“Army Vision: By 2028, a world-class Army that is a source of national pride”.

HEADQUARTERS
NCR REGIONAL COMMUNITY DEFENSE GROUP
ARMY RESERVE COMMAND
Fort Andres Bonifacio, Metro Manila

VALUES AND
DEVELOPMENT
Honor. Patriotism. Duty
 SCOPE OF
PRESENTATION
• SELF DEVELOPMENT
• VALUES EDUCATION
• FORCES THAT SHAPES CONTEMPORARY VALUES
• THEORIES OF VALUES FORMATION
• ETHICS AND MORAL EDUCATION
• MORALITY AND OUR CONSCIENCE
 SCOPE OF
PRESENTATION
• SELF DEVELOPMENT
• VALUES EDUCATION
• FORCES THAT SHAPES CONTEMPORARY VALUES
• THEORIES OF VALUES FORMATION
• ETHICS AND MORAL EDUCATION
• MORALITY AND OUR CONSCIENCE
 SELF
• PerceivedDEVELOPMENT
Self- is composed of a set of self-cognitions
regarding one’s traits, competencies and values. It is
reinforced through feedback.
• The Ideal Self- represents the set of traits,
competencies and values an individual would like to
possess.
 SELF
DEVELOPMENT
• Self Identities- are those aspects of the individual’s self-
concept that are derived from the social categories to
which he or she perceives him/herself as belonging to.
Social identities link individuals to reference groups,
which establish a set of role expectations and norms
that guide the individual’s behavior within each of the
social identities.
 SELF
• Self Esteem-DEVELOPMENT
is the evaluative component of the self-concept. It is
the function of the distance between the ideal self perceived self.
• Values- are the beliefs, which we hold to be true - those noble
ideals we struggle to attain and implement in our daily lives..
Derived from the natural and moral laws and not from an
individuals opinions and feelings.
• Values Education - is based on a rational understanding of
the human person, specifically on understanding of the Filipino as
a human being in society and his/her role in the shaping of society
and the environment.
 THEORIES OF VALUES
FORMATION
• 1. Psycho-Analytic Theory (Sigmund Freud) suggest
that unconscious forces act to determine personality
and behavior. To Freud, the unconscious is that part of
the personality about which a person is unaware..
• 2. Behaviorist View (John B. Watson). The
behavioral perspective suggest that the keys to
understanding developing are observable behavior and
outside stimuli in the environment. If we know the
stimuli, we can predict the behavior.
 THEORIES OF VALUES
FORMATION
• 3. Social-cognitive learning theorist Albert Bandura,
when we see the behavior of a model being rewarded,
we are likely to imitate that behavior. Behavior is
learned through observation and imitation, not
conditioning through reinforcement or punishment.
 THEORIES OF VALUES
FORMATION
• 4. Cognitive Theory. The cognitive perspective focuses
on the processes that allow people to know, understand
and think about the world. The cognitive perspective
emphasizes how people internally represent and think
about the world.
• 5. Socio-cultural theory (Russian psychologist Lev
Vygotsky) proposes that a full understanding of
development is impossible without taking into account
the culture in which children develop.
 THEORIES OF VALUES
FORMATION
• 6. Ecological Theory. The Ecological model, the major
proponent of which is Urie Bronfenbrenner, seeks to
explain individual knowledge, development, and
competencies in terms of the guidance, support, and
structure provided by society and to explain social
change over time in terms of the cumulative effect of
individual choices (Berger, 2000).
 THEORIES OF VALUES
FORMATION
• 7. Humanism Theory. The humanistic perspective
contends that people have a natural tendency to make
decisions about their lives and control behavior.
 THEORIES OF VALUES
FORMATION
• 7. Humanism Theory. The humanistic perspective
contends that people have a natural tendency to make
decisions about their lives and control behavior.
• 8. Evolutionary Theory. The Evolutionary Theory
stresses that behavior is strongly influenced by biology,
is tied to evolution, and is characterized by critical or
sensitive periods (Santrock, 1999).
 ETHICS AND MORAL
EDUCATION
Ethics – comes from the Greek word ethos, meaning character or custom.

Morality
The term morality can be used either:
• 1. Descriptively to refer to a code of conduct put forward by a society
and that it is used as a guide to behavior by the members of that society.

• 2. Normatively to refer to a code of conduct that, given specified

conditions, would be put forward by alL rational persons for governing the
behavior of all moral agents.
 ETHICS AND MORAL
EDUCATION
Morality affects our daily choices, and those decisions
are guided by our conscience. The purpose of morality is
to provide a frame work of optimum human survival. The
standard of morality, however, is absolute and immutable
– long-term optimum human survival.
 SUMMARY
SELF DEVELOPMENT
VALUES EDUCATION
FORCES THAT SHAPES CONTEMPORARY VALUES
THEORIES OF VALUES FORMATION
ETHICS AND MORAL EDUCATION
MORALITY AND OUR CONSCIENCE
END OF PRESENTATION