COURSE MODULE 25

I. VALUES DEVELOPMENT

A. VALUE DEFINED

1. Value is derived from the Latin word, valere, to be worth, be strong-

something intrinsically valuable or desirable. A thing has value when it is
perceived as good and desirable. To develop is to acquire gradually, by
successive changes, to move from the original position-to one providing
more opportunity for effective use. Thus, development is the act, process or
result of developing the values for a Human Dignity.

2. Since values are the bases of judging what attitudes and behavior are correct
and desirable and what are not. It is therefore crucial that there be an
appropriate framework as well as strategy for providing the context and
operational guidelines for implementing a values education program (DECS
Values Education Program Framework, Values Education for Filipino, 1998)
A. VALUE SYSTEMS: VARIOUS VIEWS

According to Clyde Kluckholm: “ A value is a conception, explicit or implicit,

distinctive of an individual or characteristics of a group, of the desirable which
influences the selection from available modes, means and ends of action.”

According to Cornelius Van Der Poel: “Value refers to the understanding of a

certain good for an individual or society which is considered worthy of
realization.”

According to Brian Hall, Michael Kenny, and Maury Smith: Value is “something that
is freely chosen from alternatives and is acted upon, that which the individual
celebrates as being part of the creative integration in development as a person.”

A value is something or someone who is considered good or worthy and is desirable

or useful. It is something considered worthy by a person or a group. It can be a one-
word standard of conduct (respect) or a policy that everyone in an organization adheres
to and believe in. Society depends on certain values like cooperation and honesty. To
function, values may also be concepts considered important by a select group, and not
by others.

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B. VALUES EDUCATION
Values Education is the process by which values are formed in the learner under the
guidance of the teachers and parents as he/she interacts with his/her environment.

1. Values as subject matter must have a direct and immediate relevance to the
personal life of the learner.
2. The process must involve all the faculties of the learners. It must not just be
cognitive. It must appeal not only to the mind but to the heart, recognizing the total
human person.
3. The teachers’ and parents’ personal values play important roles in values
learning.
D. The Why, When, Where, Who, What, and How in teaching Values

1. Why teach values?

 Because our parents tried to teach them to us.
 Because they are what makes our society safe and workable.
 Because it helps develop a sense of autonomy, independence, and
confidence.
 Because it is the most significant and effective thing to attain happiness.

2. When?
Value should be taught to all ages with differing, agendas and changing emphasis as
one gets mature. Teach values now and always.

3. Where?
Values are best taught in the home, in either the positive or the negative sense. It can
be far more influential than what is taught in school.

4. Who?
Parents are the crucial examples and instructors of values. They are the general
contractor. The teachers, the institution, and organizations are considered as
subcontractors serving as supplement, support, and bac up of parents.

5. What?
Decide which values to teach. Choose a teaching system that will help you
decide what to teach.

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1. How?
There are methods especially designed in teaching values to
preschoolers, elementary ages, adolescents, and community people.

E. Importance of Teaching Values

A. Values are extremely powerful. They guide people and identify what behavior is
acceptable and what behavior is not. It is a principle that either accomplishes as
well-being or prevents harm or does both. It is something that helps or something
that prevents hurt.
B. Values have to do with being and with giving. It is who we are and what we give
rather than what we have that make up our truest inner selves.

C. The values of being (who we are) are honesty, courage, peace ability, self-
reliance, discipline, and fidelity. These are given as they are gained and practiced
on the “outer” as they are developed in the “inner”. The values of giving (what we
give) are respect, love, loyalty, unselfishness, kindness, and mercy. These are
gained and developed as they are practice.

F. The Values of Being Giving

A true and universally acceptable “value” is one that produces behavior that is
beneficial both to the practitioner and to those on whom it is practiced. A value is a
quality distinguished by: a) its ability to multiply and increase in our possession
even as it is given a way, and b) the fact (even the law) that, the more it is given to
others, the more it will be returned by other and received by others.
1. On values of being. The following are values of being:
 Honesty

Honesty must be practiced with other individuals, with institutions, with society,
and with self. The inner strength and confidence are bred by exacting truthfulness,
trustworthiness, and integrity.

