Consolatrix College of Toledo City, Inc.

6038 Magsaysay Hills, Poblacion, Toledo City

Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation
Objectives

1. Define values;
2. Describe the criteria of values; and
3. Analyze the importance of values in teaching and learning.

 Values are taught and caught

Actually, a lot of moral values have been and are still being taught in
schools. What more do we need to inculcate moral values in children?

A few months ago, many teachers and students shared their comments
(mostly negative) via the media on the teaching and learning of moral
education in school. The general feeling was that students can only learn
moral values or good behaviors from teachers, parents and members of
society who practice them.

Simply put, moral values are not taught but caught. Students catch such
moral values by seeing everyone practicing them rather than from the
lessons in the classrooms.

For example, if the student is told or taught not to smoke by their teachers
or parents who are smokers, chances are the lesson will be futile.

On the other hand, if the student sees them consistently living out what they
“preach”, he or she might “catch” that moral value. It is the modelling of
moral values that can be caught by the students.

Even adults learn from practice. If a leader indulges in corruption, his

underlings too will probably be corrupt.

Incidentally, we should follow up with the “Stand Together National Kindness

Week” campaign and make it a weekly or monthly project in schools so that
students across the country will be reminded to make kindness and respect
their way of life in and out of school.

I would like to share an exemplary act of kindness that I saw recently near
the Sultan Azlan Shah Hockey Stadium. A mother was teaching her daughter
to pick up rubbish as they walked around the stadium several times. They
truly demonstrated that role modelling is the most effective way to help
children internalize values. Adults are often not aware of the impact of such
actions.

For instance, if a principal or teacher preaches and practices respect and

kindness to the students, surely the latter will do likewise with other people.

Therefore, inculcating moral values is only effective and meaningful when we

put words into action. We need to practice what we preach to our children.

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation
This involves all members of society working hand in hand to mold our
children to be good and useful citizens.

 Values have cognitive, affective and behavioral dimensions

Values Formation and You Values Formation and You Prepared by: Atienza,
Joan R. Bachelor of Secondary Education III Golden Gate Colleges the
Teaching Profession the Teaching Profession

“Is there such thing as RIGHT, UNCHANGING and UNIVERSAL values?”

Idealist Point of View There are unchanging and universal values.

The values of love, care, and concern for our fellowmen are values for all
people regardless of time and space. These are called transcendent values
Relativist Point of View Claim that there are no universal and unchanging
values. They assert that values are dependent on time and place.
“Are values TAUGHT or CAUGHT?”

Values are TAUGHT! Values are CAUGHT...

Cognitive Affective Behavioral DIMENSIONS

Dimensions of Values Cognitive Dimension - Mental understanding and
readiness Affective Dimension - Experience toward something Behavioral
dimension - Living by the value
Value formation is a training of the Intellect and will your intellect discerns a
value and presents it to the will as a right or wrong value. Your will wills to
act on the right value and wills to avoid the wrong value presented by your
intellect. As described by St. Thomas Aquinas, “The intellect proposes and
the will disposes”. It is clear that “nothing is willed unless it first known”.
Thought must precede the deliberation of the will. An object is willed as it is
known by the intellect and proposed to the will as desirable and good. Hence
the “formal and adequate object of the will is good as apprehended by the
intellect”, (William Kelly, 1965).

It is, therefore, necessary that you develop your intellect in its 3 functions
namely: Formation of ideas, Judgment Reasoning

Virtuous versus vicious life and their effect on the will

Max Scheler’s Hierarchy of Values, Values of the Holy Spiritual, Values Vital,
Values Pleasure, Values.

Pleasure Values - the pleasant against the unpleasant - The agreeable

against the disagreeable * sensual feelings * experience of pleasure or pain
Vital Values - values pertaining to the wellbeing either of the individual or of
the community health vitality - values of vital feeling * capability *
excellence.
Spiritual Values - Values independent of the whole sphere of the body and of
the environment; - grasped in spiritual acts of preferring loving and hating *
Aesthetic values: beauty against ugliness * Values of right and wrong *
Values of pure knowledge.

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation

Values of the Holy - Appear only in regard to objects intentionally given as

“absolute objects” * Belief * Adoration * Bliss

Values Clarification 1.Did you choose it freely? 2. Did you choose it from
among alternatives? 3. Did you choose it after thoughtful consideration of
the consequences of your choice? 4. Do you cherish it? 5. Do you affirm it
publicly? 6. Do you act on it? 7. Do you act on it repeatedly/habitually?

 Values formation includes formation in cognitive, affective and

behavioral aspect
Values formation and you “education in values means the cultivation of
effectivity, leading the educed through exposure to an experience of value
and of the valuable.”— r. Aquino.

To be moral is to be human. Living by the right values humanizes. Is there

such thing as right, unchanging and universal value? Idealist point of view,
there are unchanging and universal values transcendent values— beyond
changing times, beyond space and people they remain value even if no one
values them. Relativist point of view there are no universal and unchanging
values.

Values are dependent on time and place. Values are taught and caught
The living examples of good men and women at home, school and society
have far greater influence on our value formation than those well- prepared
lectures on values excellently delivered by experts who may sound like
“empty gongs and clanging cymbals”. Values have cognitive, affective, and
behavioral dimension we must understand the value that we want to
acquire. We need to know why we have to value such, we need to know how
to live by that value. Values are in the affective domain of objectives
“it is not enough to know what honesty is or why one should be honest. One
has to feel something towards honesty, as preferable to dishonesty.” -aquino
(1990). Values have a behavioral dimension,
living by the values is the true acid test if we really value a value.

