Introduction to GMRC Understanding the Republic Act 11476 known as “"GMRC and

Value Education Act."

Edukasyon sa Pagpapakatao
● tunguhin : kabataang nagpapasya at kumikilos nang may pananagutan tungo sa
kabutihang panlahat
● lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral

Mga Pangunahing Pagpapahalaga (Core Values)

➢ Physical (Kalusugan at Pakikiisa sa Kalikasan
➢ Intellectual (Katotohanan at Paggalang)
➢ Moral (Pagmamahal at Kabutihan)
➢ Spiritual (Ispiritwalidad)
➢ Social (Kapayapaan at Katarungan)
➢ Economic (Likas-kayang Pag-unlad
➢ Political (Pagkamaka-Pilipino at Pakikibahagi sa Pandaigdigang Pagkakaisa)

Hindu vision four goals :

1. artha (economic values of wealth)
2. kama (psychological values of pleasure)
3. dharma (moral values)
4. moksha (liberation)

Values
● are principles, fundamental convictions, and ideals, standards of life which act as
general guide to behavior or as a reference point in decision making.
● beliefs about what is right and what is wrong and what is important in life. Value literally
means something that has a price, precious, dear and worthwhile, one is ready to
sacrifice for.

The Needs for Values Education

Mahatma Gandhi found that there is a great deal of moral degradation in the society. The main
causes of moral degeneration are:
1. Lack of respect for the sanctity of human life.
2. Breakdown of parental control of children in families.
3. Lack of respect for authority, seen through the brazen breaking of the law and total
disregard for rules and regulations.
4. Crime and corruption.
5. Abuse of alcohol and drugs.
6. Abuse of women and children, and other vulnerable members of society.
7. Lack of respect for other people and property.
Importance of Values Education
a. to teach the values of the culture and society;
b. to enable them to distinguish between right and wrong;
c. to form the conscience of youngsters;
d. to continue the traditions of the society;
e. to make meaningful the practices and beliefs;
f. to connect to every human being in the right way.

Objectives of Values Education

1. Full development of child’s personality in its physical, mental, emotional and spiritual aspects.
2. Inculcation of good manners and responsibility and cooperative citizenship.
3. Developing respect for individual and society.
4. Inculcating a spirit of patriotism and national integration.
5. Developing a democratic way of thinking and living.
6. Developing tolerance towards and understanding of different religious faith.
7. Developing a sense of human brotherhood at social, national and international levels.
8. Helping children to have faith in themselves and in some supernatural power and order that is
supposed to control this universe and human life.
9. Enabling children to make moral decision on the basis of sound moral principles.

History of Values Education

● Culture and Sports was developed in 1988. This program made values education a
primary thrust in the educational system and became an integral part of the curriculum.
● Presidential Proclamation No. 479 dated October 7, 1994, titled Declaring the Month
of November of Every Year as Filipino Values Month.
● Good Manners and Right Conduct (GMRC) is a basic behavior code restored through
Republic Act 11476, the Character Education/Good Manners and Right Conduct
(CE/GMRC) Act of 2020.

Major goal of GMRC

The law seeks to inculcate among the students the concepts of ;
(a) human dignity,
(b) respect for oneself,
(c) giving oneself to others in the
(1) spirit of community,
(2) role-playing in the classroom,
(3) community immersion activities,
(4) teacherparent collaborative learning activities,
(5) school-initiated values formation activities, (6) simulated activities, and
(7) other forms of experiential learning that build character will be introduced by the DepEd
through the schools.

Macroskills
 ➢ PAG-UNAWA. Mahalagang maipamalas niya ang kakayahang mahinuha ang mga
konsepto at prinsipyong nagbibigay-paliwanag sa sariling karanasan, mga sitwasyong
namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na
pamumuhay.
➢ PAGNINILAY. Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran,
kailangang mag-ukol ng panahon ang mag-aaral sa maingat at malalim na pag-iisip sa
mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na
pamumuhay.
➢ PAGSANGGUNI. Kailangang humingi siya ng payo o gabay sa mga taong may higit na
kaalaman o kasanayan sa moral na pamumuhay at marunong magsala (weigh) ng mga
impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng
moral na pamumuhay.
➢ PAGPAPASYA. Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala,
paninindigan o kilos na isasagawa batay sa obhektibong pamantayan ng moral na
pamumuhay.
➢ PAGKILOS. Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa
mga konkretong sitwasyon ng buhay at maipakita ang kahandaang isabuhay ang mga
mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na
pamumuhay.

Four Themes of EsP Elementary: Primary and Intermediate Level

❖ Pagpapakatao at Pagiging Kasapi ng Pamilya (Self-worth)
● Self-worth refers to the intrinsic value and belief in oneself. It is crucial for a
person's overall well-being and success.
❖ Pakikipagkapwa-tao (Harmony with Other People)
● Building and maintaining harmonious relationships with others is essential for a
sense of value.
❖ Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigan Pagkakaisa (Love
of Country and Global Solidarity)
● Love of country can instill a sense of pride, identity, and connection to one's roots
and culture. Feeling connected to one's nation can provide a sense of purpose
and belonging.
❖ Pagkamaka-Diyos at Preperensya sa Kabutihan (Love of God and
Preference for Good)
● For those who have religious or spiritual beliefs, love of God can be a significant
source of purpose and value.
● Engaging in acts of kindness, helping others, and upholding ethical principles can
lead to a strong sense of personal integrity and fulfillment.

