Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

(Formerly Ramon Magsaysay Technological University)

Iba, Zambales

GRADUATE SCHOOL
_________________________________________________________________________

MA217 – Contemporary Approaches to Values Education

(Written Report)

PROFESSOR: NOVRINA BIGILDA ANONAS ORGE

ABIGAIL GUNIO BASA

MAED-EA

TOPIC: Values Conceptual Framework Philosophy of the Program

The Values Conceptual Framework, herein described, is intended as a guide and

form of teaching aid in the implementation of the Values Education Program.

WHAT IT IS NOT:

1. It is not prescriptive: values cannot be imposed.

2. It is not exhaustive: it does not purport to be a complete list of human values.

3. It makes no statement on regional, local, and the institutional needs and

priorities.

WHAT IT IS:

1. It is descriptive: it is an attempt at an orderly description of a desirable value

system on the basis of an understanding of the human person.

2. It is conceptual: it lists ideals which have to be internalized in the educational

process.
3. It is intended to be applicable in varying degrees to all three levels of the
educational system.

4. It is broad and flexible enough for adaptation to specific contexts.

WHAT IT USES:

1. It is desirable that regions, localities, and institutions construct their own

values map, with clearly defined priorities, suited to their peculiar context and
needs.

2. Several Filipino cultural values such as pakikisama, utang na loob, hiya,

bayanihan, productivity, national solidarity, justice, truth, freedom, honesty, etc.
must be considered in the values education program.

PHILOSOPHY OF THE PROGRAM

1. The Human Person

2. The values education program is based on the philosophy of the human

person. It is grounded on a rational understanding of the Filipino in his
historical and cultural context, which undergirds the Philippine Constitution of
1987.

3. That understanding of the Filipino as a human being in society and his role in
the shaping of society and the environment.

4. The human person is the subject of education: he is a human person learning

and being taught.

5. The human person is also the object: the human person is at the center of the
curriculum and the entire program.

6. The task of education is to help the Filipino develop his human potential,
contribute to the growth of Philippine culture, and by controlling the
environment and making use of human and nonhuman resources, build
appropriate structures and institutions for the attainment of a “just and humane
society.”

THE HUMAN PERSON IS MULTIDIMENSIONAL

1. There is the distinction between the person as self and the person in
community.

2. In real life, these are not two 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.

3. The human person is an individual self-conscious being of incalculable value

in himself.

4. As a physical being, he has material needs.

5. He is intellectual, equipped as he is with an intellect, whose activity is to

know, with a view to transforming himself, society and the world.

6. As amoral being, he is endowed with a free will which searches for the good
and whose motive force is love.

7. His personhood is oriented to Almighty God from which he derives his

spiritual nature.

8. The human person, however, does not live in isolation but in community with
other persons- physical, intellectual, moral and spiritual like himself. Hence, he
is inevitably social.

9. As a social being, he participates in defining the goals and destinies of the

community and in achieving the common good.

10. He is also an economic being. Life in a community involves the concerns

for livelihood, sufficiency, production, and consumption