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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)

THE GMRC TEACHER REACHING OUT TO OTHERS
EED 3114 - 1 | Lecture Notes
For there is discipline, there are Good Manners and
FAMILY AS NATURAL INSTITUTION
Right Conduct
The family is the natural community in which
MARRIAGE
human social nature is experienced. It makes a unique
and irreplaceable contribution to the good of society. ● A formal union and social and legal contract
Generally, the family as a social institution provides between two individuals that unites their lives
lifetime emotional, social, economic and health legally, economically, and emotionally.
support for each of its members. ● Provides an opportunity to grow in
selflessness as you serve your wife and
VALUES WE ASPIRE OUR STUDENTS/CHILDREN children.
TO LEARN ● “Reaching out means turning our heart and
1. Respect our attention toward our spouse whenever
● From the Latin word respectus which means opportunities arise. If we remember what we
attention, regard or consideration. did during seasons of closeness, we can reach
● In the Philippine context, respect is paggalang out again in the same ways.” -Becky
as shown as in our pakikipagkapwa-tao, a Thompson.
shared sense of identity and consciousness of ● Example of this are the following:
the “other”. ○ A happy-looking husband and wife
● Respect for Family were seated side by side. They
○ This implies being able to understand appeared to have been married for
and respect each other within the many years,
family, and thus being able to live in ○ Some had an exhausted expression
harmony with each other. on their face which appeared to be a
2. Courtesy and Politeness couple who were keeping their small
● Courtesy is polite behavior that reflects good children occupied before their meal
manners, respect and kindness to others. was ready.
3. Honesty ○ A youthful couple whispered to one
● Honesty is an important value that many another while holding hands.
adults like to uphold. However, not all adults
practice honesty with children. If you decide to How can we prioritize our relationship with
implement honesty as a family value, it’s our spouse when work and kids, obligations and
important that everyone within your family responsibilities, commitments to projects and other
upholds this value to everyone else, people demand our attention?
regardless of age. Children will learn by 1. We Remember
seeing what you do. ● It can be extremely unpleasant to compare
4. Integrity how a relationship was in the beginning to
● Some people confuse integrity with honesty. how it is today. The adjustments haven't been
However, they’re not the same. Integrity good for many people. We lose sight of the
requires honesty. But it goes deeper than just subtle ways we initially connected as time
being honest. Someone with integrity is goes on. We no longer text in the middle of
reliable and trustworthy. Someone with the morning or pick up the phone to call
integrity will usually be responsible and during lunch. We forget that instead of just
accountable for their own actions. unwinding at the end of the day, we would
linger for a goodbye kiss or even look forward
Children are good imitators, so show them to connecting.
something nice to imitate. ● However, recalling the nature of the
Being disciplined or having GMRC starts connection at first provides us strength and
within the family. If parents don’t discipline their knowledge. We don't need to start over in
children and if a child is surrounded by bad influential order to rekindle our marriage. The first step
friends, then they will grow up not well-mannered. to reconnecting is simply recalling the simple
moments and recreating them because we

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loved each other well in the beginning. We remembering, reaching out, and valuing your
can recreate some of the loving engagements time as a couple will help you get closer,
that were so natural back then if we think regardless of whether you're a young couple
back to the partnership during happier times. holding hands, parents running a household
2. We Reach Out with kids, or a couple in your golden years of
● When we recall how we reached out during love.
times of intimacy, we might do so once more
NEIGHBORHOOD
in the same manner. Reaching out entails
focusing our thoughts and feelings on our A neighborhood is the vicinity in which people
partner whenever the chance presents itself. live. People live next to or near one another in
Even if it may seem like a tiny step to send a sections of an area and form communities.
fast "I'm thinking of you" text or make a quick DIVERSITY
phone call, every effort to connect again
Diversity is the range of human differences,
strengthens the relationship between
including but not limited to race, ethnicity, gender
husband and wife. It is important for each
identity, sexual orientation, age, social class, physical
individual and couple to determine what
ability or attributes, religious or ethical values system,
reaching out means to them.
national origin, and political beliefs.
3. We Respect
● We must respect the limited amount of time INCLUSION
we do have to spend with our spouse if we Inclusion is defined as the state of being
want our relationship to deepen. Every chance included or being made a part of something. When
we get, we must put our connection first. The multiple people are all invited to be part of a group,
first step is to make the choice to talk after this is an example of inclusion.
work rather than just relax and unwind.
Reconnecting can start whenever we resolve BENEFITS OF FORMING A GOOD RELATIONSHIP
that there are no obligations that are more WITH THEIR NEIGHBORHOOD
essential than our connections. Healthy ● To have a healthy environment
relationships require purposeful work to ● To have a good community
maintain. The three easy stages of ● To have better communication

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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)
THE GMRC TEACHER AS AN AGENT OF NATION BUILDING AND SUSTAINABLE DEVELOPMENT
EED 3114 - 1 | Lecture Notes
● Help the student to know the procedure and
ENVIRONMENT
process of the 3RS (Reuse, Reduce and
Environment is everything that is around us, such Recycle)
as people, water, animals, and plants. ● Encourages students to support the positive
environmental efforts, everyone will achieve
EXAMPLES OF ENVIRONMENTAL PROBLEMS IN
something- such as the students, we teachers,
SCHOOLS
their parents and also the community itself.
5. Waste Management
HOW TO TAKE CARE OF THE ENVIRONMENT
● Every school has the duty and responsibility
to ensure that the school has an efficient 1. Compost
waste management system that is in place. ● Composting food scraps and yard waste
● As a GMRC Teacher, we have to think of a prevents a staggering quantity of trash from
better solution to keep our school clean. entering the waste stream and creates free,
○ For example, teach our learners that fertile soil for gardening.
every time they see a litter inside of 2. Conserve Electricity
the classroom they should dispose of ● When not in use, unplug any electronics,
it in the right disposal. We have to switch off the lights, and if necessary, turn off
give a better understanding to the the air conditioning.
students on how they can effectively 3. Plant Trees
participate and what they need to get ● Trees are the greatest source of oxygen that
them to understand what they are removes carbon dioxide and provide fresh and
tossing out and where it belongs. pure air to breathe.
6. Food Waste 4. Recycle Properly
● Over half of the trash produced by schools ● Recycling lessens pollution and preserves our
comes from the cafeteria. natural resources.
● Teachers shall be a role model for their 5. Save Water
students and let them know the importance of ● Take brief showers, do not keep the tap water
every food and to avoid wasting food. running while washing dishes, and flush the
toilets only when necessary.
RESPONSIBILITIES OF THE TEACHER IN TAKING
6. Stop Littering
CARE OF THE ENVIRONMENT
● If there are no trash cans available, keep your
1. Introduce to students how to recycle trash in a bag first before throwing it away to
● It is essential to introduce recycling to prevent littering.
students early on, so that they can learn ways 7. Upcycle More
to dispose of it properly. As a teacher, we ● Utilize your creativity to transform discarded
should make a conversation/talk to students or undesirable items into valuable materials
about the benefits of recycling. We enable by upcycling.
learners to gain knowledge on understanding 8. Use Jute / Cloth Bags
or comprehend the environmental issues not ● Make it a habit to always carry an eco-friendly
just in school but also to their surroundings, jute bag when you go grocery shopping rather
We, Teachers promote the value of than using plastic bags every time.
participation in preventing environmental
HOW CAN TEACHERS HELP THE STUDENTS TO
problems.
VALUE OUR ENVIRONMENT
2. Teacher should make it very clear to every
student that they are part of environment 1. Encourage Children to Form Sustainable
● One of the most effective ways to teach the Habit
students is to actively teach them about ● Teaching our kids about the environment can
nature and the importance of its conversation help them develop sustainable habits that are
through fun activities. likely to stick with them as they grow up.
○ Introducing recycling.
○ Warn learners against littering.

