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VALUES

DEVELOPMENT

WHAT IS VALUES?
Derived 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.
Values development is the act,
developing values for human dignity.

process

or

result

of

Values are the bases of judging what attitudes and behavior


are correct and desirable and what are not.

VARIOUS VIEWS
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 de 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 chosen 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 considered good or worthy and
desirable or useful by a person or a group. It can be a
one-word standard of conduct (respect) or a policy that
everyone in an organization adheres to and believes in.

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.
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

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
Because they are the most significant
and effective thing to attain happiness

WHEN TO TEACH VALUES?


Values should be taught to people of
all ages with differing agenda and
changing emphasis depending on their
maturity.
Values should be taught now and
always.

WHERE TO TEACH VALUES?


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 SHOULD TEACH


VALUES?
Parents are the crucial examples
and instructors of values.

Teachers,
institutions,
and
organizations are considered
as
supplement, support and backup of
parents.

WHAT TO TEACH IN VALUES?


Decide which values to teach.

HOW TO TEACH VALUES?


There are methods especially
designed in teaching values to preschools,
elementary
pupils,
adolescents, and people in the
community.

IMPORTANCE OF TEACHING
VALUES
1. Values are extremely powerful.
2. Values have to do with being and with
giving.
3. The values of being (who we are) are
honestly, courage, peaceableness, selfreliance, self-discipline, and fidelity.

THE VALUES OF
BEING AND GIVING

I. VALUES OF BEING
Honesty
Courage
Peaceableness
Self-reliance and Potential
Self-discipline and Moderation
Fidelity and Chastity

II. VALUES OF GIVING


Loyalty and Dependability
Respect
Love
Unselfishness and Sensitivity
Kindness and Friendship
Justice and Mercy

VALUE FORMATION

TWO FACTORS AFFECTING VALUE


FORMATION
1. Influences
These depends on a person's internal
traits and characteristics such as
intellectual and emotional capabilities.

2. Experiences
Like
good
influences,
good
experiences are needed in formation.

FOUR TYPES OF EXPERIENCES


AFFECTING VALUE FORMATION
1.
2.
3.
4.

Liturgical experience
Bible experience
Learning experience
Human experience

VALUE CLARIFICATION
1.
2.
3.
4.
5.

Value clarification is a difficult task.


Values are better than rules.
Values serve as outline goals.
Values send a message.
Values shape an organization.

DEVELOPING GOOD
HABITS FOR
EFFECTIVENESS

A habit is the intersection of knowledge,


skill and desire.
Knowledge is the theoretical paradigm,
the what to do and the why.
Skill is the how to do.
Desire is the motivation, the want to do.

7 HABITS THAT MAKES ONE A HIGHLY


EFFECTIVE PERSON ACCORDING TO
STEPHEN COVEY:
1. Be Proactive
2. Begin with the End in Mind
3. Putting First Things First
4. Think Win/Win
5. Seek First to Understand Than to be Understood
6. Synergize
7. Sharpen the Saw - The Principle of Balanced Selfrenewal

ON THE MATURITY
CONTINUUM:
1. Dependence is the paradigm of
You
you take care of me; you come through
me, you didn't come through: I blame
you for the results

2. Independence is the paradigm of I


I can do it; I am responsible; I am
self-reliant; I can choose

3. Interdependence is the paradigm


of we
We can do it; We can cooperate; We can
combine our talents and abilities and
create something greater together.