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OVERVIEW OF THE COURSE

Values education aims to develop a Filipino citizen who will strive for the foundation
of a culture rich individual and for the development of a democratic nation and society.

As early as 1991, the Department of Education issued department orders

implementing guidelines of Good Manners and Right Conduct (GMRC) at the elementary
and secondary level. Values Education / GMRC as a subject revolves around four major
themes, namely, valuing self, valuing others, valuing one’s country and valuing God. It also
focuses on acceptable norms of behavior as defined by Philippine society, including rational
thinking and value judgment developed through an experiential approach.

By 2002, there has been a restructuring of the Values Education Program in the
advent of the Revised Basic Education Curriculum. The latter intends to provide knowledge
and develop skills, attitudes and values essential to personal development and necessary for
living in and contributing to a developing and changing society. Moreover, it aims to provide
learning experiences which increase the child’s awareness of and responsiveness to the
changes in society; and promote and intensify knowledge, identification with and love for the
nation and the people to which he or she belongs. The desired outcome of the whole
education reform is the development of the patriotic human being who is environmentally
sensitive and God-fearing, “Makabayan, Makatao, Makakalikasan at Maka-Diyos”.

At present, the K to 12 includes in its curriculum “Edukasyong Pagpapakatao”. At the

elementary level, Character Education is replaced by Edukasyon sa Pagpapakatao which
focuses on honing an individual’s capacity to make moral and ethical decisions and actions.
On the other hand, at the secondary level, the program is based on ethics and career guidance.
It covers concepts of self and humanity, moral values, career choices, and responsibility. It’s
emphasis is on value inculcation or character-based education in the different subjects.
Although the program was packaged differently, it did not deviate from the four major
themes of the GMRC subject – self-worth, harmony with other people, love of country and
global solidarity and love of God and preference for good.

To ensure that values will be integrated in every learning areas with the end goal that
a student’s character as an individual, a member of a society and a citizen be cultivated, Good
Manners and Right Conduct (GMRC) should be entrenched at the elementary and secondary
levels.

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Welcome. This module would cover the necessary information for the
course Good Manners and Right Conduct. As a future educator, a role model to
the learners, you should be aware on how you behave, especially in front of the
learners. Good Manners and Right Conduct (GMRC) as a subject revolves
around four major themes, namely, valuing self, valuing others, valuing one’s
country and valuing God. By valuing self, the others, one’s country and God, it
is important that you know and familiar with the mentioned four major themes of
this course.

The first part of this module would mainly focus on “Knowing Oneself”,
which would be followed by Knowing Others, Knowing the Country and
Knowing God. On the last part of this module, it would cover the rules of good
manners and right conduct, the appropriate behavior of the children and the
common courtesies of life.

MODULE OBJECTIVES
The objectives of this module are to:

1. Conduct self-exploration and simple disclosure;

2. Explain that knowing oneself can make a person accept his or her strengths and
limitations, and deal with other better;
3. Share his or her unique characteristics, habits, and experiences;
4. Discuss the relationship among physiological, cognitive, psychological, spiritual, and
social development to understand his or her thoughts, feelings, and behavior;
5. Evaluate his or her thoughts, feelings, and behavior; and
6. Show the connection between thoughts, feelings, and behaviors in actual life situations.

TIME FRAME

You will need approximately 4 weeks to finish this module — 3.5 hours
for formal study every week.
This is a distance learning programme, thus the time frame is flexible and
largely self- directed.

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While working through this module manual you will notice the frequent
use of icons in the margin. These icons serve to “signpost” a particular piece of
text, a new task or change in activity; they have been included to help you to find
your way around this module.
A complete icon set is shown below. We suggest that you familiarise
yourself with the icons and their meanings before starting your study.

OBJECTIVES ASSESSMENT

OUTCOMES ASSIGNMENT

TERMINOLOGY UNIT SUMMARY

TIME FRAME LESSON

ACTIVITY ONLINE VIDEO

AUDIO REFLECTION

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A. Your Personality Identity

“WHO ARE YOU”

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B. A Portrait of Yourself

 The best thing(s) I ever did was (were)

 I wish I could lose my fear of
 I know I have the talent to
 I enjoy people who
 I admire
 I feel most productive when
 I am motivated by
 I almost never
 My idea of fun is
 School is exciting when
 The best advice I ever got was
 The thing I value most is
 It is easy for me to focus on
 My idea of a perfect life is
 My best days are
 My dream is
 I always wanted to
 I look forward to
 I spent too much time
 The thing my friends like about me is
 When I try to change something
 In a group, I like to
 If I ever win a prize it will be for

C. Look for an object that would symbolize your “self”. With that, make a one-
minute video where you introduce your chosen object and share to us how and
why did that object represent you or symbolizes you.

