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Values-Development-MS-1. Values Devepptx
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- 3. CLASSROOM RULES: Just proceed tothe restroom. Stand or keep yourself awake.
- 5. At the endof this session, the student(s) must be able to apply the Values Education (Self Development). LEARNING OUTCOME
- 6. SCOPE OF PRESENTATION ⮚SELF DEVELOPMENT ⮚ VALUES EDUCATION ⮚ FORCES THAT SHAPES CONTEMPORARY VALUES ⮚ THEORIES OF VALUES FORMATION ⮚ ETHICS AND MORAL EDUCATION ⮚ MORALITY AND OUR CONSCIENCE
- 7. SELF DEVELOPMENT Perceived Self-is composed of a set of self- cognitions regarding one’s traits, competencies and values. It is reinforced through feedback.
- 8. SELF DEVELOPMENT The IdealSelf- represents the set of traits, competencies and values an individual would like to possess.
- 9. SELF DEVELOPMENT Self Identities-are those aspects of the individual’s self-concept that are derived from the social categories to which he or she perceives him/herself as belonging to. Social identities link individuals to reference groups, which establish a set of role expectations and norms that guide the individual’s behavior within each of the social identities.
- 10. SELF DEVELOPMENT Self Esteem-is the evaluative component of the self- concept. It is the function of the distance between the ideal self perceived self.
- 11. VALUES EDUCATION Values- arethe beliefs, which we hold to be true - those noble ideals we struggle to attain and implement in our daily lives.. Derived from the natural and moral laws and not from an individuals opinions and feelings. 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.
- 12. THEORIES OF VALUESFORMATION 1. Psycho-Analytic Theory (Sigmund Freud) suggest that unconscious forces act to determine personality and behavior. To Freud, the unconscious is that part of the personality about which a person is unaware.. 2. Behaviorist View (John B. Watson). The behavioral perspective suggest that the keys to understanding developing are observable behavior and outside stimuli in the environment. If we know the stimuli, we can predict the behavior.
- 13. THEORIES OF VALUESFORMATION 3. Social-cognitive learning theorist Albert Bandura, when we see the behavior of a model being rewarded, we are likely to imitate that behavior. Behavior is learned through observation and imitation, not conditioning through reinforcement or punishment.
- 14. THEORIES OF VALUESFORMATION 4. Cognitive Theory. The cognitive perspective focuses on the processes that allow people to know, understand and think about the world. The cognitive perspective emphasizes how people internally represent and think about the world.
- 15. THEORIES OF VALUESFORMATION 5. Socio-cultural theory (Russian psychologist Lev Vygotsky) proposes that a full understanding of development is impossible without taking into account the culture in which children develop.
- 16. THEORIES OF VALUESFORMATION 6. Ecological Theory. The Ecological model, the major proponent of which is Urie Bronfenbrenner, seeks to explain individual knowledge, development, and competencies in terms of the guidance, support, and structure provided by society and to explain social change over time in terms of the cumulative effect of individual choices (Berger, 2000).
- 17. THEORIES OF VALUESFORMATION 7. Humanism Theory. The humanistic perspective contends that people have a natural tendency to make decisions about their lives and control behavior.
- 18. THEORIES OF VALUESFORMATION 8. Evolutionary Theory. The Evolutionary Theory stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods (Santrock, 1999).
- 19. ETHICS AND MORALEDUCATION a. Ethics – comes from the Greek word ethos, meaning character or custom.
- 20. ETHICS AND MORALEDUCATION b. Morality The term morality can be used either: 1. Descriptively to refer to a code of conduct put forward by a society and that it is used as a guide to behavior by the members of that society. 2. Normatively to refer to a code of conduct that, given specified conditions, would be put forward by alL rational persons for governing the behavior of all moral agents.
- 21. MORALITY AND OURCONSCIENCE Morality affects our daily choices, and those decisions are guided by our conscience. The purpose of morality is to provide a frame work of optimum human survival. The standard of morality, however, is absolute and immutable – long-term optimum human survival.
- 23. SUMMARY ⮚ SELF DEVELOPMENT ⮚VALUES EDUCATION ⮚ FORCES THAT SHAPES CONTEMPORARY VALUES ⮚ THEORIES OF VALUES FORMATION ⮚ ETHICS AND MORAL EDUCATION ⮚ MORALITY AND OUR CONSCIENCE
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