Bachelor of Elementary Education

1st Semester, SY 2022-2023

Module
In

TEACHING VALUES
EDUCATION IN THE
ELEMENTARY GRADES

College of Education

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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Module 1: PHILOSOPHY AND OBJECTIVES OF EDUKASYON SA PAGPAPAKATAO

VALUES EDUCATION/GOOD MANNERS AND RIGHT CONDUCT

INTRODUCTION
Values education aims to develop a Filipino citizen who will strive for the
foundation of a culture rich individual and for the development of a democratic nation
and society. It intends to provide knowledge and develop skills, attitudes and values
essential to personal development and necessary for living in and contributing to a
developing and changing society. Moreover, it aims to provide learning experiences
which increase the child’s awareness of and responsiveness to the changes in society;
and promote and intensify knowledge, identification with and love for the nation and
the people to which he or she belongs. This course will highlight the fundamental rules
of good manners and appropriate conduct of behaviour of each learner which are
necessary of the formation of character that embraces the core values of  “ Maka-Diyos,
Makatao Makabansa at Makakalikasan”.

Overview

Anchored on the essential component of personhood that deals with

intra/interpersonal relationships which allow harmony with oneself, with others and the
environment, this course will highlight the fundamental rules of good manners and
appropriate conduct or behavior of each learner which are necessary of the formation
of character that embraces the core values of makaDios, Maka-Tao, Maka- Bansa, and
Maka-kalikasan. Moreover, the course intends to equip the pre-service teachers with
pedagogical content knowledge on Edukasyon sa Pagpapakatao as well as skills in
instructional materials development and assessment for the elementary grades.

Learning Outcomes

At the end of the topic, the students can

a. Identify the guiding philosophies and objectives of the Values Education
Program
b. Reflect on the importance of values education/good manners and right
conduct.
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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Discussion;
BACKGROUND AND NATURE OF EDUKASYON SA PAGPAPAKATAO (ESP)
Edukasyon sa Pagkatao (EsP) is one of the subjects that is part of the new
DepEd K-12 curriculum. Students from grades 1–10 are required to take this subject.
Each grade level has corresponding competencies for students to achieve before they
could pass the subject. DepEd had issued Edukasyon sa Pagpapakatao Gabay
Pangkurikulum last December 2013 containing the necessary information regarding
the subject. The description of the subject says:

Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na

Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog sa mga
kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na lilinangin at
pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito,
kailangang magtaglay siya ng limang pangunahing kakayahan (macro skills): pag-
unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.

Moreover, DepEd prescribes strategies on how to teach this subject. Ang mga
pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto ay ang
1. pagpapasyang etikal (ethical decision making)
sa pamamagitan ng pagsusuri ng suliranin o isyu),
2. ang Panlipunan– Pandamdaming Pagkatuto (Social-Emotional Learning),
3. pagpaplano ng kursong akademiko o teknikal-bokasyonal (Career Guidance)
4.
Wherein ethical decision making is describe as making a decision with the
preference for the good and the betterment of the human person and the process
includes
(a) pag-alam sa mga detalye ng sitwasyon at
(b) maingat na pagsasaalang-alang ng mga moral na pagpapahalaga na mahalaga
sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong
moral ng mga sitwasyon sa pang-araw-araw na buhay at ang kamalayan sa
mga tao o pangkat na maaapektuhan ng pasiya.

Social-Emotional Learning, on the other hand, is being able to know and govern
thyself, to empathize with others, to make responsible decisions, to establish good
relationships with others and be able to face challenges effectively. These skills are
necessary in order that students will become successful in life.
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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Furthermore, the overarching philosophy of the subject that serves as conceptual

basis says
[EsP ay] batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa
Etika ng Kabutihang Asal (Virtue Ethics).

1. Ayon sa pilosopiya ng Personalismo, nakaugat lagi sa pagpapakatao ang ating

mga ugnayan. Nililikha natin ang ating pagpapakatao sa ating pakikipagkapwa.
2. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng
mga virtue o mabuting gawi (habits) at umiiwas sa mga bisyo o masamang gawi.

Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang pagsasabuhay ng

mga mabuting gawi.
The concise statements that comprise the philosophy of the entire EsP subject is very
commendable as it is able to summarize the important points like the social and the
individual aspect of becoming a better person likewise the need to act or live
according to what is good.

Ang tunguhin o “outcome” ng pag-aaral sa batayang edukasyon ay ang

panlahatang pag– unlad taglay ang mga kasanayan sa ika– dalawampu’t isang siglo.
Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman,
pandamdamin at pangkaasalan na magbibigay sa kanya ng kakayahan upang:
(1) mamuhay at magtrabaho
(2) malinang ang kanyang mga potensiyal
(3) magpasiya nang mapanuri at batay sa impormasyon
(4) makakilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan
upang mapabuti ang uri ng kanyang pamumuhay at ng kanyang lipunan.

The supposed outcome of learning based on the paragraph above can be

summarized as the students’ journey towards becoming a good citizen in the
country. In this regard EsP plays a vital role in molding students so that they could
contribute for the progress of the society.

VALUES EDUCATION FOR THE FILIPINOS THE DECS VALUES EDUCATION

FRAMEWORK

VALUE
A thing has value when it is perceived as good and desirable. Food, money,
and housing have value because they are perceived as good; and the desire to
acquire them influences attitudes and behavior.
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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

V a l u e s are the bases of judging what attitudes and behavior are

correct and desirable and what are n o t .

It is, therefore, of crucial importance that there be an appropriate

framework as well as strategy for providing the contex t and operational
guidelines for implementing a values education program.

The values education framework hereby suggested is designed to translate

values from the abstract into the practical.

Values such as discipline and concern for the poor are ineffective unless
they are internalized and translated into action. Therefore, there is a need for
values education that is meaningful and effective

VALUES EDUCATION

Values Education as a part of the school curriculum is the process by

which values are formed in the learner under the guidance of the teacher and as
he interacts with his environment. But it involves not just any kind of teaching-
learning process.

The following have to be considered by anyone who is involved in values

education.

1. The subject matter itself – VALUES – has direct and immediate

relevance to the personal life of the learner.
2. The process in not just cognitive but involves all the faculties of
the learner.
3. One learns values the way children learn many things from their
parents.

Hence, the teacher’s personal values play an important role in values learning.

VALUES EDUCATION PROGRAM

Values have a social function: commonly held values unite the families,
tribes, societies, and nations. They are essential to the democratic way of life,
which puts a high premium of freedom and the rule of law. After the Revolution
in EDSA in February 1986, the DECS made values education a primary thrust.

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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Finally, the DECS thrust found strong support in the Philippine

Constitution of 1987 in i t s vision of “ a just and humane society,” which calls
for a shared culture and commonly held values such as “ t r u t h , justice, freedom,
love, equality, and peace.”

GOAL
“To provide and promote values education at all levels of the
educational system for the development of the human person committed to
the building of a just and humane society and an independent and democratic
nation.”

OBJECTIVES OF THE PROGRAM

Proper implementation of the program will develop Filipinos who:

1. Are self- actualized, integrally developed human beings imbued with a

sense of human dignity;
2. Are social beings with a sense of responsibility for their community and
environment
3. Are productive persons who contribute to the economic security and
development of the family and the nation;
4. As citizens, have a deep sense of nationalism, and committed to the
progress of the nation as well as of the entre world community through
global solidarity; and
5. Manifest in actual life an abiding faith in God as a reflection of his
spiritual being.

PRINCIPLES AND GUIDELINES

It should be guided by the following general principles:

1. It must be oriented toward the total person of the learner – mind,
heart, and entire being.
2. It must take into consideration the unique role of the family in one’s
personal development and integration into society and nation.
3. In the school context, more important than lesson plan and any list of
values are the teachers themselves who have the proper sense of values,
awareness of their inner worth, and outmost respect for the person of the
other.
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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

VALUES CONCEPTUAL FRAMEWORK

The Values Conceptual Framework, herein described, is intended as a guide and form of
teaching aid in the implementation of the Values Education Program.

