Filipino Values, Nationalism & Patriotism: Jose Rizal Memorial State University

i
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
COLLEGE OF CRIMINAL JUSTICE EDUCATION
FILIPINO VALUES,
NATIONALISM & PATRIOTISM
CFLM-1 Character Formation, Nationalism & Patriotism
This is a Gender-Sensitive Instructional Material
RHEYCHOLD J. DAYMIEL, PH. D. (CAR)

MARICEL D. ADRIATICO, MA, MPA
JORLYN A. BELARMINO, RCRIM
For
CHARACTER FORMATION, classroom purposes
NATIONALISM only.
AND PATRIOTISM |
ii
Filipino Values, Nationalism & Patriotism
by
Rheychold J. Daymiel
Jorlyn A. Belarmino
Maricel D. Adriatico
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof

may not be reproduced or used in any manner whatsoever
without the express written permission of the authors
except for the use of brief quotations in a book review.
Page and Cover designed: Rheychold J. Daymiel
ISBN : _________________
First Edition : _________________
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
jrmsumain.univpres@gmail.com
CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

iii
Acknowledgment
With the deepest appreciation and profound gratitude, the authors would like to
acknowledge all the people who made the publication of this module possible.
To their families for guidance and support throughout their journey even in
problems, hardships, and victories of life;
To their Jose Rizal Memorial State University family, especially the management
committee of the academic institution, for their intervention in the creation and
reproduction of the learning materials;
To their colleagues and friends, especially in the College of Criminal Justice

Education throughout JRMSU System, for the accommodating and warmth help for the
accomplishment of this module;
All those who took part and made significant contributions in the realization of
this module; whom I failed to mention;
Above all, to the Almighty God, who provided everything, courage, strength, good
health, and faith. Enlightenment in times of tribulation and the grace of patience in
making this endeavor a success.
Rheychold, Jorlyn and Maricel

iv
Preface
Rheychold, Jorlyn and Maricel

v
Table of Contents
Page
Copyright ii
Acknowledgment iii
Preface iv
Unit 1 Basic Concepts on Character Formation 1

Unit 1 Learning Outcomes
Unit 1 Pretest
Unit 1 Discussion 2
Unit 1 Learning Activities 6
Unit 1 Assessment 9
Unit 2 Nature of Human Person 11

Unit 2 Pretest
Unit 2 Discussion 12
Unit 2 Assessment 19
Unit 3 Values Development for Citizenship Training 24

Unit 3 Pretest
Unit 3 Discussion 25
Unit 3 Assessment
References
Rubrics
Answer Key

1
UNIT 1- BASIC CONCEPTS ON CHARACTER FORMATION
Character formation is the most important values that we must inculcate

in the life students at the very young age onwards. ... This is something true as
people respect us even when we are without good health and wealth, but a
person without character is not given respect in the society.
Learning Outcomes
At the end of this unit, you will be able to:
 Define and adopt character formation in personal life;

 Identify the relevance of character in society;
 Compose courses of action to be taken for future cases relating to character
formation; and
 Formulate an own view on the concept of character formation.
Pretest
Fill in the Blanks
Directions: On the spaces provided, write the correct answer to complete the
statements.
1. ____________________________theory defined character in relation to the

unconscious:" What we describe as our 'character' is based on the memory-
traces of our impressions; moreover, the impressions which have had the most
significant effect on us-those of our earliest youth- are precisely the ones which
scarcely ever become conscious.
2. _____________ is that deeply internalized pattern of values and attitudes and
the consequent actions that are often established in pre-cognitive times of life
through the natural and normal educational patterns that are appropriate for
children.
3. Character is a ________________ that refers to all habitual ways of feeling and
reacting that distinguish one individual from one another.
4. _______________ is a measure of how "repeatable" a measure is or the extent
to which scores are consistent when a test of a particular construct is given
multiple times.

