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VALUE EDUCATION IN THE PHILIPPINES
Introduction
A thing has valued when it is perceived as good and desirable. Food, money, and housing have a value because they are perceived as good and the desire to acquire them influences attitudes and behavior. ... For instance, if truth is a value for one, it commands in one an inner commitment which in turn translates itself into ones daily speech and action. ... It is therefore of crucial importance that there be an appropriate framework as well as strategy for providing the context and operational guidelines for implementing a values education program. The values education framework hereby suggested is designed to translate values from the abstract into the practical. ... Therefore, there is need for values education that is meaningful and effective.
Values Education as a part of the school curriculum is the process by which values are formed in the learner under the guidance of the teacher and as he interacts with this environment. ...
THE DECS VALUE EDUCATION PROGRAM
Values have a social function: commonly held values unite families, tribes, societies, and nations. ... That is why, shortly after the Revolution of February 1986, the DECS made values education a primary thrust. ... " (Preamble)
The Department of Education Culture and Sports (DECS) provides and promotes values education at all three levels of the educational system for the development of the human person committed to the building "of a just and humane society" and an independent and democratic nation.
Core/Related Values
Learning Competencies
Grading System
Test and Evaluation
Instructional Objectives
In the pursuit of this thrust, the DECS has embarked on a Values Education Program with the following goal and objectives.
GOAL
To provide and promote values education at all three levels of the educational system for the development of the human person committed to the building o " a just and humane society" and an independent and democratic nation. ...
PRINCIPLES AND GUIDELINES
Values education, pursued at the national, regional, local, and institution levels, should be guided by the following general principles:
It must be oriented toward the total person of the learner-mind, heart, and entire being. ...
VALUES CONCEPTUAL FRAMEWORK
The Values Education Framework, herein described, is intended as a guide and form of teaching aid in the implementation of the Values Education Program. ...
WHAT IT IS
It is descriptive: it is an attempt at an orderly description of a desirable value system on the a basis of an understanding of the human person. ... For instance, against the background of the framework, pakikisama should be seen as something to be prized but not at the expense of personal integrity, likewise, as a Filipino value, it should be compatible with the much-needed productivity and should even become a bridge to national solidarity. ...
PHILOSOPHY
The Human Person
The Values Education Framework herein presented is based on a rational understanding, that is to say, a philosophy, of the human person. ... That understanding of the Filipino as a human being in society and his role in the shaping of society and the environment may be reconstructed from the various statements of the Constitution and expressed in the following summary manner:
The human person is the subject of education: he is a human person learning and being taught. ... The task of education is to help the Filipino develop his human potential, contribute to the growth of the Philippine culture, and by controlling the environment and making use of human and non-human resources, build appropriate structures, and institution for the attainment of a just and human society. ...
The human person is an individual self-conscious being of incalculable value in himself(Art. ... VALUE EDUCATION
"Damaged culture" and "the sick man of Asia" are just two of the many phrases used to describe the Philippine situation today. ... This calls for a long process of social transformation, of value recovery, formation, or transformation as the case may be. Education plays a crucial part in this process, and indeed teachers in both the private and public sectors , since the People Power Revolution of 1986, have responded to this call by introducing reforms in curriculum, content, style, and even mission statements.
VALUES EDUCATION AND PHILIPPINE SOCIETY
Often one hears the suggestion that the values thrust of DECS and Presidential Executive Order No. ... In the early history of education in both West and East, the training of the young was always values-oriented; character formation, far from being just a segment of the curriculum or a subject to be learned, was always a dimension running through all of the educational enterprise, like a theme in a musical piece.
The Greeks, the pioneers of liberal education in the West, taught the values of courage and respect for authority not by a course in good manners and right conduct, but through poetry, principally the epics of Homer. ...
It is not a question, therefore, of searching for new courses and new methodologies, but of re-examining the meaning of education itself and the nature of our curricular offerings. We should realize that our various courses must seek not only knowledge but also character formation and, therefore, the cultivation of that overarching, central core value--respect for human dignity. ... Force translates itself into structures of power which impede the powerless from enjoying the benefits of health, education, and public services that are theirs by right as citizens. ... Because the power structure has not allowed even this present Government to allocate enough money to the Department of Social Welfare and the Department of Education, Culture and Sports to send them to school or give them short-term skills-training.
Approximate Word count = 4522
Approximate Pages = 18.1
(250 words per page double spaced)
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