Republic of the Philippines

Aklan State University

NATIONAL SERVICE TRAINING PROGRAM
Kalibo, Aklan

MODULE TOPIC 1
CITIZENSHIP TRAINING
a. Historical and Legal
Bases of NSTP
b. Philippine Constitution (Preamble, Bill of Rights and Duties and
Module Topic 1. Citizenship Training Responsibilities of Filipino Citizen)
c. United Nations Principles on Human Rights
Number of Hours: 6hours d. Flag Heraldic Code of the Philippines (RA 8491. S,1998)
e. Good Citizenship Values
f. Voter Citizenship Education

a. Topic 1: This topic will cover on Historical and Legal Bases of NSTP

CLASS : NSTP (ROTC/CWTS/LTS)

SUBJECT MATTER: ORIENTATION AND IMPLEMENTING RULES AND

REGULATIONS (IRR) TO NSTP-1 (RA 9163)

COMPILED BY: PROF. RICHARD E.DIONISIO ASU – NSTP DIRECTOR

SUBJECT CONTENTS:
I. OVERVIEW
II. How did the NSTP Evolved
III. Implementing Rules and Regulations (IRR) of RA 9163
IV. A PRIMER ON NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001
V. Activity Guide Question for Study: VI. References

I. Overview:

National service programs are a global phenomenon. Contrary to the claims of vocal opponents to compulsory service,
nations that recognize civic duty - through one form of mandatory service or another - span the political, economic, and cultural
spectrum. This lesson seeks to bring this fact to light; in the hope that students undergoing Philippine NSTP gain a much better
perspective of the magnitude of the alleged perceived 'burden' that they bear.
To become responsible citizen specifically in defending the security of the state and be of service to the community
requires gradual transformation through proper training of the students in the tertiary level. This is the essence of Republic Act.
No. 9163 known as the National Service Training Program (NSTP) Act of 2001 including the IRR and other NSTP Memoranda.
This unit presents the compilation of the NSTP Act and other related regulations to provide avenues for students to
appreciate deeper the program component of their choice and also provide background on the legal basis. Specifically, it
includes guidelines that will answer the who, what, why, when and how of the NSTP law. This will ensure clarity on the issues
and concerns about the law, which will contribute to its acceptability and importance to the youth and implementers as partners
in nation building.

Learning Objectives:
At the end of this module unit, students are expected to:
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 1.Explain the history and significance of the NSTP in the overview of national security and development;
2. Appreciate the value of NSTP as a citizenship training program; and
3. Support NSTP-related activities and endeavors.

II. How did the NSTP Evolved

A. Commonwealth Act No. 1
“Preservation of the State is every citizen’s obligation. Philippine security, freedom, independence and perpetual
neutrality shall be guaranteed by employing
all citizens without distinction”.

Commonwealth Act No. 1otherwise known as the National Defense Act, penned on December 23, 1935, provided the first
legal basis for national defense training among students. Section 35 of the law, as amended, provides for the establishment and
maintenance of ROTC units in such colleges and universities as the President, may designate as for the compulsory pursuit by
every physically fit student of a course on military instruction designed to qualify him as third lieutenant of the reserve corps.
The student was to be permitted to choose the branch of service in which he wished to train, in so far as might be practicable.

B. Presidential Decree 1706

It took 45 years before another law on ROTC was passed. But which would introduce some modifications of the
program. Presidential Decree 1706, better known as the National Service Law was the first specific measure toward alternative
services, such as non-military options, in the ROTC program.
The legislation was passed on August 8, 1980, recognizes “the citizens of our country particularly the youth as the most
valuable resource of our nation” and therefore “ need to be motivated, trained, developed, organized, mobilized and utilized in
regard to their responsibilities as citizens particularly their commitment to civic welfare, their respect for the law and lawfully
constituted authorities and the fulfillment of their military or civil obligation.” In effect, it provided for an obligatory national
service for all Filipino citizens to consist of civic welfare service, law enforcement and military service. Such services were to
be credited for fulfilling educational requirements established by law.

C. Batas Pambansa Bilang 232

For one reasons or another, the law did not see full implementation. Batas PambansaBilang 232, also called the Education Act
of 1982, reiterates that it is the duty responsibility of students to “participate actively in civic affairs and be involved in the
promotion of the general welfare particularly in the social, economic, and cultural development of the community and in the
attainment of a just, compassionate, and orderly society.” This law, together with PD 1706, is the precursor of the Expanded
ROTC Program.

D. 1987 Philippine Constitution

With the ratification of the Philippine Constitution of 1987, a stronger legal basis for a non-traditional ROTC program was
born. Article II, section 4 of the fundamental law states : “the prime duty of the Government is to serve and protect the people.
The government may call upon the people to defend the state and, in the fulfillment thereof, all citizens may be required, under
conditions provided by law to render personal military or civil service.”

E. Republic Act 7077

“AN ACT PROVIDING FOR THE DEVELOPMENT, ADMINISTRATION, ORGANIZATION,
TRAINING, MAINTENANCE AND UTILIZATION OF CITIZEN ARMED FORCE OF THE ARMED FORCES OF THE
PHILIPPINES AND FOR OTHER PURPOSES”

This Act is known as Citizen Armed Force or the AFP Reservist Act of 1991, added flesh to the innovative skeletal frame
work created by the 1987 Constitutions even as it maintain relevant provision of PD 1706. Section 38 of the law provides for
the mandatory military training for students enrolled in colleges, universities, and similar institutions of learning. Section 63
specifies the need for reservist to render either civic auxiliary services such as helping maintain law and order, assisting in

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 rescue and relief operations, participating in socioeconomic development projects, delivery of health services, or military
auxiliary services rendered in meeting local insurgency.
With RA 7077, the Expanded ROTC Program (E-ROTC) was born. Some constraints, however, barred its full implementation.

F. Republic Act 9163

“AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM
(NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE
REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR
OTHER PURPOSES”

On January 23, 2002 Congress enacted Republic Act Nr 9163. This Act shall be known as the National Service Training
Program (NSTP) Act of 2001. National Service Training Program (NSTP) is a program aimed at enhancing civic consciousness
and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of
its three (3) program components. Its various components are specially designed to enhance the youth's active contribution to
the general welfare.
The three (3) components of NSTP are aimed at enhancing civic consciousness and defense preparedness in the youth by
developing ethics of service and patriotism while undergoing training.
National Service Training Program Act of 2001 is an aggressive measure towards making the former military service program
relevant to the changed need of the present century.

III. Implementing Rules and Regulations (IRR) of RA 9163

REVISED IRR of the

NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP)
Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA),
and Department of National Defense (DND), in consultation with concerned government agencies, the Philippine Association
of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), Non-Government Organizations (NGOs) and recognized student organizations, hereby jointly issue, adapt and
promulgate the following implementing rules and regulations in implement the provisions of the Act.

Rule I GUIDING PRINCIPLES

Section 1. Guiding Principle. While it is the prime duty of the government to serve and protect its citizens, in turn it shall be
the responsibility of all citizens to defend the security and promote the general welfare of the State, and in
fulfillment thereof, the government may require each citizen to render personal military or civil service.

Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State
shall promote civic consciousness among them and shall develop their
physical, moral, spiritual, intellectual and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their
involvement in public and civic affairs.

b. As the most valuable resource of the nation, they shall be motivated,

trained, organized and involved in military, literacy, civic welfare
programs and other similar endeavors in the service of the nation.

