This document outlines a course on values education that will examine the theoretical foundations and challenges of teaching values in Philippine education. It will involve lectures and discussions on the conceptual meaning of values, the need for personal transformation, and using values education to guide student development and skills. The course will cover topics like the self and its development, building a moral recovery program for the Philippines by addressing Filipino character and goals for change. Evaluation will include exams, assignments, projects and class participation. The overall goal of values education is to help students understand themselves and their role in shaping society.

1. VALUES EDUCATION2
FOUNDATION OF VALUES EDUCATION
WHAT IS VALUE?
VALUES?
VALUES EDUCATION?
WEEK1 LESSON 1

2. SUBJECT DESCRIPTION: THIS COURSE WILL INVOLVE
LECTURE/DISCUSSION OF VALUES EDUCATION; THRUST A
CHALLENGE TO PHILIPPINE EDUCATION, THEORETICAL
FOUNDATIONS IN THE STUDY OF VALUES

3. OBJECTIVES:
VALUES AS CONSIDERED THE HEART OF EDUCATION ARE
GIVEN TO THE STUDENTS FOR THEM TO BE GUIDED AND
MOTIVATE THEIR SKILLS AND ALSO A PERSONALITY
DEVELOPMENT FOR THEM TO BE ABLE TO PERFORM ON
THEIR RESPECTED AREAS OF ASSIGNMENT.

4. SYLLABUS
1.1CHAPTER 1 VALUES EDUCATION THRUST: A CHALLENGE TO PHILIPPINE EDUCATION
5.1.1 WHY VALUES EDUCATION
5.1.2 CONCEPTUAL MEANING OF VALUES
5.1.3 PERSONAL TRANSFORMATION NEEDED
5.1.4 RANDOM THOUGHTS ON VALUES EDUCATION
5.1.5 MAN, THE FOCUS/CENTER OF VALUES EDUCATION
5.1.6 VALUES EDUCATION INVOLVES CHANGE
CHAPTER II VALUES EDUCATION FOR THE FILIPINOS: THE DECS VALUES EDUCATION
FRAMEWORK
5.2.1 RATIONALE
5.2.2 VALUES EDUCATION PROGRAM
5.2.3 OBJECTIVES OF THE PROGRAM
5.2.4 PRINCIPLES AND GUIDELINES
5.2.5 VALUES CONCEPTUAL FRAMEWORK
5.2.6 PHILOSOPHY OF THE PROGRAM

5. CHAPTER III THE SELF AND ITS DEVELOPMENT
5.7.1 THE SIGNIFICANCE OF THE SELF
5.7.2 HEREDITY, ENVIRONMENT AND THE SELF
5.7.3 NATURE OF THE SELF 5.7.4 CHARACTERISTICS OF THE SELF 5.7.5 ORIGIN OF THE
SELF
5.7.6 DEVELOPMENT OF THE SELF
5.7.7 OUR FRAME OF REFERENCE
5.7.8 THE GENERALIZED OTHER: REFERENCE GROUP 5.7.9 THE SELF ACCORDING TO
DIFFERENT AUTHORS
CHAPTER IV JOURNEYING BACK TO ONE’S FAMILY
CHAPTER V A MORAL RECOVERY PROGRAM BUILDING A NATION
5.9.1 STRENGTHS OF THE FILIPINO CHARACTER
5.9.2 MANY FACES OF THE FILIPINO
5.9.3 ROOTS OF THE FILIPINO CHARACTER
5.9.4 GOALS FOR CHANGE
5.9.5 STRATEGIES FOR CHANGE

6. CHAPTER V I A MORAL RECOVERY PROGRAM BUILDING A NATION
5.9.1 STRENGTHS OF THE FILIPINO CHARACTER
5.9.2 MANY FACES OF THE FILIPINO
5.9.3 ROOTS OF THE FILIPINO CHARACTER
5.9.4 GOALS FOR CHANGE 5.9.5 STRATEGIES FOR CHANGE
CHAPTER VII POSITIVE ASPECTS OF PHILIPPINE VALUES
5.10.1 INTRODUCTION
5.10.2 SOCIAL/CULTURAL SYSTEM
5.10.3 THE PHILIPPINE VALUE SYSTEM
5.10.4 SEX VALUES IN THE PHILIPPINES
5.11 CHAPTER XI SOME FILIPINO CULTURAL VALUES
5.11.1 INTRODUCTION
5.11.2 SOCIAL ACCEPTANCE
5.11.3 RECIPROCITY
5.11.4 OTHER CULTURAL VALUES 6.0

7. METHODOLOGIES
1. Lecture Discussion
2. Cooperative Learning
3. Discovery Learning

8. GRADING SYSTEM
1. Long Quiz/Short Quiz 15 %
2. Recitation/Activities/Participation 25%
3. Project 10%
4. Assignment 10%
5. Major Examinations 40%
Total 100%

9. VALUE
• comes from the latin word “valere” -
which means to have a vigor, a power to
do a specific thing in order to realize a
certain urgent or demand for something
important.

10. VALUES
• refers to interest, pleasure, likes,
preference, duties, moral obligations,
desires, wants, goals, needs, and many
other kinds of selective orientations which
serve as criteria for action.

11. A THING HAS VALUED WHEN IT IS PERCEIVED AS
GOOD AND DESIRABLE. FOOD, MONEY, AND
HOUSING HAVE A VALUE BECAUSE THEY ARE
PERCEIVED AS GOOD AND THE DESIRE TO
ACQUIRE THEM INFLUENCES ATTITUDES AND
BEHAVIOR.

12. NOT ONLY MATERIAL GOODS BUT ALSO IDEALS
AND CONCEPTS ARE VALUABLE, SUCH AS
TRUTH, HONESTY, AND JUSTICE. • VALUES ARE
THE BASES OF JUDGING WHAT ATTITUDES AND
BEHAVIOR ARE CORRECT AND DESIRABLE AND
WHAT ARE NOT.

13. VALUES EDUCATION REFERS TO ONE’S
LEARNING HOW TO THINK CRITICALLY IN
ADDRESSING EVALUATIVE, ESPECIALLY MORAL
ISSUES/ DILEMMAS/ CONTROVERSIES
(E.G. ABORTION, DEATH PENALTY, CLONING,
ANIMAL RIGHTS, AND DIVORCE).

14. VALUES EDUCATION AS A PART OF THE
SCHOOL CURRICULUM IS THE PROCESS BY
WHICH VALUES ARE FORMED IN THE
LEARNER UNDER THE GUIDANCE OF THE
TEACHER AND AS HE INTERACTS WITH THIS
ENVIRONMENT. BUT IT INVOLVES NOT JUST
ANY KIND OF TEACHING LEARNING PROCESS.

15. VALUES EDUCATION IS BASED ON A
RATIONAL UNDERSTANDING OF THE
HUMAN PERSON, SPECIFICALLY ON
UNDERSTANDING OF THE FILIPINO AS A
HUMAN BEING IN SOCIETY AND HIS/HER
ROLE IN THE SHAPING OF SOCIETY AND
THE ENVIRONMENT.

16. THE TASK OF EDUCATION IS TO HELP THE
FILIPINO KNOW THEMSELVES BETTER,
DEVELOP HIS/HER POTENTIAL, CONTRIBUTE
TO THE GROWTH OF THE PHILIPPINE
CULTURE, • AND MUST BE ABLE TO BIND
TOGETHER HUMAN AND NON-HUMAN
RESOURCES FOR THE ATTAINMENT OF A JUST
AND HUMANE SOCIETY.

17. TWO KINDS OF VALUES
1. ABSOLUTE MORAL VALUES - THOSE ARE
WHICH ARE ETHICALLY AND SOCIALLY
BINDING TO ALL MEN AND IN ALL PLACES.
2. BEHAVIORAL & CULTURAL VALUES - ARE
INNER PERSONAL RESPONSES OR
INCENTIVE, WHICH PROMPT PERSON TO
CERTAIN WAY.

18. WHAT DID YOU LEARN TODAY?

19. THANK YOU FOR LISTENING!