Unit 4 – Teacher as a Person in

Society
A. Morality and the
Foundational Moral Principle
Unit 4 – Teacher as a Person in
Society
A. Morality and the
Foundational Moral Principle
Teacher as a Person in Society
A. Morality and the Foundational Moral Principle
- Morality can be a body of standards or principles derived from a
code of conduct from a particular philosophy, religion or culture,
or it can derive from a standard that a person believes
should be universal. Morality may also be specifically
synonymous with "goodness" or "rightness".
-A foundational moral principle is, therefore, the universal norm
upon which all other principles on the rightness or wrongness of
an action are based. It is the source of morality. All men and
women, regardless of race and belief, have a sense of this
foundational moral principle.
B. Teacher as Persons of Good Moral Character It manifests the following:
strive to know the truth;
 resolve to resist evil;
 say nothing to hurt others;
 respect life morality, and property;
 engage in a job that does not injure others.
 strive to free their mind of evil;
 control their feelings and thoughts; and.
 practice proper forms of concentration.
 Strive to know the truth;
 Resolve to resist evil;
 Say nothing to hurt others;
 Respect life morality, and property;
 Engage in a job that does not injure others.
 Strive to free their mind of evil;
 Control their feelings and thoughts; and
 Practice proper forms of concentration.

C. Value Formation
- Values can be described as spiritual skills. Values such as
honesty, loyalty and patience are skills of the higher
or spiritual mind that is above the thinking mind. The
formation of these values or spiritual skills follows the
same process as the formation of skills at lower levels. The
core of teaching consists of four basic values: dignity
truthfulness, fairness and responsibility & freedom. All
teaching is founded on ethics – whether it be the teacher-
student relationship, pluralism or a teacher's relationship
with their work. Dignity means respect for humanity.

- Cognitive, affective and psychomotor dimensions.

 Values have a cognitive dimension: We must
understand the value that we want to acquire. We
need to know why we have to value such. This is
the heart of conversation and values formation. We
need to know how to live by that value. These are
the concepts that ought to be taught.
 Values are in the affective domain of objectives. In
themselves they have an affective dimension. For
 instance, “ it is not enough to know what
honesty is or why one should be honest.
One has to feel something towards honesty, be
moved towards honesty as preferable to
dishonesty” (Aquino,1990)
 Values are in the psychomotor skills which
are important in implementation, and hence the
importance of “behavioral immersion” in increasing
the impact of experiential learning in “wholeperson”
learning in executive skill acquisition. This then
lends to asking the question of how to accomplish
the learning person involvement, through the whole
person, required to complete the learning cycle from
cognition awareness to successful skill
demonstration.
 2. Training the Intellect and Will
 2. Training the Intellect and Will
- Training the Intellect and Will.
Intellect -is a term used in studies of the human mind, and refers
to the ability of the mind to come to correct conclusions about what
is true or false, and about how to solve problems.

Will -if one really wants to do something, he/she one can do it.
Your will wills to act on the right value and wills to avoid the wrong
value presented by your intellect. Value formation is a training of
the Intellect and will your intellect discerns a value and presents it
to the will as a right or wrong value. Your will wills to act on the
right value and wills to avoid the wrong value presented by your
intellect.
 It means value formation is the training of one's mind by
growing in knowledge and wisdom. This is taught first when
a person is a child by parents and other influences. Value
formation then becomes personal training through choice of
values desired to be achieved. The intellect is the wisdom
to know the difference between positive and
negative values. Will is personal encouragement to act on
positive values instead of negative values guided by intellect.
 - Max Scheler’s Hierarchy of Values

PLEASURE VALUES

- Pleasant against the unpleasant.

