Chapter 9

The
teaching of
Edukasyon sa
Pagpapakatao
The relevance of Edukasyon sa
Pagpapakatao (EsP) as a subject
heightened by the urgent need
to strengthen the moral fiber of
the society.
For National Moral Recovery, the Department of
Education, Culture and Sports introduced the DECS
Values Education Program in 1998 emphasizing social
reform through the inner transformation of the
individual. That was in support of President Corazon
Aquino’s 1988 Moral Recovery Program had at its
centerpiece the offering of Values Education as a
subject in all Grade levels the same subject in all
Grade Curriculum with a new name Edukasyon
sa Pagpapakatao.
Preamble of the 1987 Philippine Constitution
We, the sovereign Filipino people, imploring the aid of
Almighty God, in order to build a just and humane 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.
Lesson 1
The Goals and Scope of
the Teaching of
Edukasyon sa
Pagpapakatao
Intended Outcomes of Edukasyon of Edukasyon sa
Pagpapakatao as a Course (Subject)

 Effective teaching of EsP begins with a clear

understanding of the expected outcomes or the
goal of teaching EsP.
The K to 12 Curriclum Guide for EsP developed
by the department of Education states:

Tunguhin (goal) nito (EsP) ang paghubog ng

kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat
lilinangin at pauunlarin ang pagkataong etikal ng
bawat mag aaral .
Upang maipamalas ito, kailangang magtaglay siya ng limang
pangunahing kakayahan. (macro skills , pang unawa, pagninilay,
pagsangguni,pagpapasya at pagkilos).
Nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal
ng mag aaral. Ang EsP ay naglalayong gabayan ang mga mag
aaral na mahanap/matagpuan ang kabuluhan ng kanyang buhay,
ang papel niya sa lipunang Pilipino upang makibahagi siya sa
pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan ,
katarungan at pagmamahal.
The Learning Area Standard
Naipamalas ng mag aaral ang pang unawa sa
konsepto sa pananagutang pansarili , pamilya ,
kapwa, bansa, daigdig at Diyos ;
nakapagpapasiya at nakakakilos ng mapanagutan
tungo sa kabutihang panlahat upang mabuhay
nang maayos at maligaya. 
The teaching of EsP has cognitive, behavioral
(psychomotor) and affective dimensions. It begins
with the student’s understanding of the concept of
responsibility to himself/herself, his/her family,
fellowmen, country, world and God (pag unawa sa
mga konsepto sa kanyang pananagutan)which lead
to decision-making and responsible action
(nakakapagpasaya at nakakakilos ng mapanagutan)
Effective EsP touches the minds the hearts and the
hands of the students not just their minds.
Effective EsP makes the student realize that
responsibility has a horizontal and vertical
dimension. He/she has to reach out to his/her
fellowmen.
The Program standard of teaching EsP is made
more in the specific key stage outcomes. The key
stages in K to 12 are;

