COURSE MODULE ON NSTP – CWTS 11 | MODULE 8: HUMAN PERSON AND VALUES DEVELOPMENT

COLEGIO DE SAN FRANCISCO JAVIER OF RIZAL, INCORPORATED

National Highway, East Poblacion, 7104 Rizal, Zamboanga del Norte

CBME, CTE, CIHM, CCS, and CSWDS

NSTP 11 (VIP-CWTS)
(Final Period)

“Small acts,
when multiplied
by millions of people,
can transform the world.”
________________________
- Howard Zinn

Module 8:
HUMAN PERSON & VALUES DEVELOPMENT
- - - - - - - - - - - - - - - -

My Dear Student (please affix your name, course & year): Marvin M. Lalangan BSSW BLOCK B

This module is intended for more than a week. Please write your answers on the provided spaces (below each activity) in
this module (you may use the back pages if necessary) and perform the activities in the following schedule:

1. Lesson 1 on The Human Person: Activity, Analysis, and Application on December 10 & 13, 2021;
2. Lesson 2 on Values Development: Activity, Analysis, and Application on December 14-15, 2021;
3. Lesson 3: Developing Good Habits for Effectiveness: Activity, Analysis, & Application on Dec. 16-Jan. 3, 2022;
4. Submit it online via Google classroom or in the office physically on or before January 4, 2022; and
5. Access/get the next (last) module with enclosed hand-out (Module 9 on Leaders and Leadership).

Please read, understand, and perform all of the provided activities responsibly and independently. For queries and
clarifications, you may reach me in your assigned GC. Please use your real name. Thank you and God bless.

ALEXANDER M. TELOS II
Instructor & Coordinator
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COURSE MODULE ON NSTP – CWTS 11 | MODULE 8: HUMAN PERSON AND VALUES DEVELOPMENT

Lesson 1 The Human Person

Learning Outcomes: At the end of this lesson, the students must be able to:

Access at your Google classroom or read the topic herewith enclosed (pages 5-7): The Human Person;
Delineate the human person as self and as member of community; and
Formulate personal commandments of human relations.

Activity | Designate
Based on your readings/research, briefly describe the human person.
The Human Person As Self: The Human Person As Member of Community:
Human beings are conscious not only of the world A human society is a group of people who are related
around them but also of themselves: their activities, in some way, usually through family lineage but more
their bodies, and their mental lives. They are, that is, modernly through commerce as well. If people are
self-conscious (or, equivalently, self-aware). Self- engaging together, or at least tolerating each other,
consciousness can be understood as an awareness of then they exist as a human society.
oneself.

Analysis | Relate
Based on the Ten Commandments of Human Relations by Sergio J. Lee, create your own Ten Commandments of
Human Relations.
1. Have a good sense of humor. Don't take yourself too seriously. When you add lots of patience, and humility,
you'll have a recipe for enduring success.
2. Be alert. Be alert to give excellent service. What counts most is what we do for others rather than ourselves.
3. Make up your eyes of laughter.
4. Make their day better.
5. Affirm them.
6. Powder your face with sunshine.
7. ____________________________________________________________________________________
8. ____________________________________________________________________________________
9. ____________________________________________________________________________________
10. ____________________________________________________________________________________

Lesson 2 Values Development

Learning Outcomes: At the end of this lesson, the students must be able to:

Access at your Google classroom or read the topic herewith enclosed (pages 7-9): Values Development;
Differentiate the values of being from values of giving; and
Expound the importance of “Why teach values?”

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COURSE MODULE ON NSTP – CWTS 11 | MODULE 8: HUMAN PERSON AND VALUES DEVELOPMENT

Activity | Distinguish

Based on your same readings/research, differentiate concisely the values of being from values of giving.
Values of Being Values of Giving

Human values are the virtues that guide us to take into
account the human element when we interact with
other human beings. Human values are, for
example, respect, acceptance, consideration,
appreciation, listening, openness, affection, empathy
and love towards other human beings.
Charitable giving allows you to pass along
opportunities to those needing guidance, support, and
a chance to regain their independence, health, and
happiness. Often times, your donation is you buying
back into the community and organizations that have
positively impacted your life. You're paying it
forward.

Analysis | Relate
Illuminate/explain the importance of “Why teach values?”
Teaching values is very important because, it helps to learn and practice healthy attitudes and behavior, such as
respect, honesty and kindness.

