Gather information or facts relevant to
process of implementation as well as solving the problem or making a decision
development.
B. Processing Phase

4. Develop alternatives or possible solutions

5. Evaluate the generated alternatives vis-a-vis
the stated criteria
6. Develop a solution that will successfully solve
the problem (diagnose possible problems with
the solution and implications of these
problems; consider the worst that can happen
if the solution is implemented; evaluate in terms
of overall "feelings" and "values" Action Learning

C. Output Phase

7. Develop plan for implementation (sufficiently

detailed to allow for successful
implementation)
8. Establish methods and criteria for evaluation
of implementation and success
9. Implement the solution Action Learning

D. Review Phase

10. Evaluating implementation of the solution

(an ongoing process)
11. Evaluating the effectiveness of the solution
12. Modifying the solution in ways suggested by
the evaluation process