1) End of Grade 3
2) End of Grade 6
3) End of Grade 10
4) End of Grade 12
THE GRADE LEVEL STANDARDS AND THEMES
OF EDUKASYON SA PAGPAPAKATAO
 The Enhance Basic Education Act of 2013 (R.A.
10533)
 states that the K to 12 Curriculum (that includes EsP) is developed
based on the principle of spiral progression. The use of spiral
progression means basic concepts, big ideas, and important tasks are
revisited in every grade level in an ever deepening inquiry and
increasingly complexity through engaging problems and applications.
 The outcome of EsP teaching is a student who grows in his pagkataong
etikal pag unawa , pagninilay nilay , pagsang guni, pagpapasya at
pagkilos and a kabataang makikibahagi sa pagtatayo ng pamayanang
pinairal ang katotohanan, kalayaan, katarungan at pagmamahal.
Lesson 2
Guiding Principles in the
Teaching of Edukasyon sa
Pagpapakatao (EsP)
Values are both taught and caught.
• The EsP teacher must teach the
cognitive aspect of virtue intentionally
and must live to
Values cannot be separated from
understanding although values and
attitudes relate to the affective
dimension.
At young age, a child may not yet be
capable of understanding his/her true
personhood but can be taught to lead a
virtuous life that early for him to
develop good character.
The book of Proverbs states  “ Train up a child in the way
he should go, even when he is old he will not depart from
it.” (Proverbs 22.6) 
 Value education is about developing
virtues, good habits, and dispositions
which had students to responsible and
mature adulthood.
Effective value education must promote the development of virtue.
Virtues are developed through learning and through practice. As
Aristotle taught, a person can improve his or her character by
practicing self discipline, while a good can be corrupted by
repeated self-indulgence.
The virtuous person is the ethical
person. Margaret Thatcher said:
“Watch your thoughts for they become words. Watch your
words for they become actions. Watch your actions for
they become habits. Watch your habits for they become
character. Watch your character for it becomes your
destiny.”
Values Education is
concerned with relationships.
Personhood is rooted in relationships. We develop
our personhood in relationship with others.
One’s development is inseparably related to
others. No one attains his/her personhood
without others.
An effective values education takes
place in an atmosphere of respect,
tolerance and genuine understanding.
The EsP teacher shares and offers his/her value
system with the students or students also share
their value systems in class without imposing
them on others.
Lesson 3
Approaches, Methods and
Techniques in Edukasyon
sa Pagpapakatao
 Approaches in teaching EsP
The K to 12 Curriculum Guide identities ethical decision making
(pagpapasyan etikal as the main teaching approach in the
teaching of EsP. The curriculum Guide further explains; “Ang
paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng
pasiya na may preperensya sa kabutihan na kinapapalooban ng
(a pag alam ng mga detalye sa sitwasyon at (b) maingat na
pagsa alang alang ng mga moral na pagpapahalaga na
sitawasyon mahalaga sa isang sitwasyon. Mahalaga rin dito ang
pagiging sensitibo sa mga aspetong moral ng mga stwasyon sa
pang araw araw na buhay at ang kamalayan sa mga tao pangkat
na maapektuhan ng pasiya.
 Six different approaches in teaching
EsP
1) Values inculcation –instill desirable and pre-chosen
values to students;
2) Moral development approach- used primarily to
stimulate students to advance their powers of moral
reasoning through a series of increasingly advanced
and conflict stages. 
3) Analysis approach- rests on helping the
students develop logical thinking and
using scientific inquiry procedures in
solving value issues;
4) Value clarification- helps students clarify
and actualize personal values;
5) Action learning- develops students’ abilities to
directly in personal and social situations so that
they might try out their personal values and;
6) emotional-ratio approach – attempts to help
students understand and adopt a lifestyle based
on care and consideration for others as well as
self.
Values Inculcation Approach
Teaching methods under values inculcation approach
module explanation positive and negative reinforcement
and modeling.
Modeling as a method is applied when instances of
modeling behavior are drawn from history, literature or
more directly from teachers and students and themselves.
 Moral development approach
The most popular method under this approach is the moral dilemma. It is may
be presented through activities and skit.

The focus in moral dilemmas is on the moral reasoning not the choice to
determine students moral development stage based on Kohlberg’s theory.
Self-reflection is a prime requisite of moral development approach. This
self-reflection is stimulated by three types of student dialogic;

(1)student dialogue with teacher

(2)students dialogue with other students

(3) student dialogue with self.

Analysis approach
Valuing is “guided not dictates of the heart
and conscience but by rules and procedure
of logic”. This approach makes the use of
problem analysis and decision making
methods.
Value clarification approach
The purpose is to help students and actualize
values. Value clarification advocates assert
that it is valuing process the students must
be taught, not values.
 Here are the seven outline process of valuing ;
1. Choosing from alternatives

2. Choosing after careful consideration of the consequences of each alternative.

3. Choosing freely;

4. Prizing , being freely glad of one’s choice

5. Prizing being willing to affirm publicly one’s choice

6. Acting upon one’s choice, incorporating choices into behavior

7. Acting upon one’s choice repeatedly, overtime (Rath, et.al. 1966)

Action Learning approach 
This develops students’ abilities to act
directly in personal and social
situation that express their personal
values.
Emotional-rational approach
this attempts to help students understand and
adopt a lifestyle based on care and
consideration for others as well as
themselves. This teaching approach can
help students know and experience “love
in action”.
 This method also include; 
1. expressive and communication techniques such as speaking,
writing prose, poetry, plays ad photography.
2. discussion techniques, such as small group and entire class
discussion.
3. drama techniques with students writing and acting
4. role playing based on situations of common students experience.
5. simulations involving family, school and community problems
and; 6. real life involvement such as helping individuals within
the community.