Olivarez College

Dr. A. Santos Avenue, Sucat, Parañaque City

“Values Education in the Philippine Curriculum: Does It Help Shape an

Individual Better or Not?”

In Fulfillment of the

Requirements in Values 10

Submitted by:

10-Sobriety

(Marcellana, et al)

Submitted to:

Ma’am Lorenza Lorna Pinpin

March 14, 2019

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 Table of Contents

Title Page………………………………………………………….……1

Table of Contents…………………………………………………/……2

Abstract……………………………………………………………….…3

Introduction………………………………………………………….…..4

I. What is Values Education? …………………………………5-6

II. Is Values Education Important………………………………7-8
III. Values Education in the Philippines……………………..…9-16
IV. Implementing Values Education in the Philippine
Curriculum as a Basis for the Structure…………………..17-24
V. Early Values Educators in the Philippines ………………..25-27
VI. Modern Day Values Education…………………………....28-31
VII. The Effects of Values Education in a Person……………...32-33

Appendices…………………………………………………………..34-39.

Conclusion………………………………………………………………40

Bibliography………………………………………………………….41-43

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 Abstract

A STUDY OF THE PHILIPPINE VALUES EDUCATION PROGRAMME

(1986 1993)

Lourdes R. Quisumbing

This study explores the Philippine experience in values development. The primary goal of
providing values education at all three levels of the school system in the Philippines is the
development of a person committed to building a free, democratic, peaceful, and progressive
nation. The program hopes to develop Filipinos who possess the following values and traits: (1)
self-actualization, people imbued with a sense of human dignity; (2) a sense of responsibility for
community and environment, self-discipline; (3) productivity, contributory to the economic
security and development of the family and nation; (4) a deep sense of nationalism, commitment
to the progress of the nation and to global solidarity; and (5) an abiding faith in God and
spirituality. General guidelines specify that the program must: (1) be oriented towards the whole
learner; (2) consider the unique role of the family in personal development and integration into
society and the nation; and (3) recognize and emphasize the role of teachers who themselves must
possess a proper sense of values and respect for the person of the student. Values development is
discussed from the viewpoints of learning theorists or behaviorists, cognitive developmentalists,
and psychoanalysts. Implementing values education is divided into objectives for the elementary
grades, at the secondary level, and at the tertiary level.

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 Introduction

Values Education is taught from the very beginning of a student’s education in the Philippines for
this is the only Christian country here in Asia. Values Education in the Philippine Curriculum is
taught in a variety of ways which depends on the type of learning establishment it is in and in
accordance to the grade level. From that, we can hypothesize that most students are familiar with
Good Morals and Right Conduct, Christian Living, Personality Development and World Theology
which are included as subjects as per the structure of the country’s curriculum.

Students are supplied with knowledge that educators give with the aim to shape their character in
the sense that teaching the right beliefs and right executions inside and outside of school will
propagate into sufficient character development and the desired characteristics of an individual
itself but both students and educators need to question the progress that is involved with the very
goal of Values Education itself and how effective it is not only in being essential to the
development of an individual but also in getting in touch with the interest of students whom it is
being taught to in order to answer the question “Does Values Education in the Philippine
Curriculum Help Shape an Individual Better or Not?” while equipped with proper and adequate
information and research about the very structure of the said subject aligned with its purpose and
goals.

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 I. What is Values Education?

Value education is character education or moral education. It is an education where learners learn
value from educators and implement them in future to lead a better life, the life of humanity where
religion has no importance, the thing that value most is your character. Value education starts from
home and it continues throughout the life, but value education in schools plays a major part in a
man’s life so it should be taught in each and every school to add values to the children for their
better tomorrow.

The areas that come under value-based education are character development, personality
development, citizenship education and spiritual development. All these come under one roof and
are known by the term “value education”. The purpose of value education is to make you
responsible citizen to make your country feel proud of you.

With the previous statements, people must also consider how it is very hard not being morally
biased when teaching; even knowledge is biased. For instance, Western knowledge, such as all
forms of knowledge, is value laden, although many pedagogues and philosophers don’t
acknowledge it. Modernity brought the utopia that knowledge could be separated from its human
context, from subjectivity and morality. Schools and universities built entire curricula based on
that belief, forgetting the ethical basis of every knowledge. Knowledge is made by humans, to
benefit humans, hence, all knowledge has its share of values. So, the act of teaching is a way of
diffusing morals.

It can be assumed that values are integral to teaching. If all knowledge is value-laden, then value
education is transversal to all subjects. In the world of community, values are determiners of how
people will live in harmony and peace without hurting others, and they enable people to be virtuous
individuals within the community. Haydon (2004) claims that just as people live in a physical
environment, there is also an ethical environment around them and suggests that values education
is necessary to jointly contribute to the quality of the ethical environment. Thus, it is important
that values are inculcated to people at their early ages as much as possible when their character

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develops, and these values should be maintained during adolescence so that young people can
appreciate themselves and others, and take responsibility for their own actions and for the world
around them. According to Ryan (1993), although the development of a child’s character is not
completely under the responsibility of the school, it plays a crucial role since they spend much of
their time in schools. However, in his recent study, Kenan (2009) found that as modern education
is intensively shaped by positivist knowledge and science, it often fails to teach the realm of values.
Having diagnosed the situation, the researchers present and examine several research studies that
are related to the importance of value education in young people’s character development as well
as the school’s place.

