Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel./Fax No. (047) 811 1683
College of Teacher Education

College/Department COLLEGE OF TEACHER EDUCATION

Course Code EDTC 4
Course Title The Teaching Profession
Place of the Course in the Professional Education
Program
Semester & Academic 2nd Semester, AY 2020-2021
Year

FTC THE TEACHING PROFESSION 1

THE TEACHER AS A PERSON IN SOCIETY

Module 4

Week 9-10

REY E. DALUSONG, LPT, MAED 1

 MODULE 4

THE TEACHER AS A PERSON IN

SOCIETY

Objectives:

At the end of the unit, the pre-service teacher (PST) can:

a. manifest a caring attitude, respect, integrity and dignity in teaching.

TOPICS:

A. Morality and the Foundational Moral Principle

B. Teachers as Persons of Good Moral Character
C. Value Formation
1.Cognitive, affective and psychomotor dimensions
2. Training the Intellect and Will
3. Max Scheler’s Hierarchy of Values
4. Values Hierarchy
D. Teaching as Vocation, Mission and Profession
FTC THE TEACHING PROFESSION 2
E. Universal Declaration of Human Rights

• A. Morality and the Foundational Moral Principle

The Foundational Principles of Morality and You

When you carry out as of kindness you get a wonderful feeling inside t though something
inside your body ponds and say yes, this is ho Ight to feel-kwSthe job, you are still some
children's best hope. Indeed society expects much from you, the teacher. Henry Brooks
Adams said it succinctly: "A teacher affects eternity: he can never tell where his influence
stops.

For you to be able to cope with these expectations you should be anchored on a bedrock
foundation of moral and ethical principles. Let us begin this lesson by defining what morality
is

What is morality?

REY E. DALUSONG, LPT, MAED 2

As defined by one textbook author, morality refers to "the quality of human acts by which we
call them right or wrong, good or evil. (Panizo, 1964) Your human action is right when it
conforms with the norm, role, or law of morality. Otherwise it is said to be wrong.

For instance, when Juan gets the pencil of Pedro without the latter's permission, Juan's action
is wrong because it is adherent to the norm, "stealing is wrong" A man's action, habit or
character is good when it is not lacking of what is natural to man, Le. when it is in
accordance with man's nature. For instance, it is not natural for man to behave like a beast
because he is not a beast. He is man and, unlike the beast, he has intellect and free will. That
intellect makes him capable of thinking, judging and reasoning. His free will give him the
ability to choose. Unlike the beasts, he is not bound by instincts. It is a natural occurrence for
beasts when a male dog meets a female dog on the street and mate right there and then, as
they are not free but bound by their instinct, like sexual instinct. But it is contrary to man's
nature when a man and a woman do as the dogs do. To do so is to go down to the level of the
beast.

Meaning of foundational moral principle

What is meant by foundational moral principle? The word principle comes from the Latin
word princeps which means a beginning, a source A principle is that on which something is
based, founded, originated, initiated. It is likened to the foundation of a building upon which
all other parts stand. If we speak of light, the principle is the sun because the sun is the body
from which
FTC THE the light
TEACHING of this world originate: A foundational moral principle is, therefore,
PROFESSION 3
the universal norm upon which all other principles on the rightness or wrongness of an
action are based. It is the source of morality.

Where is this foundational moral principle? It is contained in the natural law. Many moralists,
authors, and philosophers may have referred to this foundational moral principle in different
terms. But it may be acceptable to all believers and non-believers alike to refer to it as natural
law.

What is the natural law? It is the law "written in the hearts of men" (Romans 2:15) For
theists, it is "man's share in the Eternal Law of God. (Panizo, 1964) St. Thomas defines it as
"the light of natural reason, whereby we discern what is good and what is evil... an imprint on
is of the divine light..." (Panizo, 1964) It is the law that says: "Do good and avoid evil. THIS
IS THE

FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.

All men and women, regardless of race and belief, have a sense of this foundational moral
principle. It is ingrained in man's nature. It is built into the design of human nature and woven
into the fabric of the normal human mind. We are inclined to do what we recognize as good
and avoid that which we recognize as evil.

Panizo says: "Writings, customs, and monuments of past and present generations point out to
this conclusion: that all peoples on earth, no matter how savage and illiterate, have

REY E. DALUSONG, LPT, MAED 3

recognized a supreme law of divine origin commanding good and forbidding evil" (Panizo,
1964)The same thing was said by the Chinese philosopher, Mencius, long ago.

All men have mind which cannot bear [to see the suffering of others. If now men suddenly
see a child about to fall into a well, they will without exception experience a feeling of alarm
and distress... From this case we may perceive that he who lacks the feeling of commiseration
is not a man; that he who lacks a feeling of shame and dislike is not a man; he who lacks a
feeling of modesty and yielding is not a man, and that he who lacks a sense of right and
wrong is not a man... Man has these four beginnings (Fung Yulan, 1948, 69-70)

The natural law that says "do good and avoid evil" comes in different versions.