Lesson 3 Developing Good Habits for Effectiveness

Learning Outcomes: At the end of this lesson, the students must be able to:

Access at your Google classroom or read the topic herewith enclosed (pages 9-10): Developing Good Habits
for Effectiveness;
Illustrate how knowledge, skill, and desire interact with each other in forming a good habit in your life; and
Explain each of the seven habits of highly effective people with respect to your own experience.

Activity | Demonstrate
Based on your readings/research, show below how knowledge, skill, and desire interact with each other in
forming a good habit in your life:

A habit is the intersection of knowledge, skill, and desire. Knowledge is the ability to know what needs to happen,
skill is the ability to do what needs to happen, and desire is the motivation to do what needs to be done.

Analysis | Reveal
Based on your same readings/research, which of the seven habits do you consider most effective of making you a
highly effective person? Explain why.

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COURSE MODULE ON NSTP – CWTS 11 | MODULE 8: HUMAN PERSON AND VALUES DEVELOPMENT

Based on my readings and research the seven habits that I consider my most effective is putting first things first,
because habits apply in my self and it is living and being driven by the principles you value most, not by the
agendas and forces surrounding you.

Application | Personal Growth Assessment and Reflection – Guidelines for Personal Analysis (GPA)
• Approach by Way of Self-Image / Self-Inventory (Pag-analisa sa Sarili)
Direction: Write your short answer/reaction on the space provided or indicated in each item.
1. How do I see myself?
Positive Negative Limitations

I can control myself.

I see myself in my personality as there are also times when my head

loving husband and family gets hot and it resolves right away

2. What do people say of me?

Who? Says What? Do I Experience Myself To Be Like That? Why?
NEIGHBORS AND Some are called me that I am Yes I always like that.
OTHERS. a silent person.

3. What can I say about myself in the following categories?

Categories: Explanation:
I always protected my heart in all circumstances.
My Heart

There are times that I already in a bad mood.

My Sensitivity/Emotion

Moderate intellect
Intelligence

My will is to finish my study so that I can support my family in order to their

My Will needs.

I can handle my action

Action

Interpersonal I had a beautiful and a loving wife and a father of two gorgeous daughter.
Relationship

I often go to church on Sundays and listen to a homily.

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Relationship with GOD

4. Positive traits which I sense are really part of me: Rate 1-5 with 1 as the lowest and 5 as the highest.
# Positive Traits Rating (1-5) # Positive Traits Rating (1-5)
1 Perseverance 4 4 Helpfulness and Empathy 4
2 Forgiveness and Tolerance 4 5 Self-Confidence 4
3 Optimism 4 - - -

5. Influence of certain persons or groups in my life:

Persons/ Influence
#
Groups Positive Negative
My parents always there for me to give When they scolded me when I’m in a
1 Parents advice especially when I am not in a wrong.
right.

Spouse/ They always give me a huge love and a

2 responsible wife and a loving daughter. there are times when they rebuke as well
Children

Friends/ Neighbors are there when problem

3 comes. there are also times that deliver gossip
Neighbors

Always go to church and pray.

4 Church

They are good and responsible

5 Co-Workers

6. Important Choices in my Life:

# Choices Motivation of Choices
Marriage and I can motivate my self in my marriage by making better decisions.
1
Family Life
Prayer is the most important because with prayer and taking actions is you can
2 Single-Blessedness achieve single blessedness.

Participation in
3
Civic Organization

7. Severe Trials (at least two) Encountered in my Life:

# Trials How did it affect me? What did I do to overcome it?
Lack of financial Lack of financial is affected me especially in my family needs. But
afterwards of this struggles I did my best to overcome this problem.
1

Sicknesses and weaknesses

This two trials affected me when time that I had work. This sickness
2
is a hindrance to daily activities especially when you are finding

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money to make your life survive.

8. Not Yet Fulfilled Aspirations:

# Aspiration What should I do to reach it?
For myself my aspiration to achieve my goals in my life. And whatever trials
1 For Myself come I will face it in order to success and to survive.

For my family I will make my self best to my family I work harder just for my
2 For My Family family because they are important in my life.

Volunteer at your local senior living community.

3 For My Community

HUMAN PERSON AND VALUES DEVELOPMENT (by: Lee, Sergio J.)