Value education the process by which people give moral values to each other. It can be an activity
that can take place in any human organization during which people are assisted by others, who
may be older, in a condition experienced to make explicit our ethics in order to assess the
effectiveness of these values and associated behavior for their own and others' long term well-
being, and to reflect on and acquire other values and behavior which they recognize as being more
effective for long term well-being of self and others. There is a difference between literacy and
education.

There has been very little reliable research on the results of values education classes, but there are
some encouraging preliminary results.

One definition refers to it as the process that gives young people an initiation into values, giving
knowledge of the rules needed to function in this mode of relating to other people, and to seek the
development in the student a grasp of certain underlying principles, together with the ability to
apply these rules intelligently, and to have the settled disposition to do so. Some researchers use
the concept values education as an umbrella of concepts that includes moral
education and citizenship education. Themes that values education can address to varying degrees
are character, moral development, Religious Education, Spiritual development, citizenship
education, personal development, social development and cultural development.

There is a further distinction between explicit values education and implicit values
education where: explicit values education is associated with those different pedagogies, methods
or programs that teachers or educators use in order to create learning experiences for students when
it comes to value questions.

Another definition of value education is "learning about self and wisdom of life" in a self-
exploratory, systematic and scientific way through formal education.

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 II. Is Values Education Important?

Values Education is important because they are the very instrument that help us to grow and
develop. They help us to create the future we want to experience.

Every individual and every organization are involved in making hundreds of decisions every day.
The decisions we make are a reflection of our values and beliefs, and they are always directed
towards a specific purpose. That purpose is the satisfaction of our individual or collective
(organizational) needs.

When we use our values to make decisions, we make a deliberate

choice to focus on what is important to us. When values are shared,
they build internal cohesion in a group.

There are four types of values that we find in an organizational setting: individual values,
relationship values, organizational values and societal values.

 Individual values
Individual values reflect how you show up in your life and your specific needs-the
principles you live by and what you consider important for your self-interest. Individual
values include: enthusiasm, creativity, humility and personal fulfilment.
 Relationship values
Relationship values reflect how you relate to other people in your life, be they friends,
family or colleagues in your organization. Relationship values
include: openness, trust, generosity and caring.
 Organizational values
Organizational values reflect how your organization shows up and operates in the
world. Organizational values include: financial
growth, teamwork, productivity and strategic alliances.

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  Societal values
Societal values reflect how you or your organization relates to society. Societal values
include: future generations, environmental awareness, ecology and sustainability.

The enumerated type of values helps an establishment determine the kind of virtues it needs and
for what kind of reason it needs to exist.

Value education is not a kind of separate subject that teacher has to teach just as they teach their
regular subject. The education in itself holds values so the teacher needs to teach the students to
implement them in their real life to behave in a polite as well as responsible manner.

Value education doesn’t expect higher grades from students. It just wants to develop positive
attitude in them. But value education is not important only for students. It is equally important for
the teachers as well as staffs too. To develop a good personality in students through value
education, a teacher first needs to be their role model.

A school is a place where children spent most of the time and they get to learn many positive
values in life.

 Value based education shape their future and add purpose to their life. It helps them to learn the
right way to live their life.
 A primary approach to quality learning where it teaches them to remain connected to their parents
as well as to other community.
 It makes them learn how to deal with their day to day activities.
 Helps them to gain self-responsibility for their behavior.

The school is a model of the world so the goal of value-based education in school is to nourish the
learners with moral values, virtues based on which their actions will reflect their behaviour. So, by
educating the children with value education, you are creating a better world for tomorrow to live
in.

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 III. Values Education in the Philippines

A. History

After the four-day non-violent revolt in February 1986 which toppled the twenty-year old Marcos
dictatorship and restored democracy in the Philippines, the Aquino government realized that
rebuilding a nation was more difficult than ousting a dictator. A social revolution was required to
guide the country through its transition to re-establish democratic institutions, freedom and dignity
for the Filipino people. Thus, the Department of Education, Culture and Sports (DECS) identified
"Social Transformation through Education" as its priority, and began a Values Education Program
for all levels of the school system.

A continuing upsurge of crime, violence and corruption is causing public alarm in the Philippines.
Concerned citizens are demanding government action against the breakdown of morality. The
Moral Recovery Program, submitted by Senator Leticia Ramos-Shahani to the Senate in 1988, and
the DECS Values Education Program launched that same year, both emphasize social reform
through the inner transformation of the individual.

But among the problems and issues that the country faced are as follows: The geographic make-
up of the Philippines includes three large islands: Luzon, Visayas and Mindanao, and more than
7,000 small ones. There are eight major language groups to which most people in the lowlands
belong and about 100 minor languages and dialects spoken by people in the uplands and
archipelago.