 Kung-fu-tsu said the same when he taught: "De not do to others what you do not like
others to do to you.
 This is also the Golden rule of Christianity only that it is written in the positive form
"Do to others what you like others do to you."
 Immanuel Kant's version is "Act in such a way that your maxim can be the maxim for
all."
 For Christians, this Golden Rule is made more explicit through the Ten
Commandments and the Eight Beatitudes These are summed up in the two great
commandments, "love God with all your heart, with all your mind, with all your
strength" and "love your neighbor as you love yourself.
 The Buddhists state this through the eightfold path. For the Buddhists, they do good
when
FTC THE they : PROFESSION
TEACHING 4
(1) strive to know the truth;
(2) resolve to resist evil,
(3) say nothing to hurt others;
(4) respect life, morality, and property:
(5) engage in a job that does not injure others;
(6) strive to free their mind of evil;
(7) control their feelings and thoughts, and
(8) practice proper forms of concentration."
(World Book Encyclopedia. 1988)

 Buddha taught that "hatred does not cease by hatred; hatred ceases only by love."
 The Islamic Koran "forbids lying, stealing, adultery, and murder" It also teaches
"honor for parents, kindness to slaves, protection for the orphaned and the widowed,
and charity to the poor. It teaches the virtues of faith in God, patience, kindness,
honesty, industry, honor, courage, and generosity. It condemns mistrust, impatience
and cruelty." (World Book Encyclopedia, 1988).
 Furthermore, the Muslims abide by The Five Pillars of Islam:
1) prayer,
2) self-purification by fasting,
3) fasting.
4) almsgiving and
5) pilgrimage to Mecca for those who can afford.

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 (www.islam101.com/dawal/pillars.html)

B. Teacher as a person of good moral character

As laid down in the preamble of our Code of Ethics of Professional
Teachers, "teachers are duly licensed professionals who possess dignity + a
loving person- you are caring in an unselfish and mature manner with
yourself, other people and God, 3) being a virtuous person you have acquired good habits and
attitudes and you practice them consistently in your daily life, and 4) being a morally mature
person- you have reached a level of development emotionally, socially, mentally, spiritually
appropriate to your developmental stage. (Cosgrave, William, rev. ed. 2004, 78-79) In short,
you are on the right track when you strive to develop your potential, your love and care for
yourself and make this love flow to others, you lead a virtuous life, and as you advance in age
you also advance in your emotional, social, intellectual and spiritual life.

The foundational moral principle is "Do good; avoid evil" This: is contained in the
natural law. The natural law is engraved in the heart of every man and woman. We have in us
the sense to do the good that we ought to do and to avoid the evil that we ought to avoid. This
Foundational moral principle of doing good and avoiding evil is expressed in many other
ways by different people. The famous Chinese philosopher, Kung-fu-tzu taught the same
principle: when he said: "Do not do to others what you do not like others do to you."
Immanuel Kant taught
FTC THE TEACHING the same: Act in such a way that your rule can be the principle of all"
PROFESSION 5
The Buddhists abide by the same moral principle in their Eightfold Path. The Muslims have
this foundational moral principle laid down in their Koran and the Five: Pillars. For the
Christians, the Bible shows the way to the good life the Ten Commandments and the Eight
Beatitudes. The Ten Commandments and the Eight Beatitudes are summarized in the two
great commandments of love for God and love for neighbor.

Our act is moral when it is in accordance with our human nature. Our act is immoral
when it is contrary to our human nature. Our intellect and free will make us different from
and above the beast.

As a teacher, you are expected to be a person of good moral character. You are a
person of good moral character when you are 1) human, 2) loving, 3) virtuous, and 4) mature.

C. Value Formation
Values Formation and You

Education in values means the cultivation of affectivity, leading the educand through
exposure to an experience of value and of the valuable.-R. Aquino

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 To be moral is to be human. Living by the right values humanizes. The question that
you may raise at this point is: Is there such a thing as right, unchanging and universal value?
Is a right value for me also a right value for you? Are the values that we, Filipinos, consider
as right also considered by the Japanese, the Americans or the Spaniards as right values? Or
are values dependent on time, place and culture?

There are two varied answers to the question, depending on the camp where you
belong. If you belong to the idealist group, there are unchanging and universal values. The
values of love, care and concern for our fellowmen are values for all people regardless of
time and space: They remain unchanged amidst changing times. These are called
transcendent values, transcendent because they are beyond changing times, beyond space and
people. They remain to be a value even if no one values them. They are accepted as value
everywhere. On the other hand, the relativists claim that there are no universal and
unchanging values. They assert that values are dependent on time and place. The values that
our forefathers believed in are not necessarily the right values for the present. What the
British consider as values are not necessarily considered values by Filipinos.

In this Lesson, our discussion on values formation is based on the premise that there
are transcendent values. Most Filipinos, if not all, believe in a transcendental being whom we
call by different names Bathala, Apo Dios, Kabunian, Allah, and the like.

Values are taught

FTC THE TEACHING and caught
PROFESSION 6

Another essential question we have to tackle is: "Are values caught or taught? Our position is
that values are both taught and caught. If they are not taught because they are merely caught,
then there is even no point in proceeding to write and discuss your values formation as a
teacher here! Values are also caught. We may not be able to hear our father's advice "Do not
smoke" because what he does (he himself smokes) speaks louder than what he says. The
living examples of good men and women at home, school and society have far greater
influence on our value formation than those well-prepared lectures on values excellently
delivered by experts who may sound like "empty gongs and clanging cymbals."

1.Values have cognitive, affective and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we want to acquire.
We need to know why we have to value such. This is the heart of conversion and values
formation. We need to know how to live by that value. These are the concepts that ought to
be taught. Values are in the affective domain of objectives. In themselves they have an
affective dimension. For instance, "it is not enough to know what honesty is or why one
should be honest. One has to feel something towards honesty, be moved towards honesty as
preferable to dishonesty." (Aquino, 1990) Values also have a behavioral dimension. In fact,
living by the value is the true acid test if we really value a value like honesty.