I. THE HUMAN PERSON
▪ The human person is the subject of education: he is a human person learning and being taught.
▪ The human person is also the object of education: the human person is at the center of the curriculum and the entire program.
▪ The human person is multidimensional: a distinction between the person as self and the person in community.
▪ The human person is an individual, a self-conscious being of incalculable value in himself.
▪ His/her physical, intellectual, moral, spiritual, socio-economic, and political well-being is recognized by the state.
The Dimensions of the Human Person:
Physical Intellectual

HUMAN PERSON AS
SELF/AS MEMBER OF
Moral
Social COMMUNITY

Economical Spiritual

Political
A. Important Realities of the Human Person
1. The Self-Image
a. Self-image refers to a person’s understanding of himself/herself.
b. It is responsible in influencing people’s way of living. The formation of self-image is derived from two sources: others and
the experiences of the self.
c. There are three kinds of self-image:
1. Negative self-image – delves on limitations and differences rather than assets;
2. Overrated self-image – stresses on the positive traits; and
3. Realistic self-image – based on the real self
2. The Others
▪ These are persons or groups that one considers as important and thus are given the right to influence one’s self.
3. The Being
a. It is the mainspring or a motivating force in the human person.
b. It is the wellspring, a fountainhead of one’s identity, one’s essential course of action, and one’s essential bonds.
c. There are seven approaches to get in touch with the being:
1. Approach by way of the self-image (answer, activity 3A on pp. 43-47)
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2. Approach by way of important choices

3. Approach by way of action
4. Approach by way of what is “Natural” and stress less
5. Approach by way of people who had the greatest impact on you
6. Approach to self through severe trials
7. Approach by way of deep and not yet fulfilled aspirations
4. The “I”
▪ The “I” has three (3) different aspects. These are the intellect, the freedom, and the will.
5. The Sensibility and the Body
▪ These are the important realities of the human person.
B. Five Pivotal Centers as the Components of the Human Person ( Refer To Figures 3 & 4, page 40)
1. The Being – is the fundamentally positive reality which can be sensed in the very depths of the human person.
2. The “I” – is the reality felt at the level of the head.
3. The Sensibility – carries messages from the “I,” from the being, and from the in-depth conscience.
4. The Body – is the biological reality and has its own laws.
5. In-depth Conscience – This reality is a place where the other four pivotal centers can be perceived in a synthesis. This is the
place of the person in the process of growth; a place where what is good can be sensed.
BEHAVIOR – is the manner of conducting oneself.
▪ It is the response of an individual, group or species to its environment.
▪ It is a manner in which a person behaves.
ATTITUDE – is a position assumed for a specific purpose.
▪ It is an organismic state of readiness to respond in a characteristic way to a stimulus as an object, concept, or situation.
▪ Human attitude affects much of a person’s behavior and human behavior depends on the kind of environment he or she is
interacting with. The attitude can be readily changed depending on the kind of stimulus, concept, or situations that will greatly
affect the human person.
The Human Person in Relation to His/Her Environment with Respect to Attitude and Behavior:
Attitude

Human
Person Environment

Behavior

Manners of Conducting Oneself (The Human Person in Response to His Environment):

Human
Person Attitudes
Environment Stimulus (Sensibility) Life
Situations

Object- Physical Biological

Concept- love any issues

Oneself State of
Readiness
Situation- Politics Religion Society

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C. Ten Commandments of Human Relations

1. Speak to people. There is nothing as nice as a cheerful word of greeting.
2. Smile at people. It takes 65 muscles to grown and only 15 to smile.
3. Call people by name. The sweetest music to anyone’s ear is the sound of his/her own name.
4. Be friendly and helpful. If you would have friends, be friendly.
5. Be cordial. Speak and act as if everything you do were a genuine pleasure.
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise. Take caution against criticizing others.
8. Be considerate with the feelings of others. It will be appreciated.
9. Be thoughtful of the opinion of others. There are three sides to a controversy- yours, the other fellow’s, and the right one.
10.Be alert to give service. What counts most in life is what we do for others.
D. Mission Possible Team (I Can Win)
1. Successful people have a positive mental attitude.
2. Successful people are courageous people who take risks.

3. Successful people choose well.

4. Successful people persist.
5. Successful people adhere to the power of prayer.
6. Successful people know how to pace themselves and journey through life with enthusiasm.
7. Successful people govern themselves with discipline.
8. Successful people give the best to whatever they do.
9. Successful people align their sense of purpose with the common good.
10.Successful people keep a positive count by responding positively to any person or situation.
11.Successful people harmonize with encouragement.
12.Successful people are decisive people who make things happen.
Activity: Personal Growth Assessment and Reflection – Guidelines for Personal Analysis (GPA); (see pages 3-5)