The Philippines is predominantly Christian: Catholics comprise 82.92% of the population; several
Protestant groups combine to form 3.9% and local Christian churches like the Aglipayans and the
Iglesia ni Kristo have considerable followings. Born-Again Christians and Fundamentalists make
up a small portion of the Christian population, yet the largest cultural minority group remains
Muslim. About 100 other cultural communities are spread throughout the country, and

9
interestingly, studies by behavioral scientists show that there are recognizable values, beliefs and
attitudes that bind all these Filipino people together.

Designing a common values education framework acceptable to these groups and mindful of their
cultural, linguistic and religious differences was a difficult. task. The framework had to be flexible
enough to allow differences in priorities, expression and behavior. Program activities had to
strengthen commonalities and respect differences in order to develop a spirit of tolerance,
appreciation and mutual acceptance.

Teaching desirable values and responsible behavior requires educating the whole society - a fact
which may overwhelm educators and discourage them. And, integrating values education into the
school system has been controversial, because religious, moral and spiritual values are thought to
w is' as a result of free choice, acceptance and internalization by an individual.

During the first decades of the twentieth-century, ethical and moral values were emphasized in
public elementary schools through activities which taught "good manners", "right conduct" and
"character building". In public high schools, values education was part of the curriculum. The
concept of integrating values into Social Studies was adopted in 1974; but not systematically
implemented.

In accordance with the separation between Church and State, contained in the Philippine
Constitution of 1935, the Philippine educational authorities took care not to include the teaching
of religion in public schools or to allow public school-teachers to teach religion outside regular
classes. However, catechism classes were allowed once a week for about forty minutes after the
regular class day. Most of the participating students were from Catholic schools or colleges.

Private Catholic schools and colleges included religion in the curriculum from kindergarten to
college. Each year, retreats were held for students and faculty, and many religious organizations
such as Social Action and the Children of Mary, helped mound students socially, morally and

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spiritually. Protestant schools emphasized Bible study and Muslim schools, located mostly in the
south, taught the Koran.

The 1987 Constitution provides for national religious instruction during regular class hours; the
choice of the particular religion to be taught is left to the parents, while teachers are to be
provided by the religious authorities concerned. Other groups which helped mold desirable
values and behavior were: The Boy Scouts/Girl Scouts, human rights advocates, the UNESCO
Associated Schools and Clubs and local grassroots organizations working with street children,
the military, prisoners and cultural minorities.

B. Official Policies on Moral Education in the National Education System

The 1935 Philippine Constitution contains the first official policy statement on values
education. Article XIV, Sec. 8, states:

All educational institutions shall aim to develop moral character, personal discipline, civic
conscience and vocational efficiency, and teach the duties of citizenship.

The 1973 Constitution, Article XIV, Sec. 4, made the following additions:

All educational institutions shall aim to inculcate love of country, teach the duties of citizenship
and develop moral character, personal discipline and scientific, technological and vocational
efficiency.

The present 1987 Constitution starts with a preamble clearly affirming religious, spiritual
and moral values:

We, the sovereign Filipino people, imploring the aid of Almighty God in order to build a just
and humane society and establish a government that will embody our ideals and aspirations,

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 promote the common good, conserve and develop our patrimony, and secure to ourselves and
our posterity the blessings of independence and democracy under the rule of law and regime
of truth, justice, freedom, love, equity and peace, do ordain and promulgate this Constitution.

The following articles likewise emphasize moral and spiritual values:

Article II, Sec. 13:

The State recognizes the vital role of the youth in nation-building and shall promote and protect
their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth:
patriotism and nationalism, and encourage their involvement in public and civic affairs.

Article II, Sec. 17:

The state shall give priority to education, science and technology, arts, culture and sports to
foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.

Article II, Sec 2:

All educational institutions shall inculcate patriotism and nationalism, foster love of humanity,
respect of human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge, and promote vocational
efficiency.

The expressed intent to develop an enlightened, nationalistic, creative, productive and disciplined
citizenry, with strong ethical and spiritual values, calls educators to consider values education as
an integral part of the curriculum.

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C. Introducing Values Education into the School System

1. Preparations for Launching the Values Education Program.

The co-operation of experts, educators, government officials and staff in the Department of
Education, Culture and Sports and other agencies was crucial to the preparation and presentation
of the Values Education Program to educators and administrators from public and private schools,
and universities who attended the 1986 and 1987 Congresses of Educators held in Baguio City.

Under the themes of “Social Transformation through Education” and “Education for National
Unity and Progress”, workshops on values education were held, practical activities encouraged
and feedback from initial attempts solicited. These activities were used to promote acceptance of
values education as an essential pa; of the school curriculum.

The 1988 Educators Congress theme “Education for National Unity, Peace and Progress” further
underscored the role of values education in forming a peaceful society and a progressive nation.

2. DECS Order No. 6, of 1988: Values Education for the Filipino.

Immediately following its presentation to the President of the Philippines, Corazon C. Aquino, on
25 January 1988, DECS Order No. 6 was issued by the then DECS Secretary Lourdes R.
Quisumbing. It called for strengthening the moral fiber of the Filipino people by implementing
the new DECS Values Education Program.

