GMRC Reviewer NI Tamega PDF

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MAX SCHELER’S HIERARCHY OF VALUES Values of the Holy Spiritual Values Vital Values Pleasure Values 5 CHARACTERISTICS BY WHICH A VALUE IS HIGHER THAN ANOTHER Values precede: the experience of feeling-states and are the foundation of these states and their completion 2 groups of values: Positive values Existence of positive values Non-existence of negative values Negative values Non-existence of positive values Existence of negative values HIERARCHY OF VALUES SENSORY VALUES Objects of sensory feelings, and their corresponding subjective states are pleasure and pain VITAL VALUES Values connected with the general well-being. SPIRITUAL VALUES Spiritual values correspond to spiritual feelings HOLY AND UNHOLY

Values that appear only objects given intentionally as “absolute objects” FIVE CHARACTERISTICS BY WHICH A VALUE IS HIGHER THAN ANOTHER 1. ability to experiencing it endure through time 2. Higher values are less divisible 3. A value is higher if it generates other values and founds them 4. Depth of contentment or fulfillment accompanies higher values 5. A value is higher the less it is relative to the organism MAX SCHELER’S PHENOMENOLOGY OF LOVE Max scheler was a german philosopher known for his work in phenomology ethics and philosophical antrophology. Max scheler 1874-1982 is the foremost exponent of axiology. Axiology is defined is the philosophical science of values. “Act reveal the person’s values preferences, Like a prism that reflects the invisible spectrum of color, a person’s acts manifest his invisible order of values. Love exerts no effort Love differs from fellow-feeling Love is not directed to values Love is not blind Love is not relative Love differs from fellow feeling -fellow feeling for someone we do not love -we can rejoice over A’s pleasure over B’s misfortune

Love not a feeling? -feeling is passive or receptive and reactive -Feeling states change but love endures

Despite the pain and grief that the beloved brings, love: -does not alter -There is no such thing as “falling out of love”

Love is not directed to values? -Preference and rejection as value-apprehension are founded on our love for the Object exhibiting these values. Love is not blind affords an evidence of its own, which is -not to be judged in terms of reason -Love sees something other in values The beloved is reason enough or the lover Blaise Pascal- “ the heart has its own reasons which reason itself does not know.” Love is not relative to the polar co-ordinates of 'myself' and 'the other'. Love - altruism & egoism? Altruism-Inability to endure one’s company Egoism-Myself in competition with others The primary orientation of love is towards : values and the objects to which these values inhere regardless of whether these values belong to the self or to others or to a group. Love is not relative to the polar co-ordinates of 'myself' and 'the other . ESSENCE OF LOVE a. The opposite of love is not hatred but indifference b. Love is a movement of intention c .love relates to what has value rather than to value itself

d. Indifference to the existence or non-existence of a higher value e. MISUNDERSTANDINGS OF LOVE Love is not hatred -hatred like love is: -also an act and a movement albeit in the opposite direction -hatred moves from the higher to lower one.

Love is a movement of intention. Do we impose? -We DO NOT impose or import our own values when we love another. -lover brings into higher appearance the higher possibilities of value: - inherent in the beloved. Karl Jaspers: ‘’in love we do not discover values, we discover that everything is more valuable.” -Love is not limited to human beings: -but to anything that bears value, like love of nature, love of art and love of God -When we love nature, we do not love the human projections: - we bestow on her but for what she is -Love relates to what has value rather than to value itself.

MISUNDERSTANDING OF LOVE Do we seek for “new” values in the object loved? Love does not desire to change the beloved, otherwise love becomes conditional. DELUSIVE FORMS OF LOVE

Loving a person because I have done so much for him Loving out of habit; because I have become so attached to the object or person Loving because I cannot endure solitude Loving because we have common interests Loving someone because I am reminded of a past love Loving because we think alike LOVE AND MORAL GOODNESS Would there be such a thing as love of goodness? Love of goodness is itself evil. We only love people insofar as they are good Love has a specifically moral value insofar as: it represents a relationship between persons

Types of Lesson Plan •

Detailed Lesson Plan

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Semi-DLP

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Brief LP / Daily Lesson Log

PARTS OF A LESSON PLAN OBJECTIVES - A statement of purpose for the whole lesson. Characteristics of a good objective: Cognitive, Affective, Psychomotor (Learning Domain) S. M. A. R. T. Specific – dwelling deeper into details in a good start. Put more attention and great efforts to take care of the manifest details.

Measureable – must have a quantitative way measuring that you have effectively achieved it. Achievable - should be realistic, based on available resources and existing constraints. PARTS OF A LESSON PLAN Relevant – must measure the scope of your potential and of those who are associated with you in your organization Time-Based – schedule and put a time to the objective Four components of Objective: 1. Observable 2. CAP 3. SMART 4. Behavioral II. SUBJECT MATTER - includes Topic, Materials, and References. III. PROCEDURE – includes: A. Preparation a. Prayer b. Greetings c. Checking of Attendance d. Review – A review connects the current lesson with previous lessons by going over points that were taught or learned previously. For example, "Last time we learned about introductions..." e. Motivation – This is one the trickiest things for teachers to come up with. You want something that will grab kids’ attention and get them to think. B. Lesson Proper – It’s all about the discussion of the new topic. C. Generalization – Asking the students about the discussion and checking if they have learned the lesson well. It’s about summarizing the whole discussion and answering the questions of each student.

D. Application – The teacher must evaluate the students to make sure that they are performing the new skill correctly and then provide activities that require students to take what they have practiced in class and try to apply it correctly in "real life" situations. IV. Evaluation – Evaluation can and should be carried out both during and after instruction. It may be both formal and informal. Evaluation is an essential part of every lesson and should be included in your planning. V. Assignment – Teachers often give assignments consisting of reading, problem solving, or writing that the students must do after class—usually at home. Ideally, the purpose of homework is to help reinforce what was taught in class....