Practice of

Virtues
Virtue, from Latin
word vir which
means man and
virtus which means
moral
perfection.
It takes to mean “manliness” or
“strength” which gradually evolved
into “any kind of excellence.”

Nowadays the term virtue refers

particularly to a habit of moral
excellence.
Virtues are good moral habits
They validate the internalization of
moral values, ideals, and universal
truths
Offer us the best insights into the
child’s conscience (intellect) and
determination and
Indicates that the child’s values have
shaped his attitudes which in turn have
further shaped his behavior
Values shape our attitude;
Attitude shape our
behavior;
Behavior shape who we
are…
Formation of Habits

 Habit is an acquired pattern of response

which, subject to the consent of will, involves
that tendency to repeat certain acts in the same
manner.
 Habits are outcome of repeated acts which are
performed automatically with facility and
regularity until they become stable and
permanent.
 Habits may become ‘second-nature’ to us. Some are
acquired through “painstaking and persistent practice,
and need constant exercise to keep them at the peak of
efficiency.
 They are efficient if they enable us to perform or act
more readily, quickly, easily,
Habits are useful servants created in us by our own acts,
but they have tendency subtly to enslave their masters;
thus we must be careful to develop only the good habits.
 ACCORDING TO THE ACCORDING TO THE ACCCORDING
SPIRITUAL MANNER OF TO THE MOTIVE
FACULTIES OF MAN ACQUISITION FOR PRACTICE
INTELLECTUAL THEOLOGICAL SUPERNATURAL
VIRTUES VIRTUES VIRTUES
(habits of the intellect) (direct gifts of God to man) (directed towards
God)
1. Understanding 1. faith 1. faith
2. Knowledge or 2. hope 2. hope
science 3. charity 3. charity
3. Wisdom
4. Art of technique
5. prudence
MORAL (or HUMAN VIRTUES NATURAL
Kinds of Virtues
CARDINAL) VIRTUES (acquired through practice) VIRTUES
(habits of the will) (directed towards
self, other, perhaps
1. prudence 1. humility towards God)
2. justice 2. sincerity
3. fortitude 3. patience 1. humility
4. temperance 4. loyalty 2. sincerity
3. patience
*Prudence is both an 4. loyalty
intellectual and moral
virtue
Kinds of Virtues
Intellectual Virtues
1.Art of technique
2.Prudence
3.Knowledge
4.Understanding
5.Wisdom
Theological Virtues
1.Faith
2.Hope
3.Charity
Cardinal Virtues
1.Prudence
2.Justice
3.Fortitude
4.Temperance
Moral or Cardinal Virtues
• They enable us to know what to do and how to do it.
• They assist us in the doing (Doing a thing well is opposed to
overdoing and to underdoing it, and consists in hitting the mean
between excess and defect)

Fortitude and Temperance - are concerned with ruling the

emotions according to reason
Justice - is concerned with fulfilling duties and respecting rights
Prudence – which is also an intellectual virtue, is concerned
with acting in accordance with reason, taking into account law
and circumstances.
Human Virtues
1.Humility
2.Sincerity
3.Patience
4.Loyalty
Fortitude, temperance, justice, prudence “hinge” all HUMAN VIRTUES. All virtues are in
effect “social virtues” when they are practiced in self-giving or spirit of generosity towards
others.
MORAL and HUMAN VIRTUES
FORTITUDE TEMPERANCE JUSTICE PRUDENCE

Patience Simplicity Truthfulness Discretion

Perseverance Cheerfulness Sincerity Self-control
Constancy Optimism Punctuality Humility
Longanimity Austerity Obedience Discernment
Industry Self-control Industry Silence of office
Spirit of service Modesty Responsibility Docility
Loyalty Purity Order Remembrance of past
Courage Naturalness Thoughtfulness Circumspection
Diligence Generosity Thoroughness Foresight
Serenity Kindness
A man with little human virtue is a weakling, a softie, perhaps
even a burden to society. Consequently, the development and
practice of human virtues become an urgent necessity of man, a
social being,
Virtue Formation
 is a dynamic process in which a person develops the
facility to do a particular good act repetitively whenever
the situation calls for it. Both conscience and virtue
formation detract the child from pursuing purely personal
and selfish motives
 direct the child to be sensitive to the needs of others and to
be concerned with the common good of society.
 guide the intellect to judge prudently and inspire the will to
be in control of the passions and sense-appetites.
Vice
Is an ethically bad habit or “the facility or
compulsion to do a particular harmful act.”
It is a vicious act which requires some voluntary
clouding of knowledge, a willful refusal at the
moment of acting to use knowledge. We tend to
seek evil not for itself, but for some good found
with it or through it. We try to concentrate on the
good and overlook the evil, yet we know the evil
is there and choose it voluntarily.
Development of Virtues in Childhood and
Adolescence