To ensure the program’s implementation, it was essential to design a framework to guide teachers.
This outline does not prescribe or impose values; nor does it claim to be complete or exhaustive.
It is merely a list of virtues adaptable to varying situations which it is hoped the learner will
internalize and practice. Teachers may use the values framework to help identify and choose
which values to emphasize, reinforce or change, when it is perceived necessary and beneficial to
do so.

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D. Goals and Objectives During the Early Years

The primary goal of providing values education at all three levels of the school system is the
development of a person committed to building a free, democratic, peaceful and progressive
nation.

The program hopes to develop Filipinos who possess the following values and traits:

1. Self-actualization, people imbued with a sense of human dignity;

2. A sense of responsibility for community and environment, self-discipline;
3. Productivity, contributory to the economic security and development of the family and nation;
4. A deep sense of nationalism, commitment to the progress of the nation and to global solidarity;
5. An abiding faith in God and spirituality

The values education program and its activities must:

1. Be oriented towards the whole learner;

2. Consider the unique role of the family in personal development and integration into society and
the nation;
3. Recognize and emphasize the role of teachers who themselves must possess a proper sense of
values and respect for the person of the student.

A primary vehicle for developing values in young people is a role model. Therefore, the example
a teacher sets is an important and critical component in any strategy to reform curricula. Teachers
are the role models young people encounter every day.

The values framework takes into account the individual and social nature of human beings.
However, values must not be studied in isolation. They are all related to the core value of human
dignity.

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Developing values in an individual is a process that can be viewed in three stages: cognitive,
affective and behavioral. People perceive what is desirable or right, seek and cherish what they
perceive as desirable or right, and then behave in accordance with these perceptions. This process
is influenced by the person's environment (family, school, social groups, institutions,
neighborhood, nation and the world community).

As people grow in self-awareness, they become aware of their social responsibility to the
community around them.

The values framework provides parameters for developing programs at national, regional, district
and school levels. The values, teaching and learning context will vary in each situation. Each sub-
national program will be developed on the basis of local needs. Responsibility for deciding
priorities and strategies rests with the leadership at each level.

Three emerging schools of thought underlie values development.

Learning theorists or behaviorists view moral behavior as the result of three sorts of mechanism:
reinforcement and rewards, punishment or threat of it, and modelling or imitation. This is related
to Skinner's patterns of behavior modification through reinforcement. The works of Sears,
Bandura, and Eysenck provide examples of this theory.

The cognitive developmentalists view values development as an "active, dynamic and constructive
process... where the individual is able to act according to moral principles because he understands
and agrees with them." The works of Piaget, Kholberg, Turiel and Gessell provide examples of
this view.
The psychoanalysts view values development as a conforming to cultural standards through the
internalization of emotional experiences and the simultaneous formulation of conscience. Freud
and Erickson's works provide examples of this thought.

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A number of strategies related to these three theoretical stances have been designed. In the absence
of conclusive research data related to effective strategies in the development of values among
Filipinos, it is suggested.

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 IV. Implementing Values Education in the
Philippine Curriculum as a Basis for the
Structure

A. Elementary Schools

The aim of values education at the primary level is to prepare a child for becoming an enlightened,
disciplined, self-reliant, productive, nationalistic and God-fearing Filipino citizen. Specifically,
the program aims to develop a child who is:

 integrally developed, -- head, heart, hands and body;

 imbued with a sense of responsibility toward others and the community;
 active, creative and self-reliant;
 aware of a national identity and the need for national loyalty, national unity and pride;
 God-loving, with an abiding faith in God.

The teacher is the main factor in infusing desirable attitudes and habits in the child, either through
direct or indirect teaching.

The Bureau of Elementary Education (BEE) developed specific objectives for the new elementary
school curriculum (NESC) with evaluation techniques to assist teachers. The DECS Values
framework provided the guide and the Bureau of Elementary Education adapted these suggestions
to their students. (See Appendix)

At elementary and secondary school levels, the DECS Values Education framework is accepted as
the official basis for comprehensive, systematic values education. The framework was distributed
to all schools as a publication under the title Values Education for the Filipino and served as a
guide for teachers, administrators and students.

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Since values education is integrated into different curricula at the elementary school level, specific
value objectives must be identified. Teaching about values should be interwoven with the subject
matter and integrated skillfully into the activities of the lesson, until the objective is achieved or a
certain appreciation level is reached. Then, the development of appropriate behavior will take place
when provided with opportunities where the value can be practiced.

Arranging objectives in a sequence from cognitive to affective, and finally to active behavior is
important to ensure the program's success. This means that the child must first understand the value
before appreciating or believing in it. Then the child must be given opportunities to practice it until
the value has been internalized and the child's behavior reflects it in a consistent manner. Only
then can the value become virtue and transform the child's character.

