College of Teacher Education

NSTP I – CWTS I

Values Education,Self-Awareness

Good Citizenship and

Governance
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At the end of the lesson, the students must
have:

 related one’s self to other to discover

purposes, abilities and limitations

 discussed the importance of self-

awareness in relating with others.

 explained the link between self-

awareness and values education.

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  Values refers to everything from internal ideas to behavioral actions.
 Criteria for determining the levels of goodness, worth or beauty.
 Effectively laden thoughts about object, ideas, behavior and so forth that guide behavior but do not
necessarily require it.
 The act of valuing is considered an act of making value judgments, an expression of feeling, or the
acquisition of and adherence to set of principles.
 Latin word “valere” which means “to measure the worth of something”.
 They lie at the core of person’s life, color his/her choice, shape and determine an individual’s or group
decision whether to like or dislike, favor or disfavor, change or not to change.
 Values may be positive or negative and creates an atmosphere, hence, the sense of values.
 Value experience involves a subject and object valued.
Example.

A watch has sentimental value to

Subjective value
someone

Objective value Life as opposed to death

 there are also moral values that refer to the good or evil nature of acts.

Table 1. The Values of Being and Giving

BEING GIVING

The inner strength and

confidence are bred by exacting Loyalty and Reliability and consistency in
Honesty
truthfulness, trustworthiness, and Dependability ding what you say you will do.
integrity.

Daring to attempt difficult things

that are good. Being true to Courtesy, politeness and
Courage Respect
convictions and following good manners.
impulses even when they are
unpopular or inconvenient.

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 Tendency to accommodate rather
Caring that goes beneath and
Peaceability than argue. Understanding the Love
beyond loyalty and respect.
feelings of others and control of
temper.

Self-Reliance One must take responsibility for Unselfishness Learning to feel with and for
and Potential one’s own actions. and Sensitivity others.

Self-
Awareness that being kind and
Discipline Avoiding the dangers of extreme, Kindness and
considerate is more admirable
and unbalanced viewpoint. Friendship
than being tough or strong.
Moderation

Value and security of fidelity within Understanding of the natural

Fidelity and Justice and
marriage and of restraint and limits consequences and the law of the
Chastity Mercy
before marriage. harvest.

VALUES CLARIFICATION
 this approach has started primarily from humanistic psychology and the humanistic education
movement, which is used as the basis to implement the ideas and theories of some famous
psychologist and behaviorist like Carl Rogers, Abraham Maslow and many others.
 Main objective is to help students use both rational thinking and emotion to analyze behavior patterns;
and to clarify and put their values in action.
 Valuing is a process of self-actualization, involving the sub-process of choosing from several
alternatives, which reflects on the consequences such as pricing, affirming, and acting upon one’s
choice are observed.

 This approach relies on the integral cognitive and affective decision making process to decide which
values are positive and negative.
 Therefore individualistic rather than a social process of values education.
 If a person is allowed the opportunity of being free to be his or her self, he makes choices and
decisions affected by the internal processes of willing, feeling, thinking, and intending.
 It is assumed that through self-awareness, the person enters situation already pointed or set in certain
directions.
 As the individual develops, the making of choices will more often be based on conscious, self-
determined though and feeling.
 It is advocated that the making of choices, as a free being, is a preliminary step in the creation of
values.
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FOUNDATION OF VALUES EDUCATION
 Values Education is life itself.
 It is the search for the human good.
 It is not prescriptive, as values cannot be imposed.
 It is descriptive as it attempts to present a desirable value system on the basis of an understanding
of the human person.
 It is conceptual as it lists ideals that have to be internalized in the education process.
 Founded on a sound philosophy of the human person with all its philosophical implications.

Values Education is directed towards the following objectives:

1. Academic Formations
• where the intellect is trained to know the truth

2. Personal Formations
• where the human will is trained to choose the good

Intellectual

Physical Moral

Human
Political
Dignity Social

Economic Spiritual

Figure 1. Dimensions of the Human Person

 The supreme value that characterizes education is human dignity, and all other values are pursued
because of the inner worth of the human being.