Rule II
DEFINITION OF TERMS

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Section 3. As used in this Implementing Rules and Regulations (IRR), the following
terms shall mean:

a. “National Service Training Program” (NSTP) – refers to the program aimed at enhancing civic consciousness and
defense preparedness in the youth, by developing the ethics of service and patriotism while undergoing training
in any of the three (3) Program components, specifically designed to enhance the youth’s active contribution to
the general welfare;
b.“Reserve Officers’ Training Corps”(ROTC) – refers to the Program component, institutionalized under Sections 38
and 39 of Republic Act No. 7077, designed to provide military training to tertiary level students in order to
motivate, train, organize and mobilize them for national defense preparedness;
c. “Literacy Training Service”(LTS) – refers to the Program component designed to train the students to teach literacy
and numeracy skills to school children, out-of-school youths and other segments of society in need of their
services;
d.“Civic Welfare Training Service”(CWTS) – refers to the Program component or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of its facilities,
especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and
moral of the citizenry and other social welfare services;
e. “Program Component” – refers to the service components of NSTP as defined herein;
f.“Clustering” – refers to the grouping of students enrolled to different schools and
taking up the same NSTP component into one (1) group under the management and supervision of a designated
school;
g. “Cross Enrollment” – refers to a system of enrollment were a student is officially enrolled in an academic program
of an origin school but is allowed to enroll in the NSTP component of another acceptingschool; and
h.“Non-Government Organization” (NGO) – refers to any private organization duly accredited by CHED or recognized
by TESDA.

Rule III PROGRAM IMPLEMENTATION

Section 4. Coverage

a. All incoming first year students, male and female, starting School Year (SY) 2002-2003, enrolled in any
baccalaureate and in at least two (2) year technicalvocational or associate courses, are required to complete one (1)
NSTP component of their choice, as a graduation requirement.

The above provision, however, does not cover the following:

a.1 Students who finished or graduated from a baccalaureate degree or two year technical-vocational or
associate course and pursuing or enrolled in another or additional baccalaureate degree or two-year
technical-vocational or associate course in SY 2003-2004, and;

a.2 Students who completed any of the three NSTP components but considered freshmen to the course
where they transferred or shifted.

a.3 Foreign students or aliens

b. All higher and technical-vocational education institutions must offer at least one
(1) of the NSTP components.

c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) other NSTP
component.

d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), and Philippine National
Police Academy (PNPA) are exempted from the NSTP in view of the special character of these institutions. Other
State Universities and Colleges of similar nature will be exempted subject to approval of the Department of National
Defense.

e. Private higher and technical-vocational education institutions with at least 350 student cadets, may offer the ROTC
component and consequently establish/maintain a Department of Military Science and Tactics (DMST), subject to
the existing rules and regulations of the Armed Forces of the Philippines (AFP).

Section 5. Program Components

a. The NSTP shall have the following components which the students can choose from as defined in Rule II, Section
3 hereof: The Reserve Officers Training Corps, Literacy Training Service (LTS), and Civic Welfare Training
Service (CWTS).

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 b. All program components,the ROTC in particular, shall give emphasis on citizenship training and shall instill
patriotism, moral virtues, respect for the rights of civilians and adherence to the Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other concerned government
agencies, may design and implement such other non-military training components as may be necessary in
consonance with the provisions of R.A. 9163.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and the DND shall jointly issue
the minimum standards for the three (3) NSTP components that shall form part of these guidelines.

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2) semesters.
It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be designed, formulated and
adopted by the DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the same.
c.Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades of college
graduating students.

Section 7. Clustering and Cross-Enrolment

a. Clustering of students from different education institutions during semestral or summer periods may be done for
any of the NSTP component, taking into account logistics, branch of service and geographical locations. The host
school shall be responsible in managing the Program.
b. Schools that do not meet the required number of students to maintain the optional ROTC and any of the NSTP
components, or do not offer the component chosen by the students, shall allow their students to cross-enroll to other
schools, irrespective or whether such school is under CHED or TESDA; and in the case of students taking the ROTC
component, irrespective of whether the two semesters shall be taken from different schools whose ROTC are
administered/managed by different branches of service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations of the school of origin and
the accepting school.

Section 8. Monitoring and Evaluation

Management

1. The school authorities shall exercise academic and administrative supervision over the design, formulation, adoption
and implementation of the different NSTP components in their respective schools.
2. There should be an NSTP Office in each school or college/university headed by an NSTP Director or its equivalent
position responsible for the implementation of the Program. Each of the NSTP components is considered a distinct
and/or separate unit under the NSTP office, and the head of the unit shall report directly to the NSTP Director or its
equivalent position.
3. A functional chart of the NSTP Office shall be structured based on the capability of the institution to sustain the
component program being offered based on the number of enrollees.
4. In the case of ROTC, the school authorities and DND, subject to the policies, regulations and programs of DND on
the military component of the training, shall exercise joint supervision over its implementation.
5. Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate and administer
training modules for any of the NSTP components shall jointly exercise such academic and administrative
supervision with those NGOs. Within forty-five (45) days from approval and issuance of this IRR, the CHED,
TESDA and DND shall issue the necessary guidelines for the accreditation of non-government organizations
(NGOs) and training modules to be utilized by these NGOs.

Monitoring

1. CHED Regional Offices, TESDA Provincial/District Offices and DNDAFP (through the Major Service Reserve
Commands), shall oversee and monitor the implementation of the NSTP under their respective jurisdiction, to
determine if the trainings conducted are in consonance with the Act. These Sub Offices shall submit periodic reports
to the Central Offices of CHED, TESDA and DND.
2. CHED deputized officials shall coordinate and conduct spot visits to actual NSTP activities.
3. At the end of every school year the Higher Education Institution shall submit an Annual Report to the CHED
Regional Office copy furnished the Office of Student Services in electronic template, indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials and documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and utilized.

The annual report on NSTP by the university or college shall be made available to faculty, students and the general
public in the NSTP Office.
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 In regions with universities and colleges having two or more campuses, the university concerned shall consolidate the
report before submission to CHED Regional Offices.

4. In cases of violations of guidelines, warnings and/or sanctions may be imposed to schools and accredited NGOs that
disregarded or grossly violated the provisions of this implementing rules and regulations.

Rule IV FEES AND INCENTIVES

Section 9. Fees.

1. No fees shall be collected for any of the NSTP components except basic tuition which should not be more than fifty
(50%) percent of the charges of the school per academic unit. NSTP tuition collected shall constitute a Trust Fund,
which shall be exclusively used for the operation of the Program.

2. NSTP funds derived from NSTP-related operations shall serve as augmentation to sustain un-programmed activities
of NSTP.
3. The unexpended fund balance shall be carried over to the next semester; provided, however, NSTP funds shall not
be converted into savings at the expense of the proper implementation of the program
4. Subsidies from the government, any legal agency or institution appropriated for NSTP shall be included in the
preparation of the program of expenditure and report on the utilization of funds.
5. Expenditures/disbursements shall be subjected to periodic audits by the proper school authorities and concerned
NSTP officers;
6. The NSTP Director or its equivalent shall submit a comprehensive report on the utilization of the NSTP Funds by
program component to the school head, two weeks after the end of every semester.
7. Rental space of school and other similar expenses shall not be charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives

1. A program of assistance/incentives for ROTC students shall be provided and administered by DND, in accordance
with existing laws and regulations and subject to the availability of funds.
2. A Special Scholarship Program and other forms of assistance and incentivesfor qualified NSTP students shall be
administered by CHED and TESDA, with funds for the purpose to be included in the annual regular appropriations
of the two agencies, subject to the availability of funds.
3. The college or university may provide scholarship and other forms of assistance and incentives to qualified and
deserving NSTP students, the funding of which shall come from available NSTP funds of the school.
4. Personnel involved in the NSTP shall be provided honorarium and other incentives based on the standard policy set
forth by the HEIs.

B. Insurance and Protection

1. School authorities concerned, CHED and TESDA shall ensure that health and accident group insurances are
provided for students enrolled in any of the NSTP components.
2. Schools that already provide health and accident group insurance and collect the necessary fees for the purpose from
their students as of the effectivity of this Rules, are deemed to have complied with this requirement.