Developing a value indirectly is based on the belief that every lesson in any subject area can be
used in teaching values. Knowledge and skills subjects are the starting points for appreciation. The
Bureau of Elementary Education prepared teaching aids in the form of detailed lessons plans with
accompanying worksheets to assist the teacher in handling values development in Character
Building Activities, Filipino, Mathematics, Science and Health, Arts, Physical Education, Music,
Edukasyong Pantahanan at Pangkabuhayan [Home Economics and Livelihood Education] and
Heograpiya, Kasaysayan at Sibika [Geography, History and Civics].

Both direct and indirect strategies are being used in values development. Inculcation can be done
consciously or unconsciously through modeling, persuasion, reinforcement or role play.

The best proof that a child has recognized, appreciated and internalized a value is if it is evident
in daily conduct. The best ways to evaluate this are:
1. through self-assessment, students report on their behavior using check-lists and attitude scales;
2. through another person's independent assessment of the students' behavior in anecdotal
reports.

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One must remember that the evaluation of values education poses a difficulty since the results
are intangible and cannot be measured quantitatively.

B. Secondary Schools

In 1989/90 secondary schools began offering values education as a separate subject in response to
the clamor from Philippine society to strengthen the moral fiber of the nation through the education
of its youth.

As early as 1982, studies were conducted to determine society's perceptions of the secondary
education program. in 1983 after two forums, one in Manila attended by national leaders and the
other in Batulao, Batangas, attended by regional leaders, it was recommended that values
education be taught as a separate subject.

As preparations for new high school curriculum were going on, a draft of the values education
subject was developed, reviewed and refined in collaboration with experts from various fields. The
values education framework was presented at the National Educators Congress in 1986 and 1987
for further review and validation. On 25 January 1988, it was formally launched with the DECS
Order No. 6.

Thus, in June 1989, values education was taught as a separate subject for the first time. These early
classes were taught only to first-year students. In the following year, the Values Education
Program was expanded to include second-year students. After four years, values education was
offered to all four years of secondary school.

In DECS Order no. 11 of 1989, the following references were made concerning the implementation
of values education. Item 2 states that the focus of the New Secondary Education Curriculum
(I\ISEC) under the Secondary Education Development Program (SEDP) is on content, process,

19
productivity and technology. Item 3 states that Edukasvon sa Pagpapahalaga (Values Education)
is one of the eight subject areas.

Enclosure No. 1 of DECS Order No. 11 of 1989 makes reference to the values education
framework and lists the objectives of the NSEC as fo11ows:

1. To develop an enlightened commitment to national ideals by cherishing, preserving and

developing moral, spiritual and socio-cultural values.
2. To obtain knowledge and to form attitudes for understanding the nature and purpose of
man, and therefore one's self, one's own people and other races, thereby promoting a keen
sense of family, national and international community.
3. To develop skills in higher intellectual operations, complex comprehension. and critical
thinking so as to be able to respond creatively to life situations.
4. To acquire skills, knowledge, information and a set of work ethics essential for making an
intelligent choice of occupation, career or specialized training.
5. To heighten one's appreciation for the arts and sciences as a means of self-fulfillment and
for promoting the welfare of others.

Enclosure No. 2 points out the offering of values education as a separate subject area, and
recommends values development to be integrated in all subject areas.

Item 10 emphasizes critical thinking to promote creativity and productivity. It describes

Edukasyon sa Pagpapahalaga (values education) as the cognitive base of values development being
integrated into all subject areas. Values education aims to develop skills for rational thinking and
judgments, makes use of the experiential approach and revolves around four concepts:
 Pagpapahalaga sa sarili (valuing self)
 Pakikipagkapwa (valuing others)
 Pagkamambansa (valuing one's own country)
 Pagkamaka-Diyos (valuing God)

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The medium of instruction for teaching values education is bilingual. Either English or Filipino
may be used. In some areas local dialects are used for instruction. "Values education l" is taught
for forty-five minutes daily.

DECS Order No. 52 of 1989, System of Rating and Reporting a Student's Progress, prescribes a
new system for evaluating students in congruence with the NSEC. Enclosure No. 1 to DECS Order
No. 52, of 1989, Item 8, states that the grade in values education will reflect both knowledge and
skills acquisition and behaviour. This is based on vaiues education which aims to develop skills
for rational thinking and judgement in order to affect behaviour change in a student through
experiential learning (DECS Order No. 11 of 1989).

(a) Using desired learning competencies (DLCs) of values education as the basis for
evaluating students, the grade in values education will be based on the following
criteria, showing the value of the marks:

Written Output
Check-ups 15%
Follow-ups 25%
Involvement 20%
Behavior 40%

(b) The values education grade is based on the co-operative assessment of the student's
performance by the values education teacher, the homeroom adviser, subject teachers
and co-curricular teachers.
(c) The grade that appears on the student report will be descriptive. This is the qualitative
equivalent of the total composite score of the three evaluation aspects: written output
involvement and behavior
(d) The minimum acceptable mark for passing the values education subject is "moderately
satisfactory". For the purposes of computing a student's average, the numerical mark
for values education shall be used.

