Decs values framework
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The document outlines the goal, objectives, principles, and framework for values education in the Philippines. The goal is to promote values education to develop citizens committed to building a just, humane, and democratic society and independent nation. The objectives are to develop students who are self-actualized, socially responsible, productive contributors to the economy, nationalistic citizens committed to global solidarity, and demonstrate faith. Values education should be guided by orienting to the total learner and considering the family's role in development. More than plans, teachers embodying proper values is most important. The framework is descriptive of a desirable system based on understanding the multi-dimensional human person as an individual, social and economic being, and political member of a nation
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![Goal, Objective, and Guidelines ,[object Object],To provide and promote values education at all three levels of the educational system for the development of the human person committed to the building of “a just and humane society” and an independent and democratic nation.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Hello teachers! Sorry for the inconvenience that I brought to you.
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2. Buddhism sees man as an impermanent collection of five aggregates subject to the law of rising and falling, with the goal of enlightenment and nirvana through yoga.
3. Confucianism regards man as a moral and social being who should possess virtues like humaneness, righteousness, ritual propriety and wisdom.
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Postmodernism rejects the central ideas of modernism in education such as rationality and objectivity. It emphasizes subjectivity, creativity, and individual differences. Postmodern philosophers like Derrida, Foucault, and Heidegger believe knowledge is constructed rather than discovered, and truth is relative rather than absolute. In education, this translates to a focus on open-ended problem solving rather than fact transmission, collaboration over domination, and facilitating self-guided learning instead of authority-based teaching.
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- The Philippines introduced free public education in 1901 after becoming a US territory, establishing an education system patterned after the US. This included elementary, secondary and vocational education.
- Private schools flourished in this period and were regulated by laws requiring inspection and approval.
- Reforms in the early-mid 20th century focused on standardizing textbooks, adding industrial/vocational training, and revising elementary curricula.
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- Most recently, the Philippines implemented a K-12 basic education system in 2013, adding three
Development of Philippine Educational System
The Philippine educational system has developed significantly over time through different governing eras:
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The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
Developing the curriculum chapter 9
This document discusses different approaches to organizing elementary, middle, and high school curriculums. It describes the traditional graded elementary school model and alternatives like nongraded schools, open education, and activity-based curriculums. For middle schools, it compares the junior high school and middle school models, noting that junior high schools often mirrored high schools while middle schools emphasized exploration and core curriculums. The document also briefly outlines different high school and magnet school approaches before analyzing factors that influence curriculum organization decisions.
Aces approach
The document outlines the Affective, Cognitive Experience for Self-learning (ACES) teaching approach. The ACES approach focuses on both the affective and cognitive development of students. It aims to make students more self-aware of their strengths and weaknesses and helps them improve their liabilities. The approach uses inductive and deductive methods and experiential learning. It involves four phases: a learning trigger, values clarification, a directive inculcation phase, and an action phase. Film showing can be an effective teaching strategy when used properly, as it brings realism to the classroom, but it also has disadvantages like potential distractions.
Culture of peace
Peace education aims to transform people's mindsets and behaviors that create or exacerbate conflict through nonviolence and peace values. It addresses the cognitive, affective, and active dimensions of learners by introducing new knowledge, discussion to develop concern, and encouraging personal and social action. The goal is to internalize a peace perspective by building awareness, understanding different views, and eliciting alternatives to resolve conflicts nonviolently.
Teaching profession (Historical Perspective of Philippine Educational System)
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
This document discusses guidelines and concepts for organizing curriculum, including:
1. Horizontal organization refers to integrating content taught concurrently, while vertical organization describes sequencing content longitudinally over time.
2. Scope refers to the breadth of topics covered, and is determined by human activities, societal values, and problems. Sequence concerns placing content in a timely order based on maturity.
3. Guidelines for curriculum organization include considering learners' needs and interests, permitting flexibility for teachers and students, and developing skills through direct teaching and integrated activities.
