This document discusses Philippine values and the forces that have shaped them. It provides definitions of values and describes how sociologists study values. Some key forces that have influenced Philippine values include the country's multicultural heritage from groups like Aeta, Indonesian, Malaysian, Hindu, Arabian, Chinese, and Spanish. The compadre system strengthened extended families and nepotism. Americanization introduced democracy. Contemporary efforts like the Department of Education, Culture and Sports' 1988 Values Education Program also aimed to influence Philippine values. Filipinos display adaptability and have "Filipinized" foreign cultural elements. The document also examines concepts like non-rationalism vs rationalism and personalism vs impersonalism as expressed in Philippine culture

1. Chapter 5Chapter 5
The Philippine ValuesThe Philippine Values

2. What are values?What are values?
 According to Inkeles (1964: 74), values are theAccording to Inkeles (1964: 74), values are the
expressions of the ultimate ends, goals, orexpressions of the ultimate ends, goals, or
purposes of social action.purposes of social action.
 Values influence a person’s behaviour towards aValues influence a person’s behaviour towards a
large class of objects or persons although theylarge class of objects or persons although they
are not related to any specific object, person, orare not related to any specific object, person, or
group (Banks and Clegg 1973: 445-446).group (Banks and Clegg 1973: 445-446).
 The Department of Education Culture and SportsThe Department of Education Culture and Sports
states, “a thing has value when it is perceived asstates, “a thing has value when it is perceived as
good and desirable.” Food, money, and housinggood and desirable.” Food, money, and housing
have value because they are perceived as good;have value because they are perceived as good;
and the desire to acquire them influencesand the desire to acquire them influences
attitudes and behaviour.attitudes and behaviour.

3. The Study of valuesThe Study of values
 Because values determine, to a greatBecause values determine, to a great
extent, the behaviour of people,extent, the behaviour of people,
sociologists are interested in examiningsociologists are interested in examining
them. Values cannot be readily identifiedthem. Values cannot be readily identified
since they are abstraction from reality.since they are abstraction from reality.
One has to deduce these values fromOne has to deduce these values from
social action. To identify the valuessocial action. To identify the values
operative in a given society, one mayoperative in a given society, one may
apply the four-fold test of Robin Williamsapply the four-fold test of Robin Williams
(1970: 448). These are extensiveness,(1970: 448). These are extensiveness,
duration intensity, and prestige of itsduration intensity, and prestige of its
carrier.carrier.

4.  Extensiveness - when the value is recognized byExtensiveness - when the value is recognized by
a representative number of people within thea representative number of people within the
societysociety
 Duration – when the value has been shared andDuration – when the value has been shared and
practiced in common for sometimepracticed in common for sometime
 Intensity – when the value involves the emotionsIntensity – when the value involves the emotions
and is taken seriously and sought after by many.and is taken seriously and sought after by many.
 Prestige of its carrier – when the value providesPrestige of its carrier – when the value provides
ready0made means for judging the social worthready0made means for judging the social worth
of persons or groups who share or practice it.of persons or groups who share or practice it.

5. The Forces That ShapeThe Forces That Shape
Contemporary ValuesContemporary Values
 The Filipinos of the last quarter of the twentiethThe Filipinos of the last quarter of the twentieth
century are the sum total of the social strains andcentury are the sum total of the social strains and
cultural elements that are Aeta, Indonesian,cultural elements that are Aeta, Indonesian,
Malaysian, Hindu, Arabian, Chinese, Spanish,Malaysian, Hindu, Arabian, Chinese, Spanish,
Americans; in short, the Filipinos areAmericans; in short, the Filipinos are
cosmopolitan in nature, They are both orientalcosmopolitan in nature, They are both oriental
and occidental.and occidental.
 The compadre system initiated the Filipino intoThe compadre system initiated the Filipino into
the practice of extended families and this hasthe practice of extended families and this has
served to strengthen the notorious practice ofserved to strengthen the notorious practice of
nepotism and favouritism in the social spheres.nepotism and favouritism in the social spheres.
 The Americanization of the Filipino consistedThe Americanization of the Filipino consisted
mainly of the introduction of a democratic systemmainly of the introduction of a democratic system
of government.of government.

