HUMAN PERSON AND VALUES DEVELOPMENT

The Human Person

The human person is the subject of education: he/she is a human person learning and being taught. The
human person is also the object of education: he/she is at the center of the curriculum and the entire program.

He/she is multidimensional: a distinction between the person as self and the person in community. The
human person is an individual, a self-conscious being of incalculable value in himself/herself. His/her physical,
intellectual, moral, spiritual, socioeconomic, and political well-being is recognized by the state.

Important Realities of the Human Person

1. The Self-image
a. Self-image refers to a person’s understanding of himself/herself.
b. It is responsible in influencing people’s way of living. The formation of self-image is derived from two
sources: others and the experiences of the self.
c. There are three kinds of self-image:
 Negative self-image
 Overrated self-image
 Realistic self-image

2. The Others
These are persons or groups that one considers as important and, are thus given the right to influence
oneself.
3. The being
 a. It is the mainspring or a motivating force in the human person.
b. It is the wellspring, a fountainhead of one’s identity, one’s essential course of action, and one’s essential
bonds.
c. There are seven approaches to get in touch with the Being:
 Approach by way of the self-image
 Approach by way of important choices
 Approach by way of action
 Approach by way of what is “natural” and stressless
 Approach by way of people who had the greatest impact on the person
 Approach to self through severe trials
 Approach by way of deep and not yet fulfilled aspirations
4. The “I”

The “I” has three (3) different aspects:

 The intellect
 The freedom
 The will
5. The Sensibility and the Body

These are the important realities of the human person.

Five Pivotal Centers as the Component of the Human Person

1. The Being - This is the fundamentally positive reality which can be sensed in the very depths of the human
person.
2. The “I” – this is the reality felt at the level of the head.
3. The Sensibility – it carries messages from the “I,” from the being, and from the in-depth conscience.
4. The body – it is the biological reality and has its own laws.
5. In-depth conscience – this reality is a place where the other four pivotal centers can be perceived in a
synthesis.
Ten Commandments of Human Relations

1. Speak to people.
2. Smile to people.
3. Call people by name.
4. Be friendly and helpful.
5. Be cordial.
6. Be genuinely interested in people.
7. Be generous with praise and cautious with criticism.
8. Be considerate with the feelings of others.
9. Be thoughtful of the opinion of others.
10. Be alert to give service.

Mission Possible Team (I Can Win)

1. Successful people have a positive mental attitude.

2. Successful people are courageous people who take risks.
3. Successful people choose well.
4. Successful people persist.
5. Successful people adhere to the power of prayer.
6. Successful people know how to pace themselves and journey through life with enthusiasm.
7. Successful people govern themselves with discipline.
8. Successful people give the best to whatever they do.
9. Successful people align their sense of purpose with the common good.
10. Successful people keep a positive count by responding positively to any person or situation.
11. Successful people harmonize with encouragement.
12. Successful people are decisive people who make things happen.
 VALUES DEVELOPMENT

Value

1. Value is derived from the Latin word, valere, which means to be worth or to be strong.
2. Values are the bases of judging what attitudes and behavior are correct and desirable and
what are not.

Value System: Various Views

The meaning of values

 According to Clyde Kluckhohn, “a value is a conception, explicit or implicit, distinctive

of an individual or characteristic of a group, of the desirable which influences the
selection from available modes, means, and ends of action.”
 According to Cornelius J. 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 something that is
freely chosen from alternatives and is acted upon, or that which the individual celebrates
as being apart of the creative integration in development as a person.”

Values Education

Values education is the process by which values are formed in the learner under the
guidance of teachers and parents as the former 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. Values education must involve all the faculties of the learners.
3. The teacher’s and parent’s personal values play important roles in values learning.

Then Why, When, Where, Who, What, and How in Teaching Values

1. Why teach values?

 Because our parents tried to teach them to us
 Because the values make our society safe and workable
  Because they help develop a sense of autonomy, independence, and confidence
 Because they are the most significant and effective thing to attain happiness.
2. When?
 Values should be taught to people of all ages with differing agenda and changing
emphasis depending on their maturity.
3. Where?
 Values are best taught at home, in either positive or negative sense. They 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.
5. What?
 Decide which values to teach.
6. How?
 There are methods especially designed in teaching values to pre-schoolers, elementary
pupils, adolescents, and people in the community.

Importance of Teaching Values

1. Values are extremely powerful. They guide people and determine what behavior is
acceptable and what behavior is not.
2. 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.
3. The values of being (who we are) are honesty, courage, peaceableness, self-reliance,
self-discipline, and fidelity. These are given as they are gained and practiced on the
“outer” self as they are developed in the “inner” self. The values of giving (what we
give) are respect, love, loyalty, unselfishness, kindness, and mercy. These are gained
and developed as they are practiced.