The philippine educational system
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Constructing Objective Paper And Pencil Tests
This document provides guidelines for constructing various types of paper-and-pencil test items, including matching, completion, arrangement, identification, analogy, and interpretation items. It discusses the purpose and format of each item type and provides 3-5 guidelines for writing each effectively. Examples of written test items are also included to illustrate the guidelines. The overall document aims to help educators create objective paper tests that accurately measure students' knowledge and skills.
Historical perspective of the philippine educational system lee ann
The document provides a historical overview of the Philippine educational system from the pre-Spanish era to present day. It describes how the system developed under different ruling powers and periods, including the Spanish, American, Japanese, and post-WWII eras. Key developments include the establishment of schools during Spanish colonization, the introduction of English education by Americans, the emphasis on Tagalog, history and work ethic during Japanese occupation, and the modern creation of agencies like CHED, TESDA and DepEd to oversee and standardize the current system.
Widely applicable teaching models, instructional strategies and
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
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Teaching profession (Historical Perspective of Philippine Educational System)
Teaching profession (Historical Perspective of Philippine Educational System)
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
Historical perspective of the philippine educational system lee ann
Historical perspective of the philippine educational system lee ann
Widely applicable teaching models, instructional strategies and
Widely applicable teaching models, instructional strategies and
Similar to Decs values framework
Principle of Education & Teaching
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
savita-hrv-160218044329.pdf
This document discusses human values and value education. It defines values as enduring beliefs that guide conduct and determine goals. Value education aims to develop students intellectually, mentally, and functionally by imparting moral, social, and spiritual values through the curriculum. This helps foster affective development. The document outlines the significance of values in promoting human rights and shaping society. It traces the evolution of values education in India and discusses the key components of a values-based curriculum, including moral education, environmental education, and teaching Indian culture and history. The conclusion emphasizes that educating the mind without educating morality produces a threat to society.
Human Values & Value Education
Concept of Human Values
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Education_Purpose of_2022_08.pdf
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Obectives of Curriculum.pdf
A curriculum is a plan that is created to help students achieve their educational goals. This is the only means of bringing about behavioural changes in the personality of the children. The education system would lose its justification if curriculum was removed from the educational process. A good curriculum is always the voice of the country's aspirations and ideals. A good curriculum should have the following major goals:-
Read More: Scope of Curriculum
Fulfillment of national goals: The primary goal of education is to fulfil national aspirations. Curriculum, in my opinion, is the heart of the educational process. If it is excluded from the educational system, the nation will fail to achieve its goals. The curriculum reflects both national and individual goals. Curriculum is the only means of achieving individual and collective well-being. National goals are incorporated into the curriculum and acquired through the instructional process.
Behavior modification: Curriculum causes behavioural changes in individuals' personalities, making them capable of social adjustment. Individuals who are socially adjusted contribute to social stability. They play an important role in national development. Individuals who change their behaviour prove useful both individually and collectively. Curriculum is the only means by which students can participate in productive and socially acceptable activities.
Understanding the universe's mysteries: Students gain an understanding of the universe's mysteries through the curriculum. The curricular content is used to teach the next generation about the fundamental laws of the universe. This knowledge of the universe's facts paves the way for understanding the universe's mysteries. Every system of education produces the ability of discovering the facts of the universe in its students. A nation's understanding of the universe cannot compete with that of other nations around the world. The education goal of the universe's mysteries can only be met if these facts and mysteries are included in the curriculum developed for various levels of education.
Continuity in educational activities includes: One of the primary goals of curriculum is to achieve integration and continuity among educational activities. Curriculum is created in accordance with educational goals. These objectives can only be met if all educational activities are coordinated, balanced, and integrated. Curriculum integrates all educational activities, making the learning process more effective and long-lasting. The curriculum for the lower levels of education serves as a foundation for the development of the curriculum for the higher levels of education. The continuity of experiences, observations, and information is maintained if previous learning experiences are linked with newer ones.