WHAT IT IS:
 It is descriptive: it is an attempt at an orderly description of a desirable value
system on the basis of an understanding of the human person.
 It is conceptual: it lists ideals which have to be internalized in the educational
process.
 It is intended to be applicable in varying degrees to all three levels of the
educational system.
 It is broad and flexible enough for adaptation to specific contexts.

WHAT IT IS NOT:
 It is not prescriptive
 It is not exhausted
 It makes no statement on regional, local, and the institutional needs and
priorities.

WHAT IT USES:
 It is desirable that regions, localities, and institutions construct their own values
map, with clearly defined priorities, suited to their peculiar context and needs.

Several Filipino cultural values such as pakikisama, utang na loob, hiya, bayanihan,
productivity, national solidarity, justice truth, freedom, honesty, etc. Must be considered
in the values education program.

PHILOSOPHY OF THE PROGRAM

The Human Person
The values education program is based on the philosophy of the human person. It is
grounded on a rational understanding of the Filipino in his historical and cultural
context, which undergirds the Philippine Constitution of 1987.

The human person is the subject of education: he is a human person learning and
being taught. The human person is also the object: the human person is at the centre
of the curriculum and the entire program. It is for the attainment of “Just and Humane
Society.”
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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

DIMENSIONS OF A HUMAN PERSON

1. The person is an individual self conscious being of incalculable value in himself

(Art. I, Sec II; Art XII, Sec. I)who cannot be a mere instrument of the society
and of the state. He is not just body and soul juxtaposed or mixed as oil or
water; but he is an embodied spirit. Hence, his physical, intellectual, moral and
spiritual well-being is recognized by the State(Art. II, Sec 13).

As a physical being, he has material needs. He is intellectual, equipped as he is

with an intellect whose activity is to know, with a view to transforming himself,
society and the world. As moral being, he is endowed with a free will which
searches for the good and whose motive force is love. His personhood is oriented
to Almighty God from which he derives his spiritual nature.

Physical Being
He has material needs

Intellectual Being
an intellect whose activity is to know, with a view to transforming himself,
society and the world

Moral Being
he is endowed with a free will which searches for the good and whose motive
force is love.
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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Spiritual • His personhood is oriented to Almighty God.

2. The human person, however, does not live in isolation but in community with
other persons – physical, intellectual, moral and spiritual like himself. Hence, he
is inevitably (Art. II, Sec. 13). He belongs to a family, that basic unit of society or
– in the words of the Constitution, “the foundation of the nation”(Art. XV, Sec.
1). As social being, he participates in defining the goals and destinies of the
community and in achieving the common good.

He is also an economic being. Concerns for livelihood , production, etc. Lastly, he

is a political being. And as of (Art. II, Sec. 17) as pursuing the goal of “social
progress” and “total human liberation and development.”

Dimensions of a Human Person • He belongs to a family, that basic unit of

society or – in the words of the Constitution, “the foundation of the nation”(Art.
XV, Sec. 1). Social Being • he participates in defining the goals and destinies of
the community and in achieving the common good. Dimensions of a Human
Person Political Being • as pursuing the goal of “social progress” and “total
human liberation and development.” (Art. II, Sec. 17) Dimension

CORE VALUES
One of the foregoing philosophy of the human person, the supreme and
overarching value that characterizes the educational process is human dignity;
the human person is of infinite value. (Art. II, Sec. II; Art. XII, Sec. 1)

RELATED VALUES In the DECS values education framework, the ff. Are
considered the core values that must be given emphasis (based on Figure 3)

DIMENSIONS VALUES

PHYSICAL HEALTH

• Physical Fitness

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 Bachelor of Elementary Education
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• Cleanliness

• Harmony w/ the material

• Universe

• Beauty

• Art

DIMENSIONS VALUES

INTELLECTUAL TRUTH

• Knowledge

• Creative and critical Thinking

MORAL LOVE

• Integrity/Honesty

• Self-Worth/Self-Esteem

• Personal Discipline

DIMENSIONS VALUES

SOCIAL SOCIAL RESPONSIBILITY

• Mutual Love/Respect Fidelity

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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

