VALUES-EDUCATION-FRAMEWORK

Page 1: VALUES EDUCATION FRAMEWORK Universalist Values 1

  • Universalist Values

Page 2:

  • Value defined as something perceived as good and desirable

    • Examples: food, money, housing

Page 3:

  • Values are the basis for judging attitudes and behavior

  • Importance of appropriate framework and strategy for values education program

Page 4:

  • Values education framework designed to translate values into action

  • Values need to be internalized and put into practice

Page 5:

  • Values education as part of school curriculum

  • Process of forming values in learners under teacher's guidance

Page 6:

  • Considerations for values education

    • Relevance of values to personal life of learner

    • Process involves all faculties of learner

    • Teacher's personal values play a role in values learning

Page 7:

  • Values have a social function

  • Commonly held values unite families, tribes, societies, and nations

Page 8:

  • Values essential to democratic way of life

  • Philippine Constitution of 1987 emphasizes shared culture and commonly held values

Page 9:

  • Goal of values education program: development of human person committed to building a just and humane society

Page 10:

  • Objectives of the program

    • Self-actualized, integrally developed human beings

    • Social beings with a sense of responsibility for community and environment

    • Productive persons contributing to economic security and development

Page 11:

  • Objectives of the program (continued)

    • Citizens with a deep sense of nationalism

    • Committed to progress of nation and global solidarity

    • Manifest faith in God

Page 12:

  • General principles for values education

    • Oriented toward total person of learner

    • Consideration of family's role in personal development

    • Importance of teachers with proper sense of values

Page 13:

  • Values Conceptual Framework

    • Descriptive attempt at describing desirable value system

    • Conceptual list of ideals to be internalized in education

    • Applicable to all three levels of educational system

    • Broad and flexible for adaptation to specific contexts

Page 14:

  • Values Conceptual Framework (continued)

    • Not prescriptive or exhaustive

    • Regions, localities, and institutions can construct their own values map

Page 15:

  • Importance of Filipino cultural values in values education program

    • Examples: pakikisama, utang na loob, hiya, bayanihan, etc.

Page 16:

  • The human person is the subject and object of education

  • Philosophy of the program aims for a "Just and Humane Society"

Page 17:

  • The person is an individual of incalculable value

  • Recognition of physical, intellectual, moral, and spiritual well-being

Page 18

  • Human person has material needs

    • Equipped with an intellect to know and transform

    • Endowed with free will and love

    • Oriented to Almighty God

Page 19

  • Human person lives in community with others

    • Belongs to a family, the basic unit of society

    • Participates in defining goals and achieving the common good

Page 20

  • Human person is an economic being

    • Concerns for livelihood and production

  • Human person is a political being

    • Pursuing social progress and total human liberation and development

Page 21

  • Core values of the program

    • Health

    • Spirituality

    • Truth

    • Love

    • Social Responsibility

    • Nationalism

    • Economic Efficiency

    • Global Solidarity

Page 22

  • Human person as self

    • Physical dimension

    • Values

      • Health

      • Physical Fitness

      • Cleanliness

      • Harmony with the material Universe

      • Beauty

      • Art

    • Intellectual dimensions

      • Truth

      • Knowledge

      • Creative and Critical Thinking

    • Moral dimensions

      • Love

      • Integrity / Honesty

      • Self-worth / Self-Esteem

      • Personal Discipline

    • Spiritually

      • Spiritually

      • Faith in God

Page 23

  • Human person in community

    • Social dimensions

      • Social Responsibility

      • Mutual Love / Respect

      • Fidelity

      • Responsible Parenthood

      • Concern for others / Common Good

      • Freedom / Equality / Social Justice / Respect for Human Rights

      • Peace / Active – Non –Violence

      • Popular Participation

    • Economic dimensions

      • Economic Efficiency

      • Thrift / Conservation of Resources

      • Work Ethic

      • Self Reliance

      • Productivity

      • Scientific and Technological Knowledge

      • Vocational Efficiency

      • Entrepreneurship

Page 24

  • Human person in community

    • Political dimensions

    • Nationalism

      • Common Identity

      • National Unity

      • Esteem for National Heroes

      • Commitment / Civic Consciousness / Pride

      • Bayanihan / Solidarity / Loyalty to country

    • Global Solidarity

      • International Understanding and Cooperation