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 Table 2. Dimensions of Human Person

Dimension Attributes

 Must maintain health and with nature

Physical  Should not abuse and overuse his body
 The physical nature calls for harmony with the material world

 Gifted with mind and the faculty of knowing, one must constantly search for
the truth.
Intellectual  He sees knowledge that would transform society and the world.
 It is not enough to discover data and the known facts, but he must develop
creative and critical thinking to meet the challenges of the modern world.

 Endowed with the faculty of freely choosing and loving, an individual must go
out to others and in fact to all humanity in the spirit of love.
Moral  It implies the quest for personal dignity, development of self-worth and self-
esteem, honesty, and personal discipline that marks a mature person and a
useful citizen.

 Capable of higher concerns and rising above materials thins, an individual

Spiritual must cultivate a sense of spirituality in consonance with the nature and
respond to God in faith.

 The person must cultivate the sense of social responsibility be aware of the
unique participation in the pursuit of the welfare of the family and the common
Social good of the larger society, so that society can in turn look after the common
good of the larger society, so that society can in turn, look after the common
good and well-being of its people.

 Has the obligation to help achieve economic efficiency for the community
aside from your own financial uplift.
 Exercise human mastery over the resources of nature, and creative
Economic
imaginations in the solution of problems to achieve economic efficiency.
 The work ethic is imperative, particularly in a country with depressed
economy.

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 VALUES
AWARENESS

 Being aware of values is a valuing process (H. LAswell)

 Founded on a holistic framework of universal needs of humkan such as affections, respect, skills,
enlightenment, influence, wealth, well-being, and responsibility.
 All human wants and needs are contained within one or more of these value categories.

Table 3. Three-dimensional process of valuing (Simpson, 1979:23)

Dimension Values

 Individuals need to see themselves as someone important and unique.

First Dimension  They need to be able to understand that they are the only ones of their kind on
earth that has a contribution to make and that no one else can make.

 Individuals must identify those whom they respect, what characteristics in other
Second Dimension
people they respect, and the reason why.

 Individuals must recognize those who have respect for them, and the methods
by which respect has been shown.
Third Dimension
 They must see the ways in which they have been honored, admired, or
recognized as unique persons.

 Self is an aspect of human being that reflects the individual’s emotional, psychological, spiritual and
total personality.
 Self-awareness means to accept one’s self, one’s strength and weakness to the extent that one
develops a clear picture of personhood; to reveal oneself to others by investing or taking risks towards
growth; and to express one’s feelings, consonant and dissonant in a loving concern.
 Self-acceptance is to let the individual understand and accept himself before others.

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  Know the difference between your biological or inherited traits and your environmental or acquired
traits.
 Self-awareness is an awareness of one’s own personality or individuality
o Self - oneself/himself/herself/myself
o Awareness - having or showing realization, perception or knowledge

Table 4. Self-help Concepts (Morell, R.W., 1999)

Believe In Yourself
Create Your Own Future
Never Let Anyone Control Your
Destiny for You
Control Stress
Chart Your Own Course
Review Your Results and
Adjust as Necessary
Don’t Hate
BE Honest
Keep Your Priorities Straight Take Responsibility for Yourself
Focus On What You Want Learn to Visualize the Outcome
of Your Goals
Be Creative Think Big
Be Aggressive and Assertive Think Positively
Set Specific Goals and Review Spend Some Time Each Day
Them Often improving Your Mind
Be Tolerant Do Everything With Love
Have Courage Recognize That Most of What
We Believe About Life is an
illusion
Work Hard Believe Money is Good and it
Will Come to You

Table 5. Self-Made Wall of Negative Self-Talk (Helmstetter, S. 2000)