Conscience and virtues are two most important

internal factors in values education. Essentially,
prudent judgment of the conscience signals a lively
intellect which grasps a truth and assesses
correctly how to apply it in given situations; and
the practice of virtues is a manifestation of a
disciplined will which is disposed to implement
and uphold a truth repeatedly.
 VIRTUES CRITICAL TO CHILDHOOD AND ADOLESENCE
AGE LEVEL VIRTUE TO BE IMPORTANCE OF CONDITIONS
DEVELOPED THE VIRTUE NECESSARY FOR ITS
DEVELOPMENT
4-8 years SINCERITY 1. to develop love of 1. Examples of parents,
(honesty, truth and justice teachers and adults
forthrightness) 2. to encourage open 2. Atmosphere of
communication and openness and
trust friendship
3. to develop self- 3. Explanations,
confidence, courage guidance & follow-up
4. to help overcome 4. Avoidance of
fear of punishment, authoritarian methods
consequences, which intimidate,
responsibilities antagonize, belittle the
child, i.e., provoke him
to be defensive, to lie,
and deceive
 VIRTUES CRITICAL TO CHILDHOOD AND ADOLESENCE
AGE LEVEL VIRTUE TO BE IMPORTANCE OF THE VIRTUE CONDITIONS NECESSARY FOR ITS
DEVELOPED DEVELOPMENT
4-8 years GENEROSITY 1. to help child combat the tendency to be 1. Example of elders
egocentric and willful
(unselfishness) 2. Understanding, dedication, firmness
2. To guide child to see the need and joy of
3. Atmosphere of forgiveness, sharing
sharing with others
and absence of tattle tailing (someone
3. to direct child to give time, attention, and such as a child who tells secrets about
talents to others what someone else has done),
favoritism, violence

6-8 years INDUSTRY 1. to inculcate positive attitudes towards 1. Example of elders

work
(hard work and diligence)
2. to build up stamina, self-discipline, and
perseverance
3.to develop a code of work ethics
4. to channel energies and restlessness
5. to learn to order and prioritize work
6. To make good use of time
2. Elders’ cheerfulness and
naturalness while doing work
3. Early responsibilities (tasks, chores,
homework)
4. Avoidance of pampering, spoiling
6-8 years RESPONSIBILITY 1. to help the child see cause and effect 1. Example of elders
(accountability for thoughts, 2. to enable child to take the logical and natural 2. Opportunities to make decisions and choices and
words, and conduct) consequences of his acts take consequences
3. to develop spirit of service towards others 3. Chores, tasks, occasions to serve others
4. to inculcate justice towards others 4. Consistent reinforcement of the rules, limitations

6-8 years CHARITY 1. to help the child see beyond his own needs and 1. Example of elders’ love and understanding
appreciate others
(good will and tolerance towards 2. Acceptance of the child for what he is
others) 2. to channel inclination to socialize in a positive way
3. Atmosphere wherein there is no discrimination
3. to develop camaraderie, exchange of ideas and sharing based on social class, race, religion
of talents
4. Cooperative undertakings
4. to develop spirit of service towards others

6-8 years OBEDIENCE TO ELDERS
(esteem for authority figures)
1. to develop respect for experience and wisdom of elders 1. Example of elders who treat child with dignity,
good manners, and respect
2. to develop good manners
2. Atmosphere of love, understanding, firm and clear
3. to bridge “generation gap”
guidance
3. Explanations and consistent enforcement and
rules, limitations
6-8 years FORTITUDE 1. to build up the courage to withstand pain, fatigue, 1. Example of elders
problems, obstacles
(courage, endurance, strength of 2. Activities which will develop perseverance and
mind and will) 2. to prevent laziness and discouragement in the face of stamina e.g., sports, hobbies, projects, camping
difficulties
3. Positive encouragement and reinforcement

6-8 years TEMPERaNCE 1. to help the child control emotion and sense-appetites 1. Example of elders
(moderation, self-restraint) 2. to strengthen the child against negative influence of 2. Discussions and explanations
the mass media, e.g., pornography
3. Trust and friendship
3. to counteract materialistic values in environment
4. Avoidance of pampering, spoiling, over-
4. to discourage child from seeking self-indulgence, indulgence, immediate gratification, hedonistic
immediate gratification lifestyles

