STUDIES ON VALUES,
VALUES EDUCATION
AND MORAL
EDUCATION
PROGRAM
CHAPTER 5
Values
01 Orientation
The principles of right and wrong that are
accepted by the individual or a social group.
Moral
02 Educational
Program
The teachers become developers of moral education
curriculum and acquire the instructional skills necessary to
stimulate moral development effectively. Our teacher
education program must give teachers the skills to
integrate moral education into the specific curricula which
they teach in their own classrooms.
Dalisay, 1979 in Cuyno et al., 1982
• Dalisay further stressed that the tasks of development necessarily
involve, in a modernizing context, carefully planning and competent
implementation of plans and programs, particularly for rural
development.
• Essentially, any development implies change, any change implies a
WELTANSCHUUNG (“ a comprehensive conception or apprehension of
the world especially from a specific standpoint”.)
• As PAL (1963:2) “ a sound development plan takes into consideration
and makes adaptation with the people and their overall environment.
And in the words of the late Dr. Tun Ismail
“Any development plan which
does not take into account the
socio-cultural problems will meet
considerable difficulties and
limitations”
- Dr. Tun Ismail
Furthermore, change is as a way, a cultural
adaptation.
“To change the rural people in their farming, for
example, implies initiating cultural adaptation.”
- Ayoub (1968 in MCDS.)
“Cultural adaptation depends,
significantly, if not entirely, upon the way we conceive
the world, upon the way we order it.”
- Ayoub (1968 in MCDS.)
To be effective and successful, development programs
and projects must be planned and presented in ways
that are consistent and not threatening to the target
papulation’s orientation towards change (MCDS,
1975:5). Change begins in people; it does not occur
in a vacuum.
MONTGOMERY
(1976.5)
“ Governmental development programs influence,
rearrange, commit, invest, and respond to values.
They are usually conceiving in discrete sectoral terms,
of which the most important are industry, agriculture,
education and public health. They culminate in the
change institutional practices associated with changed
values”
CONCEPTS THAT HELP FACILITATE PERSONAL GROWTH AND
ETHICAL DECISION-MAKING.
1 2 3
VALUES BECOMING THE
CLARIFICATION AWARE OF ACQUISITION
THEORY VALUES OF VALUES
1 VALUES CLARIFICATION THEORY
An educational philosophy based on the concept of humanity that says
human beings hold the possibility of being thoughtful and wise and
that the most appropriate value will come when persons use their
relationship with each other and with an ever-changing world.
Furthermore, it is based on the belief that they cannot be personal until
they are freely accepted and that they cannot be much of significance
if they do not penetrate the life of the person who holds them.
The Values Clarification Process
According to John Dewey’s Doctrine of Instrument, philosophy is an
instrument of action in human affairs and ideas are tools with which men
might change or improved mankind, and the truth or error of these ideas is
determined by whether or not they ultimately work in actual practice.
For him, intelligence is the purposive reorganization through action, of the
material of experience and education, a constant reorganization or
reconstruction of experience.
Thus he observed:
“It has all the time an immediate end, and so far as activity is
educative, it reaches that end – the direct transformation of the
quality of experience.”
- Quoted in Rippa, (1971:195)
Three (3) Processes of Valuing
These are:
0 0
1 Prizing
Values
3
Choosing Acting
Values
0 on
Values
2
CHOOSING
01 VALUES
The mainspring of human behavior is the will. The will is the faculty of
acting with reflection and freedom, the faculty with which to decide
upon any course of action after deliberation. The will expresses itself in
choices which presuppose freedom or full possession of one’s self. Thus
values must be chosen freely.
02 PRIZING VALUES
Those acts or values which one has chosen must be prized and
cherished. Furthermore, if one has gone through the process of
establishing his values, he must be willing to publicly affirm them, in his
anxious desire to share the values he holds strongly. Values Clarification
engenders productivity, for man will work for his values which he truly
prizes and cherishes.
ACTING ON
03 VALUES
The zenith of values clarification is acting on one’s prized cherished
values. After a man has begun to clarify his values, he will begin his new
knowledge. He will act with pattern, consistency, and repetition on his
values. Furthermore, acting on one’s value implies a desire and an
achievement that gives satisfaction. Thus, a value is a result of
activation of both the affective and cognitive domains.
2 BECOMING AWARE OF VALUES
An educational philosophy based on the concept of humanity that says
human beings hold the possibility of being thoughtful and wise and
that the most appropriate value will come when persons use their
relationship with each other and with an ever-changing world.
Furthermore, it is based on the belief that they cannot be personal until
they are freely accepted and that they cannot be much of significance
if they do not penetrate the life of the person who holds them.