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UNIT OBJECTIVES

At the end of this unit, you should be able to:

1. Conduct self-exploration and simple disclosure;

2. Explain that knowing oneself can make a person accept his or her strengths and
limitations, and deal with other better; and
3. Share his or her unique characteristics, habits, and experiences;

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DEFINING THE “SELF”

Have you ever asked yourself this question: Who am I? If you have, you
are not alone. Adolescence is the time when young people start to ask questions
about themselves, about their future, and even about their. religious and political
beliefs. During the adolescent stage of development, the young person grapples
with his or her identity. This may seem very philosophical to some, but to know
oneself is the first step in personal development.

It is believed that the words ”Know Thyself,” which were written at the
entry of the oracle at Delphi by seven Greek philosophers, statesmen, and
lawgivers, became the cornerstone of Western philosophy. Socrates, who came
decades after these two words were scripted at Delphi, said that it seems
ridiculous for him to investigate other unimportant things when he has not
known his self yet. For Socrates, the most important thing to pursue was self-
knowledge, and admitting one’s ignorance is the beginning of true knowledge

For Plato, one of Socrates’ students, the beginning of knowledge is self-

knowledge. Other ancient philosophers from other cultures saw the wisdom in
knowing oneself. The ancient Hindu writings Upanishads confirmed, ”Enquiry
into the truth of the "Self” is knowledge.” The Persian poet Rumi ruminated,
”Who am I in the midst of all this thought traffic?” and the American poet Walt
Whitman celebrated his ”Self” as ”a simple, separate person.”

Before we discuss how to know one’s self, we have to define first the
concept of the ”Self.” In philosophical terms, it is the being, which is the source
of a person’s consciousness. It is the agent responsible for an individual’s
thoughts and actions. Based on this definition, the ”Self” is an intangible entity
that “ directs a person’s thoughts and actions. It is outside the physical realm of
the person.

The “Self” is identified in various contexts, such as in psychology,

sociology, or religion. The ”Self” is the. essence of a person: his thoughts,
feelings and actions, experiences, beliefs, values, principles, and relationships.
The ”Self” includes a person’s life purpose, meaning, and aspirations.

Since our approach to personal development is holistic, we, will integrate

the various definitions of “Self” from the philosophical, spiritual, and
psychological realms, but‘we will focus and give more emphasis on its
psychological definition.

If the ”Self” is defined as the cognitive and affective representation of

one’s identity, it is then‘defined in. terms. of human characteristics such as
behavior and thought.

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PERSONALITY

Personality psychologists have different viewpoints. One definition

states, “personality refers to the unique and relatively enduring set of behaviors,
feelings, thoughts, and motives that characterize an individual” (Feist and
Rosenberg 2012). Two key components of personality are highlighted in this
definition: the uniqueness of an individual’s thoughts, feelings, and behavior;
and their being relatively enduring, or being consistent, over different situations
and over time.

For example, a person who is considered as “friendly” would,

at any given situation, be outgoing and easily liked by others or is
someone who is not perceived as threatening or aggressive. This
person’s uniqueness is manifested in his own brand of showing
friendliness; a sunny disposition, a readiness to give advice when
needed, and generosity to those in need. The uniqueness is shown by
how a person’s physical and behavioral traits are combined to depict
friendliness. In terms of being consistent, as an adolescent, this friendly
individual develops friendships among his peers. Upon entering
adulthood, this same friendly individual is perceived by co- workers
and peers to still be his old friendly self as when he was in high school.
This consistency through time and the unique manner by which
thoughts, feelings, and behavior are expressed, defines personality.
However, there will always be exceptions to these two components.
Consistency is more likely to mean most of the time but not all the time.
A friendly person can get nasty or aggressive when provoked or
cornered. Sickness can oftentimes change the consistency of an
individual’s personality. An example of this is Alzheimer’s disease.
Studies have shown that Alzheimer’s disease changes three of the Big
Five dimensions of personality (anxiety, extraversion, and openness)
(Costa and McRae 1992).

Gordon Allport defines personality as “a pattern of habits, attitudes, and

traits that determine an individual’s characteristics, behavior, and traits”
(Sanchez, Abad, and Jao 2012). This definition does not emphasize uniqueness
and consistency, but nevertheless still captures aspects of personality.