Theme 1: Self-worth

Primary (Kinder – Grade 3) Intermediate (Grade 4 – Grade 6)

 1. Konsensya (conscience)
2. Kalusugan
3. Pangangalaga sa Sarili
(care for the self)
4. Pagpipigil sa sarili (self-
control)
5. Pagiging tapat (honesty)
Theme 2: Harmony with other People
Primary (Kinder – Grade 3)
1. Pagdama at pagunawa sa
damdamin ng iba
(emphaty)
2. Paggalang
3. Kabutihan (Kindness)
4. Pagkamatapat (sincerity)
5. Pagkabukas-palad
(generosity)
Theme 3: Love of Country and Global
Solidarity
Primary (Kinder – Grade 3)
1. Pagkamasunurin
(Obedience)
2. Kaayusan (Order)
Theme 4: Love of God and Preference for
the Good
Primary (Kinder – Grade 3)
1. Pananampalataya sa
Panginoon (Faith)
2. Pag-asa (Hope)
3. Pagmamahal (Charity)
4. Ispiritwalidad (Spirituality)
Pillars of Education
1. Learning to know – cognitive
1. Katatagan ng loob (Fortitude)
2. Pagkamasigasig
(Perseverance)
3. Mapanuring Pag-iisip
4. Pagbubukas isipan
5. Pagmamahal sa katotohanan
6. Pagkamatiyaga (Patience)
Intermediate (Grade 4 – Grade 6)
1. Compassion
2. Pagkakawanggawa (charity)
3. Pagkamagalang
4. Pagmamalasakitsa kapwa
5. Paggalang sa opinyonng ibang tao
Intermediate (Grade 4 – Grade 6)
1. Kasipagan (Industry)
2. Mapanagutan
(Responsibility)
3. Pagmamalasakit sa
kapaligiran
4. Pagmamalasakit sa
pamayanan
Intermediate (Grade 4 – Grade 6)
1. Pananampalataya sa
Panginoon (Faith)
2. Pag-asa (Hope)
3. Pagmamahal (Charity)
4. Ispiritwalidad (Spirituality)
 2. Learning to be – holistic development
3. Learning to do – practical skills, psychomotor
4. Learning to live together – affective
Human Development
Development – is a progressive series of changes that occur in a predictable pattern as the
result of interactions between biological and environmental factor.

● Physical
● Social
● Emotional
● Intellectual

SIGMUND FREUD | PSYCHOSEXUAL ANALYSIS

● As a person grows physically certain areas of their body becomes important as sources
of potential frustration (erogenous zones), pleasure or both.
● life was built round tension and pleasure
● tension (libido or sexual energy)
● Freud stressed that the first five years of life are crucial to the formation of adult
personality.

ID, EGO, SUPEREGO

(pleasure, balance, moral)

A. Oral Stage : Birth to 18 Months

● erogenous zone : mouth
● For those who get stuck in the oral stage: You may find yourself preoccupied with oral
things, like talking, eating, smoking, and drinking.

B. Anal Stage : 18 months to 3 years

● erogenous zone: anus
● toilet training

C. Phallic stage : 3 years to 7-8 years

● child starts to recognize what it means to be a boy or a girl with their physical
differences.
● emotional attachment to parents
● castration anxiety
Oedipus Complex - son to mom
Electra Complex - daughter to father

D. Latency Stage : 7-8 years to puberty

● developing academic and social skills, physical abilities and talents.
● build social ties
E. Genital Stage : Puberty to Adulthood
● Sex role identity formation
● adolescence

ERIK ERIKSON
● no father
● son of himself
● socialization is important

Stage Age (years) Crisis

(1) Infancy 0-1 – Trust vs. Mistrust
primary event : FEEDING
positive outcome : becomes hopeful
negative outcome : become fearful
(2) Early Childhood 2-3 – Autonomy vs. Shame & Doubt
primary event : TOILET TRAINING
positive outcome : develop sense of purpose
negative outcome : feels guilty
(3) Preschool 3-5 – Initiative vs. Guilt
primary event : INDEPENDENCE
Initiative – Actively seek to impose sense of will on surroundings.
positive outcome : Becomes industrious; develops self-confidence
negative outcome : develop sense of inferiority
(4) School Age 6-11 – Industry vs. Inferiority
primary event : SCHOOL
positive outcome :
negative outcome :
(5) Adolescence 12-20 – Identity vs. Role Confusion
primary event : PEER RELATIONSHIPS
positive outcome : develops identity
negative outcome : identity crisis
(6) Young Adults Mid-20s – Intimacy vs. Isolation
primary event : LOVING RELATIONSHIPS
positive outcome : able to love and commit
negative outcome : loneliness or depression
(7) Adulthood 25-60 – Generativity vs. Stagnation
primary event : PARENTING
positive outcome : Feels productive
negative outcome : Feeling unproductive; stagnant
(8) Old Age 60+ – Ego Integrity vs. Despair
primary event : REFLECTION ON LIFE
positive outcome : Feels complete; has sense of achievement
negative outcome : Feels dissatisfied with life; in despair
JEAN PIAGET
● believes that an individual grows through dynamic process in which the body’s internal
system interacts with the environment.
JEAN PIAGET | COGNITIVE DEVELOPMENT
● On needs to strike a balance, a state he called equilibrium
Stage 1 : Sensorimotor Stage
● based on senses
● object permanence
Stage 2 : Pre-Operational Stage
● egocentric
● symbolic thought
● unable to understand cause and effect
● tends to attribute human characteristics to inanimate objects
Stage 3 : Concrete-Operational Stage
● logical
● perform simple operations
● less egocentric and more other-centered
Stage 4 : Formal Operational Stage
● deal with abstract or hypothetical situation
● can elaborate idea

LAWRENCE KOHLBERG
● studied how children understand what is right and wrong
● morality
● moral development as a process of discovering universal moral principles and is based
on a child's intellectual development.