COURSE MODULE

IN
CHARACTER FORMATION, NATIONALISM AND PATRIOTISM

Prepared By:
JOMEL B. PINERA, Ph.D. Crim.
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CHARACTER FORMATION, NATIONALISM AND PATRIOTISM

Introduction:

This course is designed to impart human development theories to students for them to understand and
further develop the necessary virtues and character as a law abiding and productive citizen of the community
and as a future law enforcement officer worthy of public trust. Moreover, this course aims to increase the
awareness of the students on Nationalism and Patriotism to ignite their senses to become a catalyst for change
and as an effective agent for civic duty and efficiency in the nation.

MODULE 1:

INTRODUCTION TO CHARACTER FORMATION

Introduction:

Throughout time, many have acknowledged the importance of character for a flourishing life and a
virtuous society. Today, societal changes have left a gap in character formation. The rising generation has fewer
role models and fewer connections to the stable institutions in which character is formed – families, churches,
schools, and community organizations. Character is a set of behaviour traits that define what type of person you
are. It determines whether you will achieve your goals, be forthright in dealing with others and obey the rules of
the group or of the community. Module 1 presents the
basic knowledge on character, the different kinds of character, indications of good character traits, the different
agencies responsible for character development of the child, the differences between character and personality
as well as the good and bad side of character.

Topic I. CHARACTER FORMATION

TOPIC CONTENT:
Lessons:
1) Definition and Etymology of Character
2) The Different Kinds of Character
3) When to Say a Person Has a Good Character?
4) Agencies Responsible for Character Development
5) Difference Between Character and Personality
6) The Good Side and Bad Side of Character

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 1
 TOPIC OBJECTIVES:
This topic aims to:
1. Let the students understand character formation;
1. Generate understanding on the different types of character;
2. Create awareness of the students on the indications of having a good character;
3. Inform the students on the different agencies responsible for the character development of an
individual;
4. The students to compare the character from personality; and
5. The students to appraise the good and dark side of character.

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

1. Define character;
2. Explain the different types of character;
3. Discuss the indicator of having a good character
4. Explain the role of the different agencies responsible for character development;
5. Contrast character from personality; and
6. Evaluate the good and dark side of character.

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Definition of Character

 The total quality of a person’s behavior, as revealed in his habits of thought and expression, his attitudes
and interests, his actions, and his personal philosophy of life. (The New Webster Dictionary).
 Is a psychological notion that refers to all the habitual ways of feeling and reacting that distinguish one
individual from another.
 The way someone thinks, feels, and behaves: someone's personality.
 A set of qualities that are shared by many people in a group, country, etc.

Etymology of the word Character

The English word ‘character’ is derived from the Greek charaktêr, which originally referred to a mark
impressed upon a coin. Later and more generally, ‘character’ came to mean a distinctive mark by which one
thing was distinguished from others, and then primarily to mean the assemblage of qualities that distinguish one
individual from another.

The Different Kinds of Character

1. The Continent Character is one who has selfish, amoral, or immoral desires, but exhibits control over
them in the service of acting morally. For example, a man in a committed relationship who lusts after
another woman but inhibits acting on those feelings because the betrayal of his wife goes against the
good would be acting as a continent character. Interestingly, Kant believed that the moral and the
personal inclinations were inevitably in conflict and the times when an individual suppressed his desires
and acted morally were examples of the highest good.

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 2. The Incontinent Character knows what the right or virtuous thing is to do, but does not have the self-
control to live by his morals. Continuing with the example above, this would be an individual who
would know that it was wrong to betray his wife and have a casual affair, but would give into his
desires, perhaps feeling guilty afterwards.

3. The Vicious Character, in contrast, feels no conflict between inclinations and moral duty because he
has no moral sense of the good. Such individuals simply act on their own selfish inclinations, as these
are seen as what is valuable. Continuing with the above example, a vicious character would cheat on his
wife with no guilt and simply work to solve the problem of her finding out about it so that it would not
inconvenience him.

When to Say a Person Has a Good Character?

To admire a person’s character does not require that they are perfect but it does mean we think this is
a good person worthy of trust and admiration. So when we say someone has good character we are
expressing the opinion that his or her nature is defined by worthy traits like integrity, courage, and
compassion. People of good character are guided by ethical principles even when it’s physically dangerous
or detrimental to their careers, social standing, or economic well-being. They do the right thing even when it
costs more than they want to pay. No one is
born with good character; it’s not a hereditary trait. And it isn’t determined by a single noble act. Character
is established by conscientious adherence to moral values, not by lofty rhetoric or good intentions. Another
way of saying that is, character is ethics in action.
Agencies Responsible for Character Development
Everyone wants a child, neighbour, friend or a complete stranger to possess an ideal character worthy of
emulation. Yet we know this is not easy to obtain, and once it is obtained, we must acknowledge that the
development of children who will possess and act upon ethical sensibilities must begin when they are very
young. We want our children to be honest. We want them
to respect those different from themselves. We want them to make responsible decision maker in their lives. We
want them to care about their families, communities and themselves. These things do not happen on their own.
It takes all of us, with the support of the schools, the community and other agencies, to get us there.

1. The Home
The molding of the character
of the child starts at the home. Consequently, every member of the family should strive to make the home a
wholesome and harmonious place as its atmosphere and conditions will greatly influence the child's
development. It is said that the home is considered as the “cradle of human personality” for in it the child forms
fundamental attitudes and habits that endure throughout his life.

General Duties of Parents in Child Rearing (PD 603, the Child and Youth Welfare Code)

a) To give him affection, companionship and understanding;

b) To extend to him the benefits of moral guidance, self-discipline and religious instruction;
c) To supervise his activities, including his recreation;
d) To inculcate in him the value of industry, thrift and self-reliance;
e) To stimulate his interest in civic affairs, teach him the duties of citizenship, and develop his commitment
to his country;
f) To advise him properly on any matter affecting his development and well-being;
g) To always set a good example;
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 h) To provide him with adequate support, as defined in Article 290 of the Civil Code; and
i) To administer his property, if any, according to his best interests, subject to the provisions of Article 320
of the Civil Code.

Virtues to Emphasize by Age (From David Isaacs' book Character Building)

a) Four to Seven Years — encourage them to obey out of love

Obedience
Sincerity
Order

b) Eight to Twelve Years —Aim for satisfaction in overcoming real obstacles

Fortitude Perseverance
Industry Patience
Responsibility Justice
Generosity

c) Thirteen to Fifteen Years — give challenging but reasonable targets

Modesty Moderation Simplicity

Sociability Friendship Respect
Patriotism

d) Sixteen to Eighteen Years

Prudence Flexibility Understanding

Loyalty Audacity Humility
Optimism

2. The School

Part of a broader social process for behavior influence is the school. It is said that the school is an
extension of the home having the strategic position to control crime and delinquency; it exercises authority over
every child as a constituent. The teachers are considered second parents having their
responsibility to mold the child to become productive members of the community by devoting energies to study
the child behavior using all available scientific means and devices in an attempt to provide each the kind and
amount of education they need.
The school takes the responsibility of preventing the feeling of insecurity and rejection of the child,
which can contribute directly to maladjustment and to criminality by setting up objectives of developing the
child into a well-integrated and useful law-abiding citizen.
The school has also the role of working closely with the parents
and neighborhood, and other community agencies and organizations to direct the child in the most effective and
constructive way.

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 11 Principles of Effective Character Education
(Lickona, Schaps and Lewis 2000)

1. Promote core ethical values as the basis of good character.

2. Define character comprehensively to include thinking, feeling, and behavior.
3. Promote core values intentionally and proactively through all parts of school life.
4. Are caring communities.
5. Give students opportunities for moral action.
6. Have meaningful and challenging academic curriculums that respect learners.
7. Develop students’ intrinsic motivation.
8. Have professionals who exemplify core values and maintain a moral community.
9. Require moral leadership from educators and students.
10. Recruit parents and community members as full partners.
11. Evaluate school character, student character, and adults as character educators.

3. The Church

Religion is a positive force for good in the community and an influence against crime and delinquency.
The church influences people’s behavior with the emphasis on morals and life’s highest spiritual values, the
worth and dignity of the individual, and respect for person’s lives and properties, and generate the full power to
oppose crime and delinquency.
Just like the family and the school, the church is also responsible to cooperate with institutions and the
community in dealing with problems of children, delinquents and criminals as regardless to the treatment and
correction of criminal behaviors.
Moreover, the Child and Youth Welfare Code of the Philippines provides among others that all churches
and religious orders, congregations or groups may, conformably to law, establish schools for the purpose of
educating children in accordance with the tenets of their religion.

4. The Community
To insure the
full enjoyment of the right of every child to live in a society that offers or guarantee him good moral
environment among others for his wholesome growth and development, it shall be the duty of the community
to:

a) Bring about a healthy environment necessary to the normal growth of children and the enhancement of
their physical, mental and spiritual well-being;
b) Help institutions of learning, whether public or private, achieve the fundamental objectives of education;
c) Organize or encourage movements and activities, for the furtherance of the interests of children and
youth;
d) Promote the establishment and maintenance of adequately equipped playgrounds, parks, and other
recreational facilities;
e) Support parent education programs by encouraging its members to attend and actively participate
therein;
f) Assist the State in combating and curtailing juvenile delinquency and in rehabilitating wayward
children;
g) Aid in carrying out special projects for the betterment of children in the remote areas or belonging to
cultural minorities or those who are out of school; and

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 h) Cooperate with private and public child welfare agencies in providing care, training and protection to
destitute, abandoned, neglected, abused, handicapped and disturbed children.

Difference between Character and Personality

By the term character, we mean enduring and distinguishing mental and moral characteristics in an
individual. It is the only factor which determines our reaction or response to the given event or situation. It
defines a person’s behavior pattern, thinking style, controls feelings. It is based on the environment that
surrounds us, mental ability, moral principles and similar other factors. It is the most precious thing possessed
by a person, evidenced by the limits he/she never crossed.
Personality on the other hand can be defined as a combination of mental behavior and traits or qualities
like thinking pattern, feeling and acting. It is a range of enduring tendencies of an individual to think, feel and
behave in a specific manner in diverse situations. It refers to the systematic arrangement of all your dispositions
like attitude, thoughts, feelings, emotions, etc. It is clear that character is different from a personality in a
sense that character, shows the inner self whereas the personality reflects the outer shell. If you combine your
personality and your character, the result will be who you are in reality.

Key Differences between Personality and Character

The significant differences between personality and character are discussed in the following points:

1. Personality refers to the combination of qualities, attitude and behaviour, that makes a person distinct
from others. Character refers to a set of moral and mental qualities and beliefs, which makes a person
different from others.
2. Personality implies who we seem to be? On the other hand, the character represents who we actually
are?
3. Personality is a set of personal qualities whereas character is a collection of mental and moral
characteristics of an individual.
4. The personality is the mask or the identity of a person. Conversely, the character is the learned
behaviour.
5. Personality is subjective, but the character is objective.
6. Personality is the outer appearance and behaviour of a person. At the same time, character indicates the
traits of a person which are hidden from sight.
7. The personality of an individual may change with time. However, the character lasts longer.
8. Character requires validation and support of society. In contrast, the personality, does not need
validation and support of the society.

Comparison Chart between Personality and Character

Basis of Personality Character

Comparison
Personality refers to the range of A character refers to a set of morals and
Meaning
distinctive personal qualities and beliefs that defines how we treat or
traits of an individual. behave with others and ourselves.
Represents Who we seem to be? Who we actually are?
Traits Personal and physical Mental and moral
What is it? It is the identity It is a learned behaviour
Nature Subjective Objective
Expression Outer appearance and behaviour of a Traits of a person that is abstract.

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 person.
Change May change over time. Remains same.
Validation of
Not required Required
Society

The Good Side and Bad Side of Character

Character traits are valued aspects of a person's behavior. Everyone has character traits, both good and
bad. Character traits are often labeled with descriptive adjectives such as patient, unfaithful, or jealous.
Often, someone's character and personality are
intertwined. But, believe it or not, the two are quite distinct. The easiest way to separate the two is to
say personality traits are surface-level observations, visible from the outside, while character traits are deep-
seated, not immediately obvious, and developed over time.
A new friend's outgoing, amiable personality can be easily observed. However, her honest character will
take more time to become apparent. You will have to get to know her better to learn that her parents stressed the
importance of honesty and she has taken those lessons to heart. This would make honesty one of her character
traits. This also makes core values similar to character traits. They're more than surface-level observations;
they're guiding principles for life. Let's take a look at some character trait examples and learn how to recognize
the many variations. The old expression that actions speak louder than words is very true when
it comes to character traits. You learn about people's character by watching how they interact with the world.
There's an endless array of character traits that can be used to describe yourself or others.

