Human Person and Values Development PDF

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Human Person and Values Development The human person is the subject of education: he/she is a human person learning and being taught. The human person is also the object of education: he/she is at the center of the curriculum and the entire program. He/She is multidimensional: a distinction between the person as self and the person in community. The humanperson is an individual, a self-conscious being of incalculable value in himself/herself. His/her physical, intellectual, moral, spiritual, socioeconomic, and political well-being is recognized by the state.

Intelectual

Physical

Social

Human Person as Self/ as Member of the Community

Economic

Moral

Spiritual

Political

Figure 2 – The Dimensions of the Human Person

Important Realities of the Human Person 1. The Self-image 1. Self-image refers to a person’s understanding of himself/herself. 2. It is responsible in influencing people’s way of living. The formation of self-image is derived from two sources: others and the experiences of the self. 3. There are three kinds of self-image

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3. a. b. c.        4.

Negative self-image – delves on limitations and differences rather than assets Overrated self-image – stresses the positive traits Realistic self-image – based on the real self The others There are persons or groups that considers as important and are thus given the right to influence oneself. The being It is the mainspring or a motivating force in the human person. It is the wellspring, a fountainhead of one’s indentity, one’s essential course of action, and one’s essential bonds There are seven approaches to get in touch with the being: Approach by way of the self-image Approach by way of important choices Approach by way of action Approach by way of what is “natural” and stressless Approach by way of people who had the greates import on the person Approach to self through severe trials Approach by way of drop and not yet fulfilled aspirations The “I”

The “I” has three different aspects – the intellect, the freedom and the will. 5. The Sensibility and the Body There are the important realities of the human person

Five Pivotal Centers as the Components of the Human Person

Attitude

Human Person

Environmen

Attitude Figure 3 – Human Person in Relation to His/Her Environment with Respect to attitude and Behavior

1. The being – this is the fundamentally positive reality which can be sensed in the very depths of the human person. 2. The “I” – this is the reality, felt at the level of the head 3. The Sensibility – it carries messages from the “I” from the being, and from the in-deapth conscience 4. The body – it is the biological reality and has its own laws. 5. In depth Conscience – this reality is a place where the other four pivotal centers can be perceived in a synthesis. This is the place of the person in the process of growth, a place where what is good can be sensed.

Human Person

Oneself

Attitude

Environmental Stimulus (Sensibility) Life Situations Object –

Physical Biological

Concept –

Love Any issues

Situation –

Politics Religion Society

State of Readiness

Behavior

Behavior – it is the manner of conducting oneself. It is the response of an individual group, or species to its environment. It is a manner in which a person behaves. Attitude – it is a position assumed for a specific purpose  

It is an organismic state of readiness to respond in a characteristic way to a stimulus as on object, concept, or situation. It affects much of human behavior which in turn depends, on the kind of environment he/she is interacting with. Attitude can be readiy changed depending on the kind of environmental stimulus, e.g. concept or situations that will greatly affect the human person.

Ten Commandments of Human Relations 1. Speak to people. There is nothing as nice as a cheerful word of greeting. 2. Smile at people. It takes 72 muscles to frown and only 14 to smile. 3. Call people by name. the sweetest music to anyone’s ear is the sound of his/her own name. 4. Be friendly and helpful. If you want friends, you must be one. 5. Be cordial. Speak and act as if everything you do is a joy to you. 6. Be genuinely interested in eople. You can like almost everybody if you try.

7. Be generous with praise and cautious with criticism. 8. Be considerate with the feelings of others. It will be appreciated. 9. Be thoughtful of the opinion of others. There are three sides to a controvers – yours, the other fellow’s, and the right one. 10. Be alert to give service. What counts most in life is what we do for others. Mission Possible Team 1. 2. 3. 4. 5. 6.

Successful people have a positive mental attitude. Successful people are courageous people who take risks. Successful people choose well. Successful people persist. Successful people adhere to the power of prayer. Successful people know how to pace themselves and journey through life with enthusiasm. 7. Successful people govern themselves with discipline. 8. Successful people give the best to whatever they do. 9. Successful people align their of purpose with the common good. 10. Successful people keep a positive count by responding positively to any person or situation. 11. Successful people harmonize with encouragement. 12. Successful people are decisive people who make things happen.

Values Development Values Defined 1. Value is deried from the latin word, valere, which means to be worth or to be strong. A thing has value when it is perceived to be intrinsically good and desirable. To develop a value is to acquire it gradually, and by successive changes, to move from the original position to one providing more opportunity for effective use. Thus, values development is the act, process, or result of developing values for human dignity. 2. Values are the bases of judging what attitudes and behavior are correct and desirable and what are not. It is, therefore, crucial that there be an appropriate framework as well as strategy for providing the context and operational guidelines for implementing a values education program The meaning of values

According to clyde Kluckhohn, “a value is a conception, explicit or implicit, distinctive of an individual or characteristics of a group, of the desirable which influences the selection from available modes, means, and ends of action.” According to Cornelius J. van der Poel, “value refers to the understanding of a certain good for an individual or society which is considered worthy of realization.” According to Brian Hall, Michael Kenny, and Maury Smith, “value is something that is freely choosen from alternatives and is acted upon, or that which the individual celebrates as being part of the creative integration in development as a person.” A value is something that is considered good or worthy and desirable or useful by a person or a group. It can be a one-word standard of conduct or a policy that everyone in an organization adheres to and believes in. society depends on certain values like cooperation and honesty. To function, values may also be concepts considered important by a specific group, and not by others. They may be explicitly stated as they are more and more accepted in organizations. Or they may be unspoken, yet recognized by all. Values Education Values education is the process by which values are formed in the learner under the guidance of teachers and parents as the former interacts with his/her environment. 1. Values as subject matter must have a direct and immediate relevance to the personal life of the learner. 2. Values education must involve all the faculties of the learners. The process is not merely cognitive. It must appeal not only to the mind but to the heart, recognizing the total human person. 3. The teacher’s and parent’s personal values play important roles in values learning, The Why, When, Where, Who, What, and How in Teaching Values 1.   