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 (e) The "enclosures" are meant to guide teachers in evaluating students. The suggested
rating scales for values education will help teachers to minimize impressionistic
evaluation.

Listed below are the desired behaviors expected to have been developed in students. Teachers
are to encircle the number that corresponds to the degree the behaviour manifests itself, using
the following scale:

5 - Completely true of the student;

4 - Generally true of the student;
3 - Moderately true of the student;
2 - Partly true of the student;
1 - Not true at all of the student.

Initially, encouraging amounts of feedback reached the Bureau of Secondary Education and helped
reinforce value education efforts throughout the country. But since developing values, attitudes
and proper behavior does not happen overnight, more time and support are needed for values
education to be successful.

It is felt that any plans to make values education optional in the third and fourth years may negate
whatever gains have been made during the first few years of the SEDP implementation. Some
people believe that there is a need to rethink this position before a decision is made and a new
DECS order issued.

C. Tertiary Level

The Education Department did not issue any specific ruling on teaching values education in tertiary
level institutions except in the new Bachelor of Secondary Education (B.S. Ed.) curriculum. The
Bachelor of Secondary Education degree in Values Education (BSE-VE) and Undergraduate

22
Specialization Certificate in Values Education are offered as pre-service training for prospective
teachers. At the graduate level, a Master of Arts in education with a specialization in Values
Education, eventually leading to a Ph.D. program was opened in response to the demand for
specialists in the subject.

The curriculum was started in November 1987, and was patterned after the DECS curriculum for
teacher education (DECS Order No. 37, s. 1986) with major modifications for alignment with
another existing BSE program at PNU.

A content review was conducted five years after implementation. Based on the results, revisions
were made and a new program was implemented in June 1993. The goal of these revisions is to
produce teachers who value building a humane nation (makatao), nationalism (makabansa) and
who love God (maka-Diyos).

The course areas for developing teacher competency are:

1. Formation courses which emphasize self-concept development. Values Education courses 1 to

3.
2. Transformation courses which focus on how to ingrain community responsibility and global
solidarity in students.
3. Methodology courses for deepening a sense of service and commitment to teaching while
developing teaching skills. Traditional, experiential, participatory and transpersonal teaching
strategies, research and evaluation are emphasized.

The medium of instruction for these courses follows PNU's bilingual policy. In certain courses,
Filipino is used while in more technical courses English is used.

Throughout the Philippines, tertiary institutions have taken some initiative. Noteworthy are
studies and publications made by social and behavioral scientists in values research and curricular
and co-curricular offerings in religious, moral and socially-oriented programs.

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The Catholic Educational Association of the Philippines (CEAP) supports teaching religion as a
regular subject in schools and having campus ministries in both private and public universities for
the spiritual formation of the students. The CEAP Colloquium on the Ministry of Teaching is a
special training program designed to mold teachers committed to transforming Philippine society
according to the Gospel values of truth, justice, freedom and love.

The ASCS (Association of Christian Schools and Colleges) likewise considers moral and spiritual
education essential in the education of the Filipino professional.

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 V. Early Values Educators in The Philippines

Educational leaders soon realized that values education had been handled as just another subject
and taught merely as information. They discovered that to bridge the gap between knowledge and
behavior, the teaching of values must involve a total-person learning experience for every student:
the mind and heart of the learner needs to be actively involved in the learning.

Thus, weeklong live-in reorientation workshops provided administrators and secondary school
teachers with an experiential perspective on how teachers could better handle values education.

The Total Person Experiential Learning (TPEL) Process

The Journey into One's Self.

The seven-day live-in series of learning activities starts with an experiential journey "into one's
innermost self ". Of course, this activity, like all other activities, is strictly invitational. This
inward-journey is not memory-recall or life history analysis but a reliving experience that
encompasses emotional overtones and undertones. Usually, participants find this first activity
awkward, although it promptly turns into an exciting experience. Many participants admit that this
total-person reflection is worth adopting as a lifetime habit.

My Family: Where My Roots and My Wings Grow

On the second day, participants go deeper into their innermost selves but this time in the context
of their families. Here, they discover "the roots of their being." They realize that their family
relationships have had tremendous influence on the development of their personhood, be it positive
or negative. "I am, and am still becoming who I am, because of those who have loved me as well
as because of those who have refused to love me" is one powerful insight gained on this day.
Moreover, "my family as the roots of my being, also provides me with the needed wings for further
becoming what I can be." This is the second insight for the day.

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The Teacher Is the Most Crucial Instrument of Learning
The third day's activities are highlighted by insights on the valuing process as the "heart" of
education. The first insight is the crucial role that values play in all decisions made in the course
of a day. Awareness comes that a truly good, wise and therefore, practical decision must always
rely on the valuing process. The summary insight of the day is that the teacher is the most important
agent of social transformation. It is the teacher who facilitates the formation of correct decision-
making habits among students. A significant corollary is the realization that feelings, especially
those of self-worth are an integral part of the valuing process that result in correct decision making.