Some character traits show a person's underlying values or beliefs:

Generosity Integrity Loyalty Devotion Loving
Kindness Sincerity Self-control
Peacefulness Faithfulness Patience Determination
Persistence Adventurous Fairness Cooperation
Tolerance Optimism Spirituality

Dark Side

No one is perfect and we all have a darker side. Some character traits that have negative connotations
include:
Dishonesty Disloyalty Unkindness Meanness
Rudeness Disrespectfulness Impatience Greed
Abrasiveness Pessimism Cruelty Unmercifulness
Narcissism Obnoxious Malicious Pettiness
Quarrelsome Caustic Selfishness Unforgiving

Leadership
How about a leader or someone who likes to be in charge? We might look for the following character
traits in a boss:
Dominance Confidence Persuasiveness Ambitiousness
Bossy Resourcefulness Decisiveness Charisma
Authority Enthusiasm Boldness Proactive

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 **End of Module 1**

Topic II. Theories of Personality Development

Introduction

Personality is something that people tend to think a lot about. When we meet new people, whether
through work, school, or social events, it is often their personality on which we immediately focus. Whether
they are nice, helpful, outgoing, or shy are just a few of the things that we assess as we evaluate the people
around us.
Our personalities make us unique, but how does personality develop? How exactly do we become who
we are today? What factors play the most important role in the formation of personality? Can personality ever
change? To answer this question, many prominent
theorists developed theories to describe various steps and stages that occur on the road of personality
development. The following theories focus on various aspects of personality development, including cognitive,
social, and moral development.
TOPIC OBJECTIVES:
This topic aims to:

2. For the students to know the importance of theories; and

3. Generate understanding on the different theories of personality development.

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

7. Discuss the importance of a theory;

8. Enumerate the different theories on personality development; and
9. Evaluate the ideas and philosophies of the different theories of personality development.

TOPIC CONTENT:

1. Definition of Theory
2. The Importance of a Theory
3. Ideal Trait of a Theory
4. Different Theories of Personality Development

Definition of Theory

 An organized body of ideas as to the truth of something, usually derived from the study of a number of
facts relating to it, but sometimes entirely a result of exercising the the speculative imagination.
 Is defines as the as a supposition or a system of ideas intended to explain something, especially one
based on general principles independent of the thing to be explained.
 A set of principles on which the practice of an activity is based.

The Importance of a Theory

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 A theory is any system of ideas arranged in rational order that produce general principles which increase
our understanding and explanations.
The general principles in a theory are derived from, and representative of particular facts, but those
principles are not dependent upon the particular thing to be explained (Kaplan, 1964)
This means that theories have a life of their own in the ever-increasing generalities they provide.
Theories are like children. Someone gives birth to them, and they go out into the world and no longer belong to
anyone. Some of them become ideologies (get used for political purposes) and other become endless puzzles
that scientists work on for centuries.

Ideal Trait of a Theory:

a. Focus attention on a particular phenomenon

b. Fit the known facts about a particular phenomenon
c. Contribute to scientific paradigms
d. Provide a way it can be tested or falsified
e. Establish boundaries and domains by which laws and truth statements can be generalized; and
f. Enable propositions which can be added or compared to those of other theories.

Different Theories of Personality Development

1. Psychoanalytic Theory
Freud believed that personality developed through a series of childhood stages in which the pleasure-
seeking energies of the id become focused on certain erogenous areas. An erogenous zone is characterized as an
area of the body that is particularly sensitive to stimulation. During the five psychosexual
stages, which are the oral, anal, phallic, latent, and genital stages, the erogenous zone associated with each stage
serves as a source of pleasure. The psychosexual energy, or libido, was described as the driving force behind
behaviour. Psychoanalytic theory suggested that personality is mostly established by the age of five. Early
experiences play a large role in personality development and continue to influence behaviour later in life. Each
stage of development is marked by conflicts that can help build growth or stifle development, depending upon
how they are resolved. If these psychosexual stages are completed successfully, a healthy personality is the
result. If certain issues are not resolved at the appropriate stage, fixations can occur. A fixation is a persistent
focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this
stage. A person who is fixated at the oral stage, for example, may be over-dependent on others and may seek
oral stimulation through smoking, drinking, or eating.

Freud’s Stages of Psychosexual Development

a) The Oral Stage
Age Range: Birth to 1 Year
Erogenous Zone: Mouth
During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting
and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from
oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely
dependent upon caretakers (who are responsible for feeding the child), the child also develops a sense of trust
and comfort through this oral stimulation. The primary conflict at this stage is the weaning process--the child
must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual

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would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating,
smoking, or nail-biting.

b) The Anal Stage Age

Range: 1 to 3 years Erogenous Zone:
Bowel and Bladder Control
During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is toilet training—the child has to learn to control their
bodily needs. Developing this control leads to a sense of accomplishment and independence.

According to Freud, success at this stage is dependent upon the way in which parents approach toilet
training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive
outcomes and help children feel capable and productive. Freud believed that positive experiences during the
toilet training stage serve as the basis for people to become competent, productive, and creative adults.
However, not all parents provide the support and encouragement that children need during this stage. Some
parents punish, ridicule, or shame a child for accidents.
According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an
approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the
individual has a messy, wasteful, or destructive personality. If parents are too strict or begin toilet training too
early, Freud believed that an anal-retentive personality develops in which the individual is stringent, orderly,
rigid, and obsessive.
c) The Phallic Stage Age
Range: 3 to 6 Years Erogenous Zone:
Genitals
Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this
age, children also begin to discover the differences between males and females.Freud also believed that boys
begin to view their fathers as a rival for the mother’s affections. The Oedipus complex describes these feelings
of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will
be punished by the father for these feelings, a fear Freud termed castration anxiety. The term Electra complex
has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that
girls instead experience penis envy. Eventually,
the child begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For
girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat
fixated on this stage.

d) The Latent Period Age

Range: 6 to Puberty Erogenous Zone:
Sexual Feelings Are Inactive
During this stage, the superego continues to develop while the id's energies are suppressed. Children
develop social skills, values and relationships with peers and adults outside of the family. The development of
the ego and superego contribute to this period of calm. The stage begins around the time that children enter into
school and become more concerned with peer relationships, hobbies, and other interests.

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 The latent period is a time of exploration in which the sexual energy repressed or dormant. This energy is
still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This stage
is important in the development of social and communication skills and self-confidence.

As with the other psychosexual stages, Freud believed that it was possible for children to become fixated or
"stuck" in this phase. Fixation at this stage can result in immaturity and an inability to form fulfilling
relationships as an adult.
e) The Genital Stage Age
Range: Puberty to Death Erogenous Zone:
Maturing Sexual Interests
The onset of puberty causes the libido to become active once again. During the final stage of
psychosexual development, the individual develops a strong sexual interest in the opposite sex. This stage
begins during puberty but last throughout the rest of a person's life. Where in earlier stages the focus was solely
on individual needs, interest in the welfare of others grows during this stage. The goal of this stage is to
establish a balance between the various life areas.
If the other stages have been completed successfully, the individual should now be well-balanced, warm,
and caring. Unlike the many of the earlier stages of development, Freud believed that the ego and superego
were fully formed and functioning at this point. Younger children are ruled by the id, which demands
immediate satisfaction of the most basic needs and wants. Teens in the genital stage of development are able to
balance their most basic urges against the need to conform to the demands of reality and social norms.
2. Tripartite Theory of Personality
According to Freud, the basic driving force of personality and behavior is known as the libido. This
libidinal energy fuels the three components that make up personality: the id, the ego, and the superego.

The id is part of the unconscious that contains all the urges and impulses including what we called
libido, a kind of generalized sexual energy that is used for everything from survival instincts to appreciation of
art. The id is the most primal part of the personality and drives people to fulfill their most basic needs and urges.
The id is also kind of stubborn, for it responds only to what Freud called the pleasure principle (if it feels good,
do it), and nothing else.

The ego is the only part of the conscious personality. It is what the person is aware of when they think
about themselves, and is what they usually try to project towards others. The ego is dominated by what Freud
called the reality principle (an orientation to the real world in which the person lives). It is continually trying to
meditate the demands of the id and prohibitions of the superego. Also, the ego controls the urges of the id and
forcing it to behave in realistic ways.
The superego is the final aspect of personality to develop and contains all of the ideals, morals, and
value imbued by our parents and culture. This part of personality attempts to make the ego behave according to
these ideals. The ego must then moderate between the primal needs of the id, the idealistic standards of the
superego and reality.

3. Erikson’s Stages of Psychosocial Development

Erik Erikson’s eight-stage theory of human development is one of the best-known theories in
psychology. While the theory builds on Freud’s stages of psychosexual development, Erikson chose to focus on
how social relationships impact personality development. The theory also extends beyond childhood to look at
development across the entire lifespan. At each stage of psychosocial development,
people face a crisis in which a task must be mastered. Those who successfully complete each stage emerge with

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a sense of mastery and well-being. Those who do not resolve the crisis at each stage may struggle with those
skills for the remainder of their lives.
The Erikson life-stage virtues, in order of the eight stages in which they may be acquired, are:

a) Trust vs. Mistrust - This stage covers the period of infancy, 0–18 months, which is the most
fundamental stage of life. Whether the baby develops basic trust or basic mistrust is not merely a matter
of nurture. It is multi-faceted and has strong social components. It depends on the quality of the maternal
relationship. The mother carries out and reflects her inner perceptions of trustworthiness, a sense of
personal meaning, etc. on the child. An important part of this stage is providing stable and constant care
of the infant. This helps the child develop trust that can transition into relationships other than parental.
Additionally, children develop trust in others to support them. If successful in this, the baby develops a
sense of trust, which "forms the basis in the child for a sense of identity." Failure to develop this trust
will result in a feeling of fear and a sense that the world is inconsistent and unpredictable.

b) Autonomy vs. Shame - Covers early childhood around 1–3 years old. Introduces the concept of
autonomy vs. shame and doubt. The child begins to discover the beginnings of his or her independence,
and parents must facilitate the child's sense of doing basic tasks "all by himself/herself."
Discouragement can lead to the child doubting his or her efficacy. During this stage the child is usually
trying to master toilet training. Additionally, the child discovers his talents or abilities, and it is
important to ensure the child is able to explore those activities. Erikson states it is essential to allow the
children freedom in exploration but also create an environment welcoming of failures. Therefore, the
parent should not punish or reprimand the child for failing at the task. Shame and doubt occurs when the
child feels incompetent in ability to complete task and survive. Will is achieved with success of the
stage. Children successful in this stage will have "self-control without a loss of self-esteem."

c) Initiative vs. Guilt - Preschool / 3–5 years. Does the child have the ability to do things on her own, such
as dress herself? Children in this stage are interacting with peers, and creating their own games and
activities. If allowed to make these decisions, the child will develop confidence in her ability to lead
others. If the child is not allowed to make certain decisions the sense of guilt develops. Guilt in this
stage is characterized by a sense of being a burden to others, and the child will therefore usually present
herself as a follower. Additionally, the child is asking many questions to build knowledge of the world.
If the questions earn responses of critic the child will also develop feelings of guilt. Success in this stage
leads to the virtue of purpose, which is the normal balance between the two extremes.

d) Industry vs. Inferiority - School-age / 6–11 years. Child comparing self-worth to others (such as in a
classroom environment). Child can recognize major disparities in personal abilities relative to other
children. Erikson places some emphasis on the teacher, who should ensure that children do not feel
inferior. During this stage the child's friend group increases in importance in his life. Often during this
stage the child will try to prove competency with things rewarded in society, and also develop
satisfaction with his abilities. Encouraging the child increases feelings of adequacy and competency in
ability to reach goals. Restriction from teachers or parents leads to doubt, questioning, and reluctance in
abilities and therefore may not reach full capabilities. Competence, the virtue of this stage, is developed
when a healthy balance between the two extremes is reached.

e) Identity vs. Role Confusion - Adolescent / 12–18 years. Questioning of self. Who am I, how do I fit in?
Where am I going in life? The adolescent is exploring and seeking for her own unique identity. This is
done by looking at personal beliefs, goals, and values. The morality of the individual is also explored
and developed. Erikson believes that if the parents allow the child to explore, she will determine her
own identity. If, however, the parents continually push her to conform to their views, the teen will face
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 identity confusion. The teen is also looking towards the future in terms of employment, relationships,
and families. Learning the roles she provides in society is essential since the teen begins to develop the
desire to fit in to society. Fidelity is characterized by the ability to commit to others and acceptance of
others even with differences. Identity crisis is the result of role confusion and can cause the adolescent to
try out different lifestyles.

f) Intimacy vs. isolation - This is the first stage of adult development. This development usually happens
during young adulthood, which is between the ages of 18 to 40. Dating, marriage, family and friendships
are important during the stage in their life. This is due to the increase in the growth of intimate
relationships with others. By successfully forming loving relationships with other people, individuals are
able to experience love and intimacy. They also feel safety, care, and commitment in these relationships.
Furthermore, if individuals are able to successfully resolve the crisis of intimacy versus isolation, they
are able to achieve the virtue of love. Those who fail to form lasting relationships may feel isolated and
alone.

g) Generativity vs. stagnation - The second stage of adulthood happens between the ages of 40-65.
During this time people are normally settled in their lives and know what is important to them. A person
is either making progress in his career or treading lightly in his career and unsure if this is what he wants
to do for the rest of his working life. Also during this time, if a person is enjoying raising his children
and participating in activities, that gives him a sense of purpose. This is one way of contributing to
society along with productivity at work and involvement in community activities and organizations. If a
person is not comfortable with the way his life is progressing, he's usually regretful about the decisions
that he has made in the past and feels a sense of uselessness.

h) Ego integrity vs. despair - This stage affects the age group of 65 and on. During this time an individual
has reached the last chapter in her life and retirement is approaching or has already taken place. Ego-
integrity means the acceptance of life in its fullness: the victories and the defeats, what was
accomplished and what was not accomplished. Wisdom is the result of successfully accomplishing this
final developmental task. Wisdom is defined as "informed and detached concern for life itself in the face
of death itself." Having a guilty conscience about the past or failing to accomplish important goals will
eventually lead to depression and hopelessness. Achieving the virtue of the stage involves the feeling of
living a successful life.