Rule V ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National Service Reserve Corps (NSRC)
and could be tapped by the State for literacy and civic welfare activities, especially in times of calamities through
the joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD and other concerned
agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concerned government and non-government agencies,
shall issue the necessary guidelines for the establishment, organization, maintenance and utilization of the National
Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA 7077, subject to the
requirements of DND.
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 Rule VI MISCELLANEOUS PROVISIONS

Section 12.Certificate of Completion.Certificate of Completion with corresponding serial number issued by CHED, TESDA or
DND, shall be awarded to students who have successfully complied with the program requirements.

Section 13.Information Dissemination. The CHED, TESDA and DND shall provide information on these Act and IRR to all
concerned publics through different modes of disseminating information.

Section 14. Amendatory Clause

a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of 1939, Section 2 and 3 of presidential Decree
No. 1706,and Sections 38 and 39 of Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations
and other issuances inconsistent with the provisions of the Act are hereby deemed amended and modified
accordingly.
b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in consultation with
PASUC, COCOPEA, NGOs and recognized student organizations.

Section 15. Separability Clause.

If any section or provisions of this IRR shall be declared unconstitutional or invalid, the other sections or provisions not affected
thereby shall remain in full force and effect.

Section 16. Effectivity.

This rules shall take effect 15 days after publication in a newspaper of general circulation and shall remain in force and effect until
revoked or amended.

IV. A PRIMER ON NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001

1. What is the National Service Training Program (NSTP) law?

(A) - The National Service Training Program (NSTP) law or Republic Act 9163 is a program aimed at enhancing civic consciousness
and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three
(3) program components, specifically designed to enhanced the youth’s active contribution to the general welfare.

2. What are the program components of the NSTP?

(A) First is the “ Reserve Officers’ Training Corps”(ROTC) which is designed to provide military training to tertiary level, students
in order to motivate, train, organize and mobilize them for national defense preparedness.
Second is the “Literacy Training Services (LTS)” which is designed to train the students to teach literacy and numeracy skills
to children, out-of-school youth and other segments in need of their services.
Third is the “Civic Welfare Training Service (CWTS) which refers to activities contributory to the general welfare and the
betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.

3. Who shall take the NSTP?

(A.) All incoming freshmen students, male and female, enrolled in any baccalaureate and in at least two (2) year technical-vocational
or associate courses, are required to complete one (1) NSTP component of their choice, as a graduation requirement.

4. When was the NSTP implemented?

(A.) The NSTP started its implementation since school year 2002-2003

5. How will the NSTP be taken up?

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(A.) Each of the components shall be under taken for an academic period of two (2) semesters and be credited for three (3) units per
semester with fifty four (54) to ninety (90) training hours per semester.
6. What if I cannot take the NSTP during the regular semester?

(A) A one summer program in lieu of two (2) semester program maybe designed, formulated and adopted by DND, CHED and
TESDA, subject to the capability of the school and the AFP to handle the same.

7. What if the NSTP component of my choice is not offered in my school?

(A.) Schools that do not meet the required number of students in order to conduct a program component or do not offer the component
chosen by their students shall allow them to cross enroll to other schools, irrespective of whether that school is under CHED or
TESDA; and for the ROTC, whether they are managed by different AFP Branches of Service. These students, however, shall be
subjected to the existing rules and regulations of their school of origin and the accepting school.

8. Will a student who has completed his entire academic requirements except ROTC be allowed to graduate?

(A.) a student who has completed all his academic requirements except for ROTC will be allowed to graduate provided that he is a
certified candidate by the school on or before the effectively of the NSTP which is March 23,2002.

9. What if a male student has completed two semesters of the E- ROTC/NSTP?

(A) He is deemed to have complied with the NSTP requirement.

10. What will become of NSTP graduates?

(A) Graduates of the non-ROTC components shall belong to the National Service Reserve Corps (NSRC) which could be tapped by
the State for literacy and civic welfare activities. Graduates of the ROTC component shall form part of the AFP Citizen Armed
Force, subject to DND requirements.

11. How can a student continue to qualify for enlistment in the AFP reserve force?

(A.) He/She may qualify for enlistment in the AFP reserve force as long as he/she completed the two (2) semester of basic ROTC.

12. Are there any incentives provided for students taking the NSTP?

(A.) The following incentives are to be provided to students when they take up NSTP:
A program of assistance /incentives for ROTC students from the DND which will be in accordance with existing laws
and regulations and subject to the availability of funds.
School authorities concerned, CHED and TESDA shall ensure that health and accident group insurances are provided
to students enrolled in any of the NSTP components.
A special Scholarship Program for qualified NSTP students shall be administered by CHED and TESDA subject to the
availability of funds.

13. Who is responsible in supervising the NSTP to students?

(A.) School authorities shall exercise academic and administrative supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective schools. In the case of ROTC, the school authorities and
DND shall exercise joint supervision over its implementation.

14. What lead agencies will monitor in the implementation of the NSTP?

(A.) CHED regional offices, TESDA provincial and district offices and DND-AFP through major service reserve commands and their
ROTC units shall oversee and monitor the implementation of the NSTP under their respective jurisdiction, to determine if the
trainings conducted are in consonance with this Act.

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15. Is NSTP available in all schools and Universities?

(A.) All higher and technical-vocational educational institutions will be offering at least one (1) of the NSTP components while state
universities and colleges will offer the ROTC component and at least one other NSTP component. Private schools who have at
least 350 student cadets may offer the ROTC component.

V. Activity Guide Question for Study:

1. What does NSTP stands for?

2. NSTP is an expansion of what Program?
3. Which law created NSTP?
4. Explain the 3 components of NSTP?
5. What will happen to the graduates of the Non-military component?
6. Expound the coverage of the NSTP law.

VI. References:

Laws and Statute:

1987 Philippine Constitution
Republic Act 7077
Republic Act 9163 Manual:
Implementing Rules and Regulations to RA 9163
Internet sites:
http://home.earthlink.net/~upmrotc/id11.html" http://upm-rotc.blogspot
Instructional Video:
Module 1, Human and Ecological Security Program

b. TOPIC NO. 2 : This Topic will cover Philippine Constitution (Preamble, Bill of Rights and
Duties and Responsibilities of Filipino Citizen), United Nations Principles on Human Rights, Flag Heraldic Code of the Philippines
(RA 8491. S,1998), Good Citizenship Values

Topic Descriptions: Philippine Constitution (Preamble, Bill of Rights and Duties and Responsibilities of Filipino Citizen)

This will be our gateway to become good citizens as embodied in the “Preamble of the Constitution.”From the word training,
this module will provide us experiences for skills enhancement in order to translate the good citizen values to concrete actions in order
to build our nation and to become responsible and functional citizens of the Republic.

I. Introduction

It is not enough! Good governance is not enough. Let us work on being good citizens. Let us translate the good citizenship
values derived from the Preamble of the Constitution into concrete action in order to build our nation.

We keep demanding good governance from them but have not demanded anything from ourselves. There seems to be a missing
piece in the puzzle. If we demand good governance from those in public office, there must be a counterpart from our end and this is
good citizenship. How do we become good citizens?

The Philippine Constitution begins with the word “WE”: “We, the sovereign Filipino people, imploring the aid of Almighty God
…”

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 In this simple two-letter word lies the future of our country. Whether we become a stable, solid, strong republic; whether we
achieve peace, progress, and prosperity; whether we realize our vision of a just and humane society - all these depend on whether or
not we are truly UNITED as a people. Unity is one of the 16 basic values of good citizenship.

When we say that UNITY is a good citizenship value, we mean that all of us Filipino citizens are expected to have our oneness as a
people as a guiding principle in our daily life. Let us reflect on what this means.