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○ Teach environment conservation. ● When people argue about the best way to do
○ Utilizing visuals and stories to teach something or ideas, it often involves cognitive
about the environment. conflict. Many conflicts can begin cognitively
○ Teach the value of buying locally and but quickly devolved into affective conflict.
organically as often as possible. ● Generally, cognitive conflict is not as common
○ Avoid plastic wrap, bags, and as people often rely more on their emotions
single-use containers. than their intellectual capacities when in
2. Nature Nurtures and Instills Passion for the conflict. Evidence of this is how people
Environment substitute “I feel” with “I think.” For many
● Nature offers kids the freedom to be kids. people, these two phrases mean the same
Environmental activities let learners take risks, thing.
discover things, question, and experiment. 3. Behavioral Conflict
This self-expression is essential to children's ● Conflict can also occur because of the actions
growth and enables them to learn about of a person or group that offends another.
themselves through engagement with nature. ● When the behavior of one person or group
3. Raise Eco-Friendly Consumers offends the other, it is an example of
● Make sure your students understand why behavioral conflict. A student talking in class
their purchasing decisions have an impact on could lead to behavioral conflict with the
the environment. Teach them how teacher, for instance. Like affective conflict,
energy-saving equipment, like lightbulbs, behavioral conflict can be tricky because
protect the environment by conserving energy people can be unpredictable in terms of
and burning fewer fossil fuels that would acceptable behavior.
release harmful greenhouse gasses into the 4. Goal Conflict
air. ● Group desiring different outcomes can come
to a significant disagreement.
CONFLICT
● Goal conflict happens when people are
Conflict is a struggle and a clash of interest, fighting overachieving different goals. A
opinion, or even principles. It will always be found in classic example is watching any sports game.
society; as the basis of conflict may vary to be It is generally not possible for both sides to
personal, racial, class, caste, political and win the game.
international.
VIOLENCE
Racism, segregation, religious beliefs,
environmental issues, being wrongly accused of Violence is the use of physical force to injure,
something, and being ousted from society are all abuse, damage, or destroy.
examples of how someone can come into conflict with
WAYS TO REDUCE CONFLICT NONVIOLENTLY
his or her community. One against many is also a good
way to look at it. WITH OTHER PEOPLE
EXAMPLES OF CONFLICT IN A CLASSROOM 1. Talk
1. Affective Conflict ● If there is no threat of physical violence, talk
● Emotional conflict. In other words, there is an directly to the person with whom you have
emotional incompatibility between two the problem.
individuals or groups of people. ● Plan ahead and think about what you want to
● Students are notorious for hurting each say ahead of time.
other’s feelings leading the teacher to sort out ● Choose a good time by planning ahead and
the problem. When affective conflict occurs, allow yourselves enough time for a thorough
there is often a general lack of getting along discussion. Talk in a quiet place where you can
among the parties involved. both be comfortable and undisturbed
● A student’s emotional state can be ● Do not blame, point fingers, or call each other
unpredictable. As such, avoiding affective names. Avoid turning it into a debate and
conflict can be tricky at times for students and avoid being defensive.
teachers. 2. Listen and Show Empathy
2. Cognitive Conflict ● Listening is to pay close attention to what
● It involves a significant difference of opinions. others are saying.

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● Give the other person a chance to tell his or ● Listen and Check
her side of the conflict completely. Relax and ○ Let the students share their side
listen; try to learn how the other person feels. without any interruption. Hear all
● Do not interrupt when the other person is sides of the story and enable fruitful
talking even when we know that the person is interaction among all conflicting
not saying the right thing. parties
3. Manage your Anger ○ Students need to listen to each other
● Anger management is important in resolving share their issues, and then check that
conflict. We should try to control our they understand them.
emotions. ● Assign Responsibility
● Do not overreact when we are angry. ○ After teachers have gauged what
4. Work on a Solution happened, they need to hold the
● Two or more people cooperating are much students accountable for their actions.
more effective than one person telling another Thus, assign responsibility which will
to change. Be specific. make the kids realize that what they
● The persons involved in the conflict are trying did was wrong.
to reach an agreement on how their conflict ● Think of Solutions
will be resolved. ○ The students can work together to
● In order to achieve peace with each other, it is find a solution that’s acceptable to
very important to create an opportunity to both. It can be helpful for a teacher to
consider everyone's needs. start the discussion with some
5. Forgive and Reconcile suggestions, but it’s best that the
● It is important to forgive one another. Do not ideas come from the students.
wait for an apology from the other side. ● Forgiveness and gratitude
● Reconciliation is the restoration of peaceful or ○ Teachers need to let their students
amicable relations between two individuals know that forgiveness is the way
who were previously in conflict with each toward the future. Ask kids to ask for
other. forgiveness and thanks to the other
● Total reconciliation is also very important in party so that all is well.
achieving peace. It is important we recognize
our mistakes and ask for forgiveness and try
to reconcile.

BETWEEN STUDENTS
1. Small Conflict
● SOAR: Stop, Observe, Assess, and React.
○ First, stop: don’t react immediately.
○ Second, observe: what behavior is the
student exhibiting?
○ Third, analyze: why might the student
be exhibiting that behavior? What’s
behind it?
○ And finally, respond: in a way that
actually meets the need behind the
behavior.
2. Larger Conflict
● Calm down
○ Teachers should first and foremost
help the students calm down.
○ For younger students, have them take
some deep breaths.