REY E. DALUSONG, LPT, MAED 6

1.1 Value formation includes formation in the cognitive, affective
and behavioral aspects
Your value formation as teachers will necessarily include the three dimensions. You
have to grow in knowledge and in wisdom and in your "sensitivity and openness to the
variety of value experiences in life." (Aquino, 1990) You have to be open and attentive to
your value lessons in Ethics and for those in sectarian schools, Ethics and Religious
Education. Take active part in value sessions like fellowships, recollections organized by
your church group or associations. Since values are also caught, help yourself by reading the
biographies of heroes, great teachers and saints (for the Catholics) and other inspirational
books. (It is observed that less and less teachers read printed materials other than their
textbooks.) Your lessons in history, religion and literature are replete with opportunities for
inspiring ideals. Associate with model teachers. If possible, avoid the "yeast" of those who
will not exert a very good influence. Take the sound advice from Desiderata: "Avoid loud
and aggressive persons; they are vexations to the spirit." Join community immersions where
you can be exposed to people from various walks of life. These will broaden your horizon,
increase your tolerance level, and sensitize you to life values. These will help you to "fly
high" and "see far" to borrow the words of Richard Bach in his book, Jonathan Livingstone
Seagull.

FTC THE TEACHING PROFESSION 7

2.Value formation is a training of the intellect and will

Your value formation in essence is a training of your intellect and will, your cognitive
and rational appetitive powers, respectively. Your intellect discerns a value and presents it to
the will as a right or wrong value. Your will wills to act on the right value and wills to avoid
the wrong value presented by your intellect. As described by St. Thomas Aquinas. "The
intellect proposes and the will disposes".

It is clear that "nothing is willed unless it is first known. Thought must precede the
deliberation of the will. An object is willed as it is known by the intellect and proposed to the
will as desirable and good. Hence, the formal and adequate object of the will is good as
apprehended by the intellect". (William Kelly, 1965)These statements underscore the
importance of the training of your intellect. Your intellect must clearly present a positive
value to be a truly a positive value to the will not as one that is apparently positive but in the
final analysis is a negative value. In short, your intellect must be enlightened by what is true.

It is, therefore, necessary that you develop your intellect in its three functions,
namely: "formation of ideas, judgment and reasoning" (William Kelly, 1965). It is also
equally necessary that you develop your will so you will be strong enough to act on the good
and avoid the bad that your intellect presents.

REY E. DALUSONG, LPT, MAED 7

How can your will be trained to desire strongly the desirable and act on it? William Kelly
explains it very simply:

Training of the will must be essentially self-training The habit of yielding to impulse
results in the enfeeblement of self- control. The power of inhibiting urgent desires, of
concentrating attention on more remote good, of reinforcing the higher but less
urgent motives undergoes a kind of atrophy through disuse. Habitually yielding to
any vice, while it does not lessen man's responsibility, does diminish his ability to
resist temptation. Likewise, the more frequently man restrains impulse, checks
inclination, persists against temptation, and steadily aims at virtuous living, the more
does he increase his self-control, and therefore, his freedom. To have a strong will
means to have control of the will, to be able to direct it despite all contrary impulses.

2.1 Virtuous versus vicious life and their effect on the will
In short, a virtuous life strengthens you to live by the right values and live a life of abundance
and joy while a vicious life leads you to perdition and misery. WARNING: Then NEVER to
give way to a vice! Instead develop worthwhile hobbies. Cultivate good habits.

We said that a moral person is one who leads a virtuous life. Panizo claims "virtue involves a
habit, a constant effort to do things well in spite of obstacles and difficulties. "A virtue is no
other than a good habit. You get so used to doing good that you will be stronger to resist evil.
So, START and CONTINUE doing and being good!
FTC THE TEACHING PROFESSION 8

3. Max Scheler's hierarchy of values

Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our
preferences and decisions. For instance, you may prefer to absent from class because you
want to attend the annual barrio fiesta where you are the "star" because of your ability to sing
and dance. Another one may prefer just the opposite by missing the fiesta (anyway, she can
have all the fiestas after studies) and attends class. Aquino (1990) presents Scheler's
hierarchy of values arranged from the lowest to the highest as shown below:

Pleasure Values -the pleasant against the unpleasant them agreeable

against the disagreeable
*sensual feelings
*experiences of pleasure or pain

Vital Values -values pertaining to the well being either of the

individual or of the community
*health
*vitality
-values of vital feeling
*capability

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 *excellence
Spiritual Values -values independent of the whole sphere of the body
and of the environment;
-grasped in spiritual acts of preferring. loving and
hating
* aesthetic values: beauty against ugliness
* values of right and wrong
* values of pure knowledge
Values of the Holy -appear only in regard to objects intentionally given
as "absolute objects"
*belief
*adoration
*bliss

Based on Scheler's hierarchy of values, the highest values are those that directly pertain to the
Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act
and live well if we stick to Scheler's hierarchy of values, i.e., give greater preference to the
higher values. We will live miserably if we distort Scheler's hierarchy of values, for instance,
when we subordinate spiritual values to pleasure values. We act well when we give up the
pleasure of drinking excessive alcohol for the sake of our health. But while we take care of
our
FTChealth, Christians
THE TEACHING will say, we bear in mind that we do not "live by bread alone" but also
PROFESSION 9
by "the word that comes from the mouth of God" (Luke 4:4)....life is more than food and the
body more than clothing." (Luke 12:23). Our concerns must go beyond the caring of our
bodily health. As we learned, man is an embodied spirit and so we also need to be concerned
with matters of the spirit like appreciation of what is right and what is beautiful. The saints
have been raised to the pedestal and are worthy of the veneration of the faithful because they
gave up their life for their faith in the Holy One, San Lorenzo Ruiz, the first Filipino saint,
spurned offers of liberty and life for his faith in God. Having done so, "he affirmed the
absolute superiority of the Holy." We also know of Albert Schweitzer, the much-honored
physician, missionary, and musician who because of his deep reverence for life spent many
years extending humanitarian assistance by treating thousands and thousands of sick people
during his medical mission in Africa. He also built his hospital and leper colony for the less
unfortunate in Africa. We cannot ignore Blessed Mother Teresa of Calcutta, India who chose
to leave a more comfortable life in the convent in order to devote her life bathing, consoling,
and picking up the dying outcasts in the streets of Calcutta out of genuine love and
compassion.

