This document discusses the importance and purposes of values. It describes how values help people determine what is good or bad, right or wrong. Values become the basis for perceptions, opinions and attitudes. There are different types of values including societal values accepted by a majority, general values that individuals operationalize in their lives, and personal values. Values can be classified in various ways such as depending on who exercises them, the nature of their benefits, and their beneficiaries. The document outlines classifications of values for schools, educational institutions, and the Department of Education. It stresses that culture and the educational process shape personality, values and behavior over time.

1. IMPORTANCE
OF VALUES

2. PURPOSES OF
VALUES

3. PURPOSES OF VALUES
They help us
to decide
whether
preferences or
events are
good or bad,
right or
wrong,
desirable or
worthless,
important or
insignificant.
They become
the basic
determiners of
perceptions,
opinions and
attitudes.
Using values
will always
mean going
through
certain
processes:
motivation,
selection,
appraisal
(evaluation).
Values have
also a social
function.
Those derived
from
commonality
of experience
unite families,
tribes,
societies and
nations.

4. KINDS OF VALUES

5. Accepted by a
majority as
reflecting the
basic
orientation of a
given society.
Ex. Sense of
nationhood,
enlightened
and useful
citizenship,
democratic
way of life,
and humanism.
General
Values “The
operationalizat
ion of general
values in
personal life of
each
individual”.
Ex. Honesty,
fairness,
charitableness,
courtesy and
self-discipline
Personal
Values

6. CALSSIFICATION
DEPENDING ON WHO
EXERCISES THE
VALUES

7. Personal
Diligence, self-
reliance,
gratitude
Group
Loyalty,
cooperation,
values-laden,
societal
(justice, respect
for human
rights, human
dignity).

8. OTHER-
ORIENTED
Friendliness,
cooperation,
kindness,
hospitality, love
for family,
concern for the
general welfare,
openmindedness
SELF-
ORIENTED
Individuality,
one’s drive for
personal
success,
cherishing
privacy, self-
reliance, self-
discipline, self-
improvement

9. CLASSIFICATION
ACCORDING TO THE
NATURE OF THE
BENEFITS EXPECTED

10. Category
• Material and physical
• Economic
• Moral
• Social
• Political
• Aesthetic
• Religious(spiritual)
• Intellectual
• Professional
• sentimental
Examples
• Health, comfort, safety
• Productivity, efficiency
• Honesty, fairness
• Charitable, courtesy
• Freedom, justice
• Beauty, symmetry
• Piety, clearness of
conscience
• Intelligence, clarity
• Professional recognition
and success
• Love, acceptance

11. CLASSIFICATION
ACCORDING TO THE
NATURE OF THEIR
BENEFICIARIES

12. FOR SCHOOLS AND OTHER
EDUCATIONAL INSTITUTIONS,
CLASSIFYING VALUES INTO
TWO BROAD CATEGORIES

13. BEHAVIORAL
VALUES
• Cleanliness and orderliness,
respect for others , like falling
in line and demonstrating fair-
mindedness
PROCEDURA
L VALUES
• Values of science and truth,
including critical thinking,
rationality and thoughtful
skepticism

14. THE DEPARTMENT OF
EDUCATION, CULTURE AND
SPORTS HAS ITS OWN
CLASSIFICATION OF VALUES

15. (Person as self)
HUMAN
PERSON
(Person in
community)
Physical
Intellect
ual
Moral
Spiritual
Economi
c
Social
Political

16. HUMAN DIGNITY
Truth 2
Love
3
Spirituali
ty
4
National
ism and
Patriotis
m
7
Economi
c
Efficienc
y
6
Social
Responsi
biltiy
5
Health 1

17. ACCOUNTABILITY IN THE
DEVELOPMENT OF
VALUES

18. • The educational process is the chief way
of designing a culture, which as will be
found later in more detail affects
personality, values and behavior.
• Culture is cumulative, starting from birth.
• A central idea in accountability is that a
certain sector/certain personnel should be
held responsible for goals agreed upon.

19. What is the good society?
• It is one that helps each individual
member achieve his goals in life.
• It is one that provides personal
satisfaction, supports social interaction
and furthers society’s survival.
• It must not only eliminate crime and
social disorder, but also cultivate
personalities who can enjoy the fruits of
culture to the full.

20. What is the goal?
• A self-integrated individual who has
the flexibility to play many roles;
• An assertive leader/follower, a good
local/world citizen, a thoughtful
critic, a literate scientifically and
aesthetically, a social activist.

21. Who is the self-integrated individual?
• He stays in good shape.
• He manages his resources well.
• He asserts his role whether as leader or
follower and performs his task efficiently
so much so that he gets things done.
• He recognizes the need for continuous
development.

22. REPORTED BY:
STEPHANIE ANN
S. LAGARTO
APPLE JOY AGDA