WESTERN COLLEGE INC.

Naic, Cavite

BRIDGING PROGRAM FOR VALUES EDUCATION

COURSE SYLLABUS

COURSE CODE / COURSE TITLE: VE-105

HUMAN AND VALUES DEVELOPMENT THEORIES

COURSE CREDIT: 3 units

COURSE DESCRIPTION
Focuses on critical reflection of personal and social experiences and
observations that may be explained by human theories of values development such as
moral or cognitive development, values clarification, psychoanalysis, behaviorism and
phenomenology in the Filipino context.

COURSE OBJECTIVES
At the end of the course, the students are expected to:

1. To be familiar with the psychological foundations of values development by

manifesting knowledge and understanding of thereof.
2. To examine the different human development and learning theories on how each
affect the values development in the child’s different developmental stages.
3. To be acquainted with and express appreciation for the different theories on
personality in western thoughts and in eastern practices.
4. To commit oneself in understanding one’s personal psychological behavioral
patterns and seeking to modify one’s deviant behaviors through transformation.
 WESTERN COLLEGE INC. Naic, Cavite

COURSE OUTLINE :

DATE TOPIC READING(S) REPORTERS

Zulueta, F.M. &
Maglaya, E.M.
Part 1: Introduction (2005). Historical,
anthropological,
A. Schools of Psychology philosophical,
legal,
1. Structuralism
psychological,
2. Behaviorism sociological
3. Functionalism foundations of
4. Gestalt Psychology education. National
Books Store.
Ma’am Ana Manila. pp 165 –
166

B. Human Development
Theories
1. To 1. Psychoanalytic Theories
distinguish a. Psychosexual Dev’t Theory
and examine (Sigmund Freud)
the different b. Psychosocial Dev’t Theory
human (Erik Erikson)
development 2. Cognitive Theory
theories. a. Cognitive Dev’t Theory (Jean
2. To see Piaget)
one’s 3. Learning Theories
development a. Classical Conditioning (B.F.
through the Skinner)
stages of b. Operant Conditioning (Ivan
human Pavlov; John B. Watson)
development c. Social Learning Theory (Albert
proposed by Bandura)
the Freud, 4. Sociocultural Theory (Leo
Erikson and Vygotsky)
Piaget.
FIRST GROUP- Elizalde’s Group( 3)
 WESTERN COLLEGE INC. Naic, Cavite
C. Developmental Goals and Needs of
the Child
1. To recognize 1. Physical Goals and Needs
the
2. Emotional Goals and Needs
developmental
goals and needs 3. Social Goals and Needs
of the child who 4. Spiritual Goals and Needs
Esteban, E.J.
is the subject of
(1989).
values D. Human Growth and Development
Education in
education.
values: What,
2. To examine E. Maturity and Development why, & for
the nature,
whom. Sinag-
concept and F. Development of Intelligence Tala Publishers,
aspects of
Inc. Manila. pp
human growth
G. Motor Development 71 – 78
and
development in 1. Prehension
relation to 2. General Concept on Motor
values Development
development.
SECOND GROUP-
Ivy Bautista’s Group(5)

Part 2: Motivation

A. Definition of Motivation
B. Functions Of Motives
C. Theories of Motivation
D. Kinds of Motivation
E. Classification of Motives
1. To examine
THIRD GROUP-Tricia Angeles’ Group(3)
motivation in
relation to
learning and F. Physiological Motivation
values G. Psychological Motives
development. H. Needs Hierarchy Theory
I. Table of Needs

FOURTH GROUP -Liza Dimaligaya ‘s Group(2)

Need Add 1 : Gedeon Tindugan

 WESTERN COLLEGE INC. Naic, Cavite

Part 3: Learning and Information

Processing

A. Nature and Concepts on Learning

1. To describe
the nature and B. Classical Conditioning (Ivan
concepts of Pavlov)
learning and
C. Operant Conditioning (B.F.
information
processing in
Skinner)
relation to D. Cognitive Learning
values
development. E. Other Types of Learning
2. To examine
one’s own 1. Social Learning (Albert Bandura)
learning styles 2. Observant Learning (Albert
and patterns. Bandura)

FIFTH GROUP- Fatima Para-Onda’s Group(3)

1. To describe Part 4: Personality

the nature and A. Definition and Nature of
concepts of personality
personality in B. Dimension of Personality
relation to
Development
values
development.
C. Freud’s Theory of Personality
2. To analyze Development
one’s own D. The Defense Mechanism of the
personality Ego
traits and E. Trait Theory (Raymund Cattel)
patterns.
SIXTH GROUP- Antoinette Binungcal’s Group(3)

F. Humanistic Theory (Abraham

Maslow & Carl Rogers)
G. Carl Roger’s Theory of
Personality
H. Carl Jung’s Theory of Personality
I. Ways of Improving Personality
J. Social Self and Socialization

SEVENTH GROUP- Trixie Negradas’ Group(4)

 WESTERN COLLEGE INC. Naic, Cavite

K. Type Theories
1. Physique (Body Types) – William
Sheldon
a. Endomorphy
b. Mesomorphy
c. Ectomorphy
L. Personality: A Chinese Buddhist
View ( 12 Animals of Buddha)

OTHERS- no group yet

Week 9 FINAL EXAM --

Dec.

TEACHING METHODS / STRATEGIES

➢ Small Group Discussion

➢ Research Work
➢ Group Discussion / Reporting / Workshop
➢ Brainstorming

COURSE ASSIGNMENTS / REQUIREMENTS

▪ formal examinations: a mid-term and a final exam are required in this course;

▪ small group activities & presentation:

▪ reaction paper

▪ class participation: Prompt attendance and participation at scheduled class meetings and
examination dates is expected. Be prepared to discuss assigned text materials

REQUIRED TEXT AND INSTRUCTIONAL RESOURCES

 WESTERN COLLEGE INC. Naic, Cavite
Zulueta, F.M. & Maglaya, E.M. (2005). Historical, anthropological, philosophical, legal,
psychological, sociological foundations of education. National Books Store. Manila. pp 165 – 166

Child Development. Microsoft Encarta Reference Library 2004.

Other online resources

Additional readings as assigned by the instructor.

ASSESSMENT / EVALUATION
The letter grade assigned for this course is based on the total points earned on all assignments and
class participation.

The possible points earned for each exam and for class participation are as follows:
Class Participation / Attendance 5%
Small Group Project & Presentation/ 40 %
Reporting
Reaction Paper 15 %
Midterm Exam / Final Exam 40 %
TOTAL 100

Prepared by:

ANA R. REBLORA .
Instructor