II. VALUES DEVELOPMENT

A. Value Defined
1. Value is derived from the Latin word, valere, to be worth, be strong - something intrinsically valuable or desirable.
▪ A thing has value when it is perceived as good and desirable.
▪ To develop is to acquire gradually, by successive changes, to move from the original position - to one providing more
opportunity for effective use.
▪ Thus, values development is the act, process or result of developing the values for a Human Dignity.
2. Since values are the bases of judging what attitudes and behavior are correct and desirable and what are not. It is therefore
crucial that there be an appropriate framework as well as strategy for providing the context and operational guidelines for
implementing a values education program (DECS Values Educ. Program Framework, Values Educ. for Filipino, 1988).
B. Values Systems: Various Views
The Meaning of Values
▪ According to Clyde Kluckholm: “A value is a conception, explicit or implicit, distinctive of an individual or characteristic of a
group, of the desirable which influences the selection from available modes, means and ends of action.”
▪ According to Cornelius Van Der Poel: “Value refers to the understanding of a certain good for an individual or society which is
considered worthy of realization.”
▪ According to Brian Hall, Michael Kenny, and Maury Smith: Value is “something that is freely chosen from alternatives and is
acted upon, that which the individual celebrates as being part of the creative integration in development as a person.”
▪ A value is something or someone who is considered good or worthy and is desirable or useful. It is something considered
worthy by a person or a group. It can be a one-word standard of conduct (respect) or a policy that everyone in an organization
adheres to and believe in. Society depends on certain values like cooperation and honesty. To function, values may also be
concepts considered important by a select group, and not by others. It may be explicitly stated as they are more and more
accepted in organization. Or they may be unspoken, yet recognized by all.
C. Values Education – is the process by which values are formed in the learner under the guidance of the teachers and parents as
he/she interacts with his/her environment.
1. Values as subject matter must have a direct and immediate relevance to the personal life of the learner.
2. The process must involve all the faculties of the learners. It must not just be cognitive. It must appeal not only to the mind but
to the heart, recognizing the total human person.
3. The teacher’s and parent’s personal values play important roles in values learning.
D. The Why, When, Where, Who, What, and How in Teaching Values
1. Why teach values?
▪ Because our parents tried to teach them to us;
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▪ Because they are what make our society safe and workable;
▪ Because they help develop a sense of autonomy, independence, and confidence; and
▪ Because they are the most significant and effective things to attain happiness.
2. When? Value should be taught to all ages with differing agendas and changing emphasis as one gets mature. Teach values
now and always.
3. Where? Values are the best taught in the home, in either the positive or the negative sense. It can be far more influential than
what is taught in school.
4. Who? Parents are the crucial examples and instructors of values. They are the general contractors. The teachers, the
institution, and organization are considered as subcontractors serving as supplement, support, and back up of parents.
5. What? Decide which values to teach. Choose a teaching system that will help you decide what to teach.
6. How? There are methods especially designed in teaching values to pre-schoolers, elementary ages, adolescents, and
community people.
E. Importance of Teaching Values
1. Values are extremely powerful. They guide people and identify what behavior is acceptable and what behavior is not. It is a
principle that either accomplishes a well-being or prevents harm or does both. It is something that helps or something that
prevents hurt.
2. Values have to do with being and with giving. It is who we are and what we give rather than what we have that make up our
truest inner selves.
3. The values of being (who we are) are honesty, courage, peaceability, self-reliance, disciplines, and fidelity. These are given
as they are gained and practiced on the “outer” as they are developed in the “inner.” The values of giving (what we give) are
respect, love, loyalty, unselfishness, kindness, and mercy. These are gained and developed as they are practiced.
F. The values of Being and Giving (Linda Eyre, et al., 1993)
▪ A true and universally acceptable “Value” is one that produces behavior that is beneficial both to the practitioner and to those
on whom it is practiced.
▪ A value is a quality distinguished by its ability to multiply and increase in our possession even as it is given to others, the more
it will be returned by others and received by others.
1. On Values of Being. The following are values of being:
▪ Honesty – This must be practiced with other individuals, with institutions, with society, and with self. The inner strength and
confidence are bred by exacting truthfulness, trustworthiness, and integrity.
▪ Courage – This means daring to attempt difficult things that are good. It is the strength not to follow the crowd, to say no
and mean it, and influence others by it. It means being true to convictions and following good impulses even when they are
unpopular or inconvenient. It means boldness to be outgoing and friendly.