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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)
THE GMRC TEACHER AS GOD’S MASTERPIECE
EED 3114 - 1 | Lecture Notes

FAITH AS INNER SOURCE OF HOPE

● Faith means much the same as trust. This what is important to us, and eliminates
entry is specifically concerned, however, with negative influence.
the notion of religious faith or the kind of faith ● Inner peace eliminates anxieties, fears and
exemplified in religious faith or the kind of worries. It also removes negative thoughts,
faith exemplified in religious faith; In the hope stress, lack of satisfaction, and unhappiness. It
model, faith as “hoping” or “acting” in the is a state of emotional and mental poise,
hope that God who saves exists. happiness, confidence, and inner strength.
● Faith is a basic and necessary quality of a
FIVE TIPS TO FIND INNER PEACE
believer.
1. Practice Acceptance
FAITH AS A WHOLE-SOUL COMMITAL TO GOD
● It's one of the most effective ways for a
True faith may be defined as a whole-soul committed person to begin achieving inner peace; Accept
to God: The believer's intellect must encase complete that you will have challenges and problems in
trust in the Lord; His emotions must desire what God life and learn how to deal with them.
designed and desires for him; His will must involve 2. Volunteer to Help Others
complete commitment to the Lord. ● When you take the time to care for others and
show compassion, you're replacing all
FAITH IN GOD ALMIGHTY IN ACTION
negative thoughts and anxiety, because you're
● The GMRC teacher may choose to integrate no longer consumed with your own problems.
and enhance the value of faith in God in their 3. Don’t Let Your Past Mistakes Define You
subject areas /lessons in their family life ● We all have mistakes in the past we're not
through the arrangement of stronger faith proud of, but dwelling on your past mistakes
practices at home. will take the best of you.
4. Listen to Soothing Sounds
CULTIVATING INNER PEACE
● Music has the power to reduce anxiety, stress,
● It is a state of being mentally and spiritually at and decrease depression.
peace, with enough knowledge and ● Soothing sound can help you to relax when
understanding to keep oneself strong in the you're feeling overwhelmed.
face of discord or stress. Being at peace" is 5. Show Your Gratitude
considered by many to be healthy and the ● Realizing what you're gratefulf or is another
opposite (Linda Luke, 2008). way for you to find inner peace.
● It is associated with bliss, happiness and
contentment. Peace of mind, serenity and CREATING PEACEABLE CLASSROOM
calmness are descriptions of disposition free ● A peaceful classroom fosters dispute
from the effects of stress. In some cultures, resolution in a cozy, welcoming setting. The
inner peace is considered as a state of students are supposed to look out for one
consciousness of enlightenment that may be another, and when disagreements develop,
cultivated by various forms of training. they are instructed on how to resolve them
Spiritually life that derives from the peacefully.
awareness of our own in substantiality. Inner ● In terms of war and peace, teachers must
peace is not a single emotion, but a felt know how to handle their students in the
relation to the vast project of finding meaning classroom. Educators must know the
and purpose within. responsibility in maintaining peace and
● Inner peace is a dimension of existence that is preventing war inside the classroom.
complex, variable and multifaceted.
RULES AND CLASSROOM NORMS
VALUE OF INNER PEACE
● The establishment of classroom norms
● Inner peace allows us to confront life with an establishes the atmosphere of the class, offers
open heart and mind, helps us keep track of explicit instructions on how to conduct
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oneself, reduces instances of impoliteness, 10. How can I bring God even more glory in the
and gives students and lecturers the coming year?
confidence to share their opinions.
● Conflict Resolution: SOAR (stop, observe,
assess, react). Acknowledge feelings (e.g., "I
can see that you're not happy," "I get that this
is a sensitive topic for you," etc.). Present the
situation to the students as a learning
opportunity by viewing it as such.

THE ROLE OF SPIRITUALLY IN THE CLASSROOM

In the realm of God, people are more
significant than knowledge, procedures, or curriculum.
The most important thing is who you are as a teacher.
Your love for all God’s people and your confidence in
Him will have the biggest impact on the learners. No
matter who you teach, children, adolescents, or adults.

PARADOXES AS A FORM OF FAITHFUL

TEACHING
Religious faith is a driving force behind a substantial
portion of human behavior.
1. The Paradox of Individual and Community
● Faith holds in dynamic tension, the forces of
individual and community interests in
teaching.
2. The Paradox of Humility and Authority
● Humility, the act of being silent is a
counterbalance to the overzealous
expressions of truth.
3. The Paradox of Suffering and Wonder
● A teacher's suffering takes many forms such
as if the students failed to read, students have
more time writing notes rather than to attend
learning and so on.

10 REFLECTION QUESTIONS TO SPIRITUALLY

REFOCUS
1. What do I need to surrender?
2. What are the three biggest lessons God
taught me this past year?
3. What do I need to stop doing? What do I need
to start doing?
4. What are the three biggest blessings from
this past year?
5. What’s one excuse I’m ready to stop using
this year?
6. What’s one lie I’m ready to stop believing this
year?
7. In what area am I most vulnerable to Satan’s
attacks?
8. What’s one step I need to take today?
9. Write things down. Make a list.

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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)
THE GMRC IN A GLOBAL CONTEXT
EED 3114 - 1 | Lecture Notes
3. Primary and Secondary Values
VALUES
● Primary values are values that are chosen,
Values is anything that can be desired and acted upon, and necessary for human
something is chosen from alternatives acted upon and development.
enhances creative integration and development of ● Secondary values are values that are
human personality. obligatory in nature, e.g., values in the family
are necessary to the children.
PROPERTIES OF VALUES
4. Moral or Ethical Values
1. Value is Relative ● Refers to those qualities of an act performed
● Good for what? Or good for whom? by man freely and knowingly.
● Values vary depending on the situation and 5. Religious Values
variables of the person such as social class, ● Values that enable us to encounter God whom
nationality, age, or personal experiences. we believe to be the absolute good.
2. Value is Subjective 6. Cultural Values
● We define values differently, good for others ● Values that embrace poetry, painting, music,
but not for others. architecture, and literature.
● Is discovered in an event or in an encounter; 7. Social Values
therefore, value has a reference or relation to ● Reflect how we relate to society, e.g., justice,
a person or a subject. freedom, respect, community, and
3. Value is Objective responsibility.
● It is independent of human appreciation; it has
an absolute character. MAX SCHELER’S HIERARCHAL DOCTRINE OF
● It is not influenced by emotions, opinions, or VALUES
personal feelings. A. Pleasure Values
4. Value is Bipolar ● The pleasant against the unpleasant.
● Good value has an exact opposite; good and ● The agreeable against the disagreeable.
bad. B. Vital Values
● To every value is a counter-value, a quality on ● Values pertaining to the well-being of either
the opposite the individual or of the community.
5. Value is Hierarchical C. Spiritual Values
● A scaled gradation; ranked based on weight/ ● Values independent of the whole sphere of
level of complexity. the body and of the environment.
● Within the realm of value and among the D. Values of the Holy
different classes and groups there exists a ● Appear only in regard to objects intentionally
scaled gradation of values. given as "absolute objects."