I can’t remember names It’s going to be another one of It’s just no use!
those days!
I just know it won’t work Nothing ever goes right for me That’s just my luck
I’m so clumsy! I don’t have the talent I’m just not creative
Everything I eat goes right to I can’t seem to get organized. Today just isn’t my day!
my waist.
I can never afford the things I I already know I won’t like it. No matter what I do I can’t
want. seem to lose weight.
I never have enough time. I just don’t have the patience That really makes me mad!
for that.
Another Blue Monday! When will I ever learn! I get sick just thinking about it.
Sometime I just hate myself. I’m just no good! I’m too shy.
I never know what to say

Knowledge

Myself Own Self

Realization SELF Perception

Myself Own Self

Commitment

Figure 2. Self-Awareness and Its Relation to Holistic Community Affairs

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 Very important for an individual as it develops the ability for active listening as well as sharing ideas
and experience to other people.
 It will also help know the effects of filtering in communication process and learn the different models
and patterns of communication.

 Makes the sum total of psychological traits and characteristics.

 It determines adjustments to the environment making appealing or repelling to other people.
 Factors that affect personality: heredity, environment and experiences which eventually can be
improved in terms of physical, intellectual, social, emotional and psychological.

Steps on how to improve personality:

1. Accept that improvement is needed
2. Have a strong desire to improve
3. Evaluate yourself honestly by making a checklist of your strong and weak points.
4. Follow a step-by-step plan for improvement. Do something to change for the better.
5. Do not stop until you have finally improved or developed your personality.

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MORALS OF GOOD CITIZENRY
 Article II, Section 13 of the Philippine Constitution recognizes the vital role of the youth on nation-
building, and promotes and protects 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.
 Provisions are reaffirmation and culmination of Dr. Jose P. Rizal’s expectation that the “… youth are
the fair hope of the Father”.
 Roles played by the youth in the past for nation-building had caught the attention of the government.
 Demonstrations and activism opened the eyes and minds of Filipino leaders and supporters for
needed reforms throughout the country.
 Today, the State provides various assistance to the youth especially in education such as scholarship
grants, study now-pay later programs, summer jobs, sports and league competitions, summer youth
camps and series of youth training.
 The right-thinking individuals would want to have the best of everything for themselves.
 Besides wanting to be successful in the endeavor, they would like themselves to be regarded by their
fellowmen as honorable people, of good character and reputation.
 They must strive to be good citizens to be worthy of the respect and confidence of their countrymen.

GOOD FILIPINO CITIZEN

Desirable Traits of the Filipino Youth
1. Love of country
2. Being Thrift
3. Industry
4. Sense of service
5. Perseverance
6. Creativity or inventiveness
7. Honesty
8. Personal discipline
9. Respect
10. Integrity
11. Sense of responsibility
12. Assertiveness
13. Sensitivity

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  It is important for a student to learn particular values if he is to be a Good Filipino citizen because
according to Panopio and Rolda (2000,54), “Values indicate the moral imperatives, and social
conscience or social control, internalized by the individual members of the society. They direct
people on what should or shouldn’t be done, what is good or bad, and what, why and how to
choose.”

Table 6. Citizens’ Values Formation

Respect  A good citizen acts respectfully 1. Respect to our parents and relatives
and towards his fellowmen because a. Use of “po” and “opo”
Reverence it is by giving respect to others b. Gesture of kissing the hand of elders
that we are respected. c. Following their rules
 Golden rule, ‘do unto others 2. Respect towards Women, Elders and Superiors
what you want others to do a. Men offer seats to women when in public
unto you’ transport
 Demonstrate that we are b. Use of Ate, Kuya, Nanay, Tatay, Manong,
humans with proper breeding Manang
and etiquette. c. Superiors: Mister, Miss and Mrs.
d. Professionals: Engineer, Doctor, Attorney,
Professor, etc.
3. Respect for your neighbors
a. Sensibility and sensitivity to the feelings of
others.
b. When someone is speaking, listening
attentively.
c. Avoid interrupting the speaker unless ask for
permission and allowed to speak.
d. Important to consider that you are not alone in
this world, and that our actions may directly or
indirectly affect fellowmen.
4. Respect for people in authority
a. We must not lose our respect for our officials
since they have been entrusted by the people
to ensure the welfare of the country.