The Wonderful Gift of Sexuality

The fourth day moves into another area of the self, the area of sexuality. Again, the learning activity
for this topic is initially uncomfortable and even embarrassing for some participants. However,
because their curiosity is stronger than their reluctance, they participate. They discover that there
is still so much to know and appreciate about human sexuality. Although they are made aware that
their inhibition may not be overcome, after reflection on the activity, they understand, if not
appreciate, the sexual behaviour of youth today. At the day's end, human sexuality will have been
integrated with the spiritual.

What Values Integration Really Is

On the fifth day participants experience the valuing process itself, with explicit stress on the
person's innate capacity to effectively undertake the valuing process. The whole day is spent
integrating the total person decision-making process with the internal and external worlds of each
participant.

TPEL Can Be Used in the Classroom Right Away

After this preview of the process of values development, the sixth day situates the experience
within the context of Philippine society. The question posed to participants is: having had initial
experience of what values education should really be, how practical an approach is it? At the close
of this day, the pros and cons of introducing the total-person experiential learning (TPEL) process
in teaching values are deliberated upon by participants.

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The last day is devoted to a synthesizing the TPEL approach with values education. The week-
long experience ends with a ceremony where participants acknowledge how their lives have been
touched. They admit that whatever they do they will always be "haunted" by their new learning.

What has been a consistent and pervasive insight of participants is that one leaves the experience
with a deeper appreciation of faith. Those who have been teaching Christian Living courses see
the need to anchor values on experiences. These insights are shared by Muslim participants, also.

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 VI. Modern Day Values Education

A. Christian Living Education

The following covers the CLE Program Description:

The Christian Living Education (CLE) Program is designed for grade school pupils in a Catholic
school to help them grow and mature in their Christian faith and in their loving relationship with
God the Father who creates all things, Jesus Christ who leads us to the Father, and the Holy Spirit
who abides in us; and with the rest of God’s creations.

The lessons are designed in a progressive manner such that pupils will be properly guided in
knowing the truths of the faith, responding to God’s call in their own simple ways, and maintaining
an open communication with God through prayers and frequent reception of the Sacraments.
Emphasis will be made on the Sacrament of the Eucharist for Grade 3 and Sacrament of
Confirmation for Grade 6 in preparation for their reception of the said Sacraments.

Grade 1: Encountering God’s Love in His Creation This course focuses on the appreciation of
God’s gifts of life, family and creation. It narrates that God the Father created the world because
He loves us. It aims to inspire a response of faith through appreciation of God’s gifts by seeing
God in their everyday encounter with His creation.

 1st – Knowing God as our Loving Father (Luke 11:1-13 The Lord’s Prayer)
 2nd – Enjoying God’s Presence in His Creation (Gen. 1:1-2:4a 1st Creation Story)
 3rd – Appreciating Our Life as Human Beings (Gen 1:27 God created Human)
 4th – Sharing and Caring for God’s Creation (Gen. 1:26, 28-30 Stewardship)

Grade 2: Encountering Jesus in the Sacraments This course is designed to discuss Jesus as
encountered in the Sacraments. This course is primarily aimed in teaching the Grade 2 pupils the

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Sacraments namely Baptism, Eucharist, and Reconciliation in preparation for their First Holy
Communion. Each of these Sacraments is discussed according to the Sacred Scriptures, Tradition,
and Human Experiences, the rite of each Sacrament, and most especially the meaning and
relationship of these Sacraments to the lives of the pupils.

 1st – Knowing the Sacraments through Jesus (Mark 4:26-29 Seed Grows of itself)
 2nd – Belonging in God’s Family (Mt. 3:13-17 The Baptism of Jesus)
 3rd – Receiving God’s Forgiveness (Luke 15:11-32 - The Prodigal Son)
 4th – Sharing in God’s Meal (Luke 14:15-24 The Parable of the Great Feast)

Grade 3: Celebrating God’s Goodness in the Sacraments of Reconciliation and Eucharist This
course is designed to lead the pupils in preparing themselves to meet Jesus in the Sacrament of the
Eucharist. Sin destroys their relationship with God and with others. Through the Sacrament of
Reconciliation, they experience God’s mercy and forgiveness. The Holy Eucharist nourishes their
relationship with God that leads them to love and serve others.

 1st – Becoming Members of God’s Family (Mt.19:13-15 Jesus blesses the Children)
 2nd – Accepting God’s Call to be His Friends (1Samuel 3:2-18 The Call of Samuel)
 3rd – Celebrating God’s Presence in the Eucharist (Mark 14:22-25 The Lord’s Supper)
 4th – Loving God by Serving Others (Mt. 7:12 The Golden Rule)

Grade 4: Growing as Followers of Jesus Christ This course focuses on the basic knowledge of the
principles of Christian Faith on discipleship. It also envisions that through authentic practice of
Christ’s teaching (like commandments, beatitudes) of love of God and of neighbor, the pupils are
able to grow in their loving relationship with God and neighbor through loving obedience to God
and service of neighbor by following Jesus Christ.