4. Piaget’s Stages of Cognitive Development

Jean Piaget’s theory of cognitive development remains one of the most frequently cited in psychology,
despite being subject to considerable criticism. While many aspects of his theory have not stood the test of time,
the central idea remains important today: children think differently than adults.
According to Piaget, children progress through a series of four stages that
are marked by distinctive changes in how they think. How children think about themselves, others, and the
world around them plays an important role in the formation of personality. He posited
that children progress through 4 stages and that they all do so in the same order. These four stages are:

a) Sensorimotor Stage (Birth to 2 Years Old) - The infant builds an understanding of himself or herself
and reality (and how things work) through interactions with the environment. It is able to differentiate
between itself and other objects. Learning takes place via assimilation (the organization of information
and absorbing it into existing schema) and accommodation (when an object cannot be assimilated and
the schemata have to be modified to include the object.

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 b) Preoperational Stage (Ages 2 to 4) - The child is not yet able to conceptualize abstractly and needs
concrete physical situations. Objects are classified in simple ways, especially by important features.

c) Concrete Operations (Ages 7 to 11) - As physical experience accumulates, accommodation is

increased. The child begins to think abstractly and conceptualize, creating logical structures that explain
his or her physical experiences.

d) Formal Operations (Beginning at Ages 11 To 15) - Cognition reaches its final form. By this stage, the
person no longer requires concrete objects to make rational judgments. He or she is capable of deductive
and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult.

5. Kohlberg’s Theory of Moral Development

Lawrence Kohlberg developed a theory of personality development that focused on the growth of moral
thought. Building on a two-stage process proposed by Piaget, Kohlberg expanded the theory to include six
different stages. While the theory has been criticized for a number of different reasons, including the possibility
that it does not accommodate different genders and cultures equally, Kohlberg’s theory remains important in
our understanding of how personality develops.

A. Pre-conventional
The pre-conventional level of moral reasoning is especially common in children, although adults can
also exhibit this level of reasoning. Reasoners at this level judge the morality of an action by its direct
consequences. The pre-conventional level consists of the first and second stages of moral development and is
solely concerned with the self in an egocentric manner. A child with pre-conventional morality has not yet
adopted or internalized society's conventions regarding what is right or wrong but instead focuses largely on
external consequences that certain actions may bring.

In Stage one (obedience and punishment driven), individuals focus on the direct consequences of their
actions on themselves. For example, an action is perceived as morally wrong because the perpetrator is
punished. "The last time I did that I got spanked, so I will not do it again." The worse the punishment for the act
is, the more "bad" the act is perceived to be. This can give rise to an inference that even innocent victims are
guilty in proportion to their suffering. It is "egocentric", lacking recognition that others' points of view are
different from one's own. There is "deference to superior power or prestige".
An example of obedience and punishment driven morality would be a child refusing to do something
because it is wrong and that the consequences could result in punishment. For example, a child's classmate tries
to dare the child to skip school. The child would apply obedience and punishment driven morality by refusing to
skip school because he would get punished.

In Stage two (self-interest driven) expresses the "what's in it for me" position, in which right behavior is
defined by whatever the individual believes to be in their best interest but understood in a narrow way which
does not consider one's reputation or relationships to groups of people. Stage two reasoning shows a limited
interest in the needs of others, but only to a point where it might further the individual's own interests. As a
result, concern for others is not based on loyalty or intrinsic respect, but rather a "You scratch my back and I'll
scratch yours" mentality. The lack of a societal perspective in the pre-conventional level is quite different from
the social contract (stage five), as all actions at this stage have the purpose of serving the individual's own needs
or interests. For the stage two theorist, the world's perspective is often seen as morally relative.
An example of self-interest driven is when a child is asked by his parents to do a chore. The child asks,
"what's in it for me?" The parents offer the child an incentive by giving a child an allowance to pay them for
their chores. The child is motivated by self-interest to do chores.
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 B. Conventional

The conventional level of moral reasoning is typical of adolescents and adults. To reason in a
conventional way is to judge the morality of actions by comparing them to society's views and expectations.
The conventional level consists of the third and fourth stages of moral development. Conventional morality is
characterized by an acceptance of society's conventions concerning right and wrong. At this level an individual
obeys rules and follows society's norms even when there are no consequences for obedience or disobedience.
Adherence to rules and conventions is somewhat rigid, however, and a rule's appropriateness or fairness is
seldom questioned.

In Stage three (good intentions as determined by social consensus), the self enters society by
conforming to social standards. Individuals are receptive to approval or disapproval from others as it reflects
society's views. They try to be a "good boy" or "good girl" to live up to these expectations, having learned that
being regarded as good benefits the self. Stage three reasoning may judge the morality of an action by
evaluating its consequences in terms of a person's relationships, which now begin to include things like respect,
gratitude, and the "golden rule". "I want to be liked and thought well of; apparently, not being naughty makes
people like me." Conforming to the rules for one's social role is not yet fully understood. The intentions of
actors play a more significant role in reasoning at this stage; one may feel more forgiving if one thinks that
"they mean well".

In Stage four (authority and social order obedience driven), it is important to obey laws, dictums, and
social conventions because of their importance in maintaining a functioning society. Moral reasoning in stage
four is thus beyond the need for individual approval exhibited in stage three. A central ideal or ideals often
prescribe what is right and wrong. If one person violates a law, perhaps everyone would—thus there is an
obligation and a duty to uphold laws and rules. When someone does violate a law, it is morally wrong;
culpability is thus a significant factor in this stage as it separates the bad domains from the good ones. Most
active members of society remain at stage four, where morality is still predominantly dictated by an outside
force.

C. Post-conventional

The post-conventional level, also known as the principled level, is marked by a growing realization that
individuals are separate entities from society, and that the individual's own perspective may take precedence
over society's view; individuals may disobey rules inconsistent with their own principles. Post-conventional
moralists live by their own ethical principles—principles that typically include such basic human rights as life,
liberty, and justice. People who exhibit post-conventional morality view rules as useful but changeable
mechanisms—ideally rules can maintain the general social order and protect human rights. Rules are not
absolute dictates that must be obeyed without question. Because post-conventional individuals elevate their own
moral evaluation of a situation over social conventions, their behavior, especially at stage six, can be confused
with that of those at the pre-conventional level. Some theorists have speculated that many people may never
reach this level of abstract moral reasoning.

In Stage five (social contract driven), the world is viewed as holding different opinions, rights, and
values. Such perspectives should be mutually respected as unique to each person or community. Laws are
regarded as social contracts rather than rigid edicts. Those that do not promote the general welfare should be
changed when necessary to meet "the greatest good for the greatest number of people". This is achieved through
majority decision and inevitable compromise. Democratic government is ostensibly based on stage five
reasoning.
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 In Stage six (universal ethical principles driven), moral reasoning is based on abstract reasoning using
universal ethical principles. Laws are valid only insofar as they are grounded in justice, and a commitment to
justice carries with it an obligation to disobey unjust laws. Legal rights are unnecessary, as social contracts are
not essential for deontic moral action. Decisions are not reached hypothetically in a conditional way but rather
categorically in an absolute way, as in the philosophy of Immanuel Kant. This involves an individual imagining
what they would do in another's shoes, if they believed what that other person imagines to be true. The resulting
consensus is the action taken. In this way action is never a means but always an end in itself; the individual acts
because it is right, and not because it avoids punishment, is in their best interest, expected, legal, or previously
agreed upon.

6. Life Course Theory

Life course theory, more commonly termed the life course perspective, refers to a multidisciplinary
paradigm for the study of people's lives, structural contexts, and social change. This approach encompasses
ideas and observations from an array of disciplines, notably history, sociology, demography, developmental
psychology, biology, and economics. In particular, it directs attention to the powerful connection between
individual lives and the historical and socioeconomic context in which these lives unfold. As a concept, a life
course is defined as "a sequence of socially defined events and roles that the individual enacts over time"

Key Principles and Concepts

a) Socio-historical and geographical location. An individual's own developmental path is embedded in

and transformed by conditions and events occurring during the historical period and geographical
location in which the person lives. For example, geopolitical events (e.g., war), economic cycles (e.g.,
recessions), and social and cultural ideologies (e.g., patriarchy) can shape people's perceptions and
choices and alter the course of human development. Thus, behavior and decisions do not occur in a
vacuum, because people and families interact within socio-historical time.
b) Timing of lives - time can be envisioned as a sequence of transitions that are enacted over time. A
transition is a discrete life change or event within a trajectory (e.g., from a single to married state),
whereas a trajectory is a sequence of linked states within a conceptually defined range of behavior or
experience (e.g., education and occupational career).

Three types of time Central to a Life Course Perspective:

1) Individual time - Individual or ontogenetic time refers to chronological age. It is assumed that
periods of life, such as childhood, adolescence, and old age, influence positions, roles, and rights
in society, and that these may be based on culturally shared age definitions
2) Generational time - refers to the age groups or cohorts in which people are grouped, based upon
their age. People born between 1946 and 1964, for example, are often referred to as the baby
boom generation.
3) Historical time - refers to societal or large-scale changes or events and how these affect
individuals and families, such as political and economic changes, war and technological
innovations (e.g., information access through the Internet).

c) Heterogeneity or variability - generations or cohorts are not homogeneous collections of people.

Rather, they differ in terms of influential dimensions such as gender, social class, family structure,
ethnicity, and religion. Moreover, the ability to adapt to life course change can vary with the resources
or supports inherent in these elements in the form of economic or cultural capital (e.g., wealth,
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 education) or social capital (e.g., family social support). For example, a research demonstrates that
young adults with weak family ties may not have the option to return home during difficult economic
times. Finally, there is also the recognition of increasing diversity associated with aging. The longer one
lives, the greater the exposure to factors that affect the aging process.

d) Linked lives and social ties – a fourth tenet emphasizes that lives are interdependent and reciprocally
connected on several levels. Societal and individual experiences are linked through the family and its
network of shared relationships. As a result, macro-level events, such as war, could affect individual
behaviors (e.g., enrolling in military service), and this can significantly affect other familial
relationships. Stressful events, such as the death of a family member, can also affect family relationships
because these occurrences can trigger patterns of stress and vulnerability or, conversely, promote
adaptive behaviors and family resilience. Moreover, personality attributes of individual family members
can also affect family coping styles, functioning, and well-being.

e) Human agency and personal control - According to the life course perspective, individuals are active
agents who not only mediate the effect of social structure but also make decisions and set goals that
shape social structure. Individuals are assumed to have the capacity to engage in planful competence,
which refers to the thoughtful, proactive, and self-controlled processes that underlie one's choices about
institutional involvements and social relationships. However, it should be recognized that the ability to
make specific choices depends on opportunities and constraints. Parallel to this idea is the concept of
control cycles whereby families and individuals modify their expectations and behavior in response to
changes in either needs or resources.

f) How the past shapes the future - Finally, another hallmark of this perspective is that early life course
decisions, opportunities, and conditions affect later outcomes. The past, therefore, has the potential to
shape the present and the future, which can be envisioned as a ripple or domino effect. This can occur at
various levels: the cohort/generational level and the individual/familial level. For example, one
generation can transmit to the next the reverberations of the historical circumstances that shaped its life
history (living through the feminist movement, for example). The timing and conditions under which
earlier life events and behaviors occur (e.g., dropping out of school, witnessing domestic abuse) can also
set up a chain reaction of experiences for individuals and their families (e.g., reproduction of poverty, a
cycle of family violence). The past, therefore, can significantly affect later life outcomes such as
socioeconomic status, mental health, physical functioning, and marital patterns. This long-term view,
with its recognition of cumulative advantage or disadvantage, is particularly valuable for understanding
social inequality in later life and for creating effective social policy and programs

7. Sociocultural Theory of Cognitive Development

Sociocultural theory is an emerging theory in psychology that looks at the important contributions that
society makes to individual development. This theory stresses the interaction between developing people and
the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process.
Psychologist Lev Vygotsky, who postulated this theory, believed that parents, caregivers, peers, and the
culture at large were responsible for developing higher-order functions. According to Vygotsky, learning has its
basis in interacting with other people. Once this has occurred, the information is then integrated on the
individual level.

8. Behavioral Child Development Theories

During the first half of the twentieth century, a new school of thought known as behaviourism rose to
become a dominant force within psychology. Behaviourists believed that psychology needed to focus only on
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observable and quantifiable behaviours in order to become a more scientific discipline. According to the
behavioural perspective, all human behaviour can be described in terms of environmental influences. Some
behaviourists, such as John B. Watson and B.F. Skinner, insisted that learning occurs purely through processes
of association and reinforcement.
Behavioural theories of child development focus on how environmental interaction influences behaviour
and is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B. F. Skinner. These theories
deal only with observable behaviours. Development is considered a reaction to rewards, punishments, stimuli,
and reinforcement. This theory differs considerably from other child
development theories because it gives no consideration to internal thoughts or feelings. Instead, it focuses
purely on how experience shapes who we are.