The Preamble

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and human society and establish a
Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity the blessings of independence and democracy under the rule of law

and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.

Meaning of Preamble
The term preamble is derived from the Latin “preambulare” which means, “to walk before.” It is the prologue of the
Constitution.

It is not enough
Good governance is not enough. Let us work on being good citizens. Let us translate the good citizenship values derived from the
Preamble of the Constitution into concrete action in order to build our nation.

We keep demanding good governance from them but have not demanded anything from ourselves. There seems to be a missing piece
in the puzzle. If we demand good governance from those in public office, there must be a counterpart from our end and this is good
citizenship. And how do we become good citizens?

Unity
The Philippine Constitution begins with the word “WE”: “We, the sovereign Filipino people, imploring the aid of Almighty God …”

In this simple two-letter word lies the future of our country. Whether we become a stable, solid, strong republic; whether we achieve
peace, progress, and prosperity; whether we realize our vision of a just and humane society --- all these depend on whether or not we
are truly UNITED as a people. Unity is one of the 16 basic values of good citizenship.

When we say that UNITY is a good citizenship value, we mean that all of us Filipino citizens are expected to have our oneness as a
people as a guiding principle in our daily life. Let us reflect on what this means.

1. To uphold the good citizenship value of UNITY means that we want our country to be united, always; that despite the
diversity of cultures, of alliances, of abilities, of opinions, despite differences in socio-economic status, educational
attainment, and religious affiliations; we have a fundamental oneness as a people; that we agree on what we want as a people;
that we work together, doing our part, to attain our national vision.

2. To uphold the good citizenship value of UNITY means that we are able to think of others as we would of ourselves, that we
are able to apply the Golden Rule consciously and consistently in our decision-making: “Do unto others what you would
like others to do
unto you.” That we want for ourselves what we want for others. Put another way: that we do not do to others what we
would not want others to do to us.
10
3. To uphold the good citizenship value of UNITY means that we are willing to lend a helping hand to others; we ware willing
to supplement to the extent that we are able for what others lack; that we see in those who have less than we do --- the poor
among us who comprise as much as 40% of our Philippine society --- brothers and sisters who have a right to life befitting
human dignity, and therefore have a right to our assistance;

4. To uphold the good citizenship value of UNITY means that we are willing to understand those whose views are different
from our own; that w are willing to listen, to trust, to believe; that we do not ascribe wrong motives or actions that we have
no proof of; that we are willing to forgive those who do us wrong.

5. To uphold the good citizenship value of UNITY means that we want, and will work for, what is best for our countrymen. If
all of us Filipino citizens were to become conscious of the importance of upholding the basic value of UNITY, the wounds
of division among us will begin to heal and we can begin to truly build together, to truly work together to build a strong
republic.

6. To choose to uphold the value of UNITY, day in and day out, in our homes, in our offices, in our communities, is a decision
we are called to consciously make NOW, as we prepare to celebrate once again the anniversary of our nationhood, and to
repeatedly commit ourselves to.

7. To stand together beneath one flag means to commit ourselves to UNITY. No more of the “crab mentality”; no more kanya-
kanya; no more putting down others; no more putting oneself up at the expense of another; no more destructive criticism and
competition … and thus an end to criminality, to graft and corruption, to apathy and indifference in our midst.

8. The future of our country depends on whether or not we can NOW be united as a people. UNITY is an imperative! To
borrow a truism from another land: “United we stand, divided we fall”.

9. We can no longer afford, nor risk, the ill effects of continuing division. To put aside division, and agree to work as one - this
is not easy to do. But it is something we must do. It is a heroic task. But, remember: we, all, are called to be HEROES. Ours
is a time for heroes.
PLEDGE TO BE A GOOD CITIZEN

Imploring the aid of Almighty God and united in spirit with Filipinos
everywhere,
I do solemnly pledge to be a good citizen, and to live and uphold at all times
the Filipino values in the Preamble of the Constitution.
Participating in nation building with patriotism and zeal,
I will work conscientiously and honestly
I will respect life, law, and Government and the freedom and basic equality of all human
beings
I will show concern for the family, future generations
and the environment

11
 and promote order and the common good
always in adherence to truth and justice
and in the ways of love and peace
All these I shall do, inspired by our national vision of a just
and humane society.
So help me God.

B. MALACANANG
Manila

BY THE PRESIDENT OF THE PHILIPPINES

PROCLAMATION NO. 828

DECLARING A DECADE (2005-2015) OF GOOD GOVERNANCE

AND GOOD CITIZENSHIP TO FIGHT CORRUPTION AND TO ERADICATE POVERTY

WHEREAS, the top priority of the administration is to win the war against graft and corruption that would result in poverty
eradication by addressing the alarming losses in terms of undelivered basic services and programs;

WHEREAS, the mobilization of the entire government machinery and enlisting the support of the civil society is a
comprehensive and holistic approach in the fight against graft and corruption and eradication of poverty;

WHEREAS, the institutionalization of transparency and accountability on all government transactions at all levels of the
bureaucracy will promote good governance;

WHEREAS, the necessity of instilling the Filipino values enshrined in the Preamble of the 1987 Constitution will lead to
the making of good citizens, thereby contributing to nation building.

NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President of the Philippines by virtue of the power vested in
me by law, do hereby declare a Decade (2005-2015) of Good Governance and Good Citizenship to fight graft and corruption and to
eradicate poverty.

All agencies of the government, civil society organizations, professional and religious organizations, the mass media, and
the citizenry are called upon to extend their wholehearted support and cooperation in the government’s anti-corruption programs and
the promotion of the Filipino values as enshrined in the Preamble of the 1987 Constitution throughout the Decade of Good Governance
and Good Citizenship.

IN WITNESS WHEREOF, I have hereunto set my hand and caused the seal of the Republic of the Philippines to be affixed.

DONE in the City of Manila, this 14th day of April in the year of Our Lord, Two Thousand Five.

By the President:

EDUARDO R. ERMITA
Executive Secretary

12
 Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

MEMORANDUM FROM THE CHAIRMAN

TO : PRESIDENTS/HEADS OF PUBLIC AND PRIVATE

HIGHER EDUCATION INSTITUIONS
CHED REGIONAL DIRECTORS
ALL CONCERNED

SUBJECT: MODULES ON GOOD CITIZENSHIP VALUES FORMATION

SPONSORED BY THE COMMISSION ON HIGHER EDUCATION
IN PARTNERSHIP WITH THE EDSA PEOPLE POWER COMMISSION

DATE : MAY 03, 2004

x--------------------------------------------------------------------------------------------------------------x In accordance with the pertinent
provisions of Republic Act (RA) No. 7722 otherwise know as the

“Higher Education Act of 1994” and RA 9163 or the “National Service Training Program (NSTP) Law of 2001”, this Office hereby

endorses these modules on Good Citizenship Values Formation for inclusion for the NSTP program of all Higher Education

Institutions starting school year 2004 to 2005. Attached are the relevant materials for your reference and/or guidance.

ROLANDO DIZON

Republic of the Philippines

OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

MEMORANDUM FROM THE ACTING CHAIRMAN

TO : PRESIDENTS/HEADS OF PUBLIC AND PRIVATE

HIGHER EDUCATION INSTITUIONS

SUBJECT: MODULES ON GOOD CITIZENSHIP VALUES FORMATION

13
 SPONSORED BY THE COMMISSION ON HIGHER EDUCATION
IN PARTNERSHIP WITH THE EDSA PEOPLE POWER COMMISSION

DATE : JULY 14, 2005

x---------------------------------------------------------------------------------------------------------x
In accordance with the pertinent provisions of Republic Act (RA) No. 7722 otherwise know as the “Higher Education Act of 1994”
and RA 9163 or the “National Service Training Program (NSTP) Law of 2001”, this Office hereby endorses these Modules on Good
Citizenship Values formation for inclusion for the NSTP program of all Higher Education Institutions. Seminars and trainings of
trainers may be conducted prior to the distribution of these said modules. In the case of participants coming from public
institutions/agencies, attendance is subject to availability of funds and discretion of the head of institution/agency in view of
Administrative Order No. 103, dated August 2004.
Attached are the relevant materials for your reference and/or guidance.