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NATURE, NURTURE, AND PERSONALITY

Personality is influenced by both nature (heredity or genetic make-up)

and nurture (environment). There is no single gene that creates a trait. It is
always a complex combination of genes, environmental exposure and
experiences, and cultural backgrounds. There are common personality traits that
cross many cultures. Agreeableness and openness to experiences are some
examples of these cross-cultural traits. There are, however, other personality
traits that are more prominent in one culture than another. For example, Asians
exhibit strong ”interpersonal relatedness” or how their behavior impacts
relationships, compared to Westerners who look at their behavior and its impact
on their personal goals. For example, an 'Asian who is pursuing a career by
migrating to another country will always consider how this will affect his family
and social ties at home. A Westerner, on the other hand, will see working
overseas as a career move that will enhance career growth.

TRAIT THEORIES

Trait theory is an approach in identifying types of personalities based on

certain traits or attributes, which vary from one person to the other. This theory
was developed over the past 60 years, started by D. W. Fiske (1949) and later
pursued by other researchers including Norman (1967), Smith (1967), Goldberg
(1981), and McCrae and Costa (1987).

Psychologists Costa and McRae (1992) developed a categorized scheme

that described personality. Based on their research, they discovered the existence
of five universal and widely agreed upon dimensions of personality. They called
it the Big Five or Five-Factor Model. These dimensions or tendencies are:
openness to experience, conscientiousness, extraversion, agreeableness, and
neuroticism. For it to be easily remembered, it uses the acronym OCEAN. These
dimensions may be described using its most positive traits:

 Openness to experience - curiosity, interest, imagination, and creativity to new

ideas
 Conscientiousness - planning, organizing, hardworking, controlling,
persevering, and punctuality
 Extraversion - sociable, talkative, active, outgoing, and fun-loving
 Agreeableness - friendly, warm, trusting, generous, and kind-hearted
 Neuroticism - calm, relaxed, and comfortable

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BIG FIVE
Low Scorers High Scorers
1. Extraversion Loner Joiner
Quiet Talkative
Passive Active
Reserved Affectionate
2. Agreeableness Suspicious Trusting
Critical Lenient
Ruthless Soft-hearted
Irritable Good-natured
3. Conscientiousness Negligent Conscientious
Lazzy Hard-working
Disorganized Well-organized
Late Punctual
4. Neuroticism Calm Worried
Even-tempered Temperamental
Comfortable Self-conscious
Unemotional Emotional
5. Openness to Down-to-earth Imaginative
experience Uncreative Creative
Conventional Original
Uncurious Curious

PERSONALITY TRAIT

Personality trait is a disposition to behave consistently in a particular

way, while personality is a broader term that comprises of traits, motives,
thoughts, self-concept, and feelings. An example of personality trait is shyness or
social awkwardness.

MEASURING PERSONALITY

There are different ways to measure personality. One is by observing

people’s behavior. This is quite limited as other people may not be able to
observe all aspects of personality such as loneliness, which is internal and is
observed by others very subjectively.

The Myers-Briggs Type Indicator

Katherine Briggs and Isabel Briggs Myers developed the Myers-Briggs

personality model based on four preferences of individuals. These are:
 E or I (Extraversion or lntroversion) is how an individual prefers to
channel his or her energy when dealing with people, whether it is inward
(introversion) or outward (extraversion).
 S or N (Sensing or Intuition) is how one prefers to process information,
whether through the use of senses such as being able to describe what one

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sees, or intuitively like dealing with ideas.
 T or F (Thinking or Feeling) is how an individual prefers to make
decisions, either thinking or using logic and analysis, Or feeling which uses
the cognitive senses based on values or beliefs.
 J or P (Judgment or Perception) is how an individual prefers to manage
one’s life, whether through judging, which means a planned and organized
life, versus perception, which has a more flexible approach to living.

The combination of these four preferences produces 16 types of combinations of

personality types, usually represented by their first letters.

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UNIT SUMMARY

1. The “Self” can be defined in different ways: philosophically, psychologically,

spiritually, and also' In thoughts, actions, or behavior.
2. Personality is the unique and enduring set of behaviors, feelings, thoughts,
motives, and attitudes that characterize a person.
3. Both nature (heredity or genetic) and nurture (environment) influence the
development of one ’s personality.
4. There are different personality theories and one f them is the Big Five or
FiveFactor Model by Costa and McRae, which defines five dimensions of
personality: * Openness to experience, Conscientiousness, Extraversion,
Agreeableness, and Neuroticism.
5. Personality traits can be measured using different personality tests such as the
Myers- Briggs Type Indicator (MBTI).

ASSIGNMENT

Using the K-W-L chart given, recall and write the information you remember
regarding the lesson.