Two (2) Important Types of Learning that Emerged from this Approach to Development:

a) Classical Conditioning (Also known as Pavlovian or Respondent Conditioning) Classical

conditioning involves learning by pairing a naturally occurring stimulus with a previously neutral
stimulus.

b) Operant Conditioning (Also called Instrumental Conditioning) - Operant conditioning utilizes

reinforcement and punishment to modify behaviors. According to this principle, behavior that is
followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant
consequences is less likely to be repeated.

9. Eysenck’s Personality Theory

Eysenck (1952, 1967, and 1982) proposed a theory of personality based on biological factors, arguing
that individuals inherit a type of nervous system that affects their ability to learn and adapt to the environment.
During 1940s Eysenck was working at the Maudsley psychiatric hospital in London. His job was to make an
initial assessment of each patient before their mental disorder was diagnosed by a psychiatrist. Through this
position, he compiled a battery of questions about behavior, which he later applied to 700 soldiers who were
being treated for neurotic disorders at the hospital (Eysenck (1947).
He found that the soldiers' answers seemed to link naturally with one another, suggesting that
there were a number of different personality traits which were being revealed by the soldier's answers. He called
these first-order personality traits. Eysenck found that their behavior could be represented by two dimensions:
Introversion / Extroversion; Neuroticism / Stability and each aspect of personality (extraversion, neuroticism
and psychoticism) can be traced back to a different biological cause.

a) Extraverts are sociable and crave excitement and change, and thus can become bored easily. They
tend to be carefree, optimistic and impulsive. They are more likely to take risks and be thrill seekers.
Eysenck argues that this is because they inherit an under aroused nervous system and so seek
stimulation to restore the level of optimum stimulation. Introverts on the other hand lie at the other
end of this scale, being quiet and reserved. They are already over-aroused and shun sensation and
stimulation. Introverts are reserved, plan their actions and control their emotions. They tend to be
serious, reliable and pessimistic.
b) Neuroticism/stability - A person’s level of neuroticism is determined by the reactivity of their
sympathetic nervous system. A stable person’s nervous system will generally be less reactive to

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 stressful situations, remaining calm and level headed. Someone high in neuroticism on the other
hand will be much more unstable, and prone to overreacting to stimuli and may be quick to worry,
anger or fear. They are overly emotional and find it difficult to calm down once upset. Neurotic
individuals have an ANS that responds quickly to stress.
c) Psychoticism – e.g., lacking in empathy, cruel, a loner, aggressive and troublesome. This has been
related to high levels of testosterone. The higher the testosterone, the higher the level of
psychoticism, with low levels related to more normal balanced behavior.

10. Theory of Evolution

First formulated in Darwin's book "On the Origin of Species" in 1859, is the process by which
organisms change over time as a result of changes inheritable physical or behavioural traits. Changes that allow
an organism to better adapt to its environment will help it survive and have more offspring.
The theory has two main points. "All life on Earth is connected and related to each other," and this
diversity of life is a product of "modifications of populations by natural selection, where some traits were
favoured in and environment over others,

**End of Module 2**

Topic III. Moral Character in Education

Introduction
Philosophers, psychologists, and educators have viewed the development of moral character as the
primary purpose of schooling. Public concern about a moral decline in society and the disintegration of families
and communities led to the re-emergence of character education in the 1980s. By 1995 it had become a social
movement with thousands of schools and communities involved.
Sommers (2002) states that in order for education to fully address public concerns about decency and
literacy, students’ developmental needs, and political pressures to improve schools, a curriculum infused with
moral content is needed.

TOPIC OBJECTIVES
The topic aims to:
1. Let the students understand moral character and its underlying concepts;
2. The students to be inform on character education and its underlying principles;
3. Appraise the students on their duties and responsibilities;
4. Enlighten the students on the qualities of being a good student.

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

1. Define moral character;

2. Discuss the psychological components of moral character;
3. Explain the concept of character education;
4. Enumerate the duties and responsibilities of a college student; and
5. Articulate the qualities of a good student.

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 TOPIC CONTENT
1. Definition of moral character.
2. Psychological components of moral character
3. Character education and its features
4. Duties and responsibilities of a college student
5. Qualities of a good college student

Moral Character Defined

 Refers to the assemblage of qualities that distinguish one individual from another.
 Psychologist Lawrence Pervin defines moral character as a disposition to express behaviour in
consistent patterns of function across a range of situations.

Six (6) Ways Social Scientists Have Defined Morality

1) An evaluative orientation that distinguishes good and bad and prescribes good;
2) A sense of obligation toward standards of a social collective;
3) A sense of responsibility for acting out of concern for others;
4) A concern for the rights of others;
5) A commitment to honesty in interpersonal relationships; and
6) A state of mind that causes negative emotional reactions to immoral acts.

Four (4) Psychological Components of Moral Character

(Narvaez and Rest, 1995)

1) Ethical Sensitivity—the perception of moral and social situations, including the ability to consider
possible actions and their repercussions in terms of the people involved.
2) Ethical Judgment—the consideration of possible alternative actions and the rationale for selecting one
or more as best.
3) Ethical Motivation—the selection of moral values most relevant in the situation and the commitment to
act on that selection.
4) Ethical Action—the ego strength combined with the psychological and social skills necessary to carry
out the selected alternative.

Character Education
One of the most significant educational movements in children's moral development falls under
character education. Character education refers to both formally defined character education programs and
other related programs including those that focus on social–emotional learning, violence prevention, drug and
alcohol prevention, and service learning. Hence, the purpose of character education programs, and allied
programs, is to facilitate the development of these psychological dimensions with the hope that they will aid
students through the moral challenges they face in their current and future lives.

Key Features of a Successful Character Education Programs

1) Professional development for staff;

2) Interactive and direct teaching strategies;
3) Family, school-wide, and community involvement;
4) Adult mentoring; and
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 5) Classroom management.

The development of social–emotional curricula, which included social skills training and self-
management lessons, was also common among successful programs. Finally, the successful programs integrated
some component of morality, ethics, or virtues into core academic curricula such as language arts and social
studies.

Positive Outcomes of Character Education

1) Moral-reasoning maturity;
2) Academic motivation and aspirations,;
3) Academic achievement;
4) pro-social and democratic values;
5) Pro-social behaviour, conflict-resolution and social skills;
6) Self-efficacy, self-control, and self-esteem;
7) Trust in and respect for teachers, and school affiliation.
8) Decreases in many negative student outcomes including school anxiety and failure, absenteeism,
discipline referrals, suspensions, pregnancy, and substance use.

Duties and Responsibilities of Students

(CSU Student Manual Revised October 2007)
1) Strive to lead an upright and useful life;
2) Exert his utmost to develop his potentials for service through the pursuit of an education suited to his
talents and abilities;
3) Respect the customs and traditions of the people, the duly constituted authorities, the laws of the country
and the principles of democracy;
4) Participate actively in civic affairs and in the promotion of the general welfare of the people;
5) Help in the observance and exercise of individual rights, the strengthening of freedom and the fostering
of cooperation;
6) Respect and cooperate with the faculty, fellow students and the university authorities in the attainment
of peace and order in the university; and
7) Exercise his rights with responsibility and with due respect for the rights of others

Qualities of a Good College Student

1. They have a Growth Mind-set - It means students must believe success is in their grasp. They have the
power to succeed. People with a growth mind-set think of talents and abilities as things they can develop
—as potentials that come to fruition through effort, practice, and instruction. In the growth mind-set,
talent is something you build on and develop, not something you simply display to the world and try to
coast to success on. In other words, a person with a growth mind-set believes in themselves.
2. They don’t sit back and think they are not smart enough rather they believe in their own ability. Students
with a growth mind-set know that with hard work, commitment and a lot of trial and error they can
succeed!

3. Make Changes - When things are going tough, good students don’t give up. And they believe they can
achieve success through it all. But they don’t just keep bashing their heads up against a wall. They do
something when things get tough. The point is this: good students don’t just believe they can succeed.
They take action to make sure that success is within their grasp.

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 4. Determined – A student with determination put their head down and study when it sucks, when they’re
tired and when the subject is the most boring thing on earth. The things that help sustain determination
include the writing down of the things you want to achieve and visualize your long term goals.

5. Resourceful - Good students have many, many resources at their disposal. Resourcefulness here means
getting access to things even when it’s hard. Instead of buying every book ever, they go to the library
and use the books on the library shelves. When their laptop breaks they don’t despair. They use the
computers at their public library. They talk to their professor whenever they need help.

6. They’re Reflective, Thoughtful and Humble – a good student reflects. They look at themselves and
question their choices and decisions. They see how they could do things different next time. Reflections
paved the way for self-improvement. A good student also humbly accepts their mistakes and they don’t
blame others like their teachers or classmates. When they are wronged, they ask additional support and
feedback from their teacher. These are the best students. They realize they could do better and they think
hard about how they can get better. These students are reflective, thoughtful and humble.

7. A Good Listener – inside the classroom, listening matters. Good students spend a lot more time
listening than talking. They contribute to the class during class discussion, listen to others and reply to
their points. They don’t just say whatever they want. A good student contributes to and builds upon
other people’s opinions. Moreover,
Since teachers always sneakily squeeze in important tips, tricks and answers for during assessments, a
good student must at all times pay very close attention during lectures.

8. They’re Inspired - The best students are always inspired by a big vision. They have the fire in their
belly to succeed. They want to change the world, or build a business, or become like someone they
admire.

9. Risk Takers – A student, who doesn’t take risks, won’t improve. Consequently, students who want to
improve must push him beyond the limits and want to learn new things; they don’t just be stuck in the
mud.

10. Organized – Organization is a secret weapon of top students. You won’t find many top students leaving
their essays to the last minute. Instead, they’ll get started really early and finish well ahead of time. This
gives that top student the freedom to make mistakes, change their mind and absorb life’s challenges, all
while submitting a top-quality assessment piece. They read their lecture slides or books before class and
do the readings every single week. This means when they get to class they’re not playing catch-ups!
They know what the teacher’s talking about and they can engage in dialogue with the teacher at a higher
level.

11. Curious – Good student usually they are being curious. They teach themselves things, they seek out
knowledge. There’s a word for people who teach themselves everything: Autodidactic. An autodidact is
a person who won’t wait for their teacher to spoon feed them information. Instead, they read books,
blogs and trade magazines. When their teacher mentions something interesting, they make the effort to
dig deep and do some extra reading on that topic. This gives them a huge advantage when it comes to
exams because they end up with a huge base of contextual knowledge.

12. Self-Starters – Good students join college club or any organizations which will help them grow
professionally. They get some experience by doing something. They don’t just rely on their degree to do

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 the talking rather they put their degree into action now and not later. Good students have initiative i.e
they volunteer for a profitable work during summer.

13. They’re Involved – Good students showed up, got involved, and learnt a lot along the way. They
join study groups and Get involved in things in the school that gives them amazing benefits.

14. Resilient - Resilience is the ability to bounce back when things get tough. All students fail to meet their
goals at some point – even the best. But what separates the good students from the bad is that good
students bounce back. Being a good student isn’t so much about innate ability. It’s about putting in the
hours when studying is the last thing you want to do. It’s about being the student who arrived first and
left last. It’s about being the student who refused to go down without giving it their all.

**End of Module 3**

_____________________________________________________

Topic IV. Character Traits in the Field of Law Enforcement

Introduction:
When asked about the characteristics of an officer of the law, most people will rattle off adjectives like
strong, brave and heroic. While such qualities are definitely in the job description, there are several less-
prominent traits that the best police officers share.
It’s true that law enforcement professionals tend to be courageous and physically fit. But there’s a lot
more to it than that. Learn more about some of the important qualities that make a good law enforcement
officer.
This module discusses the presents the basic knowledge on character, the different kinds of character,
indications of good character traits, the different agencies responsible for character development of the child,
the differences between character and personality as well as the good and bad side of character.

Topic I. Character Traits of a Police Officer

TOPIC OBJECTIVES:
This topic aims to:

1. Let the students understand the qualities of a law enforcement officer;;

2. Create consciousness of the students on the PNP Core Values;
3. Instil knowledge on the PNP Professional Conduct and Ethical Standards ;

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

6. Enumerate the basic qualities of a great police officer;

7. Explain the PNP Core values;
8. Discuss the PNP Professional Conduct and Ethical Standards
TOPIC CONTENT:

Lessons:
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 1) Six (6) Qualities of a Great Police Officer
2) PNP Core Values
3) PNP Professional Conduct and Ethical Standards

Lesson I. Six (6) Qualities of a Great Police Officer

1. Communication skills - In fact, proficient communication skills can be more than just helpful as a
police officer—they can be vital. “When you write a report, your specific wording can be the difference
between something usable in court and something that gets thrown out,” “You have to be very exact,
and you have to know the laws that impact your reports.”
It’s also true that your ability to communicate clearly can help you earn the trust of the
community in which you serve as a law enforcement officer. “Interpersonal communication skills are
important because they allow officers to develop a good rapport with the community, with fellow officers
and with those from diverse cultures,”
Another important aspect of effective communication is the ability to patiently listen.
“Officers who take the time to really hear what people are saying and who ask questions with real curiosity
are going to get better results,” When citizens feel like police officers truly care, they’re more likely to
cooperate, they typically offer more information and they often work to help law enforcement get to the bottom
of an issue.