Outside the Catholic Church, we, too, can cite several whose lives were focused on matters of
the spirit more than the body. At this point we cite Mahatma Ghandi, the great political and
spiritual leader of India, who passionately fought discrimination with his principles of truth,
non-violence, and courage. His non-violent resistance to the British rule in India led to the
independence of India in 1947. We do not forget Helen Keller, who despite her being blind,

REY E. DALUSONG, LPT, MAED 9

traveled to developing and war-ravaged countries to improve the conditions of the blind like
her for them to live meaningful life. Of course, we do not forget Dr. Jose Rizal, our national
hero, Benigno Aquino Jr. and all other heroes of our nation who gave up their lives for the
freedom that we now enjoy and many more for you to talk about at the end of this course.

Values clarification
After introducing transcendent values, let me introduce you to the process of value
clarification. In a pluralistic society, we can't help but face the value confusion and value
contradictions of our times. When we do not know what we really value or when we are not
clear on what we really value, we end up lukewarm or uncommitted to at value. The
advocates of value clarification assert that we must clarify what we really value. The term
value is reserved for those "individual beliefs, attitudes and activities... that satisfy the
following criteria: 1) freely chosen; 2) chosen from among alternatives; 3) chosen after due
reflection; 4) prized and cherished; 5) publicly affirmed; 6) incorporated into actual behavior;
and 7) acted upon repeatedly in one's life.

This means that if you value honesty you have chosen it freely from among alternatives and
after considering its consequences. You prize it and you are proud of it and so you are not
ashamed for others to know that you value it. You practice and live by honesty and have
made it your habit to act and live honestly.
FTC THE TEACHING PROFESSION 10
Summary:

Our lesson on values formation is anchored on the belief in transcendent

values. It is also premised on the principle that values are both taught and caught. Valoes
have cognitive, affective and behavioral dimensions and so does the process of value
formation. For your values formation to be effective, you have to have a rational
understanding of the value(s), the reasons why you have to value such, and how you act on
and live these values (cognitive dimension). It is not enough, however, that you understand
the value's, you must have a "feeling for the value's and acceptance of the value's (affective).
Your acceptance of the value's is evident when your behavior or your life shows the values.
Your value formation in essence is a training of the intellect and will. This includes training
the intellect in its power to form ideas, judge and reason out and training the will to be strong
to desire and act on that which is good. A life of virtue strengthens the will to desire and act
on what is virtuous but a life of vice weakens the will to cling and act on that which is good.
Max Scheler's hierarchy of values teaches us that the lowest values are those that have
something to do with pleasure while the highest are those that pertain to the God (for those
who believe in God). You live life well if you do not distort the hierarchy of values, ie, you
properly subordinate values in accordance to Scheler's hierarchy.

REY E. DALUSONG, LPT, MAED 10

A test if you want to know if what you claim to be your value is something you really
consider to be a value is to ask yourself the seven (7) questions on valuing, as follows:

1) Did you choose it freely?

2) Did you choose it from among alternatives?

3) Did you choose it after thoughtful consideration of the consequences of your choice?

4) Do you cherish it?

5) Do you affirm it publicly?

6) Do you act on it?

7) Do you act on it repeatedly/habitually?

FTC THE TEACHING PROFESSION 11

VALUES FORMATION
People's values are determinants of their behavior. But, how do values form and what causes
them to change? (Akerlof, 2016). The question presents a model in which people choose their
values. Accordingly, one's choice is always motivated by economic considerations but,
crucially, also by the desire for attaining esteem which may drive tension. This tension
explains why, for instance, peer effects are sometimes positive and sometimes negative. The
exercise of these values may then create or destroy a person

Most Reverend Angel N. Lagdameo, in one of his lectures, said that: "All institutions,
governments, and churches suffer from problems, crises and decline of some sort, big and
small. History of these institutions would divulge the evolution they underwent brought by
the situations, conditions and time. The changes maybe in the rules and laws governing the
institution, policy directions and agenda and management strategies which consequently lead
to the formation of new sets of values and standards.

Albert Einstein once said "The significant problems we face today cannot be solved at the
same level of thinking we had at when we created them." He meant that a solution order to
obtain a more appropriate solution to the problems created by the former set of thinking. He
pointed out that man must not wait for the future to come upon. Rather, man must create the

REY E. DALUSONG, LPT, MAED 11

future and bring it to present. And how man would do it? Man should not be satisfied with
"cosmetic changes" or superficial changes, even if they appear good. They are temporary.
Man need to do some "paradigm shifting" or "values shifting. If ma wants dramatic and
revolutionary transformation either in a person or in an institution or organization, one needs
to change the perspective, mindset, frame of reference, and operate with new set of values.
This is called "metanoia." Hence, values are changeable.

Value shifting can possibly be influenced by many factors. Aside from home, the
community, the school, the church, or membership in any organization may influence the
formation of new values. Those who play a leadership role in one's life are the most powerful
in conveying to new values emanated from them They can be the learner's parents, elder
siblings, grandparents, some relatives, teachers, peers, professors, and bosses.

The topography of Values. In other instances, one must have studied the Maslow's
Hierarchy of Needs. Likewise, another interesting ladder shows the Marc Scheler's
Topography of Values or Hierarchy of Values.

FTC THE TEACHING PROFESSION 12

According to the hierarchy drawn by Scheler, an objective ranking of values, is described as a

ranking of the "lower" to more superficial type of values practices. The ranking of value
types from lowest to highest is as follows: pleasure, utility, vitality, culture, and holiness.
How the different types of value stand about one another is grasped intuitively in the
experience of value? Evidence of this ranking is felt through experiences like duration or
REY E. DALUSONG, LPT, MAED 12
depth of fulfillment. A religious icon is not only as holy as it is in its virtual form but valued
as vital because of what it symbolizes.