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  1st – Knowing and Loving Jesus Christ (Mt. 22: 34-40)
 2nd – Loving God as Jesus Christ Does (Luke 15:1-7 The Parable of the Lost Sheep)
 3rd – Loving Our Neighbors as Jesus Christ Does (Mark 12:28-31 The Greatest
Commandment)
 4th – Growing Joyfully as Jesus’ Friends (Mt. 5:1-12 The 8 Beatitudes)

Grade 5: Celebrating Life through the Sacraments This course focuses on the Sacraments as
saving symbolic acts of God’s love. The pupils will also understand that through the sacraments,
we are fashioned into the likeness of Christ and therefore enable us to celebrate life.

 1st – Communicating with God through Signs and Symbols (Mt. 26:26-29 The Holy
Eucharist)
 2nd – Responding to God’s Call to be His Children (Sacraments of Initiation) (John 3:1-
7Story of Nicodemus)
 3rd – Receiving God’s Love and Forgiveness (Sacraments of Healing) (Mt. 18:21-35 The
Merciless Official) (James 5:13-20 Anointing and Prayer)
 4th – Serving God in the Community (Sacraments of Commitment) (Eph.3:1-3
Commission to Preach God’s Plan)

Grade 6: Proclaiming God’s Salvific Love to the World This course is designed to familiarize the
pupils with the history of our salvation as part of God’s plan for humanity. It introduces the pupils
to the different people who played important roles in following the will of God like the patriarchs,
judges, kings, and prophets in the Old Testament and Jesus Christ as the fulfillment of God’s
promise in the New Testament. Furthermore, this course also aims to evoke in the pupils the sense
of gratitude for the gift of salvation, thereby, accepting the mission to continue proclaiming God’s
love to the world. This will also prepare the pupils for the reception of the Sacrament of
Confirmation.

30
 1st – God revealing Himself through the Bible (Heb.1:1- 4)
 2nd – God proclaiming His Message through His Chosen Leaders (Genesis 12:1-9 - The
Call of Abraham)
 3rd – Jesus fulfilling God’s Promise of Salvation (John 3:16-18)
 4th – Church: Continuing Jesus’ Mission through the Holy Spirit (Mt. 28:16-20
Commission of the Apostles)

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 VII. The Effects of Values Education in a Person

Previous research about the effects of character education and values education programs does not
yield clear conclusions. In this study, based on teacher comments, parent interviews, and
disciplinary records, it appears that following the implementation of a character development
program in school, student behavior improved. Because all the parents and almost half of the
students credited the teacher as a primary factor for the changes in behavior, and all the teachers
credited the values education program as a primary factor, one could logically conclude that values
education program contributed to the improved behavior.

These findings are similar to those reported by Leming (1993) in a longitudinal study of the Weber
County Character Education Project. This study described a reduction in disciplinary problems in
schools where character and values education programs were in effect as compared to schools
without a program.

It is also similar to the findings of Olsen (1995), who reported that teachers perceived student
behavior to have improved after the implementation of a character education program. However,
other factors could also have contributed to the changes in behavior.

One of these factors was the “teacher.” The parents identified the teacher as being a primary factor
in the changes in student behavior

The “loving” and “caring” personality of the teachers involved in this study and the modeling of
good character by these teachers (how they treated the students) could be completely unrelated to
the character education program.

The improvement in behavior could possibly be attributed to the differences in how these teachers
treated the students, as compared to the treatment the student received from his or her past teachers.

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Another factor that may have affected the behavioral changes is “maturity.” None of the reviewed
studies specifically considered maturity levels of the students as a factor. However, the results of
the longitudinal studies reported by Leming (1993) might have been possibly affected by maturity
levels because of the duration of the studies.

These factors must be taken into consideration in reviewing the findings of this study and planning
future research. Extrinsic rewards also may have affected the behavioral changes. These external
reinforcements may have contributed to the behavioral changes, even in the absence of a values
education program.

In summary, it appears that the values education program may have had a positive effect on the
behavior of the students in the study based on the perceptions of the teachers, parents, and students.
However, other factors may have affected student behavior as much as, or even more, than the
character education program.

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Appendices

34
35
36
37
38
39
 Conclusion

After all the information compiled in this research paper, the researchers discovered not only the
definition of Values Education and Value-based Education but also its very essence.

Since it is known that teaching Values to students have been much required after the time of
Martial Law when dictatorship, extrajudicial killings and violence reigned over the country.

Values Education was implemented for the reason to prevent the aftermath of that very sickly
period and for that matter Values Education was taught in a variety of ways presented in this
research.

The said ways on how educators supply their students with not only knowledge but also with
wisdom have long been drilled to the heads of children as early as kindergarten and all of these
has shaped them whether that teaching be intended for Roman Catholics, Muslims or every student
in general.

So, without further delay, the researchers conclude that Values Education in the Philippine
Curriculum does indeed Help Shape an Individual Better.

Having good morals and right conduct is the very aim of every institution here in the Philippines
for this is one of the standards that accreditors here in the country want every school, college and
university to have and uphold for the values of a man make up its whole integrity as person who
is a well-rounded and holistic individual in the body, mind, and the soul.

40
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