2. Compassion & Empathy - When it comes to pursuing the tough work of being a police officer, you
may have considered your compassionate personality to be a drawback. But the ability you’ve gained to
show empathy and when to provide tough love to your children, siblings or friends may actually come in
handy on the job. Much of an officer’s work requires the ability to relate to those going
through incredible hardships, showing compassion while still remaining professional. “You will find
yourself inserted into the most tragic and chaotic moments of people’s lives,” “Their world will be
upside down, and you will need to be a compassionate, strong authority figure. You will be the symbol
of both calm and sympathy.”
Not only will a steady source of empathy help you be an effective police officer, but it can also
become the driving force behind your work.

3. Integrity - If you’re the type to always follow through in performing top-quality work, whether or not a
superior is present, then you already possess one of the top characteristics of a police officer. “Integrity
is a fundamental trait required for police work and quite possibly the most important,” Integrity is a key
factor in the public trusting and having confidence in their law enforcement officers.

4. Negotiation skills - Negotiation skill is one of the vital traits of a police officer. The crisis incidents
officers may encounter on the job include several factors, such as negative emotions dictating people’s
actions, people failing to listen, tension increasing and failing to see alternative options.
Effective negotiation skills often include practices like active listening, remaining calm, and
expressing empathy, treating a subject with respect, remaining non-judgmental and referring to a subject by
name when possible. Ineffective negotiation behaviors include things like being confrontational, making
promises you can’t keep, telling a subject to calm down, being demanding, rushing the process and being
judgmental.
5. Eagerness to learn - Someone who is naturally curious and is continually willing to grow their
knowledge and abilities has the potential to make a sizeable impact as a police officer. Even though law
enforcement officials endure a substantial amount of training before they find themselves in uniform,
there’s always more they’ll have to learn on the job.
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 “One of the things people don’t realize about police work is that you have to be a jack-of-
all-trades,”. “Expectations for officers are really high, and new things are always getting added to their
plates.”

6. Mental agility - This is a potentially life-saving skill. “You go into so many scenarios expecting one
thing, when something completely different happens. You might only have seconds to react,”. Officers
who have strong mental agility are able to switch their mindset instantly without losing composure.
“There is a very subtle difference you can observe between someone reaching for a gun and
someone reaching for a wallet. It’s hard to spot, but if you know what to look for, you’ll be able to read
warning signs,”. “You have to remain calm when things don’t go as planned. Mental flexibility can be a life-
altering skill, both for officers and for those they encounter.

Lesson II. THE PNP CORE VALUES, PROFESSIONAL CONDUCT AND ETHICAL STANDARDS

The PNP Core Values

The police service is a noble profession which demands from its members specialized knowledge and
skills, as well as high standards of ethics and morality. Hence, the members of the PNP must adhere to and
internalize the enduring core values of:

1) love of God
2) respect for authority
3) selfless love and service for people
4) sanctity of marriage, and family life
5) responsible dominion and stewardship over material things, and
6) truthfulness

Standard of Police Professionalism

PNP members shall perform their duties with integrity, intelligence and competence in the application of
specialized skills and technical knowledge with excellence and expertise.

Police Professional Conduct

1. Commitment to Democracy- Uniformed PNP members shall commit themselves to the democratic
way of life and values and maintain the principle of public accountability. They shall at all times uphold
the Constitution and be loyal to our country, people and organization, above their loyalty to any person.

2. Commitment to Public Interest- PNP members shall always uphold public interest over and above
personal interest. All government properties, resources and powers of their respective offices must be
employed and used effectively, honestly and efficiently, particularly to avoid wastage of public funds
and revenues. PNP members must avoid and prevent the “malversation” of human resources,
government time, property and funds.

3. Non-Partisanship- PNP members shall provide services to everyone without discrimination regardless
of party affiliation in accordance with existing laws and regulations.
4. Physical Fitness and Health- PNP members shall strive to be physically and mentally fit and in good
health at all times. Toward this end, they shall undergo regular physical exercises and annual medical

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 examination in any PNP Hospital or Medical facility, and actively participate in the Physical Fitness and
Sports Development Program of the PNP.

5. Secrecy Discipline- PNP members shall guard the confidentiality of classified information against
unauthorized disclosure, including confidential aspects of official business, special orders,
communications and other documents roster or any portion thereof, contents of criminal records,
identities of persons who may have given information to the police in confidence and other classified
information or intelligence material.

6. Social Awareness- PNP members and their immediate family members shall be encouraged to actively
get involved in religious, social and civic activities to enhance the image of the organization without
affecting their official duties.

7. Non- Solicitation of Patronage- PNP members shall seek self-improvement through career
development and shall not directly or indirectly solicit influence or recommendation from politicians,
high ranking government officials prominent citizens, persons affiliated with civic or religious
organizations with regards to their assignments, promotions, transfer or those of other members of the
force, nor shall they initiate any petition to be prepared and presented by citizens in their behalf.
Moreover, they shall advise their immediate relatives not to interfere in the activities of the police
service particularly in the assignment and reassignment of personnel.

8. Proper Care and Use of Public Property- PNP members shall promote and maintain sense of
responsibility in the protection, proper care and judicious disposition and use of public property issued
for their official use or entrusted to their care and custody just like “a good father of their family”. When
the Commander/Director is relieved from his post, all properties/equipment belonging to the government
must be turned-over to the incoming. A committee for the purpose shall be proper. Hence, it is a taboo
for outgoing Commander/Director to detach, remove and bring home or to his new assignment
properties which do not personally belong to him.

9. Respect for Human Rights- In the performance of duty, PNP members shall respect and protect human
dignity and uphold the human rights of all persons. No member shall inflict, instigate or tolerate extra-
judicial killings, arbitrary arrests, any act of torture or other cruel, inhuman or degrading treatment or
punishment and shall not invoke superior orders or exceptional circumstances such as a state –of-war, a
threat to national security, internal political instability or any public emergency as a justification for
committing such human rights violations.

10. Devotion to Duty- PNP members shall perform their duties with dedication thoroughness, efficiency
enthusiasm, determination, and manifest concern for public welfare, and shall refrain from engaging in
any activity which shall be conflict with their duties as public servants.

11. Conservation of Natural Resources- PNP members shall help in the development and conservation of
our natural resources for ecological balance and posterity as these are the inalienable heritage of our
people.

12. Discipline- PNP members shall conduct themselves properly at all times in keeping with the rules and
regulations of the organization.

13. Loyalty- PNP members shall be loyal to the Constitution and the police service as manifested by their
loyalty to their superiors peers and subordinates as well.
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 14. Obedience to Superiors- PNP members shall obey lawful orders of and be courteous to superior
officers and other appropriate authorities within the chain of command. They shall readily accept
whenever they are assigned anywhere in the country. Therefore, it is taboo for any personnel to petition
in court or in any public forum his assignment.

15. Command Responsibility- In accordance with the Doctrine on Command Responsibility, immediate
Commanders/ Directors shall be responsible for the effective supervision, control and direction of their
personnel and shall see to it that all government resources shall be managed, expended or utilized in
accordance with laws and regulations and safeguard against losses thru illegal or improper disposition.

Lesson 3. The Ethical Standards

Ethical standards shall refer to established and generally accepted moral values. Ethical acts to be
observed are the following:

1. Morality- PNP members shall adhere to high standards of morality and decency and shall set good
examples for others to follow. In no instance during their terms of office, among other things, shall they
be involved as owners, operators, managers or investors in any house of ill-repute or illegal gambling
den or other places devoted to vices, nor they shall patronize such places unless on official duty, and
tolerate operations of such establishments in their respective areas of responsibilities. They shall be
faithful to their lawfully wedded spouses.

2. Judicious Use of Authority – PNP members shall exercise proper and legitimate use of authority in the
performance of duty.

3. Integrity – PNP members shall not allow themselves to be victims of corruption and dishonest practices
in accordance with the provisions of RA 6713 and other applicable laws.

4. Justice – PNP members shall strive constantly to respect the rights of others so that they can fulfill their
duties and exercise their rights as human beings, parents, children, citizens, workers, leaders, or in other
capacities and to see to it that others do likewise.

5. Humility – PNP members shall recognize the fact that they are public servants and not the masters of
the people and towards this end, they should perform their duties without attracting attention or
expecting the applause of others.

6. Orderliness – PNP members shall follow logical procedures in accomplishing tasks assigned to them to
minimize waste in the use of time, money and effort.

7. Perseverance – Once a decision is made, PNP members shall take legitimate means to achieve the goal
even in the face of internal or external difficulties, and despite anything which might weaken their
resolve in the course of time.

MODULE 2
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 NATIONALISM AND PATRIOTISM

Introduction

Nationalism is an ideology and movement that promotes the interests of a particular nation especially
with the aim of gaining and maintaining the nation's sovereignty over its homeland. Nationalism holds that each
nation should govern itself, free from outside interference that a nation is a natural and ideal basis for a polity,
and that the nation is the only rightful source of political power. It further aims to build and maintain a single
national identity—based on shared social characteristics such as culture, language, religion, politics, and belief
in a shared singular history and to promote national unity or solidarity.

Topic 1. Nationalism and Patriotism

TOPIC OBJECTIVES:

This topic aims to:

4. Let the students understand the concept of nationalism and patriotism;

5. Know the constitutional basis of nationalism and patriotism in the country;
6. Instil knowledge on the duties and obligation of a Filipino Citizen;
7. Appraise the students on the ways of good citizenship;
8. Introduce the basic Filipino values

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

9. Differentiate between nationalism and patriotism;

10. Enumerate the duties and obligation of a Filipino citizen;
11. Discuss the ways of good citizenship; and
12. Articulate the basic Filipino values.

TOPIC CONTENT:

4) Constitutional Provision on Nationalism and Patriotism

5) Difference Between Nationalism and Patriotism
6) Duties and Obligations of Filipino Citizen
7) A Filipino citizen
8) Ways to Show Good Citizenship
9) Filipino Values

Constitutional Provision on Nationalism and Patriotism

1. Article II, Section 13 - The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate
in the youth patriotism and nationalism, and encourage their involvement in public and civic affairs.

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 2. Article II, Section 17 - The State shall give priority to education, science and technology, arts, culture,
and sports to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.
3. Article XIV Section 3 Paragraph 2 - All education institution shall inculcate patriotism and
nationalism, foster lover of humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.

Definition of Nationalism

o Loyalty and devotion to a nation especially : a sense of national consciousness

o Exalting one nation above all others and placing primary emphasis on promotion of its culture and
interests as opposed to those of other nations or supranational groups

Definition of Patriotism

o Along with love, patriotism is the feeling of pride, devotion, and attachment to a homeland, as well as a
feeling of attachment to other patriotic citizens. The feelings of attachment may be further bound up in
factors like race or ethnicity, culture, religious beliefs, or history.
o Zealous love of one’s country.

Difference Between Nationalism and Patriotism

These two words may have shared a distinct sense in the 19th century, but they appear to have grown
apart since. Or rather, it would be more accurate to say that only nationalism has grown apart, since the
meaning of patriotism has remained largely unchanged. There are still obvious areas of overlap: we
define patriotism as “love for or devotion to one’s country” and nationalism in part as “loyalty and devotion
to a nation.” But the definition of nationalism also includes “exalting one nation above all others and placing
primary emphasis on promotion of its culture and interests as opposed to those of other nations
or supranational groups.” This exclusionary aspect is not shared by patriotism.
A somewhat subtler difference between the two words may be found in their modifiers and the ideas to
which each is connected. When we examine large bodies of recent text we see that patriotism is more often
used in a general sense, often in conjunction with such words as bravery, valor, duty,
and devotion. Nationalism, however, tends to find itself modified by specific movements, most frequently of a
political bent.
The term “nationalism” is generally used to describe two phenomena: (1) the attitude that the members
of a nation have when they care about their national identity, and (2) the actions that the members of a nation
take when seeking to achieve (or sustain) self-determination. (1) raises questions about the concept of a nation
(or national identity), which is often defined in terms of common origin, ethnicity, or cultural ties, and
specifically about whether an individual's membership in a nation should be regarded as non-voluntary or
voluntary. (2) raises questions about whether self-determination must be understood as involving having full
statehood with complete authority over domestic and international affairs, or whether something less is
required.

What Is Social Responsibility?