3 THE ACQUISITION OF VALUES
The acquisition process is complicated and remains a matter of
theoretical controversy. However, the problem can be viewed from at
least four levels or stages which are at no time mutually exclusive. One
can look at the personally of the individual alone and the
predispositions he brings to bear on any situation as was done by
Eysenck (1970), Rokeah (1960), Adorno et al. (1950) and Freud.
One central approach to this comes from the learning theory which
explains the parameters and conditions of attitude formation and
change. Both classical and instrumental conditioning are seen as
relevant within the socialization process.
Is the process in which a stimulus, (a conditional one) is
repeatedly presented at the same time or shortly before some
Classical
unconditioned stimulus, and comes to acquire the power of
Conditioning
evoking the response which initially coukd evoked by that
unconditioned stimulus.
Consists of rewarding and/or punishing some acts and not Instrumental
others, thereby shaping up behavior in a certain direction. Conditioning
The Relationship Between Values and
Attitudes:
ATTITUDES AND BEHAVIOR
Values and Attitudes are closely related to each other for any effort to change
attitudes takes a person’s values into account.
Although they are related, they are not synonymous. Values are less specific
than attitudes. Having an attitude implies the existence of some object towards
which one has it. Values on the other hand, can be viewed as ideals for which
one strives; as standards.
Theory of Variations in Value
Orientation
This theory which was expanded by Klickhom and Strodtbeck (1961:9)
postulates three major assumptions, namely:
that there is a limited number of common human problems
while there are variations in solutions, they are neither limitless nor
random, but are variations within a limited range of possible solutions;
all variants of recurring solutions are present in all cultures at all times but
move from one society to another, or one subculture to another, with
varying degrees of emphasis.
EMPIRICAL STUDIES ON VALUES
Though values are abstract and are only indirectly observable in a culture, they are considered
of great importance to the functioning and maintenance of a society of both anthropologists
and social scientists. Recognition of their importance has prompted notable contributions in
the study of [Link] (1961:160), for instance, confirmed that people give attention
to the matters that are of interest to them and that these matters of interest vary in
importance or worth ascribed to them by people. Reeder (1963:39-41), on one hand,
generalized values in two categories, namely, personal and social values. Values tend to have
a rank order for the individual and the group which shows up when situation forces them to
choose among their values. Williams (1960:397), on the other hand, in his book on American
Society, gave an excellent description of the American value system. He divided it into four
divisions, as follows:
● Success in profession or occupation
● Success in human relationships
● Proper belief orientation
● Personal behavioral qualifications
● In the five communities they studied, Kluckhohn and Strodtbeck (1961:13-14)
Identified five common human problems from which they drew five types of value
orientations. From these problems they drew five value orientations. These
problems were stated in question form:
What is the character of innate human nature? (Human nature orientation)
What is the relation of man to nature? to supernature? (Man- nature orientation)
What is the temporal focus of human life? (Time orientation)
What is the modality of human activity? (Activity orientation)
What is the modality of man's relationship to other man?
(Relational orientation)
THE DIFFERENT POLITICAL SYSTEMS
Socialism - intellectualism. Intellectualism ranked first with the
socialists, but it was not valued by the other political systems;
Fascism - strength of will, forceful behavior and conviction;
Capitalism - strength of will; and
Communism - forceful behavior and conviction
(Rokeach, 1973 in Montiel, 1984:39-40)
From among the studies reviewed in this section, several generalizations
yielding relevance to this study were deduced.
These were the following:
People give attention to the matters that are
of interest to them.
People ascribe varying degrees of importance
or worth to these matters of interest.
Values tend to have a rank order for the
individual and the group which shows up when
a situation forces them to choose among their
values
In relatively homogenous societies, value orientation
can be easily ranked according to degree of
dominance; however, in societies undergoing social
and cultural change, such ranking may not be related
to another.
STUDIES ON FILIPINO VALUES
AND VALUE ORIENTATION
Filipino value structure was one of the choicest topics for many social
scientists during the 60's. In 1961, Hunt examined utang na loob or the
Filipino debt of gratitude.
In 1963, Hunt and others discussed Filipino values in their book, Sociology in
the Philippine Setting. In 1964, other Filipino values were suggested: hiya
(shame), pakikisama (camaraderie), smooth interpersonal relationships
(SIR), amor propio (self-esteem) by Bulatao (1964), Lynch (1964) and
Hollnsteiner (1964). Without theoretical paradigm, the study of Filipino
values was reduced to a case comparison and contrast. The arguments on
either side had not been resolved, merely avoided.
Bulatao, elaborating on the emotional closeness and
security in family described the concept as follows:
● Parents should be very strict in watching over, protecting and curbing their
children who might otherwise meet disaster.
● Women are highly valued for their qualities as mothers and housewives.
● Tender relationships, cariño, lambingan (caressing) are highly prized.
Memories of close relatives are sweet.
● Authority figure must be respected and obeyed.
● Tradition must be followed.