Punctuality  We often hear people refer to
and Filipino time as delayed or
Promptness tardy and now is the time that
we prove those people are
wrong.
 As a good citizen, we must be
considerate of other people’s
schedule and so we must
observe punctuality at all times
1. Make sure that your clock time is synchronized
with that of the one you are meeting with.
2. Consider your distance and travel time from your
meeting place.
3. Do not commit to a meeting or set a deadline if
you are not sure that you can make it on time.
4. Make it a habit to check your schedule for the next
day before going to bed.
5. Consider creating a planner or organizer if you
have a busy schedule.

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 6. If for some inevitable reason you cannot be at the
appointed time, always notify the person you are
meeting with at the soonest possible time. Avoid
keeping other people waiting.

Obedience  A good citizen must learn to be 1. Observance of government laws

obedient whenever possible a. To avoid criminal, civil or administrative
and necessary. sanctions, we must strictly observe
 Our actions must be in government laws.
accordance with laws, rules, b. These laws are implemented to keep our
and regulations set by people society in order.
in authority. 2. Observance of school rules and regulations
 Thus, if in any case we violate a. School provides us formal training to become
these rules, we must be rational thinking citizens.
prepared to suffer the b. Basic for every student to follow rules such as
consequences of our actions. wearing of proper haircut and uniforms.
 In general, disobedience of 3. Observance of religious moral
rules and regulations a. Each of us has our own religion and every
corresponds to specific religion has its own doctrines to be observed
sanctions. which are generally based on moral values.
b. Although we might not be sanctioned for
breaking these doctrines, we still have our
conscience to guide us in doing only what is
right.
4. Conformity to social etiquette
a. Norms of society: dressing up properly and
treating visitors hospitably which are very
common to Filipinos.

Cooperation  A good citizen is always ready 1. Certainly necessity especially in this age of
to help and cooperate with globalization which calls for the nation to move as
other members of the society. one as it competes with the rest of the world.
 The spirit of “bayanihan” runs in
our blood stream: we Filipinos
find it easier to accomplish a
goal if we work together with
others.
 We must strengthen our civil
society by working on a
collective effort not for violent
public administration and
protest, but for our continuous
existence as a nation with one
government.

Patriotism  Patriotism: one’s love of his 1. Showing our love to our country by means of
and country appreciating its beauty, protecting its environment
Nationalism  Nationalism: one’s love of his and fulfilling our duties and obligations as citizens.
countrymen
 We must fight for our freedom
and honor of both our
motherland and countrymen.

Courage  Filipinos have a great history of 1. We should be brave and have the courage to
and B courageous and valiant men confront all the challenges that the Filipino nations
ravery and women. is facing right now.
 We still have some serious 2. Start moving as a nation if we want to win this
problems to deal with: poverty, problems.
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 hunger, unemployment, 3. Must brave enough to open our eyes and the eyes
illiteracy, criminality and of others to see the kind of national situation we
ecological degradation. are in now.

THE GOOD CITIZENSHIP VALUE CLUSTERS AND MORAL DEVELOPMENT

Table 7. Good Citizenship Values Clusters

Pagkamaka-
Pagkamaka-Diyos Pagkamaka-Tao Pagkamaka-Bayan
Kalikasan
 Faith in the Almighty  Love  Unity  Concern for the
 Respect for Life  Freedom  Equality environment
 Order  Peace  Respect for law and  Environmental
 Work  Truth government Sanitation
 Concern for the  Justice  Patriotism
family and future  Promotion of the
generation common good

