Critical and Creative Thinking through Character Education

1. Critical and
Creative Thinking
Through Discipline
& Character
Education
DR. DANILO E. DESPI
Schools Division Superintendent
SDO-Legazpi City
Resource Speaker
International Training/Seminar/Workshop on
Instructional/Educational Leadership and Management and
GMRC

2. Character education
in the Philippines has
been an integral part
of the educational
system for many years.
Let’s explore its
significance and
evolution

3. Historical
Context:
When the Philippines’
educational system was
established in 1901, Character
Education was one of the original
subjects in the curriculum. Over
time, it transformed into Good
Manners and Right Conduct
(GMRC) and later became
Values Education (VE) in high
school and now back again to
GMRC.

4. Virtues and Principles:
 Character education aims to instill essential virtues and
principles in students.
 These include Respect for individual rights
 Respect for the law
 Participation in public life voluntarily
 Concern for the common good of the country.

5. Challenges
Addressed:
 Character education remains crucial due to various
societal challenges, including:
 Teen pregnancy Pornography
 Teen suicide Depression
 Gadget addiction Cheating
 Bullying Highly sexualized culture
 VulgaritySleep deprivation
 Narcissism Self-centeredness

6. Strategies and
Initiatives:
The Philippines has implemented several
strategies to promote character education:
 Mentoring System
 Virtue Class Excellence System
 Class Home-School Collaboration
 School Outreach Activities
 Kindness Month
 Love and Chastity & Pro-Life Education

7. Character education plays a vital role in
shaping responsible citizens who
contribute positively to society. It
emphasizes values, ethics, and
empathy, fostering a better future for
the Philippines.
Character education is also an
infrastructure for the development of the
21st-century skills of the learners, namely:
Critical Thinking, Creative Thinking,
Collaboration, and Communication.

8. Children Learn
What They Live
by Dorothy Law
Nolte

9. If children live with criticism,
They learn to condemn.
When children are constantly criticized, they may
develop a habit of negative critical thinking,
focusing on faults and problems rather than
solutions or new ideas. This environment can stifle
creative thinking, as fear of criticism discourages
risk-taking and exploring new ideas. While
discipline is important, it should be constructive
and supportive to foster positive growth and
development.

10. If children live with hostility,
They learn to fight
 When children are exposed to hostility, they may
learn to approach conflicts aggressively, hindering
the development of critical thinking skills that involve
resolving issues rationally and thoughtfully. This
hostile environment can also suppress creative
thinking, as it fosters a defensive mindset rather than
one open to new ideas and solutions, and while
discipline is crucial, it should promote understanding
and respect rather than instigate hostility.

11. If children live with ridicule,
They learn to be shy
 When children are subjected to ridicule, they may
become shy and hesitant to express their thoughts and
ideas, which can limit the development of critical and
creative thinking skills. While discipline is important, it
should be implemented in a way that encourages
open communication and self-expression, rather than
causing the child to withdraw and inhibit their thought
processes.

12. If children
live with
shame,
They learn
to feel
guilty.
 When children are made to live with shame, they
may internalize guilt, which can hinder their ability
to think critically and creatively as they may fear
making mistakes or deviating from the norm. While
discipline is necessary, it should be constructive and
not induce shame, as this can lead to a fear-based
approach to learning and problem-solving, stifling
the child’s natural curiosity and innovative thinking

13. If children live with
encouragement,
They learn confidence.
 When children are nurtured with encouragement,
they develop confidence, which is crucial for critical
thinking as it empowers them to question, analyze,
and make decisions. This supportive environment
also fosters creative thinking by making children feel
safe to explore, innovate, and learn from mistakes,
while discipline, when balanced with
encouragement, helps children understand
boundaries and respect, without compromising their
self-esteem.

14. If children
live with
tolerance,
They learn
to be
patient
 When children are raised in an environment of
tolerance, they learn patience, which is a key
aspect of critical thinking as it allows them to take
the time to analyze and understand situations
deeply. This atmosphere of tolerance also
encourages creative thinking by promoting open-
mindedness and acceptance of diverse ideas,
while discipline, when administered with tolerance,
teaches children the importance of patience and
perseverance without suppressing their individuality
or creativity.