CARLITO S. PUNO, DPA

Each time we pledge allegiance to the Philippine flag, we affirm in ourselves, and proclaim to everyone around us, that we are proud
to be Filipino. We are proud to be citizens of our beloved country. We are pledged to her welfare and her future

“AS WE SALUTE THE FLAG,

WE RESOLVE TO LIVE THE
BASIC VALUE OF PROMOTION OF THE COMMON GOOD”.
“i-angat ang mganangangailangan nang walang pasubali!”

Common Good
A large percentage and large numbers of Filipinos live below the poverty line. Many of our brothers and sisters do not meet their
minimum basic needs. Human dignity means that all have access through lawful means to what a human being needs to sustain life,
to live decently, and be able to develop and use his/her God-given potentials. The term “common good” refers to “the sum total of
goods and social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more
easily.” The common good consists of three essential elements: respect for the person as such – his fundamental and inalienable human
rights; the social well-being and development of the group itself, i. e., development, starting with making accessible to each member
what is needed to lead a truly human life: food, clothing, health, work, education, etc.; and peace, that is, the stability and security of
a just order.

Lesson 2:

14
a. Self-awareness
This topic includes self-concept, self-esteem, and self-efficacy that will facilitate our understanding of ourselves and good citizenship
values in order for us to strengthen ourselves in the events of time.

Objectives:
At the end of this topic the students are expected;
1. Describe oneself
2. Categorize one’s potentials and weakness
3. Formulate measures to strengthen one’s potentials and minimize if not eliminate
weaknesses.

Scope:

I. INTRODUCTION

With our busy schedules, it might be difficult to find time to think about who we are our strengths and weaknesses, our drives and
personalities, our habits and values. Besides, many of us just are not inclined to spend much time on self-reflection. Even when
personal feedback is presented to us, we are not always open to it, because honest feedback is not always flattering. Consequently,
many of us have a low level of self – awareness. Self-awareness open doors to spiritual and personal growth. We have all the answers
to the questions of our lives and what we have to do is to learn how to we can have an access to our own wisdom.
It begins with self – awareness. Paying attention to our many senses, thoughts, feelings, and intuition. Seeing our thinking and
how it creates our reality. Discovering our deepest essence. Increasing our own level of self – awareness therefore, empower us to
take different choices. Not that we will automatically do things differently. After all, some habits die-hard. However, over time, as
we build up these levels of catching ourselves doing things, we will have the choices to alter our behavior, eventually, before the next
repetition.
So in order to transform what you do, you must first become aware of where you place your inner attentions, and what you are feeling
and thinking. The more you do this, the more natural and habitual it will become, and the more you will give yourself the chance to
truly change your behavior.

II. SCOPE

A: What is Self – awareness?

It begins with Self – awareness. Paying attention to our many senses, thoughts, feelings and intuition. Seeing our thinking and
how it creates our reality. Discovering our deepest essence.

Increasing our own level of Self – awareness therefore, empower us to take different choices. Not that we will automatically do things
differently. After all, some habits die hard. But over time, as we build up these levels of catching ourselves doing things, we will have
the choices to alter our behavior, eventually, before the next repetition.

So in order to transform what you do, you must first become aware of where you place your inner attentions, and what you are feeling
and thinking. The more you do this, the more natural and habitual it will become, and the more you will give yourself the chance to
truly change your behavior.
According to Goleman, perhaps the most important emotional competence is self – awareness – knowing one’s internal states,
preferences, resources and intuitions.

Another psychotherapist puts it as “bringing to the conscious mind our understanding of the compulsions that push us around”.

15
To Marilyn vas Savant, she simply calls it, “ the art of waking up,” of realizing who you really are and why you do the things you do,
in the way you do them.

What are the key areas for the self – awareness?

Human beings are complex and diverse. To become self – aware, we should develop an understanding of ourselves in many areas, for
self-awareness includes the following:

1. Personality
An understanding of our personalities can help us find situations in which we will thrive/survive, and help us avoid situations in
which we will experience too much stress.
2. Values
It is very important to know and focus on one’s personal values. Your priorities in life must be considered. There are times that
so many problems and opportunities arise that our lists of things “to do” can easily exceed the time we have to do them. When we
focus on our values, we are more likely to accomplish what we consider the most important.
3. Habits
These are the behaviors that we repeat routinely and often do automatically. Although we would like to possess that helps us
interact effectively with and manage others, we can probably identify at least one of our habits that decreases our effectiveness.
4. Needs (connect Maslow’s hierarchy of needs and other psychologists psychological needs) Needs cause motivation, and when
needs aren’t satisfied, they can cause frustration, conflict and stress. One of the advantages of knowing which needs exert the
strongest influence in our own behaviors is the ability to understand how they affect out interpersonal relationship.
5. Emotions
Understanding your own feelings, what cause them, and how they impact your thoughts and actions is emotional self –awareness
understand the internal process associated with emotional experiences and therefore, has greater control over them.

How does Self – awareness make individual more effective?

Self – awareness helps individual identify gaps between one skill which promotes skills development. From this, the following can be
improved and enhanced:

1. Skills development
2. Knowing strength and weaknesses
3. Developing intuitive decision – making skills
4. Stress management in coping with stress effectively
5. Motivation
6. Leadership

You can become more self – aware by using or applying the following means:

1. Seeking feedback from the people who know you.

2. Completing self - assessment surveys like questionnaires.
3. Hiring an expert like a professional counselor or executive coach.

b. Self – awareness thru Human Values

What are human values?

Human values give worthiness and respect to life. The five human values of righteousness, peace, love, truth and non – violence
elevate the individual as well as the society of which one is a part.
16
How does one differ from the other?

Righteousness
Truth has to be said
Right Conduct has to be practiced
Peace is the one to be experience
Love is the natural quality
Non – violence is the unity of thoughts, word and deed

Core values:
Righteousness Peace Truth Love Non - violence

Related Values:

Manners Patience Truthfulness Kindness Consideration

Living Skills Concentration Creativity Friendship Cooperation
Helpfulness Positiveness Honesty Forgiveness Global Awareness
Responsibility Self – Determination Generosity Loyalty
Acceptance
Independence Self – discipline Fairness Compassion Citizenship
Perseverance Thankfulness Trust Tolerance Justice
Courage Contentment Reflection Service Respect

Self-awareness- is defined as understanding what is important to you, understanding how you experience things, knowing what you
want, knowing how you feel, and knowing how you come across to others.

Self awareness - according to Lee (2005) is defined as an awareness of one’s own personality or individuality. Self oftentimes refers
to yourself, me, himself/herself, oneself and your ownself. This refers to the person in a prime condition, as entire person or individual.
Awareness is referred to having or showing realization, participation, commitment and knowledge of one’s values development.

How does self – awareness make individual more effective?

Self – awareness helps individual identify gaps between one skill which promotes skills development. From this, the following can be
improved and enhanced:

- Skills development
- Knowing strength and weaknesses
- Developing intuitive decision – making skills
- Stress management in coping with stress effectively
- Motivation - Leadership

You can become more self – aware by using or applying the following means:

- Seeking feedback from the people who know you.

- Completing self - assessment surveys like questionnaires.
- Hiring an expert like a professional counselor or executive coach.

c. The Self Awareness Process

17
 Self Concept – is the cognitive or thinking aspect of self and generally refers to’ the totality of a complex, organized, and dynamic
system of learned beliefs, attitudes and opinions that each person’s holds to be true about his personal existence.