▪ Peaceability – This means calmness, peacefulness, and serenity. It is the tendency to accommodate rather than argue. It
is the ability to understand how others feel rather than simply reacting to them. It means the control of temper.
▪ Self-Reliance and Potential – These refer to individuality, awareness, and development of gifts and uniqueness. One must
take responsibility for one’s own action. The tendency to blame others for difficulties must be overcome. One must have a
commitment to personal excellence.
▪ Self-Discipline and Moderation – These refer to physical, mental, and financial self-discipline. These involve moderation in
speaking, in eating, and in exercising. These also include the controlling and bridling of one’s own appetites and
understanding the limits of body and mind. These mean avoiding the dangers of extreme, unbalanced viewpoint.
▪ Fidelity and Chastity – These refer to the value and security of fidelity within marriage and of restraint and limits before
marriage. These involve the commitment that go with marriage and that should go with sex.
2. On Values of Giving. The following are values of giving:
▪ Loyalty and Dependability – These refer to loyalty to family, to employers, to country, to church, to schools, and to other
organizations and institutions. These mean reliability and consistency in doing what you say you will do.
▪ Respect – This means respect for life, for property, for parents, for elders, for nature, and for the beliefs and rights of
others. It refers to courtesy, politeness, and manners. It means self-respect and the avoidance of self-criticism.
▪ Love – It means individual and personal caring that goes beneath and beyond loyalty and respect. It means love for
friends, neighbors, even adversaries, and a prioritized, lifelong commitment of love for family.
▪ Unselfishness and Sensitivity – These pertain to becoming more extra-centered and less self-centered. These mean
learning to feel with and for others. These refer to empathy, tolerance, brotherhood, and sensitivity to needs of people and
situations.
▪ Kindness and Friendship – These refer to awareness that being kind and considerate is more admirable than being tough
or strong. The tendency to understand rather than confront, and be gentle, particularly toward those who are younger and
weaker. These necessitate the ability to make and keep friends. These mean helpfulness and cheerfulness.
▪ Justice and Mercy – These refer to obedience to law and fairness in work and play. These involve an understanding of the
natural consequences and the law of the harvest. These refer to the grasp of mercy and forgiveness and an understanding
of the futility (and bitter poison) of carrying a grudge.
G. Value Formation
▪ The Christian Value Formation is a lifelong process of growing which gets its strength from Jesus’ Sermon on the Mount. The
following factors affect one’s value formation:
1. Two (2) Factors Affecting Value Formation
▪ Influences – these depend on a person’s internal influences such as intellectual and emotional capabilities
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▪ Experience Factor – like good influences, good experiences are needed in value formation
2. Four (4) Types of Experiences that Influence or Affect the Formation of Values
▪ Liturgical Experience
▪ Bible Experience
▪ Learning Experience
▪ Human Experience
H. Value Clarification
1. Value Clarification is a difficult task.
▪ There are three basic steps that are useful in Value Clarification: Choice, Value, and Action.
2. Values are better than rules.
▪ Forward-thinking – the organization promotes values to guide people. Doing this saves time because organizations need
not write rules, and need not refer to rule books or organization manual.
3. Values serve as outline goals.
▪ An explicit set of values shall form the foundation of any organization because they endure.
4. Values send a message.
▪ A good value teaches and guides the members of the organization. A symbolic act affirms the value over and over.
5. Values shape an organization.
▪ A value manifests itself in various ways. It thrusts members to produce quality good products.
▪ A value shapes and animates an organization.
I. Core and Related Values
▪ The seven core values are made specific and further explained and ramified into particular values. The human dignity is the
overarching value; all other values are pursued because of inner worth of the human person. The table below shows the
dimension of human person as self and as part of the Community and the related Core Values (Values Education for the
Filipino, the DECS Values Education Program, 1988.).
● Core and Related Values:
DIMENSIONS VALUES
A HEALTH: Physical Fitness, Cleanliness, Harmony with the material H
PHYSICAL universe, Beauty, Art
S U
INTELLECTUAL TRUTH: Knowledge, Creative and critical thinking
M
S A
MORAL LOVE: Integrity/Honesty, Self-Worth/Self-Esteem, Personal Discipline
E N
L
F SPIRITUAL SPIRITUALITY: Faith in God D
H I SOCIAL SOCIAL RESPONSIBILTY: Mutual Love/Respect, Fidelity, I
Responsible Parenthood,
U N Family G
M Society Concern for Others/Common Good, Freedom/Equality, Social N
Justice/Respect for Human Rights, Peace/Active Non-Violence,
A C Popular Participation I
N O ECONOMIC EFFICIENCY: Thrift/Conservation of Resources, Work T
M ECONOMIC Ethics, Self-Reliance, Productivity, Scientific and Technological Y
Knowledge, Entrepreneurship
P M
NATIONALISM: Common Identity, National Unity, Esteem of National
E U Heroes, Commitment, Civic Consciousness/ Pride,
R N POLITICAL Bayanihan/Solidarity