15. If children live with
praise,
They learn to
appreciate.
 When children are brought up
with praise, they learn to
appreciate, which enhances
their critical thinking by fostering
a positive attitude towards
learning and understanding
different perspectives. This
environment of appreciation
also stimulates creative thinking,
as children feel valued for their
unique ideas, while discipline,
when combined with praise,
helps children understand the
value of hard work and the
importance of respecting
others’ achievements.

16. If children live with
acceptance,
They learn to love
 When children live with acceptance, they learn to
love, which fosters critical thinking as they are more
open to understanding diverse perspectives and
questioning assumptions. This acceptance also
nurtures creative thinking, as feeling loved and
accepted can free their minds to explore new ideas
without fear of judgment. Lastly, acceptance
teaches discipline by showing them the importance
of respecting others’ feelings and perspectives,
which is a form of self-control and consideration.

17. If children live with approval,
They learn to like themselves.
 When children live with approval, they develop
critical thinking by gaining confidence in their ability
to make decisions and solve problems, knowing their
thoughts are valued. The approval also fosters
creative thinking as it encourages them to explore
and express unique ideas without fear of criticism.
Meanwhile, the discipline involved in earning
approval teaches them the importance of rules and
boundaries, which is crucial for both critical and
creative thinking

18. If children live
with honesty,
They learn
truthfulness.
 When children live with honesty, they learn to value
truthfulness, which forms the basis for critical thinking
as it encourages them to seek facts and question
assumptions. This environment also fosters creative
thinking, as honesty often requires innovative solutions,
and discipline, as being truthful requires self-control
and adherence to ethical standards.

19. If children live with security,
They learn to have faith in
themselves and others
 When children live with security, they develop
confidence and trust, which are foundational to
creative thinking as they feel safe to explore,
experiment, and express their ideas without fear of
judgment. This security also fosters critical thinking and
discipline, as children learn to trust their judgments,
make decisions, and adhere to principles, knowing
they have a safe environment to fall back on.

20. If children
live with
friendliness,
They learn
the world is
a nice place
in which to
live
 When children experience friendliness, they perceive
the world as a pleasant place, fostering creative
thinking as they feel safe to explore and innovate.
Simultaneously, it encourages critical thinking as they
interact positively with diverse perspectives, and
promotes discipline as they learn to reciprocate
respect and kindness

21. Critical Thinking:
Critical thinking involves
deliberate, self-directed
processes that enable
individuals to think at
the highest level of
quality.
It encourages
independent thinking,
reasoned judgment,
and personal
autonomy.

22. Teachers play a
crucial role in fostering
critical thinking by
guiding students
through thought
processes and
promoting logical,
strategic, flexible, and
adventurous thinking

23. Creative Thinking:
Creative thinking is innovative,
inventive, and unconstrained.
It encourages exploration, idea
generation, and thinking
beyond conventional
boundaries.

24. Teachers can
nurture creative
thinking by providing
opportunities for
divergent thinking
(exploring multiple
possibilities) followed
by convergent
thinking (selecting
the best ideas).

25. Critical and creative
thinking are
interconnected;
separating them would
result in an essential
loss to both.
The mind’s critical and
creative functions
complement each
other, leading to
holistic problem-solving
and decision-making.

26. Albert Bandura’s Self-Efficacy Theory
 Albert Bandura’s Self-Efficacy Theory posits that
individuals’ belief in their ability to perform tasks and
influence events shapes their actions. In the context of
critical and creative thinking through discipline and
character education, self-efficacy can be seen as the
confidence students have in their ability to think
critically and creatively. This confidence, nurtured
through discipline and character education, can
enhance their motivation, resilience, and ultimately,
their performance in problem-solving and innovative
thinking

27. Albert Bandura’s Social Learning Theory
Albert Bandura’s Social Learning Theory posits that
learning occurs through observation, imitation, and
modeling. In the context of critical and creative thinking
through discipline and character education, this theory
suggests that students learn these skills by observing and
imitating the behaviors, attitudes, and emotional
reactions of others. This observational learning,
influenced by discipline and character education, can
foster critical and creative thinking skills, thereby
enhancing students’ overall cognitive development

28. Learning
doesn’t
always lead
to immediate
behavior
change.
Children
observe role
models
(parents,
teachers,
peers) and
learn character
traits.
If they witness
kindness,
honesty, or
empathy, they
are more likely
to adopt these
qualities.
Children imitate
behaviors
associated with
moral values.
Observing acts
of kindness or
fairness shapes
their character