1. You as you – nosceteipsum is latin for “Know thyself” let’s begin to know yourself, since the essential formula for the
achievement is self analysis or introspection.
2. You and your faith – filipino worship is directed towards God as a Father-figure who takes care of all “BahalanaangDiyos”,
signifying that Devine Providence is responsible for our destinies. Thus, whenever problems confront us, we tend to turn against
God and blame Him for all the misfortunes.
3. You as a Filipino – being aware of and remaining constantly on guard against the Filipino tendency towards negativism, you
can eventually propel yourself into positivism. Use your “lakas at tibayngloob “; “Makialamkasabuhaymo!:,makisamaka and
believe in your abilities and work unyieldingly to reach your objectives.

Components of self concept:

1. Physical self concept component
2.Academic self concept component
3.Transpersonal self concept component

Self Esteem – is a person’s overall evaluation or appraisal of his or her own worth. It encompasses beliefs and emotions such as
triumph, despair, pride and shame.

Self efficacy – is defined as people’s beliefs about their capabilities to produce designated levels of performance that influence over
events that affect their lives.

What is the Nature of the Self?

According to William James, the self incorporates feelings and attitudes along with a principle of causality. It is the sum total
of what man calls his own. It is the individual as known to the individual including how he feels about himself. He used the
term “self” to have three meanings:
1. a dynamic process
2. a system of awareness and
3. Interrelated process and awareness

To Charles H. Coley, it is a reflection or a looking – glass composed of 3 principal elements;

The imagination of an appearance to other persons;
The imaginations of his judgment of that appearance; and
Some sort of self – feeling, such as pride or mortification.

The SELF according to various authors:

1. G.A Allport calls the ego – which has the appropriate function in the personality – the SELF. It includes bodily sense, self –
image, self – esteem and identity.
2. R.B. Catell. He focuses on the self as the principal organizing influence exerted upon man which gives stability and order to
human behavior. He initiates the significance of self observation. He initiates the significance of self-observation. He
distinguished the real self from the ideal self as :
Real Self - that which a person must rationally admit to be the actual Ideal Self – that which a person
would aspire to become.

18
3. G. Murphy – He defines “self” as the individuals as known to the individual.

What is the Nature of the self?

In the words of George Herbert Mead, to have a self is to have a capacity to observe, respond to, and direct one’s own behavior.
In the process of observing, responding to, and directing one’s behavior, one’s structure of attitude is changing. One is behaving
towards oneself in the context of interaction with others.

What are the Characteristics of the Self?

1. The self is not an entity, but a process. Mead defined the self in terms of the two phases in the process:
a. The “I” is unpredictable, the novel, and the driving impulse that comprises one phase of the self.
b. The “me” is the organized community within one as reflected in one’s attitudes.

The notion of self as a process means that one’s behavior is a process that includes carving out a line of action that mediates
between one’s impulses and the expectation of the social environment, observing and responding to one’s own and other’s
behavior, and adjusting and directing one’s subsequent behavior on these two bases.

The self as a process also means that the individual change; the particular structure of attitudes that comprise the self in a
particular time is not permanent.

2. The self is reflexive. This means that the individual can be an object to himself. He can observe, evaluate, respond to and direct
his own behavior. That he is aware of varied qualities he has and the roles he plays. He can be an object to himself, he acts
towards himself and guides himself in his actions towards others on the basis of the kind of object he is himself.

3. The self is comprised with attitudes. The self is an organization of shared attitudes. It is the structure of attitudes, not a group of
habits, which comprises the self. The self involves a set of attitudes that are aroused in both the individual and in others who
compose the social milieu. The structure of attitudes means that all those individuals who comprise a community share common
framework.

4. The self is the means whereby social control becomes self control. To have a self is to internalize the attitudes of the community
and thereby control one’s own behavior in terms of those attitudes. Social control refers to the dominance of the “me” over the
“I” which means that the persons behavior conforms community expectations.

What is SELF – CONCEPT?

It is anything you perceive about yourself. It is a product of social interaction. Its development changes from time to time.
The individual’s self-concept is his picture of himself – his means of himself as distinct from other persons and things. Its
development changes from time to time.

The self-concept incorporates:

His perceptions of who he is (self-identity)
His feelings of worth and adequacy (self-evaluation)
His picture of the persons he could be and should be (self-ideal)

SELF-IDENTITY:
Internal and external element shapes the person’s identity. This includes the following:

19
 • Language development/acquisition
• Person’s expanded experiences including outside persons which he feels more involvement like friends, etc.
• The person’s position and roles being played.

SELF-EVALUATION: When a person’s self-identity grows, he starts to make personal value judgment. He may see himself as a
superior or inferior, complete or incomplete, etc. The child’s self-evaluation process starts in his early life and a strong link on
how others see him especially his primary caregivers. One’s evaluation plays a very significant role in his succeeding
development and behavioral patterns.

How does Self – concept develop?

The development of self – concept can be achieved through the following:

1. Interactions - The responses of the people around as individual are significant in the developing of one’s self – concept. The
more a person interacts with other people the more likely the individuals develop a positive self – concept.
2. Self – perception/self – observation - We try to observe other people and identify them as like ourselves. We always try to
observe ourselves that may lead to drawing conclusions to ourselves. This process leads to the development of self – concept.
3. Social comparison - Development of self-concept happens also as man chooses somebody to be his role model or model/idol.
An example of this is sibling rivalry or comparing oneself to others.

How can one look at this many selves? There is a need to review and examine one’s many
“SELVES”
• Self – image – how I see myself
• Reputation – How other see me
• Actual Self – how I am at a given moments and situation
• Real or true self – how I ought to be, according to my time nature as a human person.

Where and how can you find your real self? Thomas Merton has aptly just it: (said?)

“If you want to identify me, ask me not where I live, or what I like to eat, on how I comb my hair, but ask me what I think I am
living for and ask me what is keeping me from living fully for the thing I want to live from. Between these two answers, you
can determine the identity of the person. The better answer he has, the more a person he is, – and I am all the time trying to make
out the answer as I go on living.”

References:

http://www.selfcreation.com/awareness/index.htm
Lee, Sergio J. National Service Training Program Source Book, C & E Publishing, Inc. 2005

Lesson 3. GOOD CITIZENSHIP VALUES

This lesson will describe and discuss the good citizenship core values.

Objectives:
1. Describe and categorize the unique values of Pagkamaka-Diyos ;

2. Bestow and inculcate the values of Pagkama-Tao through love, freedom, peace, truth and justice in the individual, family and community;

3. Realize and instill the vital importance of the value of unity, equality, respect for law and government, patriotism and promotion of the
common good;
20
 4. Apply concrete ways of caring for the environment at all times.

Scope:

Good citizenship core values:

1. Pagkamaka-Diyos- The Filipino people is God-centered people wherein we show total reliance on God and recognize that without His aid,
no matter how hard we try, we cannot establish a government that will embody our ideals and cannot build a just and humane society.
(slide # 3 GCM Modules) These values are: a. Faith in the Almighty God
b. Order
c. Respect for life
d. Work
e. Concern for the family and future generations

2. Pagkamaka-Tao - In Pagkamaka-Tao, we uphold the value of :

a. Love
b. Freedom
c. Peace; and
d. Justice
Therefore, as we live in a humane society, and as we relate with people, all our activities and dealings should be founded in these values.

3. Pagkamaka-Bayan InPagkamaka-Bayan we should be united and should be one as a people and as a nation. So, we should respect our
laws and government because we love our country. The values that will aid, guide and help us facilitate our love for our country are:

a. Unity
b. Equality
c. Respect t for Law and Government
d. Patriotism
e. Promotion of the common good

Lesson 4.

