Chapter 3

THE VALUE OF
VALUES
EDUCATION
 Chapter 3:
The Value of Values Education

• Man as a Value Carrier

• What is Value?
• Value Criteria
• Essential Characteristics of Value Experience
• Essence of Values Education
An Anecdote
• We shall treat of values not from
pedestal but from the level of
ordinary man and from
individuals in all occupational
fields because everyone has a
responsibility toward self and to
others.
 Man as a Value-Carrier
• The crux of all education is values education.
• Are you civil servant? Specifically, a bureau of chief,
a unit head, a professor, a student? Then, whether
you are aware of it or not, whether you deny it, or
relinquish your duty, you are a value carrier and a
value-sharer. Whatever values you carry and share
with your clients and co-workers depend on your
individual beliefs, convictions, your philosophy of
life and world-view---- your weltanschauung, and
your attitude towards reality--- your weltanszicht.
• If one works in the DENR, for instance,
his choice of reading materials, his
treatment of the environment, his
relationship with his fellows, will
inevitably reflect his weltanschauung
and his weltanszicht.
• trainer who refuses to work and teach
and just keeps on recycling old jokes?
• Is the government worker an orthodox believer, a
conservative, a radical, an off-beat character, an
activist, apolitical, political, moral, immoral, a
charismatic amoral, non-political or sharply
political? A die-hard Marxist, a fundamentalist, a
“Born-Again” an opportunist? An intriguer? An
impostor? A gross materialist? A retiring monk? An
incurable romantic isolated on stratosphere 12?
• A rapid nationalist whose myopic eyesight does not
extend beyond Illana Bay? A sterile government
methodologist and process-oriented? An
entertainer who refuses to work and teach and j
• We could go on and on, but whatever kind or style
of philosophy the government worker believes in
and carries with him and lives by, such philosophy
is the non-cashable, non- transferrable good s he
brings to his office. All education is values
education.
• Today, we seem to be concerned with
development without due respect to our values
and value system. According to Senator Leticia
Ramos - Shahani, what Filipinos need is national
discipline. We do not have individual and external
discipline because we do not have a soul as a
nation. We are disunited. We lack discipline and
we are too personalistic.
 WHAT IS A VALUE?
• Values are the truths upon which we
base our objectives moral standards.
• A full value if something freely chosen
from alternatives after thoughtful
consideration of the consequences of
each alternative.
• It is acted upon repeatedly so as to
become a pattern of life.
• It is found to give direction and meaning to
life in such a way that is enhances growth of
the total person, and it is cherished and
publicly affirmed to others.

• We need to re-direct ourselves and to do this

we need to do an analysis of VALUES
EDUCATION because values are the
bottleneck of development.
 VALUE CRITERIA
1. A value must be chosen freely.
- a full value is a guide, a norm, principle by
which person lives.
- These values that a person chooses freely are
the ones that he/she will internalize, cherish
and allow to guide his/her life.
2. A Value must be chosen from
Alternatives
- That a value must be chosen from
alternatives follows from the first
criterion that a value must be chosen
freely. If there are no alternatives, there is
no freedom of choice.
3. A Value Must be Chosen after
Considering the Consequences
- A value must be freely chosen
after careful study of the
consequences of each
alternatives.
4. A Value must be performed.
- A value is acted upon, performed
and carried out; it influences a
person’s behavior in some way.
5. A Value becomes a Pattern of
Life
- Values are acted on repeatedly
and becomes life patterns. The
stronger the values, the more it
influences one’s life.
 6. A Value is Cherished.
- A value is something a person
feels positive about.
7. A Value is Publicly Affirmed
- Directly related to the value is
cherished.
- The value is a full value.
 8. A Value Enhances the Person’s Total
Growth
• If value has been affirmed as a full value
by having met the seven preceding criteria, it
follows as a matter of course that the value
will contribute to and enhance the person’s
total growth toward the goals and ideals that
he or she has chosen for himself or herself.
• When we become better person’s we
become better workers. A bad person can
never become a good lawyer or doctor.
 VALUE INDICATORS
• A value indicator is an expression that points toward
a value but does not necessarily fulfill all eight
criteria of the process of valuing. Our full values grow
out and develop from these value indicators.
• Some of the more important value indicators are
goals, purpose, worries problems, daydreams, use of
time, use of money, use of energy, etc. The relevance
of these value indicators is that they help us to
discover the values we are developing.
• Here is a useful exercise. It is known as the values
grid.
 A VALUES GRID
Instruction:
• Think about your personal values now and fill out the grid, placing the value on the
left checking off only the boxes you feel are true in your life. For example, if the
value is patience,
ask yourself the following questions:
1) Did I choose this freely?
2) Did I consider other alternatives?
3) Do I fully understand the consequences?
4) Do I perform this value?
5) Is patience a pattern in my life?
6) Do I cherish it? Is it important to me?
7) Do other know that I am patient? Do I display it publicly?
8) Does this help me to grow?
For every one of these questions to which you can answer yes, check off the
corresponding box. If all eight boxes are checked , you know the value is a full
value. If only a few are checked, that means it is a value indicator. The purpose of
this grid is to help us see some areas of growth in our lives.
 Phenomenological Knowledge of Values