Why teach values? Because our parents tried to teach them to us. Because values make our society safe and workable Because they help develop a sense of autonomy, independence, and confidence

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Because they are the most significant and effective thing to attain happiness When? Values should be taught to people of all ages with differing agenda and changing emphasis depending on their maturity. Values shouls be taught now and always. Where? Values are best taught at home, in either positive or negative sense. They can be far more influential than what is taught in school. Who? Parents are the crucial examples and instructors of values. They are the general contractor. Teachers, institutions, and organizations are considered as subcontractors serving as supplement, support, and backup of parents. What? Decide which values to teach. A teaching system should be carefully selected. How? There are methods especially designed in teaching values to pre-schoolers, elementary pupils, adolescents, and people in the community.

Importance of Teaching Values 1. Values are extremely powerful. They guide people and determine what behavior is acceptable and what behavior is not. A value is a principle that either accomplishes a well-being or prevents harm or does both. It is something that helps or something that prevents hurt. 2. Values have to do with being and with giving. It is who we are and what we give rather than what we have that make up our truest inner selves. 3. The values of being (who we are) are honesty, courage, peaceableness, gained and practice on the “outer” self as they are developed in the “inner” self. The values of giving (what we give) are respect, love, loyalty, unselfishness, kindness, and mercy. These are gained and developed as they are practiced. The Values of Being and Giving A true and universally acceptable “value” is one that produces behavior that is beneficial both to the practitioner and to those on whom it is practiced. A value is a quality distinguished by: a) its ability to multiply and increase in our possession even as it is given away; and b) the fact (even the law) that, the more it is given to others, the more it will be returned by others and received by others. 1. Values of Being  Honesty

Honesty must be practiced with other individuals, with institutions, with society, and within oneself. The inner strength and confidence are bred by exacting truthfulness, trustworthiness, and integrity.  Courage This means daring to attempt difficult things that are good. It is the strength not to follow the crow, to say no and mean it, and influence others by it. It means being true to one a convictions and following good impulses even when they are unpopular or inconvenient. It means boldness to be outgoing and friendly.  Peaceableness This means calmness, peacefulness, and serenity. It is the tendency to accommodate rather than argue. It is the ability to understand how others feel rather than simply reacting to them. It means the control of temper.  Self-reliance and Potential These refer to a person’s individuality, awareness, and development of his/her gifts and uniqueness. One must take responsibility for one’s own actions. The tendency to blame others for difficulties must be overcome. One must have a commitment to personal excellence.  Self-discipline and Moderation These refer to physical, mental, and financial self-discipline. These involve moderation in speaking, in eating, and in exercising. These also include the controlling and bridling of one’s own appetites and understanding the limits of body and mind. These mean avoiding the dangers of extreme or unbalanced viewpoint.  Fidelity and Chastity These refer to the value and security of fidelity within marriage and of restraints and limits before marriage. These involve the commitment that go with marriage and responsibility that go with sex. 2. Values of Giving  Loyalty and Dependability These refer to loyalty to family, employee, country, church, schools, and other organizations and institutions. These means reliability and consistency in doing what one says he/she will do.  Respect This means respect for life, property, parents, elders, nature, and the beliefs and rights of others. It refers to courtesy, politeness, and manners. It means self-respect and the avoidance of self-criticism.  Love

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It means individual and personal caring that goes beneath and beyond loyalty and respect. It means love for friends, neighbors, even adversaries, and a prioritized, lifelong commitment of love for family. Kindness and Friendship These refer to awareness that being kind and considerate is more admirable than being tough or strong. The tendency to understand rather than confront, abd be gentle, particularly towards those who are yound, old, and weak. These necessitate the ability to make and keep friends. These involve helpfulness and cheerfulness. Justive and Mercy These refer to obedience to law and and fairness in work and play. These involve an understanding of the natural consequences and the law of the harvest. These refer to the grasp of mercy and forgiveness, and understanding the futility (and bitter poison) of carrying a grudge.

Value Formation The Christian value formation is a lifelong process of growing which gets its strength from jesus’ sermon on the mount. Two Factors Affecting Value Formation 1. Influence – these depend on a person’s internal traits and characteristics such as intellectual and emotional capabilities. 2. Experiences – like good influence, good experiences are needed in value information Four types of Experiences Affecting Value Formation  Liturgical experience  Bible experience  Learning experience  Human experience Value Clarification 1. Value clarification is a difficult task. There are three basic steps that are useful in value carification:  Choice  Value  Action 2. Values are better than rules. A forward-thinking organization promotes values to guide people. Doing this saves time because an organization need not write rules, or refer to rule books or organizational manuals.

3. Values serve as outline goals. An explicit set of values should form the foundation of any organization because values endure. 4. Values send a message. A good value teaches and guides the members of the organization. A symbolic act affirms the value over and over. 5. Values shape an organization. A value manifesta itself in various ways. It stimulates members to produce good quality products. Values can shape and animate an organization. Core and Related Values The seven core values are made specific and further explained and ramified into particular values. The human dignity is the overarching values; all other values are pursued because of the inner worth of the human person. Table 1 shows the dimension of the human person as self and as part of the community and the related core values (DECS Values Education Program Framework, Values Education for Filipinos, 1988) Developing Good Habits for Effectiveness Our character is a composite of our habits. Habits are powerful factors in our lives. They are consistent, often unconscious patterns. They constantly express our character and influence our effectiveness our ineffectiveness....