Principles of education and teaching learning process
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
LEARNING TO BE in the 21st Century.pptx
The document discusses the concept of "Learning to Be" which involves promoting holistic personal development. It describes Learning to Be as cultivating self-analytical and social skills, creativity, and personal discovery. The pillar was first introduced in the 1972 Faure Report to describe developing the physical, intellectual, emotional, and ethical dimensions of a complete person. The document then outlines four competencies of Learning to Be: appreciating science and technology, developing creativity, having social commitment, and pursuing balance and completeness.
INDIAN SCHOOL OF PHILOSOPHY IN EDUCATION
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The 10 objectives of the course are listed, focusing on understanding various philosophical concepts and their relationship to education, different agencies and issues in Indian society, constitutional provisions for education, and the importance of health and physical education. The course then covers 10 units, with topics like Indian and Western schools of philosophy and their implications for education, important Indian and Western educational thinkers, the relationship between sociology and education, the role of different educational agencies, socio-economic and educational issues in Indian society, education provisions in the Indian constitution, statutory education bodies, the importance of value education, and health education.
Education and political socialization for a democratic society
This document discusses the role of education in political development and political socialization for a democratic society. It defines political socialization as the process by which individuals develop attitudes and behaviors to become functioning members of a political system. The document outlines several definitions of education provided by influential figures and discusses how education can promote democratic values and political attitudes. It also examines the agents of political socialization like family, schools, and peer groups and their influence on developing political views in individuals.
MODULE-1-SOC-SCI-UNDERSTANDING-THE-SELF-AND-THE-PHILIPPINE-SOCIETY.pptx
The document discusses the vision, mission, and goals of the Manuel S. Enverga University Foundation to become a globally competitive university. It also examines the Filipino family as the strength of society, serving as the basic economic, political, and religious unit. Additionally, the document outlines positive Filipino values like perseverance, integrity, and empathy that can help individuals and society succeed.
Learning And Teaching Are Social In Nature And Begins In Infancy
Assumptions/Givens About Human Nature:
- Human beings are innately curious with a desire to know the environment in which they live. They show this curiosity throughout their lives and therefore they are life-long learners.
- Human beings are innately social and learn how to operate in social settings during their infancy.
- Human beings have multiple ways in which they show their intelligence. There are however two basic components of thought: Logico-scientific and narrative.
- There are stages of development which children go through. Their appearance is partially natural and partially through the assistance of adult (scaffolding).
- Human beings are Subjects -- human beings make a difference and can through their actions make changes to the world in which they live.
- Human beings are unfinished (historical) -- Because human beings are Subjects, they always have the potential to change both themselves and society around them – in this sense learning as well as reflection and social action are a continuing part of their lives. But human beings live within social structures that can either expand or limit their options. Thus human beings all have a history and are affected by that history.
- Human beings are curious – Human beings are struck by things that are different (ingenious or spontaneous curiosity). They want to understand things, they want to know why and how things are the way they are. Epistemological curiosity examines itself through the application of dialogue and analysis.
Implications for Educators:
- Learning and teaching are social in nature and begins in infancy.
- Adults play an essential role in the development of the child. Developmental stages cannot be rushed, but they can be help by the aid of an adult community member.
- Subject areas may have unique but interrelated structure that relates to the operations of the human mind.
- Through the use of language a child learns to "negotiate" meaning in life. "Negotiate" has more than one meaning – the two most important of which are (a) learns way around obstacles and (b) engages in exchanges for the purpose of finding mutually satisfying results.
- Learning involves the "construction" of meaning. There is no reality, truth, right or wrong existing in the world waiting to be discovered. Each person in conjunction with the communities in which they operate construct reality, truth, right and wrong.
- Human beings are curious. A major part of the curiosity is the desire to know and learn.
- Human beings naturally learn a culture. Human knowledge has a significant cultural component that is grounded in shared information. Human beings are not simply products of nature but shape nature toward desired ends.
- Human knowledge requires information upon which to apply the formal rules of thinking, creating and problem solving. Facts and skills are inseparable.
Source: https://ebookschoice.com/learning-and-teaching-are-social-in-nature-and-begins-in-infancy/
The four pillars of education
Learning to know, do, be, and live together are the four pillars of education according to the document. Learning to know provides cognitive tools and a foundation for future learning. Learning to do provides occupational and teamwork skills. Learning to be develops one's personality and autonomy. Learning to live together develops understanding and appreciation of others to promote respect and peace.