• Responsible Parenthood

• Concern for Other/Common Good

• Freedom/Equality

• Social Justice/Respect for HR

• Peace/Active-Non-Violence

• Popular Participation

DIMENSIONS VALUES

POLITICAL NATIONALISM

• Common Identity

• National Unity, Esteem for

Nat’l Heroes

• Commitment/Civic Consciousness
/Pride,

• Bayanihan/Solidarity/Loyalty to
Country

GLOBAL SOLIDARITY

• International understanding and

• International understanding and cooperation cooperation

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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

Background on the Character Education in Philippines Educational

System

When the Philippines’ Educational System was established on January 21,

1901, Character Education was one of the original subjects in the curriculum. 
Then it became Good Manners and Right Conduct (GMRC) and Values Education
(VE) in high school.  Since 1901, efforts have been made and new approaches
tried to strengthen the teaching of GMRC or Character Education (CE).  In
the 2002 Basic Education Curriculum, GMRC and CE were no longer included as
learning areas but were integrated in all learning areas.  In 2005, it was again
returned as a separate subject in the elementary and high school as recommended
by the President. In spite of the concerted efforts of schools to develop the
character of the learners, there is evident decline in morality, honesty, discipline,
respect, civility and responsibility in our midst – in the family, in society, in
government, even in schools.  Thus, the observation that conventional education is
incomplete when it comes to nurturing the character and personality of the
students is true.

Schools are once again going to have Good Manners and Right Conduct classes, as
Republic Act 11476, or the GMRC and Values Education Act, was signed by President
Duterte into law today June 25, 2020.

The law institutionalizes a comprehensive GMRC and Values Education program in the
K-12 curriculum of the Department of the Education, replacing the current Edukasyon
sa Pagpapakatao curriculum. GMRC will be integrated into daily activities in the
kindergarten level, and then it will be taught as a separate subject from Grades 1 to 6.
Grades 7 to 10 will be taught a Values Education subject, into which GMRC shall be
integrated. For Grades 11 and 12, Values Education shall be integrated in all subjects
under the K- 12 Basic Education Curriculum.

GMRC was previously dissolved as a subject under the K-12 program in 2013.

SENATE BILL NO. 1855

AN ACT INSTITUTIONALIZING GOOD MANNERS AND RIGHT CONDUCT AND
CHARACTER EDUCATION IN THE CURRICULUM OF ELEMENTARY AND
SECONDARY LEVEL
INTRODUCED BY SENATOR JOSEPH VICTOR G. EJERCITO

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
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 Bachelor of Elementary Education
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SECTION 1. Short Title. This Act shall be known as the “GMRC Act”.

SECTION 2. Declaration of Policy – In consonance with the K-12 Program on

Edukasyong Pagpapakatao, it is the policy of the State to promote
character formation and wholesome personality development by requiring
schools at the elementary and secondary level to inculcate patriotism and
nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of
the country, teach the rights and duties of citizenship, strengthen ethical
and spiritual values, and develop moral character and personal discipline.
Thus, character education and good manners and right conduct (GMRC)
will now be an integral part of the basic education system of the country.
GMRC is vital to the academic development of a Filipino child as a self-
reliant and patriotic citizen. It is also the policy of the State that good
manners and right conduct are indispensable for a member of a nation or
society.

SECTION 3. Definition of Terms. – The terms in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) K to 12 Program shall be understood to cover Kindergarten and 12
years of basic education (six years of primary or elementary education,
four years of Junior High School and two years of Senior High School or
secondary level education)
(c) Mother tongue refers to the first language learned by the child.