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 Social responsibility is an ethical framework and suggests that an entity, be it an organization or
individual, has an obligation to act for the benefit of society at large. Social responsibility is a duty every
individual has to perform so as to maintain a balance between the economy and the ecosystems. A trade-off
may exist between economic development, in the material sense, and the welfare of the society and
environment, though this has been challenged by many reports over the past decade.
Social responsibility means sustaining the equilibrium between the two. It pertains not only to business
organizations but also to everyone whose any action impacts the environment. It is a concept that aims to ensure
secure healthcare for the people living in rural areas and eliminate all barriers like distance, financial condition,
etc. This responsibility can be passive, by avoiding engaging in socially harmful acts, or active, by performing
activities that directly advance social goals. Social responsibility must be intergenerational since the actions of
one generation have consequences on those following

Duties and Obligations of Filipino Citizen

1. It is the duty of every Filipino to respect, honor, and give due accord to his Filipino heritage, patrimony,
values and tradition.
2. It is the duty of every Filipino to contribute to the development, welfare, and nation-building of its
country.
3. It is the duty of every Filipino to engage in gainful work to assure himself and his family a life worthy of
human dignity.
4. Loyalty to the republic and national consciousness, aspirations, and ideals shall be asked from every
Filipino citizen.
5. Every Filipino citizen is asked to uphold the Constitution, obey the laws of the land, pay taxes and
duties, and to cooperate with the duly constituted authorities in the attainment and preservation of a just
and orderly society.
6. Every Filipino citizen must give due honor to the Philippine flag, National Anthem, Philippine
President, and other national symbols and emblems.
7. It is the duty of every Filipino citizen to defend the national territory from aggressive invaders, protect
the sovereignty of its people, and preserve the continuity of a just, humane society and government.
8. It is the duty of every Filipino to report to the proper authorities all plots of terrorism, plans of rebellion,
subversion, or insurrection toward the duly and legally acknowledge government, and other acts that
will compromise the union and sovereignty of the federal republic.
9. It is the obligation of every Filipino, to report corrupt, dishonest, or fraudulent government officials to
the proper forum, courts and agencies. A Filipino shall not tempt or bribe government officials, steal
from the coffers of the government, or escape or abandon his lawful responsibilities.
10. It is the responsibility of every Filipino to elect officials of government as a means of demonstrating his
personal ideals and aspirations for the motherland. Omission or abstention from this responsibility may
indicate a person’s renunciation of his right of suffrage. No fine or inappropriate or excessive penalty
shall be asked from him as reparation for his choice not to vote. People, who lost their social right of
suffrage, may reclaim such right in accordance of law.

Who are the Citizens of the Philippines?

A Filipino citizen may be considered natural-born or naturalized citizen. Both statuses bestow upon the
individual certain privileges and exclusive rights such as the rights to vote, to run for public, etc. which may be
denied the foreigner.

What is a good Filipino citizen?

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 A good Filipino citizen is one who plays an active and intelligent role as a member of the community.
He is one who fulfills his duties and obligations to the government and society. He possesses the traits of
respectfulness, courtesy and consideration for parents and elders and for others. He observes punctuality,
promptness, and good moral conduct.

How to Be a Good Citizen?

To be a good citizen first you have to be a good person. By that it means that you have to be full of
values, principles, ethics, etc. When joining all these aspects together you will find out that there is nothing else
to be needed.
One important aspect for being a good citizen is to help people. All around us, we can see there are
always people in need for our help. Our job as good citizens is to help those kinds of people. When talking
about the people that need our help, it refers not only about the poor ones, but also the pregnant woman who
cannot carry a heavy package or the old man that cannot cross the street. Remember that little actions make the
difference.
Another important thing we have to remember for being a good citizen is to have an active participation
in our community. There are a lot of ways we can do that. When elections come for voting, we have to be in the
line ready to give our vote. When there is a gathering of our neighborhood for deciding about the maintenance
of the streets, we have to be there to tell our point of view.
The last recommendation for being a good citizen is the respect toward the people that live around us.
We have to remember that we have rights, they have them too. Respect is one of the most important bases when
living in a society. We all have freedom, but it is restricted to certain point. We cannot consider a killer or thief
good citizens as they have violated that restriction.

Ways to Show Good Citizenship (by MARELISA)

The concept of citizenship was born in the city-states of Ancient Greece; specifically, in Athens. Greek
education at the time was designed to instruct citizens in the values, intellectual frameworks, and habits-of-mind
required to be free men. That is, to actively participate in the political system that shaped their lives and
guaranteed their freedoms.
Today, being a citizen means that you’re part of a group, and that you have legal and political rights
within that group. It brings with it both privileges and obligations. I would argue that we each have a duty, or an
obligation, to be good citizens. After all, a nation is only as healthy as its individual citizens.

1. A Good Citizen is Patriotic - Patriotism is having and showing devotion for your country. It means
having an attachment to certain national cultural values and showing critical loyalty to your nation.
Some ways to show patriotism include the following:

a) Brush up on your country’s history.

b) Read up on social studies.
c) Obey the rule of law.
d) Pay your taxes.
e) Learn the national anthem.
f) Fly your country’s flag.
g) Don’t litter or engage in acts of vandalism that deface your environment.
h) Travel around your country and talk to your fellow citizens.
i) Cheer for your country’s team in sports events (World Cup, I’m looking at you).

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 At the same time, keep in mind that patriotism should not be confused with nationalism. Nationalism is
thinking of your nation as being superior to others, and worthy of dominance. Patriots are proud of their
country, but they understand that other people are also rightly proud of theirs.
Look at the words of a church hymn written in 1934 by the American Lloyd Stone to the melody
of Finlandia by the Finnish composer Jean Sibelius:

This is my song, Oh God of all the nations, A song of peace for lands afar and mine.
This is my home, the country where my heart is; Here are my hopes, my dreams,
my sacred shrine. But other hearts in other lands are beating,
With hopes and dreams as true and high as mine.

2. Model the Personal Qualities of Good Citizens.

The personal qualities of a good citizen include the following:

a) Honesty – tell the truth.

b) Integrity – be morally upright.
c) Responsibility – be accountable for yourself and your actions.
d) Respectfulness – treat others how you want to be treated.
e) Compassion – show fellowship with your compatriots who are down on their luck by volunteering
and/or making donations to charities.
f) Kindness – be friendly.
g) Tolerance – be tolerant of other races and religions.
h) Courtesy – be considerate of others.
i) Self-Discipline – have self-control and cultivate the ability to follow through on what you say you’re
going to do.
j) Moral Courage – stand up for what you consider to be wrong and defend those who cannot defend
themselves.
k) Love of Justice – be fair and ask that others be so as well.

(Other Suggested Reading: George Washington's Rules of Civility & Decent Behavior)

3. Be a Productive Member of Society - A good citizen contributes to their nation by being productive.
They’re productive employees, business owners, artists, public servants, caregivers, and so on. Good
citizens share their skills, talents, and abilities with others. They make a positive contribution to their
nation.

4. Be Active in Your Community - A good citizen is active in their community. They participate in the
social life of their city or town, and they look for ways to make their communities a better place to live.
That is, if they see a problem in their community they look for ways to solve it.

Here are some ways to be active in your community:

a) Shop locally.
b) Attend community events – keep your eyes open for events that are happening in your area such as
festivals, community theatre, a gallery opening, and so on.
c) Join a local club that’s devoted to an activity that interests you, such as running, cycling, or
kayaking.

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 Here are some ways to better your community:

a) Participate in a community-driven cleanup project.

b) Help plant a community garden.
c) Organize a campaign to raise money for new playground equipment.
d) Help out your neighbors.
e) Instead of being cooped up in your home glued to a technological device, get out there and become
an active member of your community. It will make you a better citizen.

5. Keep Yourself Well-Informed - Read to educate yourself about the important issues facing your
nation. In 1761, John Adams implied that one of the reasons to emphasize literacy is that it makes
people better citizens. Look at the following quote:

“Every man has in politics as well as religion a right to think and speak and act for himself. I must judge for
myself, but how can I judge, how can any man judge, unless his mind has been opened and enlarged by
reading?”

(Suggested Readings: A Theory of Justice, Plato’s The Republic, and Mill’s On Liberty)

6. Be Vigilant - A country depends on a well-informed and civic minded population to safeguard the
people’s individual freedoms and political rights. A good citizen remains vigilant in order to ascertain
that the government is doing all of the following:

a) Meeting its obligations to its citizens;

b) Acting appropriately within its sphere and jurisdiction; and
c) Adhering to the limits of state action.
d) To do this, a citizen must have the basic skills necessary to be able to assess arguments logically and
critically.
e) In addition, if a citizen believes that the government is overstepping its bounds or failing in its
duties, the citizen must speak up. In the words of Thomas Jefferson:

“All tyranny needs to gain a foothold is for people of good conscience to remain silent.”

7. Participate in Your Nation’s Political Life - If you want to be a good citizen, you should be politically
active. There are many ways to this. Here are some ideas:

a) Identify an issue you care about and pursue it.

b) Attend rallies and events.
c) Go to city council meetings.
d) Join a political organization.
e) Volunteer for a political campaign.
f) Vote! Do your part to elect capable, civic minded leaders.
g) Run for political office.
h) As a citizen, you have the right to have your voice heard. Exercise that right.

8. Be a Mentor - Today’s kids are tomorrow’s citizens. Help shape the citizens of the future by mentoring
kids. Some ideas on ways you can mentor kids are the following:

a) Talk to your own kids about civics and teach them to be good citizens.
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 b) Join a school-based mentoring program and tutor kids who aren’t doing well academically.
c) Get involved in an organization such as Big Brothers Big Sisters.

(Suggested Readings: How to Leave a Legacy?)

9. Be Well-Rounded - A good citizen has to be productive. That is, they need to have the knowledge
necessary to produce in today’s world — technical skills, legal skills, medical skills, and so on.
However, a good citizen should also be well-rounded. A well-rounded person is better at creative
problem solving and innovation than a person who is not well-rounded. In addition, they can make
contributions not only to a country’s GDP, but also to the cultural wealth of their nation.

Here are some of the qualities of a well-rounded person:

a) They’re well-read.
b) A well-rounded person is cultured.
c) They’re well-educated.
d) They develop not only their mental faculties, but also their emotional, physical, and spiritual
faculties.

10. Order Your Corner Of the World - Your home is a microcosm of your country. If you want to live in
a clean, healthy, prosperous, happy nation, start by creating these circumstances at home.

The Chinese philosopher Confucius once said the following:

“To put the world in order, we must first put the nation in order; to put the nation in order, we must first put the
family in order; to put the family in order; we must first cultivate
our personal life; we must first set our hearts right.”

Do things like the following:

a) Keep a clean and organized home environment.

b) Eat healthy meals.
c) Keep to a budget and don’t go into debt.
d) Pay your bills on time.
e) Don’t waste water or electricity.
f) Recycle.
g) Create a list of simple rules for your family to follow.
h) Set personal development goals and strive to achieve them.
i) Start small- create order at home. Good homes lead to good neighborhoods, which lead to good
cities, which lead to good states, which lead to good countries, which lead to a good world.

Topic II. FILIPINO VALUES

The Filipino value system or Filipino values refers to the set of values 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.

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 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.

Philosophical Basis

Filipino values are, for the most part, centered at maintaining social harmony, motivated primarily by
the desire to be accepted within a group. The main sanction against diverging from these values are the concepts
of "Hiya", roughly translated as 'a sense of shame', and "Amor propio" or 'self-esteem'. Social approval,
acceptance by a group, and belonging to a group are major concerns. Caring about what others will think, say or
do, are strong influences on social behavior among Filipinos.
Florentino Timbreza, a cultural philosopher, concludes in his book Pilosopiyang Pilipino
(1982) that Filipino values are based on the significance of the world to man. Life experiences dictate the
philosophy of the Filipino, augmented by other sources like proverbs, folk sayings, folk tales, and the like.

Models of the Filipino Values

1. Exogenous model or the foreign model - described to be a "legal and formal" model was inherited by
Filipinos from Western cultures, particularly from the Spaniards and the Americans. An example of a
foreign or exogenous influence is bureaucracy exhibited in the government of the Philippines.
2. Indigenous model or the traditional model. Described as a "traditional and non-formal" model or
guide but is deeply embedded in the subconscious of the Filipinos.
Basic Filipino Values

A. The Maka-Diyos Cluster

1. Faith in the Almighty God – A good Filipino obeys God and lives according to His teachings. One of
the identified strengths of the Filipino is their faith in God. In one way or another, Filipinos have a basic
concept of a Supreme Being who to them always gives a beacon of hope no matter how bleak the
current situation may be. This makes them resilient, driven by great hope stemming from their faith in
Someone whom they believe has the power to deliver them from even the most miserable situation.

2. Respect for Life – A good Filipino recognizes the absolute value of human life and the human dignity
of every person including himself. Being pro-life doesn’t just mean not engaging in abortion nor being
in favor of it. Being pro-life includes valuing other people – how
they feel, what could harm their physical, mental, moral and spiritual well-being. Among the practices
that show respect to others and their dignity as a person are not smoking in public, not throwing litter
which will cause accidents or put their health in peril, not saying words that hurt people and scar them
for life. Most importantly, being pro-life
means valuing oneself and seeing oneself as a person of great worth and value. When one respects
his/her life he/she takes good care of her hygiene, is mindful of the things that he/she says about
himself/herself, is careful not to do things that will harm her moral, spiritual, physical and social well-
being, nor does he/she allow other people to damage them as well.

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 3. Order – A good Filipino values orderliness. Valuing order means respecting laws, procedures. By
following these sets of laws and/or procedure in the home, school and the community as a whole, he/she
respects the human rights of others and invites excellence in everything he /she does. Setting things in
order could range from maintaining cleanliness in the home, to coming to school on time, to falling in
line, to following traffic rules and regulations.