What I Know What I Want to Know What I Learned

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UNIT OBJECTIVES

At the end of this unit, you should be able to:

1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and

social development to understand his or her thoughts, feelings, and behavior;
2. Evaluate his or her thoughts, feelings, and behavior; and
3. Show the connection between thoughts, feelings, and behaviors in actual life situations.

ACTIVITY 1.1

Answer the following question:

“What is your understanding of a whole person?”

WHAT IS HOLISTIC DEVELOPMENT?

The key phrase in this chapter that you have to pay attention to is whole
person, emphasizing the complete aspects of a person or his totality. In order to
understand what it means to perceive a person as a whole organism, we will
discuss philosophical theories such as dualism and holism.

Mind and Body Dualism of Descartes

Rene Descartes, one of the modern philosophers of our time, influenced

much of mankind’s thinking with his theory of duality or understanding the
nature of things in a simple, dual mode. Hence, you are familiar with the
separation of body and spirit in western religion, and of the mind and body in the
study of human sciences. People perceive things as dual in character.

THE VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT OF PERSONS

When we consider a human person and what various aspects make up

this complex organism, five aspects come to mind:

 physiological or the physical attributes including the five physical senses;

 cognitive or the intellectual functions of the mind; thinking, recognizing,

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reasoning, analyzing, projecting‘ synthesizing, recalling, and assessing;
 psychological or how thinking, feeling, and behaving interact and happen in a
person;
 social or the manner by which an individual interacts with other individuals
or groups of individuals; and
 spiritual or the attribute of a person’s consciousness and beliefs, including
the values and virtues that guide and put meaning into a person’s life.

When you look at a person and try to understand this individual, it is

always good to consider these five aspects and what it is about this person that
makes him or her unique from yourself and from others. Understanding a person
holistically means that one aspect cannot be seen in isolation from the whole
person. For example, to judge a person because of a behavior alone is not
balanced. One must see how the interplay of all five aspects occurs within an
individual. This holistic approach in viewing a person is emphasized in
education, medicine, spiritual ‘development, relationships, and in one person’s
overall wellness.

BASIC DRIVES AND AFFECT

Psychologists often refer to basic human drives as those that are

biologically related such as hunger and thirst. Affect, on the other hand, is the
various emotional experiences such as emotions, moods, and affective traits
(Feist and Rosenberg 2012).

Feelings and Emotions

Feelings, moods, and emotions do not exactly mean one and the same. Paul
Ekman of the University of California identified six basic emotions that human
beings experience: happiness, sadness, fear, anger, surprise, and disgust. However,
a recent research study (2014) conducted by the institute of Neuroscience and
Psychology at the University of Glasgow and published in a journal, Current
Biology, has concluded that there are only four basic emotions, these are: happy,
sad, afraid or surprised, and angry or disgusted.

Emotion is taken from the Latin verb, movare, which means to move or
be upset or agitated. It is defined by Smith (1973) as a descriptive term referring
to variations in level of arousal, affective state or mood, expressive movements,
and attitudes (Sanchez, Abad, and
130 2012). in a state of strong emotion, the person’s physical responses include
faster heartbeat, profuse sweating and dilation of eye pupils, higher blood
pressure, and muscular tremors, affecting the nervous system in general.

Attitudes and Behavior

Attitudes are a person’s thoughts, feelings, and emotions about another person,
object, idea, behavior, or situation. Attitude is a result of a person’s evaluation of an
experience with another person, object, idea, behavior, or situation based on his or her
values and belief systems. Beliefs and certain values therefore, affect the attitude of a
person.

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Behavior is a manifestation or acting out of the attitudes an individual has.
Take a look at the following situation to illustrate how attitude and behavior are related:

Riding an overcrowded MRT couch and experiencing all sorts of

physical sensations such as heat, smell, and body contact can create an
unfavorable attitude that riding the MRT is an unpleasant and abhoring
experience. As a result, the individual with this attitude will express this
disgust by either avoiding the MRT or totally shutting down and becoming
oblivious to the distasteful experience, or become aggressive and unpleasant
to other people while onboard the train.
If this individual continues to ride the MRT with the same attitude and
corresponding behavior, other people will get affected by this individual’s
behavior, who in turn, will act out a similar aggressive or uncivil behavior
onboard the train. This may affect other commuters and a chain reaction will
follow.