6.  But the most significant among contemporaryBut the most significant among contemporary
efforts to influence the Filipino value systemefforts to influence the Filipino value system
perhaps comes from the Department ofperhaps comes from the Department of
Education, Culture and Sports, which in 1988,Education, Culture and Sports, which in 1988,
launched a comprehensive Values Educationlaunched a comprehensive Values Education
Program.Program.
 Filipinos have displayed remarkable adaptability,Filipinos have displayed remarkable adaptability,
resulting in a “many-sided” cultural heritage, forresulting in a “many-sided” cultural heritage, for
whatever elements in Filipino culture werewhatever elements in Filipino culture were
borrowed had been “Filipinized” and in theborrowed had been “Filipinized” and in the
process had become distinctly Filipino (Corpuzprocess had become distinctly Filipino (Corpuz
1965: 5-6)1965: 5-6)

7. Non-rationalism – RationalismNon-rationalism – Rationalism
 The philosophy of life implied in non-rationalism revolvesThe philosophy of life implied in non-rationalism revolves
around the idea that man has to adapt himself to naturearound the idea that man has to adapt himself to nature
and to forces outside of himself. Non-rationalism involvesand to forces outside of himself. Non-rationalism involves
an uncritical acceptance, reverence, and protection ofan uncritical acceptance, reverence, and protection of
traditions and rituals. There is a resistance to scientifictraditions and rituals. There is a resistance to scientific
methods, an unswerving loyalty to the group andmethods, an unswerving loyalty to the group and
unquestioning obedience to authority.unquestioning obedience to authority.
 Rationalism, on the other hand, involves a belief that byRationalism, on the other hand, involves a belief that by
systematic planning, studying, and training, one cansystematic planning, studying, and training, one can
actively control and manipulate his or her destiny; one isactively control and manipulate his or her destiny; one is
thus greatly responsible for his or her own success orthus greatly responsible for his or her own success or
failure.failure.
 Filipinos have been influenced by western rationalism,Filipinos have been influenced by western rationalism,
although they are still fundamental non rational.although they are still fundamental non rational.

8.  The “bahala na” mentality has also led to lack ofThe “bahala na” mentality has also led to lack of
punctuality, vulnerability to awa, dependence onpunctuality, vulnerability to awa, dependence on
the espiritista, the mangkukulam or witch.the espiritista, the mangkukulam or witch.
 Other FilipinoOther Filipino expressionsexpressions of this orientalism areof this orientalism are
found in phrases such as “itinalaga ng Diyos,”found in phrases such as “itinalaga ng Diyos,”
“iginuhit ng tadhana,” “gulong ng palad” (life has“iginuhit ng tadhana,” “gulong ng palad” (life has
its ups and downs, or life is like a wheel ofits ups and downs, or life is like a wheel of
fortune), “malas” (bad luck), and “napasubo”fortune), “malas” (bad luck), and “napasubo”
(forced into something).(forced into something).
 Filipinos are also shame-oriented.Filipinos are also shame-oriented.
 Amor propio is high self-esteem and is shown inAmor propio is high self-esteem and is shown in
the sensitivity of a person to hurt feelings andthe sensitivity of a person to hurt feelings and
insults, real o imagined.insults, real o imagined.

9. PersonalismPersonalism
 Personalism attaches majorPersonalism attaches major
importance to personal factor whichimportance to personal factor which
guaranties intimacy, warmth andguaranties intimacy, warmth and
security of kinship, and friendship insecurity of kinship, and friendship in
getting things done.getting things done.

10. ImpersonalismImpersonalism
 Impersonalism refers to theImpersonalism refers to the
tendency to eliminate the influencetendency to eliminate the influence
of friendship or kinship in workingof friendship or kinship in working
situations.situations.

11. Particularism – UniversalismParticularism – Universalism
 Where a person’s concern is centered onWhere a person’s concern is centered on
sub-groups made up of relatives, friends,sub-groups made up of relatives, friends,
colleagues, associates, religious affiliatescolleagues, associates, religious affiliates
or members of his or her ethnic regionalor members of his or her ethnic regional
group in the larger society to which he orgroup in the larger society to which he or
she belongs, that individual isshe belongs, that individual is
particularistic. When one’s main concern isparticularistic. When one’s main concern is
the advancement of the collective orthe advancement of the collective or
national good, he or she is universalistic.national good, he or she is universalistic.