4. Work – A good Filipino values diligence and excellence in everything he/she does. He earns an honest
living and does not engage in crime and corruption. He goes to school on time, does his homework and
participates in school activities. He does his best in everything and is not contented with the mediocre.
As a worker, Filipinos are versatile, hardworking and creative. In
practically every nation of the world, Filipinos are fast becoming valued business partners and treasured
workers. This could be attributed to the Filipinos’ inherent diligence, coupled with authentic concern,
and peppered with another good Filipino trait – his sense of humor.

5. Concern for the Family and Future Generations – A good Filipino looks after the welfare of his/her
family and the future generation. He/she helps in household chores, has a loving relationship with all
the members of his/her family, is kind and considerate to them, and shows a good example to the
younger members. As the basic unit of society, the family is the child’s
first glimpse of community, hence it is important that children are shown good examples in their
respective homes early in life. Whatever is learned from the family has big implications in how he/she’s
going to treat other people in his/her community. Among the
good practices that a family could adopt is open communication. A child raised in a family which has
maintained open communication is most unlikely to turn to harmful influences for solutions to problem
or for affirmation.

B. The Maka-Tao Cluster

1. Love – A good Filipino looks after the good and welfare of his/her fellow human beings. A heart
motivated by love will always look after other people’s welfare. He/she is kind and compassionate,
forgives offenses and is not vengeful. His/her heart is sacrificial and is always willing to extend help to
the less fortunate.
2. Freedom – A good Filipino asserts his/her right especially if it means being able to do the right thing.
He/she respects the freedom of others; doesn’t impose his/her will on others; exercises his freedom
responsibly so that he/she will do no harm to anyone; does not use coercion or intimidation to make
others do what he/she wants them to do or what he/she wants them to be.
3. Peace – A good Filipino lives and works in harmony with his/her fellow human beings.
He/she avoids violence as a way of settling disputes and looks for ways to resolve conflict in a peaceful
way. He/she maintains a harmonious relationship with others, at home, at work, in the community; and
helps clear out misunderstanding among friends and family members.
4. Truth – A good Filipino stands up for the truth and avoids intrigue and mudslinging and values integrity
in his/her life, family, work and country. He/she observes proper pricing of goods and does not patronize
nor is he/she a cohort in fixing or bribing in business transactions. He/she admits his/her mistakes and
does something to correct his/her fault.

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 5. Justice – A good Filipino gives everyone their due even if it is difficult. He does not oppress or take
advantage of anyone. He/she is fair in all his/her dealings especially with the poor and powerless, not
getting more than what is rightfully his/hers.

C. The Maka-Bayan Cluster

1. Unity – A good Filipino works with and cooperates with others. Unity means synergizing the different
talents and skills for the success of an endeavor. A good team player does not promote intrigue,
dissension and mistrust. He/she helps others in the family, school, and community grow and is
genuinely happy for the achievements of the members of his team even if that means the spotlight is not
on him/her.
2. Equality – A good Filipino treats others as brothers and sisters being children of one God and one
nation. He/she does not give preferential treatment to the rich and the powerful; treats everyone with
respect regardless of status or position; and does not take advantage of anyone because they are poor,
ignorant or powerless.
3. Respect for the Law and Government – A good Filipino obeys the laws of the land and supports
government programs. From simply no vandalism, to following traffic rules; to reporting lawbreakers, to
promoting stability of the nation, a good Filipino submits to the laws of his nation and will not engage in
anything that will threaten his/her Country.
4. Patriotism – A good Filipino places high regard for his/her country. He considers what is good for the
Country in his/her words and actions. This includes patronage of native products and promotion of
his/her country. He/she is mindful not to do that would give his/her country a bad image. He/she takes
extra care not to say anything that would malign the reputation of his/her country. Statements like
“ganito talaga sa Pilipinas, hindi na magbabago” or “huwag kayong pupunta sa Pilipinas kung ayaw
nyong manakawan” are sweeping derogatory statements that malign our country and us Filipinos as
well.
Being patriotic includes choosing wisely whom to vote during elections. A good Filipino does
not sell his/her rights or dignity as a person but instead entrusts the Country’s welfare to the hands of
someone whom he/she knows has the capacity to really govern well. Knowing one’s national emblems
like the Philippine National Anthem and the Pledge of Allegiance to the Filipino Flag is also an act of
patriotism.
5. Promotion of the Common Good – A good Filipino puts the welfare of the greater number of people
over his/her own. A good Filipino is not greedy and selfish; instead, he/she considers the welfare of
others in everything he/she does. He/she helps the less fortunate and goes out of his/her way to engage
in activities that will benefit his/her fellow human beings especially in the area of poverty alleviation.

D. The Maka-Kalikasan Cluster

1. Concern for the Environment – A good Filipino conserves natural resources such as water, land and
air. He/she gets involved in efforts contributory to the welfare of the environment such as planting trees
and implementing proper waste segregation. He/she keeps his/her surroundings clean, and does not
throw garbage in canals and waterways.
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 **END OF MODULE 2**

MODULE 3
THE CODE OF CONDUCT AND ETHICAL STANDARDS
FOR PUBLIC OFFICIALS AND EMPLOYEES

Introduction

Public office is a public trust. Public officers and employees must, at all times, be accountable to the
people, serve them with utmost responsibility, integrity, loyalty, and efficiency; act with patriotism and justice,
and lead modest lives. Hence, all government officials and employees, whether
they are the highest in the land or the lowest public servants, shall at all times be answerable for their
misconduct to the people from whom the government derive its powers.

Topic 1. Code of Conduct and Ethical Standards for Public Officials and Employees.

TOPIC OBJECTIVES:

This topic aims to:

9. Let the students know the coverage of the law;

10. understand the reforms in the government;
11. inform on the transparency of transactions of government affairs;
12. Instil knowledge on the norms and conduct of public officials and employees;
13. Understand conflict of interest;
14. Enlighten the students on the grounds for administrative disciplinary action

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

13. State the coverage or application of the law;

14. Enumerate the norms of conduct of public officials and employees;
15. Discuss conflict interest and divestment; and
16. Explain the grounds for administrative disciplinary action

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TOPIC CONTENT:

10) Coverage of RA 6713

11) Reforms on Public Administrative Systems
12) Transparency of Transactions and Access to Information
13) Norms of Conduct of Public Officials and Employees
14) Public Disclosure
15) Conflict of Interest and Divestment
16) Grounds for Administrative Disciplinary Action
17) Penalties
18)
Lesson 1. Republic Act 6713

Otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and
Employees."

Coverage of the Law

Shall cover all officials and employees in the government, elective and appointive, permanent or
temporary, whether in the career or non-career service, including military and police personnel, whether or not
they receive compensation, regardless of amount.

Public Officials includes elective and appointive officials and employees, permanent or temporary,
whether in the career or non-career service, including military and police personnel, whether or not they receive
compensation, regardless of amount.

Declaration of Policy

“It is the policy of the State to promote a high standard of ethics in public service. Public officials and
employees shall at all times be accountable to the people and shall discharge their duties with utmost
responsibility, integrity, competence and loyalty, act with patriotism and justice, lead modest lives, and uphold
public interest over personal interest.”

Reforms on Public Administrative Systems

1. Every department, office and agency shall, as soon as practicable and in no case later than ninety (90)
days from the effectivity of these rules (IRR), start conducting value development programs for its
officials and employees in order to strengthen their commitment to public service and help promote the
primacy of public interest over personal interest in the performance of their duties. Such programs and
other parallel efforts on value development shall include, among other things, the following subjects:

a) Ethical and moral values;

b) Rights, duties and responsibilities of public servants
c) Nationalism and patriotism;
d) Justice and human rights;
e) Democracy in a free and just society;
f) Philippine history. Culture and tradition; and
g) Socio-economic conditions prevailing in the country, especially in the depressed areas, and the
need for a code of Conduct and Ethical Standards.
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 Continuing refresher courses and seminars and/or workshops to promote a high standard of ethics in
public service shall be conducted.

2. Professional, scientific, technical trainings and education programs shall enhance to the highest degree,
professionalism, excellence, intelligence and skills in the performance and discharge of duties and
responsibilities of officials and employees. These programs shall be conducted in all offices of the
government and may include subjects that are enumerated in the preceding section.
3. It is the responsibility of every head of department, office and agency to ensure that officials and
employees attend the value development program and participate in parallel value development efforts.
4. Every department, office and agency shall conduct continuing studies and analyses of their work
systems and procedures to improve delivery of public services. Towards this end, such studies and
analyses shall: (1) identify systems and procedures that lead or contribute to negative bureaucratic
behavior; (2) simplify rules and procedures to avoid red tape; and (3) devise or adopt systems and
procedures that promote official and employee morale and satisfaction.
5. Every department, office and agency shall consult the public they serve for the purpose of gathering
feedback and suggestions on the efficiency, effectiveness and economy of services. They shall establish
mechanisms to ensure the conduct of public consultations and hearings.
6. Every department, office and agency shall continuously conduct research and experimentation on
measures and adopt innovative programs which will provide motivation to officials and employees in
raising the level of observance of public service ethical standards.
7. Every department, office and agency shall, appoint or designate a resident Ombudsman, who shall act
immediately on all request for public assistance referred to him by the Ombudsman and his Deputies. He
shall be held accountable for the disposition of all requests for assistance.
8. Government officials shall make themselves available to their staff for consultations and dialogues.

Transparency of Transactions and Access to Information

1. It is the responsibility of heads of departments, offices and agencies to establish measures and standards
that will ensure transparency of and openness in public transactions in their respective offices, such as
biddings, purchases, other internal transactions, including contracts, status of projects, and all other
matters involving public interest.
2. Every department, office or agency shall provide official information, records or documents to any
requesting public, except if:
a) such information, record or document must be kept secret in the interest of national defense or
security or the conduct of foreign affairs.
b) such disclosure would put the life and safety of an individual in imminent danger;
c) the information, record or document sought falls within the concepts of established privilege or
recognized exceptions as may be provided by law or settled policy or jurisprudence;
d) such information, record or document compromises drafts or decisions, orders, rulings, policy,
decisions, memoranda, etc;
e) it would disclose information of a personal nature where disclosure would constitute a clearly
unwarranted invasion of personal privacy;
f) it would disclose investigatory records complied for law enforcement purposes, or information
which if written would be contained in such records or information would (i) interfere with
enforcement proceedings, (ii) deprive a person of a right to a fair trial or an impartial
adjudication, (iii) disclose the identity of a confidential source and, in the case of a record
compiled by a criminal law enforcement authority in the course of a criminal investigation, or by
an agency conducting a lawful national security intelligence investigation, confidential
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 information furnished only by the confidential source, or (iv) unjustifiably disclose investigative
techniques and procedures; or
g) it would disclose information the premature disclosure of which would (I) in the case of a
department, office or agency which agency regulates currencies, securities, commodities, of
financial institutions, be likely to lead to significant financial speculation in currencies,
securities, or commodities or significantly endanger the stability of any financial institution, or
(ii) in the case of any department, office or agency be likely or significantly to frustrate
implementation of a proposed official action, except that subparagraph (f) (ii) shall not apply in
any instance where the department, office or agency has already disclosed to the public the
content or nature of its proposed action, or where the department, office or agency is required by
law to make such disclosure on its own initiative prior to taking final official action on such
proposal.

Lesson II. Norms of Conduct of Public Officials and Employees

Every public official and employee shall observe the following as standards of personal conduct in the
discharge and execution of official duties:

a) Commitment to public interest. — Public officials and employees shall always uphold the public interest
over and above personal interest. All government resources and powers of their respective offices must
be employed and used efficiently, effectively, honestly and economically, particularly to avoid wastage
in public funds and revenues.
b) Professionalism. — Public officials and employees shall perform and discharge their duties with the
highest degree of excellence, professionalism, intelligence and skill. They shall enter public service with
utmost devotion and dedication to duty. They shall endeavor to discourage wrong perceptions of their
roles as dispensers or peddlers of undue patronage.
c) Justness and sincerity. — Public officials and employees shall remain true to the people at all times.
They must act with justness and sincerity and shall not discriminate against anyone, especially the poor
and the underprivileged. They shall at all times respect the rights of others, and shall refrain from doing
acts contrary to law, good morals, good customs, public policy, public order, public safety and public
interest. They shall not dispense or extend undue favors on account of their office to their relatives
whether by consanguinity or affinity except with respect to appointments of such relatives to positions
considered strictly confidential or as members of their personal staff whose terms are coterminous with
theirs.
d) Political neutrality. — Public officials and employees shall provide service to everyone without unfair
discrimination and regardless of party affiliation or preference.
e) Responsiveness to the public. — Public officials and employees shall extend prompt, courteous, and
adequate service to the public. Unless otherwise provided by law or when required by the public interest,
public officials and employees shall provide information of their policies and procedures in clear and
understandable language, ensure openness of information, public consultations and hearings whenever
appropriate, encourage suggestions, simplify and systematize policy, rules and procedures, avoid red
tape and develop an understanding and appreciation of the socio-economic conditions prevailing in the
country, especially in the depressed rural and urban areas.
f) Nationalism and patriotism. — Public officials and employees shall at all times be loyal to the Republic
and to the Filipino people, promote the use of locally produced goods, resources and technology and
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 encourage appreciation and pride of country and people. They shall endeavor to maintain and defend
Philippine sovereignty against foreign intrusion.
g) Commitment to democracy. — Public officials and employees shall commit themselves to the
democratic way of life and values, maintain the principle of public accountability, and manifest by deeds
the supremacy of civilian authority over the military. They shall at all times uphold the Constitution and
put loyalty to country above loyalty to persons or party.
h) Simple living. — Public officials and employees and their families shall lead modest lives appropriate to
their positions and income. They shall not indulge in extravagant or ostentatious display of wealth in any
form.