A bohol chronicle 10.19.2014
The document discusses the need for progressive leaders in the Philippines who can transform weaknesses into strengths of character. It notes that the country currently faces a moral and spiritual crisis characterized by a lack of respect and responsibility. It argues that developing values like respect, responsibility, honesty and compassion in leaders and citizens is key to addressing issues like poverty, inequality and corruption and creating a just, democratic society. The author calls for leaders who can inspire self-transformation in the people and work towards eradicating social issues to achieve the ideals laid out in the 1987 Constitution.
16634
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
Social Institutions Ed3
The document discusses several key social institutions - the family, education, religion, economic institutions, and government. It provides definitions and characteristics of each institution, as well as their main functions in society. For example, it states that the family's primary function is to socialize children and ensure the reproduction of society. Education transmits culture and skills while also socializing individuals. Religion meets spiritual needs and provides meaning, while economic institutions are central to production and government establishes social order through rule-making and enforcement.
Paper presentation --------value education
P.Selvi conducted a study on research in value education. Value education has deep historical and cultural roots in India and aims to cultivate citizens with education and good character. In Maharashtra, value education became compulsory in 1997. The study highlights the historical background of value education in India and concepts of value education. It also discusses objectives of value education curriculums, the role of teachers in imparting values, and conclusions that more research is needed on value education to promote tolerance and coexistence.
Social institutions
Social institutions such as families, governments, religions, and education systems serve important social functions. Families socialize children, transmit culture, and provide security and status. Governments and religions coordinate social behavior and stability while education systems simplify social roles, transmit culture, and socialize children. These institutions are structured, relatively permanent groups that perform social roles through connected social positions and relations to benefit society.
Four pillars of education
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
Folundation of Education
The document discusses politics in education and curriculum development. It defines politics of education as using strategy to gain power or control through education. It also discusses that education is inherently political since curriculum advances political ideologies. Special interest groups like the NAACP and ACLU influence education policy. The document then discusses curriculum, defining it as the knowledge, skills, and attitudes to be transferred to learners. It explains foundations of curriculum and the process of curriculum development based on political, social, and cultural contexts. The Malaysian curriculum is given as an example, developed based on its National Philosophy of Education to produce balanced and harmonious citizens.
Similar to Decs values framework (20)
Principles of education and teaching learning process
Principles of education and teaching learning process
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)
Education and political socialization for a democratic society
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MODULE-1-SOC-SCI-UNDERSTANDING-THE-SELF-AND-THE-PHILIPPINE-SOCIETY.pptx
MODULE-1-SOC-SCI-UNDERSTANDING-THE-SELF-AND-THE-PHILIPPINE-SOCIETY.pptx
Learning And Teaching Are Social In Nature And Begins In Infancy
Learning And Teaching Are Social In Nature And Begins In Infancy
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Operant conditioning
Operant conditioning is a method of learning whereby voluntary behaviors are strengthened or weakened based on the consequences of those behaviors. Pioneered by B.F. Skinner, it uses reinforcement to increase behaviors by rewarding them, and punishment to decrease behaviors by applying unpleasant consequences. There are four main techniques in operant conditioning: positive reinforcement, negative reinforcement, presentation punishment, and removal punishment.
Moral education
Moral education aims to teach good behavior and values to help children develop a sense of politeness and lawfulness. It involves inculcating ideals and principles to bring about positive behavioral change. While some believe morality is innate, others argue children are born with the capacity to become moral beings but need guidance from parents, teachers, and rules. Effective moral education approaches include community service, focusing on virtues each month, and problem-based learning where students help decide the curriculum. As future educators, the reporter's role will be to make positive changes in students through moral education.
Human+work
The document discusses several key points about work from different authors:
1) Work promotes both mental and physical well-being and is an obligation to maintain one's life through creative production.
2) Work benefits both individuals through economic gain and communities through the provision and sale of goods to others.