12. Filipino NationalismFilipino Nationalism
 Nationalism is the advocacy of makingNationalism is the advocacy of making
ones’ own nation distinct and separateones’ own nation distinct and separate
from others in intellectual, social, cultural,from others in intellectual, social, cultural,
economic, political, and moral matters.economic, political, and moral matters.
 Nationalism can be a factor for either evilNationalism can be a factor for either evil
or good. If carried to its extreme, it mayor good. If carried to its extreme, it may
take the form of ethnocentrism, or racism,take the form of ethnocentrism, or racism,
or of xenophobia.or of xenophobia.

13. The DECS Values EducationThe DECS Values Education
FrameworkFramework
 In 1986, the Department of Education, CultureIn 1986, the Department of Education, Culture
and Sports embarked on a Values Educationand Sports embarked on a Values Education
Framework to provide and promote valuesFramework to provide and promote values
education a all levels of the educational system.education a all levels of the educational system.
Its goal is the development of the human personIts goal is the development of the human person
committed to the building of a “just and humanecommitted to the building of a “just and humane
society” and an independent and democraticsociety” and an independent and democratic
nation.nation.
 Values education, pursued at the national,Values education, pursued at the national,
regional, local, and institution levels.regional, local, and institution levels.
 The over-all strategy is to make regions,The over-all strategy is to make regions,
localities, and institutions construct their ownlocalities, and institutions construct their own
values map, with clearly defined priorities suitedvalues map, with clearly defined priorities suited
to their peculiar context and needs.to their peculiar context and needs.

14. Most specifically, it was directed towards the proper implementation ofMost specifically, it was directed towards the proper implementation of
the program that will develop Filipinos who:the program that will develop Filipinos who:
 Are self-actualized, integrally developedAre self-actualized, integrally developed
human beings imbued with a sense ofhuman beings imbued with a sense of
human dignity;human dignity;
 Are social beings with a sense ofAre social beings with a sense of
responsibility for their community andresponsibility for their community and
environment;environment;
 Are productive persons who contribute toAre productive persons who contribute to
the economic security and development ofthe economic security and development of
the family and the nation;the family and the nation;

15.  As citizens, have a deep sense ofAs citizens, have a deep sense of
nationalism, and are committed tonationalism, and are committed to
the progress of the nation as well asthe progress of the nation as well as
of the entire world communityof the entire world community
through global solidarity;through global solidarity;
 Manifest in actual life an abiding faithManifest in actual life an abiding faith
in God as a reflection of his or herin God as a reflection of his or her
spiritual being.spiritual being.

16. Philosophy of the Values EducationPhilosophy of the Values Education
Program ( The Human Persons )Program ( The Human Persons )
 The Values Education Program FrameworkThe Values Education Program Framework
is based on rational understanding, that isis based on rational understanding, that is
to say, a philosophy of the human person.to say, a philosophy of the human person.
As a physical being, the human being hasAs a physical being, the human being has
material needs.material needs.
 The human person is inevitably social.The human person is inevitably social.
 He or she belongs to a family, that basicHe or she belongs to a family, that basic
unit of society or, in the words of theunit of society or, in the words of the
Constitution, “the foundation of theConstitution, “the foundation of the
nation,”nation,”
 He or she is also economic.He or she is also economic.
 Last, the human being is political.Last, the human being is political.

17. Core ValuesCore Values
 On the basis of the foregoing philosophy of the humanOn the basis of the foregoing philosophy of the human
person, the supreme and overarching value thatperson, the supreme and overarching value that
characterizes education is human dignity: the humancharacterizes education is human dignity: the human
person is of infinite value.person is of infinite value.
 As physical (made of matter)As physical (made of matter)
 As spiritual (capable of higher concerns and or rising aboveAs spiritual (capable of higher concerns and or rising above
the material)the material)
 As intellectual (gifted with mind, the faculty of knowing)As intellectual (gifted with mind, the faculty of knowing)
 As moral (endowed with the faculty of freely choosing andAs moral (endowed with the faculty of freely choosing and
loving)loving)
 As a social being (living in a community)As a social being (living in a community)
 As economic (bound to concerns of livelihood)As economic (bound to concerns of livelihood)
 As political (member of the nation)As political (member of the nation)

