VALUES AND VALUING PROCESS

Values are defined in literature as everything from eternal ideas to behavioral actions.
As used here values refer to criteria for determining levels of goodness, worth or
beauty. Values are affectively-laden thoughts about objects, ideas, behavior, etc. that
guide behavior, but do not necessarily require it (Rokeach, 1973). The act of valuing is
considered an act of making value judgments, an expression of feeling, or the
acquisition of and adherence to a set of principles. We are covering values as part of
the affective system. However, once they are developed they provide an important filter
for selecting input and connecting thoughts and feelings to action and thus could also
be included in a discussion of the regulatory system.
Valuing Process is a method devised by Carl Rogers to combat a person's
incongruence, or feelings of inadequacy despite having made several life achievements.
Rogers believed that to achieve happiness, a psychologist could guide the person
through using the valuing process to determine his or her own personal values, whether
or not those values lined up with society and authority figures in the person's life. It is
then the person's responsibility to follow which path stays true to their values and will
make them happy.
Steps in Valuing Process
1. Choosing Freely

 A full value is a guide, a norm, a principle by which a person lives.

 The values that a person chooses freely are the ones that he/she will internalize,
cherish and allow to guide his/her life
2. Choosing from among 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. Choosing after thoughtful consideration of the consequences of each alternative.

 A value must be freely chosen after careful study of the consequences of each
alternative.

 Only after the foreseeable alternatives or options open to him/her are fully and clearly
understood is a person able to make a free and intelligent choice.

 This criterion stipulates that valuing is a reflective, rather than an impulsive or

capricious, process.
4. Prizing and cherishing.

 A value is something a person feels positive about: he/she prizes it, cherishes it,
respects it, rejoices in it and celebrates it.

 As the individual grows toward full development of his/her values, he/she derives
increasingly greater contentment, satisfaction, fulfillment, and joy from the act of
choosing his/her own destiny.
5.  Affirming.

 This is criterion directly related to the preceding criterion that a value is cherished.

 When we have good news, we like to share it.

 When we discover a value that is freely chosen, the consequences of which we know
and that makes us happy, we want to tell others about it.
6. Acting upon choices.
• A value is acted upon, performed, carried out: it influences a person’s behavior in
some way.
• Thus, what a person does reflects his/her values.
7. Repeating.
• Values are acted on repeatedly and become a pattern of life.
• A value tends to permeate and influence all aspects of one’s life.

THE THREE TYPES OF VALUES STUDENTS SHOULD EXPLORE

Part of preparing students to be self-reliant and successful means helping them find a
space where they “fit in”. The process of finding this space includes helping them
discover what is important to them and what their values are. When students
understand their values, they are driven, focused, and able to live authentic, happy
lives.
In the Winning Futures program, we teach students that their values matter. There are
three types of values they explore in order to create a strategy for success. The three
types of values we encourage students to explore are:
 Character Values
 Work Values
 Personal Values
Knowing what is important to them will help them find success in their personal and
professional lives.
1. Character Values
Character values are the universal values that you need to exist as a good human
being. They are also the core characteristics that employers look for when hiring.
Examples of character values include: commitment, loyalty, positive attitude, and
respect.
2. Work Values
Work values are values that help you find what you want in a job and give you job
satisfaction. It is especially important to understand what your work values are in order
to thrive professionally. Examples of work values are: hands-on, public contact,
prestige, and stability.

3. Personal Values
Personal values are values that help you define what you want out of life and will assist
you in being happy and fulfilled. They are the guiding principles of your life. Examples of
personal values are: family life, popularity, health, and appearance.
Allowing students the opportunity to explore their values is essential when assisting
them in setting goals. When students understand what their values are, they are able to
determine what drives them. It helps them gain clarity about what they really want.
Exploring character values, work values, and personal values helps students find the
place where they will “fit in” and be most successful.
Valuing Process is a method devised by Carl Rogers to combat a person's
incongruence, or feelings of inadaquacy despite having made several life achievements.
... It is then the person's responsibility to follow which path stays true to their values and
will make them happy.

What is the role of teacher in value education?

      Teacher may play an important role inculcating values among students. Teachers
are the ideals and role models to their pupils. The most important aspect is that they
should set good examples of conduct and behaviors, which the students may imbibe.