S I GLOBAL SOLIDARITY: International Understanding and Cooperation

O T
N Y

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III. DEVELOPING GOOD HABITS FOR EFFECTIVENESS

▪ Our character is a composite of our habits. Habits are powerful factors in our lives. They are consistent, often unconscious
patterns. They constantly, daily, express our character and influence our effectiveness or ineffectiveness.
▪ Habit is defined as the interaction of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the “what to do” and the
“why.” Skill is the “how to do” and desire is the motivation, the “want to do.” All these three are necessary to make something a
habit in our lives (see figure below).
▪ Effectiveness is defined as the basis of a person’s character, creating an empowering center of correct maps from which an
individual can effectively solve problems, maximize opportunities, continually learn and integrate principles in an upward growth.
● Effective Habits (Internalized Principles and Patterns of Behavior):

● Seven Habits that Make a Highly Effective Person (by Stephen Covey, author of The 7 Habits of Highly Effective People):
1. Being Proactive
▪ Proactivity means taking initiative. As a human being, we are responsible for our own lives. Our behavior is a function of
our decisions, not our conditions. Highly proactive people recognize responsibility. “Response-ability” means the ability to
choose your response. In making such a choice, we become reactive.
▪ Reactive people are affected by their physical and social environment - the ‘social weather.’ They are defensive or
protective-driven by feelings, circumstances, and by the condition of their environment.
▪ Proactive people are influenced by external stimuli, whether physical, social, or psychological. But their response to the
stimuli, conscious or unconscious, is a value-based choice or response.

2. Begin with the End in Mind

▪ “Begin with the end in mind” is to begin today with the image, picture, or paradigm of the end of your life as your frame of
reference or the criterion by which everything else is examined. Each part of your life - today’s behavior, tomorrow’s
behavior, next week’s behavior, next month’s behavior - can be examined in the context of the whole, of what really
matters most to you. To begin with the end in mind means to start with a clear understanding of your destination. It means
to know where you are going so that you better understand where you are now so you can go to a right direction.
▪ “Begin with the end in mind” is based on the principle that all things are created twice. There is a mental or first creation,
and a physical or second creation to all things.
3. Putting First Things First
▪ Effective management is putting first things first. While leadership decides what “first things” are, it is management that
puts them first, day-by-day, moment-by-moment. Management is discipline carrying it out.
4. Think Win/Win
▪ The habit of effective interpersonal leadership is Think Win/Win. Win/Win is not a technique; it is a total philosophy of
human interaction. In fact, it is one of the six paradigms which include Win/Lose, Lose/Win, Lose/Lose, Win/Win or No
Deal.
5. Seek First to Understand Than to be Understood
▪ “Seek first to understand” involves a very deep shift in paradigm. We typically seek first to be understood. Most people do
not listen with the intent to understand; they listen with the intent to reply. They are either speaking or preparing to speak.
They are filtering everything through their own paradigms reading their autobiography into other people’s lives.
6. Synergize
▪ Synergize means that the whole is greater than the sum of its parts. It means that the relationship which the parts have to
each other is a part in and of itself. Synergy is the highest activity in all life - the true test and manifestation of all of the
other habits put together. It is the essence of principles - centered leadership and parenting.
7. Sharpen your “Saw” of Self-Principles of Balanced Self-Renewal
▪ Habit is taking time to sharpen the saw. It is the habit that makes all the others possible. It is preserving and enhancing the
greatest asset you have - you. It is reserving the four dimensions of your nature - physical, spiritual, mental, and
social/emotional.
● These Seven Habits according to Stephen Covey (1990) moves us progressively on a Maturity Continuum from dependence
to independence to interdependence.
On the Maturity Continuum:
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COURSE MODULE ON NSTP – CWTS 11 | MODULE 8: HUMAN PERSON AND VALUES DEVELOPMENT

a. Dependence is the paradigm of you – you take care of me; you come through for me, you didn’t come through. I blame
you for the results.
b. Independence is the paradigm of I – I can do it; I am responsible; I am self-reliant; I can choose.
c. Interdependence is the paradigm of we – we can do it; we can cooperate; we can combine our talents.

Activity: Essay / Explanation

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