The Values of Being and Giving (Eyre & Eyre, 1993)

1. Values of Being
 Honesty

Honesty must be practiced with other individuals, with institutions, with society, and
within oneself.

 Courage
 This means daring to attempt difficult things that are good.
 Peaceableness
This means calmness, peacefulness, and serenity.
 Self-reliance and Potential
These refer to a person’s individuality, awareness, and development of his/her gifts and
uniqueness.
 Self-discipline and Moderation
These refer to physical, mental, and financial self-discipline.
 Fidelity
These refer to the value and security of fidelity within marriage and of restraints and
limits before marriage.

2. Values of Giving
 Loyalty and Dependability
These refer to loyalty to family, employers, country, church, school and other
organizations and institutions.
 Respect
This means respect for life, property, parents, elders, nature, and the beliefs and rights of
others.
 Love
It means individual and personal caring that goes beneath and beyond loyalty and respect.
 Unselfishness and Sensitivity
These pertain to becoming more extroverted and less self-centered.
 Kindness and Friendship
These refer to awareness that being kind and considerate is more admirable than being
tough or strong.
 Justice and Mercy
These refer to obedience to law and fairness in work and play.

Values Formation

Two Factors Affecting Value Formation

1. Influences – these depend on a person's internal traits and characteristics such as

intellectual and emotional capabilities.
2. Experiences – like good influences, good experiences are needed in value formation

Four Types of Experiences Affecting Value Formation

1. Liturgical experience
 2. Bible experience
3. Learning experience
4. Human experience

Value Clarification

1. Value clarification is a difficult task.

There are three basic steps that are useful in value clarification:
 Choice
 Value
 Action
2. Values are better than rules.
3. Values are serve as outline goals.
4. Values send a message.
5. Values shape an organization.

DEVELOPING GOOD HABITS FOR EFFECTIVENESS

Our character is a composite of our habits. Habits are powerful factors in our lives. They
are consistent, often unconscious patterns. They constantly express our character and influence
our effectiveness or ineffectiveness.

Core and Related Values

Dimensions Values
Health

 Physical fitness
  Harmony with the material universe
PHYSICAL  Beauty
 Art
INTELLECTUA Truth
L
 Knowledge
 Creative and critical thinking
Love

MORAL  Integrity/Honesty
 Self-worth/Self-esteem
 Personal discipline
As Self SPIRITUAL Spiritual

 Faith in God
SOCIAL Social Responsibility

Family  Mutual love/Respect

 Fidelity
 Responsible parenthood

 Concern for others/Common good

 Freedom/Equality
 Social justice/Respect for human rights
Society  Peace/Active non-violence
 Popular participation
Economic Efficiency

 Thrift/Conservation of resources
 Work ethic
ECONOMIC  Self-reliance
 Productivity
 Scientific and technological knowledge
 entrepreneurship
IN Nationalism
Community
 Common identity
 National unity
 Esteem for national heroes
 Commitment
POLITICAL  Civic consciousness/Pride
 Bayanihan/Solidarity
 Global Solidarity

 International understanding and cooperation

Habit

 Defined as the interaction of knowledge, skill, and desire.

Knowledge

 Is the theoretical paradigm, the “what to do” and the “why.”

Skill

 Is the “how to do,” and desire is the motivation, the “want to do.”

Effectiveness

 Is defined as the basis of a person’s character, creating an empowering center of correct

maps from which an individual can effectively solve problems, maximize opportunities,
continually learn and integrate principles in an upward growth.

Be Proactive

Proactivity means taking the initiatives. As human beings, we are responsible for our own
lives. Our behavior is a function of our decisions, not our conditions. Highly proactive people
recognize responsibility.
Begin with the End in Mind

Is to begin today with the image, picture, or paradigm of the end of your life as your
frame of reference or the criterion by which everything else is examined.

Putting first things first

Effective management is putting first things first.

Think Win/Win

The habit of effective interpersonal leadership is Think Win/Win. Win/Win is not a

technique; it is a total philosophy of human interaction.

Seek First to Understand Than to be Understood

“Seek first to understand” involves a very deep shift in paradigm. We typically seek first
to be understood.

Synergize

Synergize means that the whole is greater than the sum of its parts. It means that the
relationship which the parts have with each other is a part in and of itself.

Sharpen the Saw-The Principle of Balanced Self-renewal

Habit is taking time to sharpen the saw. It is the habit that makes all the others possible.

On the Maturity Continuum:

1. Dependence is the paradigm of you – you take care of me; you come through for me, you
did not come through. I blame you for the results.
2. Independence is the paradigm of I – I can do it; I am responsible; I am self-reliant; I can
choose.
3. Interdependence is the paradigm of we – we can do it; we can combine our talents.