CLASSIFICATION OF VALUES IMPORTANCE OF VALUES IN EDUCATION

1. Intrinsic and Instrumental Values Values reflect what is important in life. They
● Instrumental values are values considered are personal guiding principles that guide our
good because of their worth to us and to behavior in all aspects of our life. From the moment
others. they are born, children are extremely impressionable.
● Intrinsic values are values considered in They begin to form their opinions and view of the
themselves. world before they even hit adolescence. Our
2. Accidental and Natural Human Values responsibility is to teach our youth about core values
● Accidental values are values that are subject so they may grow up to be caring, confident, and
to variability, temporality, and impermanence. respectful adults.
● Natural values are values that are permanent 1. Strong Character Building
in human nature. ● Good Values such as Kindness, Modesty,
Honesty, Equality, etc should be taught in
children to guide them to the right path in life.

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● Qualification and Intelligence are important
FOUR MAJOR CATEGORIES OF UNIVERSAL
but a good character is essential which can
MORAL VALUES
make any personality stand out from others.
2. Helps to Understand the Difference Moral values are defined as guidelines that
Between Right and Wrong assist a person in deciding between right and wrong.
● The virtues help kids in differentiating In order to create honest, credible, and fair judgments
between right and wrong and relationships in daily life, the awareness of one’s
● It helps to make the right decisions in life. morals.
3. Helps Maintain a Strong Character The development of moral values is a
● Good values and beliefs help them to be necessary process that must begin in childhood. Moral
strong in any situation and inspire them to values in children can set them to be on the right path
work hard for the results and not let them as they grow older, it also helps them to form a
give up. pleasant personality combined with a strong
4. Boosts Self-Confidence character. Besides the child's family, the schools are
● The Inner peace and relaxation that one critical in guiding, supporting, and holding their hands
achieves from giving/helping others cannot be as they navigate the landscape of moral values and as
compared to materialistic happiness. a teacher we are the one who will guide the children
● Children learn how good things can help to shape their moral values in the school.
others and in return, they also feel the joy of 1. COMMITMENT TO SOMETHING GREATER
helping someone in need. THAN ONESELF
5. Teaches Children to Think for Others
● Teaching kids good values and responsibility Being committed to something greater than
help them to think from others' perspective ourselves means having a purpose, mission, a
and help others. commitment that goes beyond what we have
● Helps to know their purpose in life and what originally planned for ourselves.
good things they need to do for others in
society. Levels of Commiting to Something Greater than
Oneself (Andrew Shatté)
HODGON’S MAGNIFICENT SEVEN UNIVERSAL Level 1: Individual Goals
GENERAL PRINCIPLES ● During this level an individual is mainly
1. The Dignity of Human Life concerned with what they have achieved and
● The lives of persons are to be respected. what they have in life. And they are just
2. Autonomy dealing with none other than their own
● All persons, including ourselves, are self-satisfaction.
intrinsically valuable and have a right to Level 2: Family
self-determination. ● This is a step beyond since an individual
3. Honesty begins to include the people closest to them.
● The truth should be told to those who have a An individual is known to function at this level
right to know it. if they begin to include or their source of
4. Loyalty motivation is their family.
● Promises, contracts, and commitments should Level 3: Community
be honored. ● An individual during this level is not driven by
5. Fairness their own achievement as well as the
● People should be treated justly. well-being of his or her family but mainly they
6. Humaneness are driven by the people around living in their
● (1) Our actions should accomplish good; (2) community.
our actions should avoid evil. Actions should Level 4: Religion, Spirituality, Values
be of benefit to ourselves and others. ● If an individual starts to feel connected with
7. The Common Good something bigger than themselves they are in
● Actions should accomplish the ‘greatest good the highest level of achievement which is the
for the greatest number of people. commitment to something greater than
oneself. They are being driven by not just the
people around them but also by their God in

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their own religion, their spirituality, and also explains that Filipino have inherited from
the values that an individual lives by. Western culture many of our beliefs,
● As an individual goes through the 4 levels particularly from the Spanish and the
they begin to recognize or to acknowledge Americans.
their commitment to Supreme Being, they will ● There were many foreign influences that
also begin to possess higher principles, and reached the Philippines but the country was
their meaning to one’s existence. under Spanish rule for a long period of time.
2. Indigenous Model
2. SELF-RESPECT
● The indigenous model or traditional model
● Self-respect is knowing what you stand for considered as traditional and non-formal
and what your values are, and being accepting explains that the Filipino values are deeply
of both your strengths and weaknesses. embedded in the Filipino subconscious.
● Self-respect should come with: Humility,
THE ROOTS OF THE FILIPINO
Self-discipline, and Acceptance of personal
responsibility. ● The Malay Temper is the Main component of
● If we don’t respect ourselves, we won’t be Filipino culture.
regarded by others as well. ● Readiness to adjust to a new situation and
desire to be above all nice are the two
3. RESPECT AND CARING FOR OTHERS
strongest strains in the Malay character.
● Respect is the idea that enables a person to ● The Malay respect for “niceness” is one of a
honor and value someone else. Without kind.
respect, relationships could be loaded up with ● The Chinese mind, a blend of philosophy and
disappointment and then turn into struggle. pragmatism, has been transplanted to the
This is a virtue that is applicable with all Filipino psyche.
human beings. Everyone wants to be ● Patience, perseverance, hardiness and
respected and so, we must show respect to foresight, frugality and thriftiness have been
others at all times. imbibed by the Filipinos from the Chinese
● Golden Rule, “Do unto others as you would who came to the Philippines as traders and
have others do unto you.” When you give and craftsmen.
show respect to other people, you ● The Indian is found in the languages mode of
automatically feel it reflecting in your life. dressing, architectural art, folk, beliefs, brass
4. CARING FOR OTHER LIVING THINGS AND and copperware.
THE ENVIRONMENT THE HEART OF THE FILIPINO
● The environment around us is an essential ● The heart of the FIlipino is Spanish, Christian,
part of human survival. The more you don’t Christianization, and Social Organizations
care about our environment, the more it will along Western lines leading to political unity
become polluted with contaminants and and to the Western institution called nation
toxins that have harmful impacts on our were contributions of the Spaniards to the
health in the long run. -Protecting the Filipinos.
environment should be as important as the ● The religion of 80% of the Filipinos is Spanish
protection of your own life. Catholicism. Many of the value judgments are
THE FILIPINO PHILOSOPHY OF VALUES Spanish in origin. Generosity and arrogance
are traced to Spanish roots. Delicadeza is
The Filipino people have a reputation for typically Spanish. Gentility of the emphasis on
being culture hybrids, culturally, the Filipino people appearance, reputation, privilege, and statues
reflect the diversity of external influence: Orient are all Spanish.
(Eastern) and Occidental (Western).
THE MIND OF THE FILIPINO
TWO MODELS OF THE FILIPINO VALUES
SYSTEM ● The mind of the Filipino is American.
● America influences the public health system,
1. Exogenous Model road system, mass education, English
● The exogenous model or the foreign model language, modern mechanics, and techniques
considered as the legal and formal model of Westernized democracy, public service and

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administration, presidential system, congress, Showing actions like solidarity, ‘utang na loob’
and municipal government. and ‘bayanihan’.
● The American brought the Protestants 5. Materialistic Existence
rationality, questioning of independent ● Filipinos may use various methods to meet
thinking and of direct communication. his/her materialistic needs. Doing certain
actions like nepotism, social mobility,
THE FILIPINO VALUE ORIENTATION
economic security, and relation to Filipino
● The Filipino value orientation is more-outer concepts of property.
than inner-directed. 6. Personalistic Existence
● There is the tendency to go for foreign models ● Humans socialize in order to have social
to structure thinking, management style, acceptance, at times showing selfishness in
decision making, problem-solving process, things that they need.
and even establishing confidence and
II. BEING LEVELS
competence.
● The outer-directedness of the Filipino value 1. Cognitive Existence
orientation is indicative of an inner inferiority ● Filipino values within this level are love for
complex. This sense of inferiority can be education and self-development or
attributed to more than four centuries of refinement.
Spanish domination and other foreign forces 2. Experientialism Existence
which landed and left their marks in the ● Filipino values within this level are family,
country. In these present times, the millennial, kinship system, grading, general social power,
generation 2 and alpha generation have other region, language, deep sense of personal
sources of influence brought about by various worth, self-esteem, love and above all,
social media platforms. respect.

THE FILIPINO VALUE SYSTEM

The Filipino Value System is composed of
several levels while having different layers. Human
beings exist at different levels of existence and that
both individual and social systems evolve and regress
through these levels (Clare W. Graves).

I. SUBSISTENCE LEVELS
Overall goal of these levels is individual survival and
dignity.
1. Automatic Existence
● Based on basic physiological needs such as
food, clothes, and family.
2. Tribalistic Existence
● Personal view of the universe, supernatural
worldview, non-scientific. In a sense of the
phrases ‘bahala na’, ‘suwerte’ and ‘awa ng
Diyos’
3. Egocentric Existence
● Both the authoritarian and the submissive
aspects develop standards which they feel
endure against threat. An example would be,
‘tayo tayo system’ wherein, humans tend to
think for themselves only.
4. Sanity Existence
● The Filipino perceives that living in this world
does not bring the ultimate pleasure.
Obedience to God will lead to everlasting life.

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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)
VALUES EDUCATION IN THE PHILIPPINES
EED 3114 - 1 | Lecture Notes
● GMRC shall be taught from Grades 1 to 6
LAWS/PROGRAMS AND LEGAL BASIS OF
● Values Education shall be taught from Grades
VALUES EDUCATION IN THE PHILIPPINES
7 to 10.
The 1935 Philippine Constitution ● Values Education shall be integrated in the
● Article XIV, Sec. 8 teaching of the subjects in Grades 11 and 12
○ All education institutions shall aim to under K to 12 Basic Education Curriculum.
develop moral character, personal ○ The Deped's K–12 Basic Education
discipline, civil conscience and Curriculum shall include Values
vocational efficiency, and teach the Education as a core and mandatory
duties of citizenship. component. The values education
The 1973 Philippine Constitution described here shall include, among
● Article XIV, Sec. 4 other things, universal human, ethical,
○ All education institutions shall aim to and moral ideals.
inculcate love of country, teach the ○ These legal bases for values
duties of citizenship and develop education help improve the students’
moral character, personal discipline ethics and morals. This will instill in
and scientific, technological and our students the fundamental
vocational efficiency. principles of upholding respect for
The Philippine Constitution of 1987 oneself, others, and our elders,
● Article II, Sec. 13 intercultural diversity, gender equity,
○ The state recognizes the vital role of ecology and the integrity of creation,
the youth in nation-building and shall peace and justice, obedience to the
promote and protect their physical, law, nationalism, and global
moral, spiritual, intellectual and social citizenship, along with all other
well-being. universal values.
○ It shall inculcate in the youth:
COMPARISON OF VALUES THROUGHOUT
patriotism and nationalism, and
PHILIPPINE HISTORY
encourage their involvement in public
and civic affairs.
DEFINING GOOD MANNERS
● Article II, Sec. 17
○ The state shall give priority to ● Ways of behaving toward people, esp. ways
education, science and technology, that are socially correct and show respect for
arts, culture and sports to foster their comfort and their feelings (Cambridge
patriotism and nationalism, accelerate Dictionary).
social progress, and promote total ● Good Manners can be found in different
human liberation and development. places or contexts.
R.A. 10533 “Enhanced Basic Education Act of ○ Good manners are done and applied
2013” in daily life, whether it be for
● As a subject, Values Education was removed ourselves or for others.
when the K-12 curriculum was implemented ○ Good manners vary from culture to
in 2012. culture.
● This was only Integrated in other subjects ● It is learnt through interaction and during the
(Magsambol, B Rappler. 2020). early years of education. It builds both your
● However, Duterte signed a law restoring attitude and character. It is the backbone of
GMRC, Values Education subjects in 2020. any civilized society
Republic Act 11476 ● Good manners cost nothing but they repay
● GMRC and Values Education Law much. When you practice good manners,
● An act institutionalizing good manners and you’re showing others that you’re considerate
right conduct and values education in the k to of their feelings and respectful.
12 curriculum, appropriating funds therefore, ○ They place a man on the high
and for other purposes. pedestal of maturity.

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● It sets standards and expectations for other’s
VALUES EDUCATION IN VARIOUS LEVELS
behavior and encourages them to treat you
with similar respect. Manners make or break ELEMENTARY
crucial relationships and be the difference
● It aims to develop a child to become;
between harmony and conflict in
Enlightened, Disciplined, Self-reliant,
relationships.
Productive, Nationalistic, God-fearing citizen.
● There is a lot of good, if emerging, scientific
● Teacher is the main factor in infusing desirable
work suggesting people have an innate sense
attitudes and habits in the child (through
of fairness built into them and that the golden
direct or indirect teaching).
rule captures much of that innate moral sense.
● Bureau of Elementary Education (BEE)
A lot of people instinctively follow it (Kristen
○ This became the principal agency of
Monroe, Director of the University of California
DepEd tasked with the formulation of
Irvine Interdisciplinary Center for the Scientific
policies, programs, planning and
Study of Ethics and Morality).
standard development for elementary
● Having and showing Good Manners is
education
something that’s innate to all, if not, most of
○ developed specific objectives for the
us. However, there are circumstances where
new elementary school curriculum or
manners wouldn’t be given when you’re being
NESC with evaluation techniques to
taken advantage of it:
assist teachers.
○ “Never be so kind, you forget to be
clever, Never be so clever, you forget
Examples of Core Values and Instructional
to be kind”; Never be so polite, you
Objectives
forget your power, Never wield such
● Creative Thinking, it demonstrates creative
power, you forget to be polite.”
and critical thinking skills, e.g., recycling used
DEFINING ETIQUETTE materials into useful things.
● Faith in God, being aware of Supreme Being.
● The set of rules or customs that control
● Concern for others, communicate one’s
accepted behavior in particular social groups
feelings towards others in constructive ways.
or social situations.
● International Understanding, it shows
● Etiquette is a code of conduct and a set of
awareness of the culture and lifestyles of
societal rules that acts as a catalyst for
different countries.
positive human interactions.
● Etiquette changes according to customs and SECONDARY
norms thus there are different kinds of it;
1982
Basic, Social, Bathroom, Wedding, Meeting,
● Studies were conducted in order to determine
Telephone, Eating, Business.
the society’s perceptions of the secondary
● Etiquette is in need of conscious effort and
education programme.
dedication to perform and perfect. It reflects
1983
how well you present the expected actions
● After ng 2 forums, one in manila attended by
and behavior.
national leaders and then in batangas
● Etiquette makes you a cultured individual who
attended by regional leaders, it was
leaves his mark wherever they go. It teaches
recommended that values education be
you the way to talk, walk and most
taught as a separate subject.
importantly behave in society.
1986 and 1987
● Etiquette is essential for an everlasting first
● Values Education Framework was presented
impression. The way you interact with your
to the congress.
superiors, parents, fellow workers, friends
speak a lot about your personality and up-
bringing.
● The mindful, personal, and intentional
practice of creating respectful, kind and
orderly interactions within family, social,
professional, educational, neighborly and
public environments.

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The Dimensions of Human Person (introduced in ○ Formation courses which emphasize
year 1986; 1987 for review) self-concept development. Values
Education courses 1 to 3.
○ Transformation courses which focus
on how to ingrain community
responsibility and global solidarity in
students.
○ Methodology courses for deepening
a sense of service and commitment to
teaching while developing teaching
skills. Tradidonal, experiential,
participatory and transpersonal
teaching strategies, research and
evaluation are emphasized.

CURRENT SITUATION OF GMRC AND ITS

IMPORTANCE TO US FILIPINOS
January 25, 1988 According to the Senate Bill 1855 - An Act
● Framework was formally launched with the Institutionalizing Good Manners and Right Conduct
DECS order no. 6 and Character Education in the Curriculum of
June 1989 Elementary and Secondary Level:
● Values Education was taught as a separate ● GMRC is vital to the academic development of
subject for the first time for Grade 7 only. a Filipino child as a self-reliant and patriotic
1990 citizen.
● Values education for Grades 7-8 ○ It is also the State's policy that good
1994 manners and right conduct are
● Values education for Grades 7-10 required of all members of a nation or
society. Mother tongue refers to the
Values education aims to develop skills for rational first language learned by the child.
thinking and judgements, makes use of the ● It seeks to mobilize all Filipinos for nation
experiential approach and revolves around the four building by actualizing human values in their
concepts: daily lives as citizens, as well as to awaken all
● Pagpapahalaga sa sarili to the power of values and ideals in
● Pakikipagkapwa accomplishing personal and national goals.
● Pagkamakabansa ○ You are more likely to be treated with
● Pagkamaka-Diyos respect if you are polite to others. If
TERTIARY you demonstrate good manners
wherever you go, you are more likely
● CHED did not issue any specific ruling on
to encourage others to do the same.
teaching values education in tertiary level
○ Manners are important to make a
institutions except in the Bachelor of
good impression on others in
Secondary Education curriculum.
everyday life.
● Degrees mentioned:
● For those who are unaware, the GMRC is a
○ Bachelor of Secondary Education
school subject that teaches pupils the value of
Major in Values Education.
establishing basic morals, values, traits, and
○ Undergraduate Specialization
ethics.
Certificate in Values Education -
● The GMRC has previously been taught in
pre-service training for prospective
schools, and this includes my generation.
teachers.
○ Students are not only graded to it,
○ Master of Arts in Education with a
there is also a certain award or medal
Specialization in Values Education.
given to anyone excelling in the
● The curriculum was mentioned in November
subject and showing perfect
1987. And the course areas for developing
application through school behavior.
teacher competency are:

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● But at this moment, we only hear the term young people. The type of family in
“GMRC” when someone shows bad behavior, which young people are raised
we usually hear the words, “Maybe he was remains the most important predictor
not around when GMRC was being taught at of the values they hold.
school.” ○ The greatest enemy is not the
● As a media influence, it is vital for us society’s values; it is our own apathy
21st-century students or future educators to and carelessness in transmitting our
learn/to teach GMRC in technology. value to the young.
○ Because when it comes to social ● Dr. William E. May, a Professor of Moral
media or what we call “netiquette,” Theology at the Pope John Paul II Institute for
it’s always important that we show Studies on Marriage and Family in
good manners. In terms of technology, Washington D.C. said that “The moral
we as an internet user must balance criterion deals with the duty and rights of
things. Teachers should be courteous parents to educate their own children.
and educated on proper Internet ○ These include development of the
usage. right values, inculcate virtues like
○ And now that we live in the gen z era, justice and love that will enable them
thousands of students will learn or to be persons they are meant to be,
develop their skills in the media. and to educate them in human
● It is very important to demonstrate good sexuality, which will help them to be
manners in the media not only to show in full control of their sexual desires
respect for others, but also to learn how and urges”.
technology really should be used. ● The most essential work handed to humanity
○ It can help people balance technology is the parent's responsibilities in the
in the humanities. development of the child's character.
● Moreover, school with GMRC subjects is vital ○ Parents must regard themselves to be
to educate those gen z to guide and to display God's representatives to their
good manners and appropriate conduct children, encouraging every good
among people notably on social media not to concept and suppressing every bad
bully or hatred to everyone. thought.
○ Today's youth will become
HOW GMRC CAN HELP STUDENTS
tomorrow's citizens.
● Young people are confronted with, and at ○ According to Dr. Jose Rizal, They are
times, left alone to sort out different and the hope of the fatherland.
conflicting sets of values communicated by ○ To be the hope of the future the youth
parents, teachers, mass media, the church, the must be equipped with all the
government and other movements qualities of good citizens.
(Abramowithz and Macari, 1980). ○ If we want human beings to be
● "Adolescents are linking in a very confusing capable of adapting to their
world where they must continually make surroundings, they must be
choices regarding their attitudes and action in intellectually, morally, and spiritually
politics, religion, work, school, leisure, love, guided and developed.
sex, family, friends, spending of money, ○ The present day society is troubled by
health, and personal taste," he said. They are different problems- political,
asking questions, and as they weigh what economic and social.
their parents say and do, they may discover ● According to Agatep (April 2, 2020), it is
uncertainty, inconsistency, or even no answer essential that lessons on good behavior begin
to all of their life's key questions. at a young age.
● They struggle to find an answer on their own, ○ GMRC lessons should be drilled into
and our schools have been quite helpful in students beginning in kindergarten
designing a procedure to assist them in and continuing through elementary
finding an answer. school.
○ Parents and teachers must
collaborate to instill values in these

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○ Young children are more likely to ● This means that the different learning styles
remember what is repeatedly taught cannot be accommodated, which most likely
to them. results in a low quality student performance.
○ They are more likely to grow 3. Lack of Professional Training/Job or Course
well-mannered if they have lessons Mismatch
on right conduct in their formative ● Colleges do not offer a specialization in
years. GMRC, therefore those who are teaching the
○ That is, good manners are taught subject are most likely referring to books and
from a young age so that when a child other forms of learning.
grows up, they will not deviate from ● It is important that value education teachers
what they have learned from their must undergo training and the likes to ensure
parents. that they are guiding their students towards
○ She also stated that teachers should the right path.
keep in mind that young children tend ○ Some values education teachers are
to mimic or copy what they see in not reiterating the importance of
their elders and in people in positions values education because they were
of authority. sometimes placed in the position to
● In the current situation of GMRC, It’s not fill in the scarcity of teachers in the
GMRC anymore, it called EsP or Edukasyon sa said subject.
Pagpapakatao, “in my situation, before, the 4. Prejudice Against Teachers
advisers are the one who teaching GMRC, but ● There are a lot of teachers who are going viral
now she said that may sariling teacher na in the social media because of their unethical
nagtuturo non, mula grade 1-6 they have practices, which puts the general population
ESP.” in the bad light.
○ “This is for the public, and I asked ● This is seen as an issue in teaching GMRC
some relatives of mine that have a because the students might have prejudice
child who is in elementary in Private, against the teachers, which can become a
either they have a religion subject like hindrance in learning.
CLED or in just a specific grade they ● The quality of education is affected because of
are teaching the gmrc/ values unlike the issues presented due to unethical
the public since they were grade 1 up practices.
to grade 6.” 5. Lack of Communication
● The administrators and other stakeholders
ISSUES OF TEACHING VALUES EDUCATION
lack effective communication, which results in
1. Contrasting Experiences poor policies mandated by the government
● Student might encounter a dilemma body.
rationalizing between right and wrong if his or ○ This results in low quality education,
her personal experience is not the same as which places the Philippines in the
what is being taught in school. 55th rank in the recent survey
○ Example: The lesson of the day concerning quality education.
includes not shouting when one is ● Students are not communicating with their
mad. Student A might experience a teachers when it comes to values education
dilemma because he is accustomed to because they are afraid to be tagged as
his environment where the people immoral/wrong.
surrounding him shout during times of
inconvenience.
2. Different Learning Styles of Students
● Teachers must always consider that every
learner is unique, therefore their learning
styles vary.
● GMRC or values education includes a lot of
readings and lacks practice.

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GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)
MOVING TOWARDS A HOLISTIC CHARACTER EDUCATION
EED 3114 - 1 | Lecture Notes

HAVING A GOOD CHARACTER STAGES OF MORAL DEVELOPMENT

(KOHLBERG, 1958)
“Good character is not formed in a week or a
month. It is created little by little, day by day,
protracted and patient effort is needed to develop
good character” - Heraclitus of Ephesus
Good character is not for a weak heart. It is a
step-by-step process to develop throughout life.
Holistic Education is an alternative way of
teaching and learning. It includes past experiences.
Comprehensive approach, and integrative format are
examples used in holistic education. Students
assumed more responsibility for their own learning, to
reflect on their actions and how they affect
themselves and their community.