SECTION 4. Institutionalization of Good Manners and Right Conduct (GMRC)

in the school curriculum. – Good Manners and Right Conduct is hereby
institutionalized as part of the curriculum in the present K to 12 program.
SECTION 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother
tongue of the learner shall be the primary medium of instruction for
teaching and learning as provided for in the K to 12 Program.
The DepEd, in coordination with the Commission on Filipino Language and
in close collaboration with academic and research institutions concerned
with education, shall formulate a mother tongue-based multilingual
framework for teaching and learning.
SECTION 6. Implementing Agency. – The authority to regulate the implementation
of the good manners and right conduct in the curriculum of every
educational institutions at the elementary and secondary levels shall be
vested upon the DepEd.
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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

SECTION 7. Implementing Rules and Regulations. – Within ninety (90) days after
the effectivity of this Act, the DepEd, shall promulgate the rules and
regulations needed for the implementation of this Act.
SECTION 8. Separability clause. -If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of
the other provisions hereof.
SECTION 9. Repealing Clause. – Pertinent provisions of all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with
the provisions of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days after
its publication in the Official Gazette or in two (2) newspapers of general
circulation.

IN ADDITION TO THE PRINCIPLES OF TEACHING THAT YOU LEARNED IN

PRINCIPLES OF TEACHING 1, HERE ARE SOME PRINCIPLES TO GUIDE YOU
IN THE TEACHING OF EDUKASYON SA PAGPAPAKATAO:

1. Values are both taught and caught. The Edukasyon sa Pagpapakatao teacher
must teach the cognitive aspect of virtue intentionally and must live by it to
set the example. Edukasyon sa Pagpapakatao teachers must walk their talk.
Albert Bandura’s (1977) social learning theory states that behavior is learned
from the environment through the process of observational learning.

2. Values cannot be separated from cognitive understanding although values and

attitudes relate to the affective dimension. Student must understand the
cognitive bases of virtuous practice. At a young age, a child may not yet be
capable of understanding his/her true personhood but can be taught to lead a
virtuous life that early for him to develop good character. The Book of
Proverbs states “Train up a child in the way he should go, even when he is old
he will not depart from it.” (Proverbs 22:6)

3. Values education is about developing virtues, good habits and dispositions

which lead students to responsible and mature adulthood. Effective value
education must promote the development of virtue. Virtues are developed
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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

through learning ad through practice. As Aristotle taught, a person can

improve his or her character by practicing self-discipline, while a good
character can be corrupted by repeated self-indulgence.

Let Us Assess

Answer the following:

1. What is Edukasyon sa Pagkatao (EsP)
___________________________________________________________________
___________________________________________________________________
_______________________________
2. Cite one (1) philosophy of EsP
___________________________________________________________________
___________________________________________________________________
_______________________________
3. Cite one (1) objective of Values Education Program
___________________________________________________________________
___________________________________________________________________
_______________________________
4. Give one (1) principle or guideline of Values Education Program

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 Bachelor of Elementary Education
1st Semester, SY 2022-2023

___________________________________________________________________
___________________________________________________________________
_______________________________
5. What is the importance of Values Education?
___________________________________________________________________
___________________________________________________________________
_______________________________

6. Three strategies that DepED prescribed on how to teach ESP.

___________________________________________________________________
___________________________________________________________________
_______________________________
7. What are the two (2) Philosophy of the subject?
___________________________________________________________________
___________________________________________________________________
____________________________
8. Ang tunguhin o outcome ng pag-aaral sa batayang edukasyon ay magkaroon ang
mag-aaral ng kakayahang pangkaalaman, pandamdamin at pangkaasalan na
magbibigay sa kanya ng kakayahan upang:
___________________________________________________________________
___________________________________________________________________
_______________________________
9. The three (3) principles and guidelines of Values Education Program are:
___________________________________________________________________
___________________________________________________________________
___________________________________________

10.Discuss shortly the Philosophy of the Values Education Program

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________

This material has been prepared and communicated to you by or on behalf of

Palawan State University - CCRD Narra for educational purposes only.
DO NOT REPRODUCE OR COMMUNICATE.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

 Bachelor of Elementary Education
1st Semester, SY 2022-2023

References

http://ses-journal.com/wp-content/uploads/2017/09/Edukasyon-sa-Pagpakatao-and-
Education-for-the-Love-of-the-World.pdf
http://www.valueseducation.net/vep.htm

https://www.slideshare.net/hayasharm/chapter2-ni

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Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra