This document presents a values education framework intended as a teaching aid. It describes the framework as being based on a philosophy of the human person. The framework is conceptual, broad and flexible enough for different contexts, and intended to apply to all levels of education. However, it is not prescriptive and does not claim to be a complete list of values. The framework views the human person as multi-dimensional - an individual with value, but also inevitably social, economic, and political as part of a community and nation-state.

2.  herein described, is intended as a
guided and form of teaching aid
in the implementation of the
Values Education Program.

3. 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.
- it is BROAD and FLEXIBLE
enough for adaptation to specific
contexts.

4.  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.

5.  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.

6. The Human Person:
 The Values Education Framework, herein
presented, is based on a rational
understanding, that is to say, a philosophy,
of human person.
 The human person is the subject of
education: he is a human person learning
and being taught. The human person is also
the object: the human person is at the
center of the curriculum and the entire
program.

7.  The human person is multi-dimensional.
 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.

8.  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).
 He is also economic. Life in a
community involve the concerns of
livelihood, sufficiency, production,
and consumption.

9.  Lastly, he is political. Like other peoples
in the world, the Filipinos have
constituted themselves into a nation-
state to pursue the goal of "social
progress" and " total human liberation
and development." (Art.II,Sec.17)