29. Students learn character
not only from explicit lessons
but also from observing
adults.
Schools and communities
should promote prosocial
behaviors.
Encourage kindness,
empathy, and respect.
Remember, Bandura’s
theory reminds us that
character development is a
dynamic process
influenced by both external
observations and internal
cognitive processes

30. Jean Piaget’s Theory of Cognitive Development
Jean Piaget’s Theory of Cognitive Development suggests
that children progress through four stages of intellectual
development, each characterized by different cognitive
abilities. In the context of critical and creative thinking
through discipline and character education, this theory
underscores the importance of active exploration and
interaction with the environment in shaping cognitive
development. Discipline and character education can
provide the structured environment needed for children
to actively explore and interact, thereby fostering their
critical and creative thinking skills

31. Erikson’s theory
Erikson’s theory of psychosocial development outlines
eight stages, each characterized by a specific conflict
that shapes personality. In the context of critical and
creative thinking through discipline and character
education, this theory suggests that successfully
navigating these conflicts at each stage can foster the
development of these skills. For instance, the resolution
of the ‘Industry vs. Inferiority’ stage can enhance a
child’s ability to think critically and creatively by
fostering a sense of competence and belief in their
abilities

32. Kohlberg’s Theory of Moral Development
 Kohlberg’s Theory of Moral Development posits that
individuals progress through six stages of moral reasoning,
which are grouped into three levels: pre-conventional,
conventional, and post-conventional. In critical and creative
thinking through discipline and character education, this
theory suggests that as individuals progress through these
stages, their ability to think critically and creatively develops.
This is because each stage requires increasingly complex
moral reasoning, closely linked to cognitive development.
Thus, discipline and character education can play a crucial
role in guiding individuals through these stages and fostering
their moral and cognitive development.

33. Goleman’s Emotional Intelligence
Model
 identifies five key components: self-awareness, self-regulation,
motivation, empathy, and social skills. In the context of critical
and creative thinking through discipline and character
education, this model suggests that these five components
can enhance students’ ability to understand and manage
their emotions, which in turn can foster their critical and
creative thinking skills. For instance, self-awareness and self-
regulation can help students manage their emotions during
the thinking process, while empathy and social skills can
enhance their ability to understand different perspectives,
thereby enriching their critical and creative thinking

34. Developing critical and creative
thinking in character education is
essential for nurturing well-rounded
individuals.

35. Encourage Problem-Solving:
Prompt students to describe problems
they encounter and suggest solutions.
Encourage them to think critically about
various approaches to address
challenges.

36. Model Thinking Strategies:
Demonstrate and discuss problem-
solving techniques and learning
strategies. Show how to approach
tasks thoughtfully and effectively.

37. Reflection and Self-Evaluation:
Encourage students to reflect on their work
and evaluate their progress. Self-assessment
helps develop critical thinking skills and fosters
self-awareness.

38. Plan-Do-Review Process:
Model the plan-do-review process yourself. This
cycle involves planning, implementing, and
reflecting on actions, promoting both critical and
creative thinking.
Remember, these approaches not only enhance
critical thinking but also contribute to character
development and social-emotional learning.

39. Values Clarification Theory is an
educational intervention that helps
individuals identify their influential value
priorities guiding their interests, choices,
actions, and reactions. In the context of
critical and creative thinking through
discipline and character education, this
theory suggests that understanding and
clarifying one’s values can enhance
critical and creative thinking.

40. Values clarification theory encourages self-reflection and
understanding of oneself about social norms, expectations,
and options, thereby fostering a more realistic
understanding of oneself and enhancing cognitive
complexity

41. Values formation plays a vital role in
character development.
When students are taught
compassion, respect, honesty, and
other positive values, they are more
likely to exhibit these traits in their
daily lives.

42. Building strong, responsible, and
contributing members of society begins
with instilling good values.
Remember, value clarification is an
ongoing process. It helps us align our
actions with what truly matters to us,
fostering personal growth and ethical
decision-making

43. In a nutshell
Critical and creative thinking, when fostered
through discipline and character education,
cultivates a holistic skill set that extends beyond
cognitive abilities. It promotes emotional
intelligence and ethical decision-making, thereby
contributing to personal growth and societal
development. Thus, integrating discipline and
character education with critical and creative
thinking is a balanced approach toward
comprehensive individual development

44. THANK
YOU!
DR. DANILO E. DESPI
Schools Division Superintendent
SDO-Legazpi City
Resource Speaker