 Adopting moral development perspective believe that moral thinking develops in stages thorugh a
specific order.
 This was primarily on the work of Lawrence Kohlberg as presented in his six stages and 25 “basic
moral concepts”.
 It focuses primary on moral values such as: fairness, justice, equity, and human dignity.
 Other types of values such as: social, personal, and aesthetic, usually not considered.
 Kohlberg’s view of human nature is similar to that presented in the ideas of other developmental
psychologists such as Piaget, Erikson, and Loevinger.
 This perspective views the person as an active initiator and a reactor within the context of his
environment; the individual cannot fully charge the environment, but neither can the environment fully
mold the individual.
 A person’s actions are the result of his feelings, thought, behaviors, and experiences.
 Environment can determine the content of one’s experiences, it cannot determine its form.
 The moral development technique most often used is to present a hypothetical or factual value
dilemma story, which is then discussed, in small groups.
 People are presented with alternative viewpoints within these discussions, which are hypothesized to
lead to higher, more developed moral thinking

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Three critical variables that make a dilemma appropriate:
1. The story must present “a real conflict for the central character”, include “a number of moral issues
for consideration”, and “generate differences of opinion among students about the appropriate
response to the situation.
2. A leader who can help to focus the discussion on moral reasoning.
3. A classroom climate that encourages students to express their moral reasoning freely.

 There are assumption that values are based on cognitive moral beliefs or concepts.
 There are universal moral principles, but would content that values are considered to relative to a
particular environment or situation and are applied according to the cognitive development of the
individual.

 Is the exercise of power or authority – political, economic, administrative or otherwise – to manage a

country’s resources and affairs.
 It comprises the mechanism, processes, and institution through which citizens and groups articulate
their interests, exercise their legal right, meet their obligations, and mediate their differences.
 Competent management of a country’s resources and affairs in a manner that is open, transparent,
accountable, equitable, and responsive to people’s needs.

Table 8. Key Elements of Good Governance

POLITICAL PRINCIPLE ECONOMIC PRINCIPLE
 Based on the establishment of a representative  Policies to promote broad-based economic
and accountable form of government. growth, a dynamic private sector and social
 Requires a strong and pluralistic civil society, policies that will lead to poverty reduction. It is
where there is freedom of expression and achieved in an efficient, open, market-based
association. country.
 Requires good institutions – sets of rules  Investment in people is a high priority, through
governing the actions of individuals and policies and institutions that improve access to
organizations and the negotiation of differences quality, education, health and other services that
between them. underpin a country’s human resource base.

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  Primary of the rule of law, maintained through an  Effective institutions and good corporate
impartial and effective legal system. governance are needed to support the
 High degree of transparency and accountability development of a competitive private sector. In
in public and corporate processes. A particular, for market to function, social norms
participatory approach to service delivery is are needed that respect contract and property
important for public services to be effective. right.
 Careful management of the national economy is
vital in order to maximize economic and social
advancement.

Prepared by

CHRISTIAN JAY L. SUBASTE

NSTP-CWTS 1 Coordinator

References

Textbook

Coloma, Teresita M., and Herrera, Mauricia M (2004). Towards a Relevant and Responsive National Service Training Program in the
Schools: Focus on Community Organization and Development. Mega-Jesta Prints, Inc.

Dela Cruz, S.G. (2005). National Development via National Service Training Program (CWTS and ROTC). Mandaluyong City. Books
Atbp. Publishing Corp.

Dela Cruz, S.G. (2005). National Development via National Service Training Program (CWTS 2). Mandaluyong City. Books Atbp.
Publishing Corp.

Lee, Sergio J., and Lee, Serge-Albert C. (2007). National Training Service Program, CWTS I and LTS I: A Source Book 2nd Edition.
C & E Publishing, Inc.

Floresta, Ma. Lourdes et. al. (2005). Literacy Training Service: Book 1 Basic Training Module. C & E Publishing, Inc.

Quilang, Alexander et. Al. (2012). The National Service Training Program

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