TRANSFORMATIONAL LEADERSHIP
This will include concepts about transformational leadership, qualities of a transformed leader and its elements. Objectives:
1. Define transformational leadership.
2. Describe the attributes of a transformed leader.
3. Enumerate and elucidate the elements of transformational leadership.

Scope :

Transformational Leadership Definitions

Defined as leadership that creates a valuable and positive change in the followers within the
end goal of developing followers into leaders.

It focuses on “transforming” others to help each other, to look out for each other, to be
encouraging and harmonious, and to look out for the organization as a whole (Wikipedia).

Is a process in which “leaders and followers help each other to advance to a higher level of
morale and motivation” (Burns, 1978).

21
 Qualities of a transformed leader:

1. Enhances motivation, morale and performance of his follower

2. Strong influence on the follower / inspiring
3. Can be trusted
4. Loyal

5. Work harder than originally expected

6. Charismatic
7. Intelligent and emotionally mature
8. Understanding and considerate

Transformational Leadership Characteristics

According to Bass, these individuals possess:

Charisma. This is one of those leadership qualities that are hard to define; like beauty, you know it when you experience it. I remember a
quote, about a charismatic individual by the name of Oliver North. One of his men once said about him, "I would follow him to hell since
he is the only man I know who could get me back."
Vision. This involves the creation of a compelling picture of the future, a desired future state that people identify with. By creating this
vision, the leader provides a means for people to develop commitment, a common goal around which to rally, and a way for people to feel
successful.
Intellectual stimulation. Transformational leaders show new ways of looking at old problems, they challenge the existing boundaries and
the mental prisons people put themselves into.
Inspiration. To inspire is difficult, requiring as it does a decent understanding of psychology.

Our Approach to Transformational Leadership Development

We take a different approach compared to Bass who describes what is. We provide a knowledge base and an approach to
transformational leadership development. (Wikipedia)
To become a great transformational leader, one must build on Four Core Strengths. These are:

Self-Mastery. Often the greatest barrier to success in not others, not the environment, it is ourself.
The Transformational Mind-set. Action is supported by a set of beliefs or one has mindless impulses.
Influence. Mangers rely on authority, leaders rely on influence. Enough said.
Skills Development. Few know how to build a skill, so they waste countless hours in futile effort. One cannot build a skill by reading
about it.

References / Sources:
http:// www.google.com.ph/search/client
Mayer, David. Social Psychology McGraw-Hill Obligation New York 2006

LESSON 5.
Self-AwarenessAnd Personal Development Through Human Values

a. Understanding Self – Concept and its Dynamics

INTRODUCTION

Knowing one’s self takes a broad range of values that need to be developed. In its most basic sense, it means knowing who you are. It also means
having a grasp of history and appreciation of the past. Furthermore, knowledge of one’s self can improve our judgment and help us identifies
opportunities for professional development and personal growth.

The world today has grown very complicated. Modern discoveries in science and technological advances make a person’s life so sophisticated,
too. With these complexities, man tries to seek meaning. This search never stops to the extent that man realizes he needs to reflect on his own
self. Through self-reflection, self – awareness becomes the key that unlocks the riches of life. Self – awareness then is very useful in man’s day-
to-day undertakings.

Some of the questions that confront man in this modern living are: “ Who am I “, “Why am I here?” “ What is the purpose of my existence? And
many, many more.

To understand himself, man must be able to focus on the following significant elements:

a) Heredity
b) Environment and
c) The SELF

22
DISCUSSION: HEREDITY, ENVIRONMENT AND THE SELF

HEREDITY

This includes not only man’s physical structure but also his striving, thinking, feeling and acting and patterns of growth and change throughout a
predictable life cycle.

Heredity provides common potentialities for development and behavior typical of the human species and is important source of individual
differences.

ENVIRONMENT

Man’s physical and socio-cultural environments heavily influence the extent to which his genetic potentials are realized.

Each person receives a genetic inheritance which is the product of million of years of evaluation, he also receives a socio cultural inheritance which
is the end product of thousands of years of social evolution.

THE SELF

The self can be viewed as a complex psychological process, which has a developmental course, influenced by learning, and is subject to change.

To sum up, it can be said that our genetic endowment provides our potentialities for both biological and psychological development, but the shaping
of our potentialities in terms of perceiving, thinking, feeling and acting – depends heavily on our physical and socio-cultural environment as well
as the self-structure which develops over time.

What is the Nature of the Self?

According to William James, the self incorporates feelings and attitudes along with a principle of causality. It is the sum total of what man calls
his own. It is the individual as known to the individual including how he feels about himself. He used the term “self” to have three meanings:

a. a dynamic process
b. a system of awareness and
c. Interrelated process and awareness

To Charles H. Coley, it is a reflection or a looking – glass composed of 3 principal elements;

- The imagination of an appearance to other persons;

- The imaginations of his judgment of that appearance; and - Some sort of self – feeling, such as pride or mortification.

The SELF according to various authors:

4. G.A Allport calls the ego – which has the appropriate function in the personality – the SELF. It includes bodily sense, self – image, self –
esteem and identity.
5. R.B. Catell. He focuses on the self as the principal organizing influence exerted upon man which gives stability and order to human
behavior. He initiates the significance of self observation. He initiates the significance of self-observation. He distinguished the real self
from the ideal self as –

Real Self - that which a person must rationally admit to be the actual Ideal Self – that which a person would
aspire to become.

6. G. Murphy – He defines “self” as the individuals as known to the individual.

What is the Nature of the self?

In the words of George Herbert Mead, to have a self is to have a capacity to observe, respond to and direct one’s own behavior. In the process of
observing, responding to, and directing one’s behavior, one’s structure of attitude is changing. One is behaving towards oneself in the context of
interaction with others.

What are the Characteristics of the Self?

5. The self is not an entity, but a process.

Mead defined the self in terms of the two phases in the process:

c. The “I” is unpredictable, the novel, and the driving impulse that comprises one phase of the
self.
d. The “me” is the organized community within one as reflected in one’s attitudes.

The notion of self as a process means that one’s behavior is a process that includes carving out a line of action that mediates between one’s
impulses and the expectation of the social environment, observing and responding to one’s own and other’s behavior, and adjusting and
directing one’s subsequent behavior on these two bases.
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 The self as a process also means that the individual change; the particular structure of attitudes that comprise the self in a particular time
is not permanent.

6. The self is reflexive .

This means that the individual can be an object to himself. He can observe, evaluate, respond to and direct his own behavior. That he is
aware of varied qualities he has and the roles he plays.

He can be an object to himself, he acts towards himself and guides himself in his actions towards others on the basis of the kind of object
he is himself.

7. The self is comprised with attitudes.

The self is an organization of shared attitudes. It is the structure of attitudes, not a group of habits, which comprises the self.

The self involves a set of attitudes that are aroused in both the individual and in others who compose the social milieu. The structure of
attitudes means that all those individuals who comprise a community share common framework.

8. The self is the means whereby social control becomes self control.

To have a self is to internalize the attitudes of the community and thereby control one’s own behavior in terms of those attitudes. Social
control refers to the dominance of the “me” over the “I” which means that the persons behavior conforms community expectations.

What is SELF – CONCEPT?

It is anything you perceive about yourself. It is a product of social interaction. Its development changes from time to time. The individual’s self-
concept is his picture of himself – his means of himself as distinct from other persons and things. Its development changes from time to time.

The self-concept incorporates:

a. His perceptions of who he is (self-identity)

b. His feelings of worth and adequacy (self-evaluation)
c. His picture of the persons he could be and should be (self-ideal)

SELF-IDENTITY:

Internal and external element shapes the person’s identity. This includes the following:
• Language development/acquisition
• Person’s expanded experiences including outside persons which he feels more involvement
like friends, etc.
• The person’s position and roles being played.