6-8 years LOYALTY 1. to channel the natural inclination of child to from or 1. Example of elders
join groups
(trustworthiness, dependability) 2. Avoidance de deceptions, unkept promises
2. to help child keep promises, commitments
3. to encourage child’s sensitivity to noble ideals, causes,
and such institutions as family and school
6-8 years FORTITUDE 1. to build up the courage to withstand pain, fatigue, problems, 1. Example of elders
obstacles
(courage, endurance, strength of mind 2. Activities which will develop perseverance and stamina
and will) 2. to prevent laziness and discouragement in the face of difficulties e.g., sports, hobbies, projects, camping
3. Positive encouragement and reinforcement

12-16 years TEMPERENCE 1. to help the child control emotion and sense-appetites 1. Example of elders
(moderation, self-restraint) 2. to strengthen the child against negative influence of the mass 2. Discussions and explanations
media, e.g., pornography
3. Trust and friendship
3. to counteract materialistic values in environment
4. Avoidance of pampering, spoiling, over-indulgence,
4. to discourage child from seeking self-indulgence and immediate immediate gratification, hedonistic lifestyles
gratification

12-16 years LOYALTY 1. to channel the natural inclination of child to from or join groups 1. Example of elders
(trustworthiness, dependability 2. to help child keep promises, commitments 2. Avoidance de deceptions, unkept promises
3. to encourage child’s sensitivity to noble ideals, causes, and such
institutions as family and school

12-16 years HUMILITY 1. to help the child see himself realistically 1. Example of elders
(unpretentiousness, transparency) 2. to prevent self-centeredness, selfishness 2. Listening to the child
3. to develop realistic expectation of self and others 3. Avoidance of pampering, spoiling
4. Avoidance of authoritarian methods and self-righteousness
It is important to take note that the formation of
virtues:

1) begins early in childhood;

2) is
a continuing, progressive, never-
ending process, i.e., one can never be
too perfect to grow in virtue;
3) demands hard work of the intellect and self-discipline
and perseverance of the will;
4) is most effective when parents/teachers/elders set the
EXAMPLE for patience, love, and understanding;
depends on rational, clear explanations commensurate
to the age level; avoids methods and techniques of
permissiveness or authoritarianism; gives opportunities
to put moral values into practice; needs encouragement
and positive reinforcement.
Discipline and Self-Discipline

The original Latin meaning of “to disciple” is “to instruct”. In values education “discipling” means
“instructing” the child in the WHAT - ethical principles – (right from wrong), WHY or WHY NOT, and
HOW to decide and act according to the principles. It teaches the child to use the intellect to
reason out moral values and inspires him to gain mastery over his emotions and strengthen
the will. Initially, discipline imposes external standards of control (morally, socially acceptable modes
of behavior) on the child’s conduct; but the end goal of discipline is to motivate the child to internalize
self-discipline. A self-disciplined individual struggles to think and decide rationally, to take
responsibility for actions, to accept the natural and logical consequences of actions, and to
make good use of freedom. A disciplined person strives to be calm observant and systematic,
not impulsive, hysterical or disorganized. He is IN CONTROL of himself, and as much as
possible of the situations and circumstances he encounters.
It is the child’s internalized willingness to say yes or no, to restrain and control the animal nature
through his rational nature, and to practice virtues. Self-discipline begins in the earliest years with the
guidance of educators who educate in truth and appeal to the reasoning ability of the child; who help
the child postpone immediate gratification and self-indulgence; who encourage the child to assume
responsibilities; and who teach the child how to sacrifice and suffer with dignity and constancy
Discipline teaches the child to use
the intellect to reason out moral
values and inspires him to gain
mastery over his emotions and
strengthen the will.
A self-disciplined individual
struggles to think and decide
rationally, to take responsibility for
actions, to accept the natural and
logical consequences of actions
make good use of freedom.

 A disciplined person
strives to be …
Calm, observant, and
systematic
not impulsive, hysterical or
disorganized.

 He is IN CONTROL of himself, and

as much as possible of the situations
and circumstances he encounters
 Moral Integrity
Moral integrity is the sum of all the education in
values hopes to cultivate in the child. It is “that
stability and oneness which is the outcome of the
totality of will training, the development of
worthy ideals, the formation of good habits,
and the establishment of emotional control,
plus the actual attainment of full moral
responsibility and dependability. Moral integrity
implies character and conduct fashioned in
accordance with the eternal standards of the Moral
Law.” It is the culmination of the struggle to

know truth and to do

good.