What types of value an object has is relative to the individual or culture? A cow certainly has
a different value for the Hindu than for the rancher. Nonetheless, that the holy is to be
preferred to the vital is not historically or culturally relative.

Bauzon (1994) categorized identified the priority order of value modalities set by Max
Scheler as to values to person and values related to life.

1. The values of holiness

Values of the person
2. Spiritual values
3. Vital Values
4. Sensible Values Values related to life

1. The values of Holiness. The value-modality of the holy and unholy appear only with
objects about the Absolute. Corresponding states of feeling are those with blissfulness and
despair. Consecutive values are those of things of value in cults, sacraments and forms of
worships:

2. Spiritual values. This modality refers to the spiritual feeling and spiritual acts of
preferring, love and hatred of the human person. The main kinds of spiritual values are:
FTC THE TEACHING PROFESSION 13
2:1 The values of the beautiful and ugly or the whole realm of aesthetic values.

2.2 The values of right and wrong as the basis for all legislation

2.3 The values of pure cognition of truth

3. Values of Life or Vital Values. The value of this modality ranges from the noble to the
vulgar, or also from the good (excellent, able) to the bad (not evil). This modality pertains to
the general wellbeing such as those of health, disease, states of aging, feeling of forthcoming
death, weakness and strength.

4. Sensible Values. The series of values of this lowest modality ranges from the agreeable to
the disagreeable. This modality corresponds to sensible feeling with its function of enjoyment
and suffering. and to the feeling-states of sensible pleasure and pain.

For an act to be considered as one provoked by the values of a person, Bauzon (1994)
described the seven criteria to constitute a value:

1. It is chosen freely- It is not forced. It is the individual's personal choice. It is what he or

she wants to be the guiding principles in his or her life.

2. It must be chosen from among other alternatives-If there are no alternatives, there is no
freedom of choice.

REY E. DALUSONG, LPT, MAED 13

3. It must be chosen after considering the consequences - there should be a careful study
of the consequences of each alternative. A person must realize the consequences of his or her
choice to see the foreseeable options open to him to make a free and intelligent choice. Once,
the consequences are understood, the person must reevaluate his or her choice.

4. It must be performed A value must be carried out. If it is not acted upon, it is only a
belief and idea.

5. It becomes a pattern of life - If values are habitually performed, it becomes life patterns.
Thus, influence every aspect of the person's life

6. It is cherished - It is something that a person feels positive about. As the person grows,
she or he derives increasingly greater contentment and satisfaction from her value choice/s.

7. It is publicly affirmed - It must be shared and tell others about it. It must not be denied
when confronted by others.

8. It enhances person's total growth-If the value has been affirmed, it follows that the value
will contribute and enhance the person's total personality development. It makes the person
whole because he becomes a better person.

The following are the Benefits of knowing one's value priority according to Turner:

1.Life becomes meaningful, significant and important if priority values are applied and
embodied.
FTC THE TEACHING PROFESSION 14

2. Values help understand one's principles in life and realize the need to change if it is not
important.

3.Meaningful and fulfilling relationships are created if own values and that of others are
understood.

4.One is motivated to pursue his or her own values if he/she knows what he/she wants.

5.Diversity is appreciated if one becomes tolerant of other's value. 6.More enlightenment of

who we are and our purpose in life.

7.Knowing own foundation of values helps better way of dealing with difficulty and stress
and return to equilibrium more quickly.

8.Teams that are unaware of their value priorities will tend to operate at the lowest common
denominator; self-aware teams can operate at the highest common denominator.

We relate to the world through the lens of our values priorities,

which affects what we notice, think, feel, choose and do. This
provides us with a series of questions that we can use to elicit key
focus values quickly.

EVENT REY E. DALUSONG, LPT, MAED 14

THOUGHTS, What b interest you?

 N

FEELINGS What do you enjoy doing?

CHOICES What is important to you?

ACTION What do you spend your time for?

Source: Values and beliefs by Mike Munro Turner.

D.PROFESSION
FTC THE TEACHING Teaching as Vocation, Mission and Profession 15

One looks back with appreciation to the brilliant

teachers, but with gratitude to those who touched our human
feelings...-Carl Jung

1.Etymology of the word "vocation"

Teaching as a Vocation. Vocation comes from the Latin word "vocare which means "to call,
Vocation is a strong feeling of suitability for a particular career or occupation like teaching
and priesthood. After having said and written many things about teaching, it therefore is a
basic human practice like any other profession whose excellence depends upon the exercise
of certain fundamental intellectual and moral virtues. It is not just an art, a science, or a noble
profession.

If there is a call, there must be a caller and someone who is called. There must also be a
response. For Christians, the Caller is God Himself. For our brother and sister Muslims,
Allah. Believers in the Supreme being will look at this voiceless call to have a vertical
dimension. For non-believers, the call is also experienced but this may have viewed solely

REY E. DALUSONG, LPT, MAED 15

along a horizontal dimension It is like man calling another man, never a Superior being
calling man.

Teaching is a vocation, a calling as it embodies a relationship between two individuals that

last a lifetime. A teacher who practices teaching as his vocation responds to the strong
feeling, or calling for service, just like the historic biblical figures, with utmost dedication. In
summary, teaching as a vocation is only for few who possess full dedication to work, to serve
other people and the humanity as a whole, without considering how much would they earn at
the end of the month or what students and parents would gift at the end of the school year
When someone practices teaching as a vocation, he or she must teach with dedication.