Can attitudes be changed? Yes. There are ways to change attitude. Behavior
can change attitudes. if the person riding the MRT changes the way he or she behaves,
like remaining calm, smiling, and avoiding jostling and giving dagger looks at those that
irritate him or her, then that person’s attitude about riding the MRT will be different the
next time he or she rides the train. If that person can accept the fact that the train ride is
not exactly a joyful and pleasant ride, but not necessarily a life-threatening situation,
then that person can take an attitudinal change by preparing for what is ahead and
creating a more pleasant picture of the people riding the MRT.

VALUES AND VIRTUE

At the core of every person lies a system of beliefs that adheres to the highest ideals of
human existence. These ideals create meaning and purpose in a person’s life. These ideals
are called values. We will refer to values in this chapter as the universal human values that
transcend culture and race. There are different sets of values identified by different people
and organizations, depending on what their order of priorities are, and what they intend to
achieve. These are not in conflict with each other, but rather, a ranking in the order of
importance over what set of values they prioritize.

An example of values, is borrowed from Robert L. Dilenschneider, founder of

Dilenschneider Group. ln an article he wrote for Huffington Post titled Five Core Values
for the Workplace, Dilenschneider listed the following corporate values:

 Integrity
 Accountability
 Diligence
 Perseverance
 Discipline

Shalom H. Schwartz, a psychologist and cross-cultural researcher from the Hebrew

University of Jerusalem, identified the following “TEN BASIC VALUES”:

1. Self-Direction - independent thought and action; choosing, creating, and exploring

2. Stimulation - excitement, novelty, and challenge in life
3. Hedonism - pleasure and sensuous gratification for oneself

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4. Achievement - personal success through demonstrating competence according to social
standards
5. Power - social status and prestige, and control or dominance over people and resources
6. Security - safety, harmony, and stability of society, of relationships, and of self
7. Conformity - restraint of actions, inclinations, and impulses that are likely to upset
or harm others and violate social expectations or norms
8. Tradition - respect, commitment, and acceptance of the customs and ideas that
traditional culture or religion provide the self
9. Benevolence - preserving and enhancing the welfare of those with whom
one is in frequent personal contact (the ‘in-group’)
10. Universalism - understanding, appreciation, tolerance, and protection for the
welfare of all people and of nature.

The motivational goals that characterize the ten values he identified were:
[Link] to change;
2 self-transcendence;
3. self-enhancement; and
4. conservation.

VIRTUES

There has been confusion over the definition of values and virtues. Oftentimes,
people interchange these two, and when they write down a list of values, they also
include virtues in this list.

Values are usually nouns, while virtues are adjectives that describe positive and
desirable qualities which usually mirror 3 values it represents.

Here are some examples:

VALUES VIRTUE
Peace Peaceful, calm
Integrity Reputable, responsible, believable, honest, trustworthy
Love Loving, caring, compassionate, gentle, affectionate
Respect Respectful, civil
Balance Objective, fair, harmonious

Values are usually reflected through these virtues, which in turn become eminent in the
attitude and behavior of a person.

UNIT SUMMARY

1. Holism is about seeing things as a whole and as something that is bigger than the sum of
its parts.
2. To understand people better is to see them in their totality. .

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3. There are five aspects of a whole person, these are:
a. Physiological refers to the physical body and how this affects the other aspects of a
person.
b. Cognitive refers to the thinking process of a person.
c. Psychological refers to a person’s way of thinking, feeling, and behaving.
d. Social refers to the relationships a person has with other people.
e. Spiritual refers to the higher ideals, beliefs, and values a person adheres to
which help guide the person in achieving personal happiness and self-
fulfillment.
4. Basic drives are the biological instincts that humans experience such as hunger, thirst, etc.
5. Emotions are usually caused by physical sensations experienced by the body as a
reaction to a certain external stimulus.
6. Feelings are the result from the emotions that were experienced.
7. Attitudes are a person’s thoughts, feelings, and emotions about another person,
object, idea, behavior, or situation. Attitude is a result of a person’s evaluation of an
experience with another person, object, idea, behavior, or situation based on his or
her values and belief systems.
8. Behavior is an outward manifestation or acting out of the attitudes an individual has.
9. Values are a system of beliefs that adhere to the highest ideals of human existence.
These ideals create meaning and purpose in a person’s life that often result in
personal happiness and self- fulfillment.
10. Virtues are descriptions or adjectives that reflect a value.

ACTIVITY 1.2
Identify some behaviors (positive or negative or unpleasant) that you see everyday around
you. Describe the behavior and figure out what could possibly be the attitude behind the
behavior. What value/s do you think is/are being projected or is/are lacking in the
behavior?

Santos, Ricardo R.,2016 “Personal Development” REX Book Store

McVenn, Gertrude E., “Good Manners and Right Conduct” Book One. D. C.
Health & CO., Publishers

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