CHAPTER 1: YOU, THE TEACHER, AS A PERSON IN SOCIETY
Module 5-Values Formation and You
INTRODUCTION
Values can be
described as spiritual skills.
Values such as honesty,
loyalty and patience are skills
of the higher or spiritual mind
that is above the thinking
mind. The formation of these
values or spiritual skills follows
the same process as the
formation of skills at lower
levels.
Human accomplishment is determined by the dimensions (width, amplitude,
scope, reach and spread) of his work. All significant accomplishment in work includes a
dimension of the values (of spirit). An ordinary citizen seeking a career acquires a
degree, a job, a family and sets about seeking a goal. His goal is achieved or not,
depending on whether he includes values or not in his pursuit. Suppose his goal is to
become an executive, a politician, the head of the family or a wealthy businessman.
Unless the values corresponding to this goal are also acquired during the process of his
pursuit, he will not reach that goal. Beyond a certain level in the society, no goal can be
reached without positive values. Up to that level, goals such as the accumulation of
money or power can be reached negatively also.
LEARNING OUTCOMES
By the end of the lesson the students are expected to:
1. identify the values that would enable a person to accomplish his goals;
2. determine how values formation are developed from the cognitive, affective and
behavioral dimensions in education;
3. create an action plan as a proof of acceptance on the continuing personal values
formation.
LEARNING CONTENT
Generally, value has been taken to mean moral ideas, general conceptions or
orientations towards the world or sometimes simply interests, attitudes, preferences,
needs, sentiments and dispositions.
But sociologists use this term in a more precise sense to mean “the generalized
end which has the connotations of rightness, goodness or inherent desirability”.
It is important and lasting beliefs or ideals shared by the members of a culture
about what is good or bad and desirable or undesirable.
It has a major influence on a person’s behavior and attitude and serves as broad
guidelines in all situations.
Actually, the value represents basic convictions that a specific mode of conduct
or end-state of existence is personally or socially preferable to an opposite or converse
mode of conduct or end-state of existence. [Link]
Transcendent value
As mentioned in Lesson 4, to be moral is to be human. Living 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.
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 and caught
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."
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 this is the true acid
test if we really value a value like honesty.
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 to and
attentive in 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 or associations. Since values are also caught, help
yourself by reading the biographies of heroes. great teacher and saints (for
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.
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.
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.
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.
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!
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, s/he 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
- the 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
● 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 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, like 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 health, Christians will say, we bear in mind that we
do not "live by bread alone” but also 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, 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.
LEARNING REFERENCES/RESOURCES
Bilbao, Purita P., Ed.D., [Link]. THE TEACHING PROFESSION. Lorimar Publishing, Inc.,
2006.
Pawilen, Greg Tabios. TEACHING PROFESSION, Passion and Mission. Rex
Bookstore, Inc., 2019.
[Link]
Useful Quote:
“ Education in values means the cultivation of affectivity, leading the
educand through exposure to experience of value and tof the valuable.”
- R. Aquino
LEARNING TASKS
Upload your works in the Google forms prepared for you.
Synapse Strengtheners:
1. Present Scheler’s hierarchy of values by means of an appropriate graphic
organizer. Each level of values must be explained and must be given an
example.
Journal Entry
1. It is observed that beginning teachers somewhat lack emotional stability. What
are some of its causes? What should you do to counteract it?
Test your Understanding: Answer the following and support your answers.
1. Do we have such a thing as unchanging values in these changing times?
2. What do we mean when we say transcendent values are independent of time,
space, and people?
3. Should values be taught? Why?
4. What are the three dimensions of value and value formation? Explain each.
5. Value formation is training of the intellect and the will. What does this training
consist of?
6. What is the effect of good habit (virtue) and bad habit (vice) on the will?
7. Which is the lowest value in Scheler's value hierarchy? highest?
8. Based on Scheler's hierarchy of values, what is a life well lived?