• Max Scheler (1874-1928), a leading moral

philosopher in value-ethics, maintains that
there are two ways of knowing values.
1) Experimental knowledge and
2) Conceptual knowledge
Essential Characteristics of Value-Experience

• Values posses the following characteristics:

1) Values are first “felt” before they are thought of.
2) Values are independent of the “subject”, “carrier”,
independent of social, historical, cultural, and
contingent factors or circumstances.
3) Values are independent of subjective emotional
states.
4) One can be aware of a value without making it the
“purpose” of his will.
 Objective Criteria for the Scale of Values

1) Duration. This is the ability of a value to endure in time.

“Love forever” is higher than “love from moment from
moment.”
2) Extension or Shareability. This is the quality of a value that
can be shared by many persons without disintegrating. An
act of charity is higher than an act of justice.
3) Independence. The higher value is never a foundation for
the lower value.
4) Depth of Satisfaction. The more profound the value-ex-
perience, the higher the value. Fulfillment as a person is
higher than physical or material success.
 The Scale of Values
1) Sensible values
2) Life values
3) Cultural values
4) Religious values
It is good for us to be aware of what our values
are. Values are the core of who we are. The reasons
we do, or not do, certain things often depend on our
values. Values of the state and individual level are
treated as cultural capital and they also regulate and
interaction.
 What is the Essence of Values Education?

Values have a social function: commonly held

values unite families, tribes, societies, and nations.
They are essential to the democratic way of life
which puts a high premium on freedom and the rule
of law.
The trust on values education finds its strong support
in the Philippine Constitution of 1987 in its vision of
“a just and humane society,” which calls for a shared
culture and commonly held values such as truth,
justice, freedom, love, equality, and peace.
 What Values Education is not:
1. It is not prescriptive; values cannot be
imposed.
2. It is not exhaustive; it does not purport to be
a complete list of human values.
3. It makes no statement on regional, local, and
institutional needs and priorities.
 What it is:
1. 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.
2. It is conceptual: it lists ideals which have to be
internalized in the education process.
3. It is intended to be applicable in varying degrees
to all three levels of the educational system.
4. It is broad and flexible enough for adaptation to
specific contexts.
 Its Foundation
Values education is founded a sound philosophy of
the human person with all its philosophical ramifications
and implications. The supreme and overarching value
that characterizes education is HUMAN DIGNITY.
A. Values Education means:
1. Academic formation --- human intellect (to know
the truth)
2. Personal formation --- human will (to choose the
good)
“The wisdom of the intellect makes a sage; the wisdom of
the will makes a saint.”
“The wisdom of the
intellect makes a sage;
the wisdom of the will
makes a saint.”