 Courage
This means daring to attempt difficult thins that are good. It is the strength not to follow
the crowd, to say no and mean it. And influence other by it. It mean being true to
convictions and following good impulses even when they are unpopular on
inconvenient. It means boldness to be outgoing and friendly.

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 Peace ability
This mean calmness, peacefulness, and serenity. It is the tendency to accommodate
rather that argue. It is the ability to understand how others feel rather than simply
reacting to them. It means the control of temper.
 Self-Reliance and Potential
These refer to individuality, awareness, and development of gifts and
uniqueness. One must take responsibility for one’s own actions. The tendency
to blame other for difficulties must be overcome. One must have a
commitment to personal excellence.
 Self-Discipline and Moderation
These refer to physical, mental, and financial self-discipline. These involve include the
controlling and bridling of one’s own appetites and understanding the limits of body and
mind. These mean avoiding the dangers of extreme, unbalanced viewpoint.
 Fidelity and Chasity

These refer to the value and security of fidelity within marriage and of restraint and
limits before marriage. These involve the commitment that go with marriage and
that should go with sex.
2. On values of Giving. The following are values of giving:

 Loyalty and Dependability

These refer to loyalty to family, to employers, to country to church, to schools, and to
other organizations and institutions. These mean reliability and consistency in doing
what you say you will do.

 Respect
This mean respect for life, for property, for parents, for elders, for nature, and for the
beliefs and rights of others. It refers to courtesy, politeness, and manners. It means self-
respect and the avoidance of self-criticism.

 Love
I means individual and personal caring that goes beneath and beyond loyalty and respect.
I means love for friends, neighbors, even adversaries, and a prioritized, lifelong
commitment of love for family.
 Unselfishness and Sensitivity
These pertain to becoming more extra-centered and less self-centered. These mean
learning to feel with and for others. These refer to empathy, tolerance, brotherhood,
and sensitivity to needs of people and situations.
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 Kindness and Friendship

These refer to awareness that being kind and considerate is more admirable than being
touch or strong. The tendency to understand rather that confront, and be gentle. These
necessitate the ability to make and keep friends.

 Justice and Mercy

These refer to obedience to law and fairness in work and play. These involve an
understanding of the natural consequences and the law of the harvest. These refer o
the grasp of mercy and forgiveness and an understanding of the futility (and bitter
poison) of carrying a grudge.
G. Value Formation

The Christian Value Formation is a lifelong process of growing which gets its strength
from Jesus’ Sermon on the Mount. The following factors affect one’s value formation:
1. Two (2) Factors Affecting Value Formation

 Influences – these depend on a person’s internal influences such as

intellectual and emotional capabilities
 Experience Factor – like good influences that will influence, good
experience are needed in value formation.
2. There are four (4) types of experience that will influence or affect the formation
of values.
 Liturgical
 Bible Experience
 Learning Experience
 Human Experience

H. Value Clarification

1. There are three basic steps that are useful in Value Clarification:
 Choice
 Value
 Action
2. Values are better that rules.
Forward-thinking – the organization promotes values to guide people. Doing
this saves time because organizations need not write rules, and need not
refer to rule books or organization manual.

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3. Values serve as outline goals.

An explicit set of values shall form the foundation of any organization
because they endure.

4. Values send a message.

A good value teaches and guides the members of the organization a
symbolic act affirms the value over and over.

5. Values shape on organization.

Values manifest itself in various ways. It thrusts members to produce quality
good products. Values can shape and animate an organization.

I. Core and Related Values

The seven core values are made specific and further explained and ramified into
particular values. The human dignity is the overarching value; all over values are
pursued because of inner worth of the human person.

Summary:

The summary of chapter 2 talks about the differences between self-awareness and
self- management; knowledge of self by means of positive and negative self-talk; the self-
management sequence that control one’s success and failure; and the analyzation of the
different levels of self-talk that give ways to change oneself.

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Activity 2.5
Direction: Differentiate the values of being from values of giving. (30 points)

Activity 2.6
Direction: Answer the following questions briefly based from the topic “Value Development”.
(20 points each)

1. Explain the four dimensions of self in terms of your attitudes and behaviors leading to
their corresponding values.

2. How will you be able to actualize these values in your family, school, and community?
Explain how each of these values affects your personhood?

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3. Explain each of the seven habits of highly effective people with respect to your own
experiences. Which of the seven habits do you consider most effective?

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