Duties of Public Officials and Employees

1. As a general rule, when a request or petition, whether written or verbal, can be disposed of promptly and
expeditiously the official and employee in charge to whom the same is presented shall do so
immediately, without discrimination, and in no case beyond fifteen (15) working days from receipt of
the request or petition.
2. In departments, offices or agencies that are usually swamped with persons calling for a particular type of
service, the head of the department, office or agency shall devise a mechanism so as to avoid long
queues, such as by giving each person a ticket number duly countersigned which shall specify the time
and the date when the person, whose name and address shall be indicated, can be served without delay.
Said person shall have the right to prompt service upon presentation of said ticket number.
3. In case of written requests, petitions or motions, sent by means of letters, telegrams, or the like, the
official or employee in charge shall act on the same within fifteen (15) working days from receipt
thereof.
4. Acknowledge the communication by means of a note or letter, informing the interested party, petitioner,
correspondent of the action taken and attaching a copy of the letter of the letter of referral to the proper
department, office or agency.
5. Except as otherwise provided by law or regulation, and as far as practicable, any written action or
decision must contain not more than three (3) initials or signatures. In the absence of the duly authorized
signatory, the official next-in-rank or officer-in-charge or the person duly authorized shall sign for and
in his behalf.
6. All public documents must be made accessible to, and readily available for inspection by, the public
during working hours, except those provided in Section 3. Rule IV.
7. All heads or other responsible officers of departments, offices or agencies of the government and of
government-owned or controlled corporations shall, within forty five (45) working days from the end of
the year, render a full and complete report of performance and accomplishments, as prescribed by
existing laws and regulations.
8. Officials and employees and their families shall lead modest and simple lives appropriate to their
positions and income. They shall not indulge in extravagant or ostentatious display of wealth in any
form.

Public Disclosure

1. Every official and employee, except those who serve in an official honorary capacity, without service
credit or pay, temporary laborers and casual or temporary or contractual workers, shall file under oath
their statement of assets, liabilities and net worth and a disclosure of business interests and financial

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 connections including those of their spouses and unmarried children under eighteen (18) years of age
living in their households.
2. The Disclosure of Business Interests and Financial Connections shall contain information on any
existing interests in, or any existing connections with, any business enterprises or entities, whether as
proprietor, investor, promoter, partner, shareholder, officer, managing director, executive, creditor,
lawyer, legal consultant, accountant, auditor, and the like, the names and addresses of the business
enterprises or entities, the dates when such interests or connections were established, and such other
details as will show the nature of the interests or connections.

Lesson III. Conflict of Interest and Divestment

An official or employee shall avoid conflict of interest at all times. Conflict of interest occurs:

1) When the official or employee is: (a) a substantial stockholder; or (b) a member of the Board of
Directors; or (c)an officer of the corporation; or (d) an owner or has substantial interest in a business;
or (e) a partner in a partnership; and
2) The interest of such corporation or business, or his rights or duties therein, are opposed to or affected by
the faithful performance of official duty.
A substantial stockholder is any person who owns, directly or indirectly, shares of stock sufficient to
elect a director of a corporation. This term shall also apply to the parties to a voting trust. A voting trust means
an agreement in writing between one or more stockholders of a stock corporation for the purpose of conferring
upon a trustee or trustees the right to vote and other rights pertaining to the shares for certain periods and
subject to such other conditions provided for in the Corporation Law.

When a Conflict of Interest Arises

The official or employee involved shall resign from his position in any private business enterprise within
thirty (30) days from his assumption of office and/or divest himself of his share-holdings or interests within
sixty (60) days from such assumption. For those who are already in the service, and conflict of interest arises,
the officer or employee must resign from his position in the private business enterprise and/or divest himself of
his shareholdings or interests within the periods herein-above provided, reckoned from the date when the
conflict of interest had arisen. The same rule shall apply where the public official or employee is a partner in a
partnership.

Grounds for Administrative Disciplinary Action

1. Directly or indirectly having financial and material interest in any transaction requiring the approval of
his office. Financial and material interest is defined as a pecuniary or proprietary interest by which a
person will gain or lose something;
2. Owning, controlling, managing or accepting employment as officer, employee, consultant, counsel,
broker, agent, trustee, or nominee in any private enterprise regulated, supervised or licensed by his
office, unless expressly allowed by law;
3. Engaging in the private practice of his profession unless authorized by the Constitution, law or
regulation, provided that such practice will not conflict or tend to conflict with his official functions;
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 4. Recommending any person to any position in a private enterprise which has a regular or pending
official transaction with his office, unless such recommendation or referral is mandated by (1) law, or
(2) international agreements, commitment and obligation, or as part of the functions of his office;
5. Disclosing or misusing confidential or classified information officially known to him by reason of his
office and not made available to the public, to further his private interests or give undue advantage to
anyone, or to prejudice the public interest;
6. Soliciting or accepting, directly or indirectly, any gift, gratuity, favor, entertainment, loan or anything of
monetary value which in the course of his official duties or in connection with any operation being
regulated by, or any transaction which may be affected by the functions of, his office.
Gift refers to a thing or a right disposed of gratuitously, or any act of liberality, in favor of another who
accepts it, and shall include a simulated sale or an ostensibly onerous disposition thereof. Loan covers both
simple loan and commodatum as well as guarantees, financing arrangement or accommodations intended to
ensure its approval. Commodatum refers to a contract whereby one of the parties delivers to another something
not consumable so that the latter may use the same for a certain time and return it.

The Following Shall not be Considered as a Gift:

a) Unsolicited gift of nominal or insignificant value not given in anticipation of, or in exchange for, a
favor from a public official or employee or given after the transaction is completed, or service is
rendered. As to what is a gift of nominal value will depend on the circumstances of each case taking
into account the salary of the official or employee, the frequency or infrequency of the giving, the
expectation of benefits, and other similar factors.
b) A gift from a member of his family or relative as defined in the Code on the occasion of a family
celebration, and without any expectation of pecuniary gain or benefit.
c) Nominal donations from persons with no regular, pending, or expected transactions with the
department, office or agency with which the official or employee is connected, and without any
expectation of pecuniary gain or benefit.
d) Donations coming from private organizations whether local or foreign, which are considered and
accepted as humanitarian and altruistic in purpose and mission.
e) Donations coming from government to government entities.

7. Obtaining or using any statement filed under the Code for any purpose contrary to morals or public
policy or any commercial purpose other than by news and communications media for dissemination to
the general public;
8. Unfair discrimination in rendering public service due to party affiliation or preference;
9. Disloyalty to the Republic of the Philippines and to the Filipino people;
10. Failure to act promptly on letters and request within fifteen (15) days from receipt, except as otherwise
provided in these Rules;
11. Failure to process documents and complete action on documents and papers within a reasonable time
from preparation thereof, except as otherwise provided in these Rules;
12. Failure to attend to anyone who wants to avail himself of the services of the office, or to act promptly
and expeditiously on public personal transactions;

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 13. Failure to file sworn statements of assets, liabilities and net worth and disclosure of business interests
and financial connections; and
14. Failure to resign from his position in the private business enterprise within thirty (30) days from
assumption of public office when conflict of interest arises, and/or failure to divest himself of his
shareholdings or interests in private business enterprise within sixty (60) days from such assumption of
public office when conflict of interest arises, the official or employee must either resign or divest
himself of said interests within the periods herein-above provided, reckoned from the date when the
conflict of interest had arisen.

Penalties:

a) Any public official or employee, regardless of whether or not he holds office or employment in a casual,
temporary, holdover, permanent or regular capacity, committing any violation of this Act shall be
punished with a fine not exceeding the equivalent of six (6) months' salary or suspension not exceeding
one (1) year, or removal depending on the gravity of the offense after due notice and hearing by the
appropriate body or agency. If the violation is punishable by a heavier penalty under another law, he
shall be prosecuted under the latter statute. Violations of Sections 7, 8 or 9 of this Act shall be
punishable with imprisonment not exceeding five (5) years, or a fine not exceeding five thousand pesos
(P5,000), or both, and, in the discretion of the court of competent jurisdiction, disqualification to hold
public office.
b) Any violation hereof proven in a proper administrative proceeding shall be sufficient cause for removal
or dismissal of a public official or employee, even if no criminal prosecution is instituted against him.
c) Private individuals who participate in conspiracy as co-principals, accomplices or accessories, with
public officials or employees, in violation of this Act, shall be subject to the same penal liabilities as the
public officials or employees and shall be tried jointly with them.

**End of Topic 1 **

Topic II. Gender and Development in the PNP

Introduction

According to the Magna Carta of Women, the State affirms the role of women in nation building and
ensures the substantive equality of women and men. It shall promote empowerment of women and pursue equal
opportunities for women and men and ensure equal access to resources and to development results and
outcome. Further, the State realizes that equality of men and women entails the abolition of the unequal
structures and practices that perpetuate discrimination and inequality. To realize this, the State shall endeavour
to develop plans, policies, programs, measures, and mechanisms to address discrimination and inequality in the
economic, political, social, and cultural life of women and men.

TOPIC CONTENT:

7) Definition of Gender and Development

8) Women in the Field of Law Enforcement
9) Gender Sensitivity Program of the PNP
10) Administrative Liability for non-compliance of the gender sensitivity
Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 45
 TOPIC OBJECTIVES:

This topic aims to:

4. Let the students understand gender and development; and

5. Generate understanding on Gender sensitivity;

LEARNING OUTCOMES:

At the end of the topic, the students will be able to:

10. Define gender and development;

11. Explain the rights of women insofar as employment in the law enforcement agencies is
concerned;
12. Appreciate the role of women in nation building.

What is GAD?

According to the Magna Carta of Women, Gender and Development (GAD) is the development
perspective and process that are participatory and empowering, equitable, sustainable, free from violence,
respectful of human rights, supportive of self-determination and actualization of human potentials. GAD seeks:

a) to achieve gender equality as a fundamental value that should be reflected in development choices;
b) to transform society’s social, economic, and political structures and question the validity of the gender
roles ascribed to women and men;
c) to uphold women as active agents of development and not just passive recipients of development
assistance; and
d) to promote the need of women to organize themselves and participate in political processes to
strengthen their legal rights.

Women in the Field of Law Enforcement

Republic Act No. 9710 otherwise known as the “Magna Carta of Women” provides that the State shall
pursue appropriate measures to eliminate discrimination of women in the military, police, and other similar
services, including revising or abolishing policies and practices that restrict women from availing of both
combat and noncombat training that are open to men, or from taking on functions other than administrative
tasks, such as engaging in combat, security-related, or field operations.

Moreover, women in the military or uniformed service shall be accorded the same promotional
privileges and opportunities as men, including pay increases, additional remunerations and benefits, and awards
based on their competency and quality of performance. Towards this end, the State shall ensure that the
personal dignity of women shall always be respected. Women in the military, police, and other similar services
shall be provided with the same right to employment as men on equal conditions. Equally, they shall be
accorded the same capacity as men to act in and enter into contracts, including marriage (RA 9710, Sec. 15).

Further, women in the military, police, and other similar services shall be entitled to leave benefits such as
maternity leave, as provided for by existing laws.

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 46
Gender Sensitivity Program in the PNP

The National Police Commission shall formulate a gender sensitivity program within ninety (90) days
from the effectivity of this Act to include but not limited to the establishment of equal opportunities for women
in the PNP, the prevention of sexual harassment in the work place, and the prohibition of discrimination on the
basis of gender or sexual orientation (RA 8551, Sec. 59).

Administrative Liability

Any personnel who shall violate the established rules and regulations regarding gender sensitivity and
gender equality shall be suspended without pay for not less than thirty (30) days and shall undergo gender
sensitivity seminar or training: Provided , That any personnel who violates the rules more than twice shall be
recommended for demotion or dismissal from the PNP (RA 8551, Sec. 60).

Non-prohibition for Promotion

Nothing in the law
shall be construed as a restriction on the assignment of policewomen to other positions in the PNP nor shall any
provisions of this title be used for the non-promotion of a PNP female personnel to higher position (RA 8551,
Sec 61).

Creation and Functions of a Women’s Desk

The PNP shall establish women’s desks in all police stations throughout the country to administer and
attend to cases involving crimes against chastity, sexual harassment, abuses committed against women and
children and other similar offenses (RA 8551, Sec. 57).

Prioritization of Women for Recruitment

Within the next five (5) years upon the effectivity of RA 8551, the PNP shall prioritize the recruitment
and training of women who shall serve in the women’s desk. Pursuant to this requirement, the PNP shall
reserve ten percent (10%) of its annual recruitment, training, and education quota for women (RA 8551, Sec.
58).

**END OF MODULE 3*

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 47