SELF-EVALUATION:

When a person’s self-identity grows, he starts to make personal value judgment. He may see himself as a superior or inferior, complete or
incomplete, etc. The child’s self-evaluation process starts in his early life and a strong link on how others see him especially his primary caregivers.
One’s evaluation plays a very significant role in his succeeding development and behavioral patterns.

SELF-IDEAL:

This is the child’s sense of aspiration, accomplishment and growth towards self-fulfillment. His parents, friends, neighbor, peers and the society
influence the individual’s self-image where he belongs.

The discrepancy between a person’s existing self – image and self – ideal is necessary for the fostering of personal growth.

How does Self – concept develop?

The development of self – concept can be achieved through the following:

4. Interactions

The responses of the people around as individual are significant in the developing of one’s self – concept. The more a person interacts
with other people the more likely the individuals develop a positive self – concept.

5. Self – perception/self – observation

We try to observe other people and identify them as like ourselves. We always try to observe ourselves that may lead to drawing
conclusions to ourselves. This process leads to the development of self – concept.

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 6. Social comparison

Development of self concept happens also as man chooses somebody to be his role model or model/idol. An example of this is sibling
rivalry or comparing oneself to others.

How can one look at this many selves?

There is a need to review and examine one’s many “SELVES”

• Self – image – how I see myself

• Reputation – How other see me
• Actual Self – how I am at a given moments and situation
• Real or true self – how I ought to be, according to my time nature as a human person.

These SELVES, one can know:

• through continuing self – assessment, self – examinations, reflection

• through meaningful interaction with others, interactions which helps you become aware of how are affecting others and how they are
affecting you.

To constantly seek self-knowledge and work for the congruence/unity of these many selves is each person’s life goal,
paramabuoangkanyangpagkatao.

Where and how can you find your real self? Thomas Merton has aptly just it: (said?)

“If you want to identify me, ask me not where I live, or what I like to eat, on how I comb my hair, but ask me what I think I am living for
and ask me what is keeping me from living fully for the thing I want to live from. Between these two answers you can determine the identity of
the person. The better answer he has, the more a person he is – I am all the time trying to make out the answer as I go on living.”

The following poem illustrates the continuing search of man for his oneself: (Palispis)

Who Am I?

Who am I? Who am I?
My clothes?My look?My mode?
Am I just a thing? No!

Am I my parents? Brothers?Friends?
Am I they?
I think I am different from them.
Just who am I? Am I my name?

My face?My bones?My breath?

My feelings?My thoughts?And memory?
Each of them is part of me.
But not me.

Who am I really? What is the truth?

I’m alive, enthusiastic, free and unique.
Above all, like God, I live.
All this, I am – my innermost being.
Who am I? Who am I?

I am Me

In all the world, there is no one else exactly like me,

There are some persons who have some parts like me, but no one adds up exactly like me.
Therefore, everything that comes out of me is authentically mine
because I alone chose them.
I own everything about me my body, including everything it does;
my mind, including all its thoughts and ideas
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 my eyes, including all the images they behold;
my feelings, whatever they may be –
anger, joy, frustration, love, disappointment, excitement;
my mouth, and all the words that come out of it, polite, sweet or rough, correct or
incorrect; my voice, loud or soft; and all my actions,
whether they be to others or to myself.

I own my thoughts, my dreams, my hopes, my fears I own all my triumphs and successes, all my
failures and mistakes, Because I own all of me, I can intimately be acquainted with me.
By so doing, I can love and be friendly with me in all my parts.

I can then make it possible for all of me to work in my best interests.

I know there are aspects about myself that puzzle me, and other aspects that I do not know.
But as long as I am friendly and loving to myself, I can courageously and hopefully look for the
solutions to the puzzles and look for ways to find out more about me.
However I look and sound, whatever I say and do, and whatever I think and feel, at a given moment in
time, is me.
This is authentic and represents where I am at the moment in time. When I review later how I looked and
sounded, what I said and did, and how I thought and felt, some parts may turn out to be unfitting.

I can discard that which is unfitting, and keep that which proved fitting, and
invent something new for which I discarded.
I can see, hear, feel, think, say and do.
I have tools to survive, to be close to others, to be productive, and to make people and things
outside of me. I own me, and therefore I can engineer me, I am me and I am okay.

b. The Human Person As A Multi-Dimensional Being

INTRODUCTION

Man is the greatest creation in the universe. The Creator’s greatest LOVE to mankind makes it so. His being a unique individual; a rational being
and a social living organism, makes him the highest creature in this world of ours.

That the other creations can never be without man’s intellectual powers is a reality. That this realization must be given great significance by any
living individual. Each one of use here possesses this innate characteristics and qualities. That the ultimate aim of man is to develop, enhance and
make use of this varied capabilities for the common good.

DISCUSSION: THE HUMAN PERSON AS A MULTI-DIMENSIONAL BEING

Man is a substantial union of body and soul. He is born as an individual and a social being. An individual makes use of his innate capacities, be
it strengths or weaknesses to the maximum for his personal and professional development. It is a fact that the human person is a multi-dimensional
being imbued with human dignity as his core of being, making him real different from other creations.

A. PHYSICAL DIMENSION

This pertains to the physiological body make up of a man. It includes physical fitness, health diet and proper hygiene. A healthy body
is the foundation of all the other dimensions in human life. Aware of this principle; how to care of one’s human body and maintain one’s
physical health is every man’s primary concern. To achieve this, better education and good nourishment must be considered by each individual.

B. INTELLECTUAL/MENTAL DIMENSIONS

This dimension comes from the word “Intellect” which means the ability to think, reason, and understand. It involves the following
skills:

• Decision making
• Meaningful simple sensory and motor abilities
• Makes use of the mind

Every human person has multiple intelligences. To date, it can be eight or more kinds of intelligences. One should be able to discover,
develop, enhance and maximally use one’s potentials through interaction with other persons.

C. MORAL DIMENSION

This concerns with the values and spiritual aspects of human life. The knowledge of what is right and what is wrong in one’s behavior
is also included. The human person is allowed to make use of free will in his choices in everyday life undertakings with responsible use of
freedom.

Making use of reasons objectively in the selection of one’s action and choosing what is morally right or morally bad in accordance with the
norms or standards is considered, and not what one considers to be the right ones, or his own preferences.
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D. SOCIAL DIMENSION

This dimension caters to the society or group where a human person is interacting with other persons. The relationship of the people in
a community is considered in relation to the living atmosphere of that particular group.

What are the Factors that influence Human Being in his Social Interaction?

1. Home 4. Schools
2. Community 5. Religious group
3. Peer group

E. ECONOMIC DIMENSION

This pertains to the sources of income of the people in a society. How one improves his socioeconomic status is determined in this
dimension. Improving one’s lifestyles and status symbol of one’s family is considered a successful undertaking.

F. POLITICAL DIMENSION

Every individual has that desire to be affiliated with political organizations. It is in this undertaking where a person can demonstrate his
leadership potentials as well as his being service – oriented to other people. Authority and service is a good manifestation of his being a good
leader or a good follower.

G. RECREATION

The human person needs relaxation and entertainment to improve one’s working styles. This helps in the mental relaxation and fight
stresses in one’s undertakings.

What are some of the recreational activities and programs?

1. Music
2. Dance
3. Sports
4. Arts and Crafts
5. Drama
6. Hobbies

Summary:

The human person is multi-dimensional. There is, first of all, the distinction between the person as SELF and the person in community.
In real life, however, these are not two (2) distinct and separate aspects: the person as SELF grows precisely by developing his faculties
in contact with the world and others in the community and by taking an active role in improving that community.

The human person is an individual self-conscious being of incalculable value in himself who cannot be a mere instrument of the
society and of the state.

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