The Christians among you realize that the Bible is full of stories of men and women who
were called by God to do something not for themselves but for others. We know of Abraham,
the first one called by God, to become the father of a great nation, the nation of God's chosen
people. We recall Moses who was called while in Egypt to lead God's chosen people out of
Egypt in order to free them from slavery. In the New Testament, we know of Mary who was
also called by God to become the mother of the Savior, Jesus Christ In Islam, we are familiar
with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of
Allah. All of them responded positively to God's call. Buddha must have also heard the call
to abandon his royal life in order to seek the answer to the problem on suffering

Teaching as your vocation

Perhaps
FTC THEyou never dreamt
TEACHING to become a teacher! But here you are now preparing to become
PROFESSION 16
one! did it happen? From the eyes of those who believe, it was God who called you here for
you

to teach, just as God called Abraham, Moses, and Mary, of the Bible Like you, these biblical
figures did not also understand the events surrounding their call. But in their great faith, they
answered YES Mary said: "Behold the handmaid of the Lord. Be it done to me according to
your word" (Of course, it is difficult explaining your call to teach as God's call for one who,
in the first place, denies God's existence, for this is a matter of faith.) The fact that you are
now in the College of Teacher Education signifies that you positively responded to the call to
teach. Right? May this YES response remain a YES and become even firmer through the
years. Can you believe it? Better believe it!

2.Teaching as your Mission

Etymology of the word "mission"

Teaching is also a mission. The word mission comes from the Latin word "misio" which
means "to send". You are called to be a teacher and you are sent into the world to accomplish
a mission, to teach. The Webster's New Collegiate Dictionary defines mission as "task
assigned". You are sent to accomplish an assigned task.

REY E. DALUSONG, LPT, MAED 16

To ensure the development of youth, the teachers love for the teaching profession must
emanate from within, making teaching their soul. The realization that the teachers are
responsible for shaping the youth as the most powerful resource to take care of the future
must be fulfilled. With their full commitment to this great mission, the teachers transform
themselves as great teachers only when they can scaffold an average student to high
performance Teachers should encourage the learners to ask questions and develop the spirit
of inquiry, so that they blossom into creative and enlightened citizens. They should treat all
the students equally, should not support any differentiation on account of religion,
community or language and continuously upgrade the capacities in teaching so that they can
impart quality education to the students Teachers must constantly endeavor to fill their mind,
with great thoughts and spread the nobility in thinking and action among the students
Teachers as true missionaries should be ready physically, mentally, emotionally, and
spiritually because true missionaries are more blessed and are more comfortable in their
chosen field

"Our mission is to train those who will grow up to be the adults of tomorrow. Those who will
live in the world, we will leave behind a legacy, a world they will have to keep shaping and
constructing on and on. Their success will also be ours." Christian Guellerin

Teaching may not be a lucrative position, it financial security it even means investing your
personal time, energy, and resources. Sometimes it means disappointments heartaches, and
pains But touching the hearts of people and opening the minds of children can give you joy
and
FTCcontentment
THE TEACHINGwhich money could not buy. These are the moments teach for. These are the
PROFESSION 17
moments live for Dr. Josette T. Biyo

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is
your assigned task then naturally you've got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will equip
you with the knowledge, skills and attitude to become an effective teacher. However, never
commit the mistake of culminating your mission preparation at the end of the four-year pre-
service education. You have embarked in a mission that calls for a continuing professional
education. As the saying goes "once a teacher, forever a student.

Flowing from your uniqueness, you are expected to contribute to the betterment of
this world in your own unique way. Your unique and most significant contribution to the
humanization of life on earth in the field where you are prepared for teaching.

What exactly is the mission to teach? Is it merely to teach the child the fundamental
skills or basic r's of reading, 'riting, rithmetic and right conduct? Is it to help the child master
the basic skills so she can continue acquiring higher-level skills in order to become a
productive member of society? Is it to deposit facts and other information into the "empty
minds" of students to be withdrawn during quizzes and tests? Or is it to "midwife" the birth
of ideas latent in the minds of students? Is it to facilitate the maximum development of
his/her potential not only for himself/herself but also for others? In the words of Alfred North
REY E. DALUSONG, LPT, MAED 17
Whitehead, is it to help the child become the man of culture and of expertise? Or is it to
provide opportunities for the child's growth and to remove hampering influences" as Bertrand
Russell put it?

Recall the various philosophies in past lesson and you can add more to those
enumerated. To teach is to do all of these and more! To teach is to influence every child
entrusted in your care to become better and happier because life becomes more meaningful.
To teach is to help the child become more human.

A letter given by a private school principal to her teachers on the first day of a new school
year may make crystal clear for you your humanizing mission in teaching:

Dear Teacher:

I am a survivor of a concentration camp

My eyes saw what no man should witness:
Gas chambers built by learned engineers
Children poisoned by educated physicians. Infants killed by trained nurses,
Woman and babies shot and burned by high school and college graduates.

So I am suspicious of education.
My request is: Help your students become human. Your efforts must never produce learned
monsters skilled psychopaths, and Eichmann’s.

Reading,
FTC THE writing,
TEACHING arithmetic are important only if they serve to make our children more
PROFESSION 18
human.

"Mission accomplished!" This is what a soldier tells his superior after he has
accomplished his assigned mission. Can we say the same when we meet our "Superior" face
to face?

Some teachers regard teaching as just a job. Others see it as their mission. What's the
difference? Read Teaching: Mission and

Teaching: Mission and/or Job?

If you are doing it only because you are paid for it, it's a job If you are doing it not only for
the pay but also for service, it's a mission

If you quit because your boss or colleague criticized you, it's a job

If you keep on teaching out of love, it's a mission. teach because it does not interfere with
your other activities, it's a job

If you are committed to teaching even if it means letting go of other activities, it's a mission.

If you quit because no one praises or thanks you for what you do, t's a job

If you remain teaching even though nobody recognizes your efforts, it's a mission.

REY E. DALUSONG, LPT, MAED 18

 It's hard to get excited about a teaching job; It's almost impossible not to get excited about a
mission.