18. Related ValuesRelated Values
 The seven core values are further explained and ramifiedThe seven core values are further explained and ramified
into particular values. Attempt has also been made tointo particular values. Attempt has also been made to
include values indicated in the Philippine Constitution.include values indicated in the Philippine Constitution.
 1. Health implies physical fitness and cleanliness. The1. Health implies physical fitness and cleanliness. The
physical nature of the human being calls for harmony withphysical nature of the human being calls for harmony with
the material universe.the material universe.
 2. Truth implies the tireless quest for knowledge in all its2. Truth implies the tireless quest for knowledge in all its
forms. Further-more, it is not enough to discover data andforms. Further-more, it is not enough to discover data and
know facts, but one must develop creative and criticalknow facts, but one must develop creative and critical
thinking to meet the challenges of the modern world.thinking to meet the challenges of the modern world.
 3. The moral nature of the human being places primacy in3. The moral nature of the human being places primacy in
the value of love, it also implies the quest for personalthe value of love, it also implies the quest for personal
integrity and the development of self-worth or self esteem,integrity and the development of self-worth or self esteem,
honesty, and personal discipline, which are marks of ahonesty, and personal discipline, which are marks of a
mature person and a useful citizen.mature person and a useful citizen.

19.  4. Human existence – especially experiences such as love4. Human existence – especially experiences such as love
and suffering – points to a reality beyond one’sand suffering – points to a reality beyond one’s
experiences. This indicates the dimensions of the infinite,experiences. This indicates the dimensions of the infinite,
which religions believers call by the name of God.which religions believers call by the name of God.
 5. Social responsibility means, first of all, strengthening5. Social responsibility means, first of all, strengthening
the family as “the foundation of the nation” and “a basicthe family as “the foundation of the nation” and “a basic
autonomous social society,” weathering the impact ofautonomous social society,” weathering the impact of
modernization and technology.modernization and technology.
Social interaction among individuals and groups must beSocial interaction among individuals and groups must be
characterized by concern for others and the commoncharacterized by concern for others and the common
good, the love of freedom, the democratic principle ofgood, the love of freedom, the democratic principle of
equality, and respect for human rights.equality, and respect for human rights.

20.  6. Economic efficiency is achieved by6. Economic efficiency is achieved by
people through work, the exercise ofpeople through work, the exercise of
human mastery over the resources ofhuman mastery over the resources of
nature and creative imagination in thenature and creative imagination in the
solution of complex problems.solution of complex problems.
 7. Lastly, the spirit of nationalism and7. Lastly, the spirit of nationalism and
patriotism means love of country. Itspatriotism means love of country. Its
people has a distinct political unit boundpeople has a distinct political unit bound
by a common history ( the past ),by a common history ( the past ),
committed to a common cause ( thecommitted to a common cause ( the
present ), and sharing a common destinypresent ), and sharing a common destiny
( the future )( the future )

21. Strategies and ApproachesStrategies and Approaches
Translating the Values Education FrameworkTranslating the Values Education Framework
into Programsinto Programs
 The foregoing values education frameworkThe foregoing values education framework
provides the parameters for the development ofprovides the parameters for the development of
programs at the national, regional, division,programs at the national, regional, division,
district, and school levels. All seven core valuesdistrict, and school levels. All seven core values
shall permeate such programs.shall permeate such programs.
 1. Establish school-community linkages and1. Establish school-community linkages and
networks.networks.
The values education program is seen as a totalThe values education program is seen as a total
endeavor. The school and community areendeavor. The school and community are
partners in this program, and inter-agencypartners in this program, and inter-agency
linkages and networks are needed so that effortslinkages and networks are needed so that efforts
are reinforced.are reinforced.

22.  2. Maximize the use of community, human, and2. Maximize the use of community, human, and
material resources.material resources.
Indigenous community resources need to beIndigenous community resources need to be
identified.identified.
 3. Consolidate efforts of both government and3. Consolidate efforts of both government and
non-government agencies and institutions fornon-government agencies and institutions for
the purpose of minimizing costs and maximizingthe purpose of minimizing costs and maximizing
results.results.
The integration of efforts of various sectorsThe integration of efforts of various sectors
needs to be continuously explored for theneeds to be continuously explored for the
purpose of minimizing results towardspurpose of minimizing results towards
inexpensive measures without sacrificinginexpensive measures without sacrificing
quality.quality.