Values are caught. Help yourself by reading the biographies of heroes, great
teachers and saints, and other inspirational books. Example: desiderata
“avoid loud and aggressive persons; they are vexations to the spirit.” value
formation is a training of the intellect and will intellect— discerns a value and
present it to the will as a right or wrong value. wills to act on the right value
and wills to avoid the wrong value presented by the intellect—will St.
Thomas Aquinas: “the intellect proposes and the will disposes.”
“nothing is willed unless it is first known.”
develop your intellect in its three functions: formation of ideas, judgment
and reasoning.
how can your will be trained to desire strongly the desirable and act on it?
williamkelly: “training of the will must be essentially self-training.”
“the habit of yielding to impulse results in the enfeeblement of self-control.”

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation
“habitual yielding to any vice, while it does not lessen man’s responsibility,
does diminish his ability to resist temptation.” “likewise, the more
frequently man restrains impulse… persists against temptation… the more
does he increase his self-control., and therefore, his freedom.”
“to have a strong will means to have control of the will, to be able to direct
it despite all contrary impulses.” virtuous versus vicious life and their effect
on the will Max Scheler’s Hierarchy of Values.

pleasure values – pleasant vs. unpleasant – agreeable vs. disagreeable

sensual feelings experiences of pleasure and pain.
vital values – values pertaining to the well being either of the individual or of
the community – values of vital feeling health vitality capability excellence
spiritual values – values independent of the whole sphere of the body and of
the environment; – grasped in the spiritual act of preferring, loving and
hating aesthetic values right/wrong values of pure knowledge
values of the holy – appear only in regard to objects intentionally given as
“absolute objects” belief adoration bliss values clarification the term value
is reserved for those individual beliefs, attitudes, and activities that satisfy
the following criteria:
1. freely chosen
2. chosen from among alternatives
3. chosen from due reflection
4. prized and cherished
5. publicly affirmed
6. incorporated into actual behavior
7. acted upon repeatedly in one’s life

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation
Leaning Task 3
Name: _____________________________ Course and Year: ___________
Email Address: ___________________ Contact Number: _______________
Date of Submission: _____________________ Schedule: ______________
Answer the following comprehensively.

1. What are values

- are basic and fundamental beliefs that guide or motivate attitudes or
actions.
2. What are the criteria of values?
>freely chosen
>chosen from among alternatives
>chosen from due reflection
>prized and cherished
>publicly affirmed
>incorporated into actual behaviour
>acted upon repeatedly in ones life
3. What are values clarification questions?
>did you choose it freely?
>did you choose it from among alternatives?
>did you choose it after thoughtful consideration of the consequences
of your choice?
>did you cherish it?
>did you affirm it publicly?
>did you act on it?
>did you act on it repeatedly?
4. How can values be effectively taught?
-I think in order to in-cooperate values in our teaching it should be an
on-going activity that is done the teacher during the teaching and learning
process .
The effective way that a teacher is able to do it is trough his/her
activities with the student or through the activities that the teacher carefully
organized or design to achieve a particular value(with an awareness to
promote that particular value beforehand).
5. Discuss Max Scheler’s Hierarchy of Values and give examples.

-M. Scheler (1874-1928) presented the following principles in deciding

the rank of values;
First, the longer the value lasts, the higher it is. Example, while the
value of pleasure lasts for the duration of the feeling of pleasure, the mental
value remains after the disappearance of the circumstances.
Second, the harder it is to reduce the quality of the value as its carrier
divides or the the harder it is to increase the quality of the value as its
carrier enlarges, the higher the value is. Example, while the value of

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDTC 4 The Teaching Profession
LESSON 3
Teachers’ Values Formation
material goods reduces as the goods divide, the value of mental goods is
indivisible and not related to the number of people concerned.
Third, the higher value becomes the base for lower value has as its
base, the higher it is.
Fourth, there is an intrinsic relationship between the rank of the value
and the depth of satisfaction from its realization. Example, the physical
satisfaction is strong but shallow.
6. Why is it important for teachers to be the models of values?

-a role model is a person who inspires and encourages us to strive for

greatness, live to our fullest potential and see the best in ourselves. A role
model is someone we admire and someone we aspire to be like. We learn
through them, through their commitment to excellence and through their
ability to make us realize our own personal growth.
References
Education Policy Reform in Action. (2004). A Review of Progress Since PESS and PCER. Human Development Sector Reports. East Asia and the Pacific Region.
Henderson, James G. and Rosemary Gornik (2007). Transformative Curriculum Leadership. New Jersey: Pearson, Merril Prentice Hall.
_____ Repositioning Industrial Education. National Congress on Reorienting Industrial Education: Perspectives for Policy Formulation.) December 2-4, 2003. Lipa City Batangas
Philippine Human Development Report (2000). Published by the Human Development. Network (HDN) and the United Nations Development Programme (UNDP).
Republic Act No. 10157. An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefor. January 20, 2012
Walker, D.F. (2003). Fundamentals of Curriculum: Passion and Professionalism (2nd ed.) Mahwah, NJ: Lawrence Eribaum Associates.
DepEd Order No. 25, S. 2002. Implementation of the 2002 Basic Education Curriculum. June 17, 2002. Dept. of Education. DepEd Complex, Pasig City.
Department Order No. 76, S. 2010. Policy Guidelines on the Implementation of the 2010 Secondary Education Curriculum (SEC, June 4, 2010).
Department Order No. 37, S. 2011. Policies and Guidelines on the Implementation of the Universal Kindergarten Education for SY 2011-2012 May 4, 2011.
Department Order No. 21, S. 2012. Policies and Guidelines on the Implementation of the Universal Kindergarten Education Program. March 20, 2012.
DepEd Order on NESC http.//curriculumleadershipedublogs.org