If our concern is success, it's a job;

If our concern is success plus faithfulness, it's a mission.

An average school is filled by teachers doing their teaching job A great school is filled with
teachers involved in a mission of teaching

-Adapted from Ministry of Job by Anna Sandberg

3. Teaching as a Profession
PROFESSION
In its broadest sense, teaching is the process that facilitates learning of new knowledge, skills
and attributes, connecting these to previous learnings designed to provide unique service to
meet the educational needs of the individual and of society and emphasizes the development
of values and guides students in their social relationships. Teachers employ practices that
develop positive self-concept in students which typically takes place in a classroom setting:
thus, the direct interaction between teacher and student is the single most important element
in teaching.

The
FTCelements of a profession
THE TEACHING PROFESSION 19

Teaching like engineering, nursing, accounting and the like is a profession. A teacher,
like an engineer, a nurse and an accountant, is a professional. What are the distinguishing
marks of a professional teacher? Former Chairperson of the Professional Regulation
Commission, Hon. HermogenesP.Pobre in his pithy address in a national convention of
educators remarked: "The term professional is one of the most exalted in the English
language, denoting as it does, long and arduous years of preparation, a striving for excellence,
a dedication to the public interest, and commitment to moral and ethical values."

Teaching as your profession

Why does a profession require "long and arduous years of preparation" and "a striving
for excellence"? Because the end goal of a profession is service and as we have heard many
times we cannot give what we do not have." We can give more if we have more. His Holiness
Pope Paul VI affirmed this thought when he said "Do more, have more in order to be more!"
For us to be able to give more, continuing professional education is a must. For us teachers,
continuing professional education is explicit in our professionalization law and our Code of
Professional Ethics.

Our service to the public as a professional turns out to be dedicated and committed
only when our moral, ethical and religious values serve as our bedrock foundation. The same

REY E. DALUSONG, LPT, MAED 19

moral, ethical and religious convictions inspire us to embrace continuing professional
education.

If you take teaching as your profession, this means that you must be willing to go
through a long period of preparation and a continuing professional development. You must
strive for excellence, commit yourself to moral, ethical and religious values and dedicate
yourself to public service.

The "pwede na mentality vs. excellence

The "striving for excellence" as another element of a profession brings us to our

"pwede na" mentality, which is inimical to excellence. This mentality is expressed in other
ways like "talagang ganyan yan", "wala na tayong magawa",- all indicators of defeatin and
resignation to mediocrity. If we stick to this complacent mentality excellence eludes us. In the
world of work whether here or abroad, only the best and the brightest make it. (At this time,
you must have heard that with the rigid selection of teacher applicants done by DepEd, only a
few make it!) The mortality rate in the Licensure Examination for Teachers for the past ten
years is a glaring evidence that excellence is very much wanting of our teacher graduates. If
we remain true to our calling and mission as a professional teacher We have no choice but to
take the endless and the "less traveled road" to excellence.

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose-driven life? Spend it
FTC THE TEACHING PROFESSION 20
passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the
first Asian teacher to win the Intel Excellence in Teaching Award in an international
competition. said in a speech delivered before a selected group of teachers. superintendents,
DepEd officials and consultants, to with

Teaching may not be a lucrative position, cannot guarantee financial security. It even
means investing your personal time, energy, and resources Sometimes it means
disappointments, heartaches, and pains. But touching the hearts of people and opening the
minds of children can give you joy and contentment which money could not buy. These are
the moments I teach for. These are the moments I live for.

Summary

Teaching is a vocation. For theists, it is calling from God worthy of our response. For
atheists, it is a calling without a vertical dimension Teaching is also a mission, an assigned
task. We are expected to write our "accomplishment report at the end of our mission.
Teaching is also a profession. It is our way of rendering service to humanity. The quality of
our professional service is determined to a very great extent on our long and arduous period
of preparation, continuing professional education, and our commitment to ethical and moral
values. If we give professional quality service, then mediocrity has no place. If we live up to
our name as a professional teacher, a meaningful and fulfilled life will not be far behind. No
doubt this can readily happen when teaching has become your passion.

REY E. DALUSONG, LPT, MAED 20

 E. UNIVERSAL DECLARATION OF HUMAN
RIGHTS

The Universal Declaration of Human Rights (UDHR) is a milestone document in the history
of human rights. Drafted by representatives with different legal and cultural backgrounds
from all regions of the world, the Declaration was proclaimed by the United Nations General
Assembly in Paris on 10 December 1948 (General Assembly resolution 217 A) as a common
standard of achievements for all peoples and all nations. It sets out, for the first time,
fundamental human rights to be universally protected and it has been translated into over 500
languages. The UDHR is widely recognized as having inspired, and paved the way for, the
adoption of more than seventy human rights treaties, applied today on a permanent basis at
global and regional levels (all containing references to it in their preambles).

Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human
FTC THE TEACHING family is the foundation of freedom, justice and peace in the world,
PROFESSION 21
Whereas disregard and contempt for human rights have resulted in barbarous acts which have
outraged the conscience of mankind, and the advent of a world in which human beings shall
enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as
the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to

rebellion against tyranny and oppression, that human rights should be protected by the rule of
law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and worth of the human person and in the equal
rights of men and women and have determined to promote social progress and better
standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with the United
Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance
for the full realization of this pledge,

REY E. DALUSONG, LPT, MAED 21

Now, therefore,

The General Assembly,

Proclaims this Universal Declaration of Human Rights as a common standard of achievement

for all peoples and all nations, to the end that every individual and every organ of society,
keeping this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures, national and
international, to secure their universal and effective recognition and observance, both among
the peoples of Member States themselves and among the peoples of territories under their
jurisdiction.