- The agreeable against the disagreeable.
* Sensual feeling
* Experiences of pleasure and pain
VITAL VALUES
- Values pertaining to the well-being either individual or the
community.
* Health, vitality
- Values of vital feeling
*capability, excellence
SPIRITUAL VALUES
- Values independent of the whole sphere of the body and
environment.
- Grasped in spiritual acts of preferring loving and hating.
* Aesthetic values: beauty against ugliness
*Values of right and wrong
* Values of pure knowledge
VALUES OF THE HOLY
- appear only in regard to objects intentionally given as "
absolute objects "
* Belief
* Adoration
* Bliss
It was arranged in lowest to highest form of values.
4. Values Hierarchy
 Based on Scheler’s hierarchy of values, the highest values are those
that directly pertain to the Supreme Being while the lowest values are
those that pertain to the sensual pleasures.
D. Teaching as Vocation, Mission and Profession
profession “Teaching is a noble profession” The
 Teaching as a profession “Teaching is a noble
profession” The word “profession” is synonymous to: Occupation,
job, career, work, line of work. The word “professional” means long &
arduous years of preparation, a striving for excellence, a dedication to
public interest and commitment to moral & ethical values. If you
consider teaching as a profession, then: You must be willing to go
through a long period of preparation. You must be willing to
go through continuing education (continuous development of
potentials) you must strive for excellence ( not “pwede na”
mentality ) You commit yourself to moral, ethical and religious
values & dedicate yourself to service.
 Teaching as a mission . The word mission is derived from the Latin
word “misio” which means “to send”. The Webster’s
Dictionary defines “mission” as “task assigned”.
 If teaching is your mission, then it means: a. It
is the “task” entrusted to you in this world. b. It is
your assigned task thus you’ve got to prepare
for it! c. It calls for a continuing professional
education. “Once a teacher, forever a student”.
 . The word “vocation” comes from the Latin
 . The word “vocation” comes from the Latin
 Teaching as a vocation . The word “vocation” comes from the Latin
word “vocare” which means “to call” thus vocation is a
“call”. For Catholics, the CALLER is GOD Himself. “Many are called
but few are chosen” For Non-believers, the CALLER might be a man
calling another man. If teaching is your vocation, then it means: You
said YES to your call to teach! You commit yourself in the total
transformation of the learner. You consider teaching as a
lifetime commitment thus aim through the years towards
quality teaching. “Teaching may not guarantee financial
 security but love of teaching has served as a motivating
factor to many teachers through the years”. Teaching has remained
inspiring & fulfilling.

E. Universal Declaration of Human Rights.

On December 10, 1948 the General Assembly of the
United Nations adopted and proclaimed the Universal
Declaration of Human Rights. It has been translated into more
than 350 languages worldwide, and more than 100 African
Language.
1. Everyone has the right to education. Education shall be free, at least in
the elementary and fundamental stages. Elementary education
shall be compulsory. Technical and professional education shall be
made generally available and higher education shall be equally accessible
to all on the basis of merit.
2. Education shall be directed to the full development of the human
personality and to strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and
friendship among all nations, racial or religious groups, and shall further the
activities of the United Nations for the maintenance of peace.
3. Parents have the prior right to choose the kind of education that shall be
given to their children.
The charter addresses four key areas: personal rights, such
as freedom and equality; relationship rights, such as nationality and
having a family; spiritual and political rights such as the freedom of religion
and voting; and economic, social and cultural rights, which cover work,
wages, education, and social security.

We don’t live in a vacuum. We live in a society. Our society

influences us to the extent that we allow ourselves to be influenced by it.
Our thoughts, values and actions somehow shaped by events and by
people with whom we come in contact. We, in turn, help shape society-its
events, its people, and in destiny.
 John Donne said in his song, “No Man is an Island” …. “No Man
Stands Alone… We need one another…” In the context of your life as a
teacher, we would say: “No teacher stands alone”. Think of the many
people who are helping you now become a teacher in the near future. In
fact, soon you will be called “teacher” in relation to a student, in the same
manner that you will be called “student” in relation to you as teacher.
The foundational moral principle is “Do good, Avoid Evil”.
This is contained in natural law. The natural law is engraved in the heart
of every man and woman. We have in us the sense to do the good that we
ought to do and to avoid the evil that we ought to avoid. It is expressed
actually in many other ways by different people. The famous Chinese
Philosopher, Kung-Fu-Tzu taught the same principle when he said “Do not
do to others what you do not like others do to you”. Our act is moral when it
is accordance with our human nature. Our intellect and free-will will make
us different from and above the beast. As a teacher, you are expected to
be a person of good moral character when you are :human, loving, virtuous
and mature. Teacher as a Person in Society covers the: Morality and the
Foundational Moral Principle, Teacher as Persons of Good Moral
Character, Value Formation, Teaching as Vocation, Mission and Profession
and Universal Declaration of Human Rights.