THE MORAL DEVELOPMENT OF LEARNER Kohlberg based his theory on the work of Jean
1. Morality Piaget and his theory of moral development. He
● A system of beliefs about what is right and decided to use Piaget’s storytelling method to present
good compared to what is wrong or bad. the moral dilemmas each of us is facing every day. He
● The term moral is derived from the Latin word believes in specificity to generality.
mores which means, manners, customs, and For example, is it ok to arrest someone from
folkways. stealing bread, or sentence the people who committed
● Morality is linked to the moral system. crime to defend themselves?
Following the moral codes of the society,
LEVEL 1 PRE-CONVENTIONAL (0-6)
customs that they are in.
2. Immoral Behavior Pressure and commands from the outside of the
● Behavior which fails to conform to social person. The motive is to avoid punishment and to gain
expectations. rewards. At this level the control of conduct is
● It rises due to intentional disapproval and lack external. This level is divided in two stages:
of moral education. 1. Punishment and Obedience Orientation
3. Moral Development ● Obedience is based on fear of punishment.
● Forming a sense of rights and responsibilities. ● Punishment is related to the form of discipline
● Moral beliefs are related to, but not identical before.
with, moral behavior. ● There is no sense of morality since they are
● Teachers are a big part of learners' still at a younger age. This saves them from
development as their morality tends to pain and anxiety.
change as they grow. 2. Instrumental-Relativist Orientation
● Moral development includes moral behavior ● The child at this stage also remains attentive
and moral concepts. to his needs but he understands now that
○ Moral behavior talks about knowing others too have rights.
the right thing to do, but not actually ● Give and take. Gaining favors and rewards
doing it. There is a sense of freedom from others.
to do your own will and responsibility.
LEVEL 2 CONVENTIONAL (7-11)
○ Moral concepts are rules of behavior
to which the members of a culture Rules adhere to others but following them is internal.
become accustomed. At this level control of the individual’s conduct still
remains external. This level is divided in two stages:
3. Nice Girl/Boy Orientation
● Moral behavior is that which pleases or helps
others and is approved by them.
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● The child is to conform to do what is right ● Children tend to be egocentric at a young age
from others. so parents should teach them and to explain
4. Law and Order Orientation the right and wrong. It also builds good
● The child understands that the social system relationships and trust.
is dependent on the performance of their 2. Teachers
duties by the individuals and on their ● Effective listening.
willingness for respecting the laws ● Communicate Responsibilities
● Moral ideas became more generalized. ● Encourage them to respect others opinion
Immediate actions are in the sense to maintain ● We should listen to our students so they will
authority. In this age, they are aware of the also listen to us. They should also be aware of
authorities. their responsibility and know that people are
different so they should know how to be
LEVEL 3 POSTCONVENTIONAL
open-minded and treat others equally.
(11 years Old and above)
FIVE MORAL VALUES STUDENTS SHOULD
Standards to conform from the inside of the individual.
LEARN
The control of conduct at this level becomes internal.
This level is divided in two stages: 1. Respect
5. Social Contract Orientation ● After learning how to respect, everything will
● At this stage a sense of duty still prevails, but follow naturally.
morality now is seen more as a responsibility 2. Adjusting and Compromising
to honor contractual agreements and the ● Encourage give and take. Sometimes, people
rights of others. need to sacrifice for the betterment of others.
● Right actions according to society. 3. Justice
6. Universal Ethical Principle Orientation ● To promote fairness and equity.
● At this stage morality is oriented toward 4. Honesty
individual principles of conscience. ● To become trustworthy.
● Principles of conscience. Familiar with his own 5. Equality
ethics and not his morality. ● It ensures that each student has equal rights
and opportunities.
These levels of moral development are
LEARN TO LIVE TOGETHER
essential for the overall development of the learner. It
is for them: ● One of the most vital to building a genuine
● To get used to the right behaviors. and lasting culture of peace throughout the
● To learn how to make a stand and decide on world.
their own. ● Can be achieved by developing an
● For them to be open minded and treat others understanding of others and their history,
equally. traditions, and spiritual values.

IMPORTANCE OF THE MORAL DEVELOPMENT WHAT DOES IT MEAN WHEN WE SAY

OF A LEARNER “LEARNING TO LIVE TOGETHER”?
● Helps build a positive character and traits 1. To Learn To Live Together
such as compassion, respect, kindness and ● Teaches students about human diversity.
humility. ● Instill in them an awareness of the similarities
● Helps students distinguish what is right and and interdependence of all people.
wrong, and what is good and bad. ● Children should be taught to understand
● Encourages rational thinking and unbiased other people’s reactions by looking at things
judgment among peers. from their point of view.
● Appreciation of interdependence and to learn
WAYS TO DEVELOP THE LEARNER’S MORAL
to connect with other people.
1. Parents 2. To Learn to Love together
● Encourage sharing between your child and ● The Spirit of empathy is encouraged in
others. schools. It has a positive effect on young
● Explain why something is right and wrong. people's social behavior for the rest of their
lives.

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● Schools should promote social awareness,
INNOVATIVE STRATEGIES FOR
acceptance, and respect.
TEACHING AND LEARNING GMRC
● Awareness of similarities and to understand
different reactions. Innovative strategies call for flexibility and creativity:
1. Inculcation
CORE AND RELATED VALUES NEEDED TO LIVE ● To instill or internalize certain values in
TOGETHER IN PEACE AND HARMONY students.
1. Peace ● kindness, honestly, generosity. To change the
● Caring/sharing negative values of the student to reflect
● Compassion desired values.
● Empathy ● Modeling, positive and negative
● Gratitude reinforcement, manipulating alternatives,
● Interdependence games, simulation, role playing, and
● Love storytelling. To reflect on diff values and
● Spirituality lessons.
● Tolerance ● Most teaching approaches are inculcation.
2. Sustainable Development 2. Moral Development
● Creativity ● To help students to develop more complex
● Efficiency moral reasoning.
● Environmental Concern ● To improve their wrong doings.
● Future Orientedness ● Moral dilemma episode, focuses on the
● Frugality process of critical thinking skills.
● Industry ● Small discussion to develop morality and to
● Personal Ecology build open and good communication.
● Stewardship of Resources 3. Clarification
● Simplicity ● To help students become aware and identify
3. Human Rights their own values and those of others.
● Acceptance/Appreciation ● To help them to openly communicate
● Accountability honestly.
● Cooperation ● Build confidence to communicate with others.
● Diversity ● Rational thinking and communicative
● Equality and Justice approach.
● Freedom and Responsibility 4. Analysis
● Honesty ● To help students use logical thinking and
● Integrity scientific procedures.
● Respect for Human Dignity ● To investigate social issues. Analytical
● Truth Structures that demand reason and evidence.
4. Democracy Debate, research, etc.
● Active and responsible citizenship 5. Action Learning Goes Beyond Thinking and
● Critical thinking Feeling
● Equality ● To provide students with opportunities and
● Freedom changes to discover and act on their values.
● Respect for law and order ● Encourage to view themselves as a member
● Self-discipline of the social system.
● Solidarity ● Analysis and application, skill application.
Project in the school and in the community.
LEARNING TO LIVE TOGETHER ● Their skills on how to organize personal
The process of internalizing and practicing relationships.
mutual respect and understanding of diversity among 6. Transpersonal Approach
people and groups — learning to live together in ● To develop among students a higher level of
peace and harmony. consciousness and spiritual upliftment.
Entails growing, expanding, or changing our ● Different processes of self-discovery and
perspectives about ourselves and others. self-actualization.

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● Rest, relaxation, medication exercises, and
mind games, to get their attention and
exercise relaxation in their mind.
● To know how important self-actualization is.

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