3) Pope John Paul II discusses that work allows people to participate in God's creativity, the central importance of workers over just their work, and how work supports family life while sometimes being a burden.
Death penalty
The document provides information on the death penalty practices of various countries from 1896 to 2010. It details the execution methods used by different nations over time, such as hanging, shooting, beheading, electrocution, and lethal injection. Statistics on the numbers of executions and death sentences issued annually worldwide during the years 2008, 2009, and 2010 are also presented.
Trusting the internet
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- However, online users may not always find the information they need, and it can be harder to verify credibility without physical cues.
- Credibility is shifting from predetermined authorities to reliability based on synthesizing information from multiple sources.
- Trends like open source software facilitate this shift, as online tools are built collaboratively through an open process.
Kapwa powerpoint
This document discusses kapwa, a core concept in Filipino psychology according to Virgilio Enriquez. Kapwa refers to a sense of shared identity or togetherness where one does not see others as strangers. It is considered the core value of Filipino culture. There are two categories of kapwa - ibang tao (outsider) and hindi ibang tao (one-of-us). Pakikisama, an important Filipino trait, refers to the ability to get along with others and maintain harmonious relationships through camaraderie and togetherness. It requires sacrificing individual interests for the group.
Humanism powerpoint
Humanism is an approach that focuses on human values and rejects religious beliefs, centering on human worth. Key figures in humanistic psychology include Abraham Maslow, who proposed the hierarchy of needs, and Carl Rogers, who developed the concept of the actualization tendency. Viktor Frankl focused on finding meaning and logotherapy. Humanistic psychology views humans as essentially good and focuses on healthy psychology rather than mental illness.
Psychospiritual development powerpoint
This document discusses spiritual development in childhood and adolescence. It notes growing interest in spirituality among the public and scholars. There is concern that religious beliefs are not taking root strongly in young people. The document outlines different perspectives on defining and conceptualizing spiritual development. It reviews relevant research traditions including psychoanalytic theories, stage theories, and developmental systems theories. Key assumptions highlighted include that spiritual development is a universal human process, multidimensional in nature, an ongoing process that interacts with social contexts, and a life-shaping force for individuals.
El cid
Rodrigo Diaz de Vivar, known as El Cid, was a famous Castilian general and ruler in medieval Spain. He helped King Sancho II defeat his rivals but fell out of favor after Sancho's death. El Cid went on to serve Muslim rulers in Zaragoza while expanding his own power. In 1094, he captured Valencia after a long siege and established himself as the ruler, governing over both Christians and Muslims. El Cid ruled Valencia until his death in 1099, though the city was later abandoned by Christian forces and retaken by the Almoravids.
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- 4. 4. as citizens, have a deep sense of nationalism, and committed to the progress of the nation as well as of the entire world community through global solidarity; and 5. manifests in actual life an abiding faith in God as a reflection of his spiritual being.
- 6. 3. In the school context, more important than lesson plans and any list of values are the teachers themselves who have the proper sense of values, awareness of their inner worth, and utmost respect for the person of the other.
- 7. Values Conceptual Framework The values conceptual framework, herein described, is intended as a guided and form of teaching aid in the implementation of the Values Education Program. What it is: - it is DESCRIPTIVE: it is an attempt at an orderly description of a desirable value system on the basis of an understanding of the human person.
- 8. - it is CONCEPTUAL: it lists ideals which have to be internalized in the educational process. - it is intended to be APPLICABLE in varying degrees to all three levels of the educational system.
- 9. What it is not: - it is not PRESCRIPTIVE: values cannot be imposed. - it is not EXHAUSTIVE: it does not purport to be a complete list of human values. - it makes no statement on regional, local, and institutional needs and priorities.
- 11. The human person is an individual self-conscious being of incalculable value in himself(Art.11, Sec.11: Art. XIII, Sec.1) who cannot be a mere instrument of the society and of the state.
- 12. The human person, however, does not live in isolation but in community with other persons-physical, intellectual, moral and spiritual like himself. He is inevitably social (Art. II, Sec. 13).