Article 1

 All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of
brotherhood.
Article 2

 Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion, political
or other opinion, national or social origin, property, birth or other status. Furthermore,
no distinction shall be made on the basis of the political, jurisdictional or international
status
FTC THE of the PROFESSION
TEACHING country or territory to which a person belongs, whether it be independent, 22
trust, non-self-governing or under any other limitation of sovereignty.
Article 3

 Everyone has the right to life, liberty and security of person.

Article 4

 No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5

 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or

punishment.
Article 6

 Everyone has the right to recognition everywhere as a person before the law.
Article 7

 All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination in
violation of this Declaration and against any incitement to such discrimination.

REY E. DALUSONG, LPT, MAED 22

Article 8

 Everyone has the right to an effective remedy by the competent national tribunals for
acts violating the fundamental rights granted him by the constitution or by law.
Article 9

 No one shall be subjected to arbitrary arrest, detention or exile.

Article 10

 Everyone is entitled in full equality to a fair and public hearing by an independent and
impartial tribunal, in the determination of his rights and obligations and of any
criminal charge against him.
Article 11

 Everyone charged with a penal offence has the right to be presumed innocent until
proved guilty according to law in a public trial at which he has had all the guarantees
necessary for his defence.
 No one shall be held guilty of any penal offence on account of any act or omission
which did not constitute a penal offence, under national or international law, at the
time when it was committed. Nor shall a heavier penalty be imposed than the one that
was applicable at the time the penal offence was committed.
Article 12
FTC THE TEACHING PROFESSION 23
 No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right
to the protection of the law against such interference or attacks.
Article 13

 Everyone has the right to freedom of movement and residence within the borders of
each state.

 Everyone has the right to leave any country, including his own, and to return to his
country.
Article 14

 Everyone has the right to seek and to enjoy in other countries asylum from
persecution.
 This right may not be invoked in the case of prosecutions genuinely arising from non-
political crimes or from acts contrary to the purposes and principles of the United
Nations.
Article 15

 Everyone has the right to a nationality.

 No one shall be arbitrarily deprived of his nationality nor denied the right to change
his nationality.

REY E. DALUSONG, LPT, MAED 23

Article 16

 Men and women of full age, without any limitation due to race, nationality or religion,
have the right to marry and to found a family. They are entitled to equal rights as to
marriage, during marriage and at its dissolution.
 Marriage shall be entered into only with the free and full consent of the intending
spouses.
 The family is the natural and fundamental group unit of society and is entitled to
protection by society and the State.
Article 17

 Everyone has the right to own property alone as well as in association with others.
 No one shall be arbitrarily deprived of his property.
Article 18

 Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in
community with others and in public or private, to manifest his religion or belief in
teaching, practice, worship and observance.
Article 19

 Everyone has the right to freedom of opinion and expression; this right includes
freedom
FTC THE to PROFESSION
TEACHING hold opinions without interference and to seek, receive and impart 24
information and ideas through any media and regardless of frontiers.
Article 20

 Everyone has the right to freedom of peaceful assembly and association.

 No one may be compelled to belong to an association.
Article 21

 Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives.
 Everyone has the right of equal access to public service in his country.
 The will of the people shall be the basis of the authority of government; this will shall
be expressed in periodic and genuine elections which shall be by universal and equal
suffrage and shall be held by secret vote or by equivalent free voting procedures.
Article 22

 Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international co-operation and in accordance
with the organization and resources of each State, of the economic, social and cultural
rights indispensable for his dignity and the free development of his personality.
Article 23

REY E. DALUSONG, LPT, MAED 24

  Everyone has the right to work, to free choice of employment, to just and favourable
conditions of work and to protection against unemployment.
 Everyone, without any discrimination, has the right to equal pay for equal work.
 Everyone who works has the right to just and favourable remuneration ensuring for
himself and his family an existence worthy of human dignity, and supplemented, if
necessary, by other means of social protection.
 Everyone has the right to form and to join trade unions for the protection of his
interests.
Article 24

 Everyone has the right to rest and leisure, including reasonable limitation of working
hours and periodic holidays with pay.
Article 25

 Everyone has the right to a standard of living adequate for the health and well-being
of himself and of his family, including food, clothing, housing and medical care and
necessary social services, and the right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lack of livelihood in circumstances
beyond his control.
 Motherhood and childhood are entitled to special care and assistance. All children,
whether born in or out of wedlock, shall enjoy the same social protection.
Article 26
FTC THE TEACHING PROFESSION 25
 Everyone has the right to education. Education shall be free, at least in the elementary
and fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher education shall be
equally accessible to all on the basis of merit.
 Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the maintenance of
peace.
 Parents have a prior right to choose the kind of education that shall be given to their
children.
Article 27

 Everyone has the right freely to participate in the cultural life of the community, to
enjoy the arts and to share in scientific advancement and its benefits.
 Everyone has the right to the protection of the moral and material interests resulting
from any scientific, literary or artistic production of which he is the author.
Article 28

 Everyone is entitled to a social and international order in which the rights and
freedoms set forth in this Declaration can be fully realized.

REY E. DALUSONG, LPT, MAED 25

Article 29

 Everyone has duties to the community in which alone the free and full development of
his personality is possible.
 In the exercise of his rights and freedoms, everyone shall be subject only to such
limitations as are determined by law solely for the purpose of securing due
recognition and respect for the rights and freedoms of others and of meeting the just
requirements of morality, public order and the general welfare in a democratic
society.
 These rights and freedoms may in no case be exercised contrary to the purposes and
principles of the United Nations.
Article 30

 Nothing in this Declaration may be interpreted as implying for any State, group or
person any right to engage in any activity or to perform any act aimed at the
destruction of any of the rights and freedoms set forth herein.

FTC THE TEACHING PROFESSION 26

REY E. DALUSONG, LPT, MAED 26