Official Statement on the Good Manners and Right Conduct and Values Education Act

June 26, 2020 – The Department of Education (DepEd) welcomes the recent passage
of Republic Act 11476, or the Good Manners and Right Conduct (GMRC) and Values
Education Act. We thank our President, legislators, and advocates for their support to
DepEd in further empowering our youth to contribute to nation-building while protecting
their physical, moral, spiritual, intellectual, and social well-being.
 
Though we have been providing lessons on GMRC and Values Education in our K to 12
curriculum, we value the vital role of RA 11476 will play in strengthening our youth’s
decision-making skills, attitude, and behaviors, especially in these critical times. We will
be teaching 313 Most Essential Learning Competencies (MELCs) from Grades 1-10 this
School Year 2020-2021.
 
With this law, and our nation’s aspiration to guide our youth to the right path, we look
forward to raising more Filipinos who are Maka-Diyos, Maka-tao, Makakalikasan at
Makabansa.

Just weeks from the opening of classes in our public schools came the pronouncement
of our education officials of using the term GMRC or Good Manners and Right Conduct
—and strengthening it. Such subject name is familiar and to some extent popular in the
past decades. Its popularity is owing to its essence of introducing real-life situations
aimed at producing good-mannered, sensitive, and responsible citizens.
GMRC to the basic education curriculum would be part of a review of the K to 12
program. Lessons on proper behavior, considered part of the “basic skills,” would be
imparted to students, particularly in the first three levels of education, teaching the
schoolchildren the values of respect, love for self, others, family, community, country,
and God.

Without others knowing it, these are exactly the same values that are being introduced
in the subject Edukasyon sa Pagpakatao, national identity and nationalism in Araling
Panlipunan, in addition to the overarching integration in all subject areas.
But let’s take a look at some major factors why our young have changed through time.
There are many outside factors that can influence children’s values in the new age. For
one, technology. Though it has brought so many wonders to improve our lives, the
quality of human interaction is being sacrificed for speed in this digital and fast-paced
world. We want our world to provide instant gratification for our ever-increasing and
demanding needs. Many young employees who grew up with fast food meals no longer
know how to use real spoons and forks, or much less observe table manners. Setting a
table properly becomes a thing of the past, because most of the time we go for takeout
food or fast food meals.
From this gadget-crazy world, we produce children who grow up equating success with
making more points in Candy Crush, or beating an opponent in some internet game.
And we produce children who also become impatient because if a gadget can bring
results in no time, so should other things in life. Maybe this is what leads to lack of
perseverance at work.
Another observation is when we laugh with approval at the crude antics of officials and
other public figures, by doing so we are giving permission to our children to behave
likewise. We reap what we allow others to sow in the minds and hearts of our innocent
youth.

Values more important than knowledge

A child taught good manners and right conduct early will grow up to become an upright
and law-abiding citizen later.
An adult who uses his knowledge to harm others wasn’t taught the right moral values in
his childhood.
“Do unto others what you want others to do unto you” sums up all the commandments
in any religion.
The Golden Rule, which forms the basis of any law, should be taught very early in
childhood.
 

https://www.google.com/amp/s/newsinfo.inquirer.net/1003390/values-more-important-
than-knowledge/amp 

https://m.youtube.com/watch?v=1hBeftnfWwg 

https://www.manilatimes.net/2020/04/02/campus-press/good-manners-right-conduct/
708722/
https://www.google.com/amp/s/www.philstar.com/the-freeman/opinion/
2018/06/21/1826527/gmrc-values-education-or-whatever/amp/ 
https://www.deped.gov.ph/2020/06/26/official-statement-on-the-good-manners-and-
right-conduct-and-values-education-act/  
http://blog.coreessentials.org/why-values-important-education/
http://www.edpsycinteractive.org/topics/affect/values.html
https://www.slideshare.net/SMT13/steps-in-valuing-process-and-value-indicators
https://www.alleydog.com/glossary/definition.php?
term=Valuing+Process#:~:text=Valuing%20Process%20is%20a%20method,having
%20made%20several%20life%20achievements.&text=It%20is%20then%20the
%20person's,and%20will%20make%20them%20happy.