2
5. ______________ is the extent to which a measurement actually assesses what it

is intended to assess.
6. ________________________ is a feeling of deep admiration for someone or
something elicited by their abilities, qualities, or achievements.
7. ________________________is the state or fact of having a duty to deal with
something or of having control over someone.
8. ________________________is the quality of making judgement that are free
from discrimination.
9. _______________________is a psychological notion that refers to all the
habitual ways of feelings and reacting that distinguish one individual from
another.
10. ___________________________refers to a participative management system
exhibits an increase in employees’ interaction, communication, and decision
making and management still makes the final decisions.
Thank you for answering the test. You may refer to page no. ___ for the
key answers.
The next section is the discussion of this unit. Please read and understand
the discussion.
Discussion
DEFINITION OF CHARACTER FORMATION AND CHARACTER
Character Formation. These were the adopted pattern of values and attitudes;
consequent behavior also developed in pre-cognitive life-times: the standard and usual
patterns of learning tailored for young children (Rogers, 1991).
Character. It is a psychological notion that refers to all the habitual ways of

feeling and reacting that distinguish one individual from another (Encyclopedia.com,
2020).
Table 1. Freud's definition of Character and how it was developed.
It defined character in relation to

unconscious:"What we describe as our
'character' is based on the memory-traces
of our impressions, and moreover, the
The Interpretation of Dreams (1900)
impressions which have had the greatest
effect on us-those of our earliest youth-
are precisely the ones with scarcely
becomes conscious.
Freud emphasizes individual
Three Essays on the Theory of
psychic activity:"What we describe as as a
Sexuality (1905)
persons character is built up to a

3
considerable extent from the material of

sexual excitations and is composed of
instincts that have been fixed since
childhood, or constructions achieved by
means of sublimation, and of other
constructions, employed for effectively
holding in check perverse impulses which
have been recognized as being
unusable".
Freud summarized, "Obstinacy,
thrift, and orderliness arise from the
Character and Anal Erotism (1908) exploitation of anal erotism, while
ambition is determined by a strong
urethral-erotic component."
Character derives from instincts,
but not directly since reaction formations
and sublimations intervene. Thus, as
Thoughts for the Times on War and noted by Freud (1915), "The pre-
Death (1915) existence of strong 'bad' impulses in
infancy is often the actual condition for an
unmistakable inclination towards 'good' in
the adult."
Character formation was
understood to be based on the
mechanism of identification, that is,
unconsciously identifying with character
traits derived from objects. According to
The Ego and the Id (1923) Freud (1923), when a lost object was
reestablished in the ego, allowing an
identification to replace objects cathexis,
this "makes an essential contribution
towards building up what is
called"character."
"Deep-rooted malformations of
character, traits of a degenerate
Freud's Psycho-Analytic Procedure
constitution, show themselves during
(1904)
treatment as a source of a resistance that
can scarcely be overcome.
Determining character traits is not
easy. Freud (1916), noted that it is not the
character traits that patients see in
themselves nor those attributed to
Some Character-types Met with in
patients by persons close to them, which
Psycho-Analytic Work (1916)
poses the most significant problem for
analysts. Instead, it is the previously
unknown and surprising peculiarities often
revealed in the course of analysis.
Source: Encyclopedia.com. (2020). "Character Formation." International Dictionary of Psychoanalysis.
Retrieved from https://www.encyclopedia.com/psychology/dictionaries-thesauruses-pictures-and-
press- releases/character-formation

4
Figure 1
The Six Pillars of Character
Note: The Six Pillars of Character. Adapted from https://charactercounts. org/program-

overview/six-pillars/. 2507 University Avenue, Des Moines, Iowa 50311. Copyright 2020
© CHARACTER COUNTS!
Table 2. The Six Pillars of Character and its description.
Character Description
Be honest in communications and
actions • Don't deceive, cheat or steal •
Be reliable — do what you say you'll do •
Trustworthiness Have the courage to do the right thing •
Build a good reputation • Be loyal — stand
by your family, friends, and country • Keep
your promises.
Treat others with respect and
follow the Golden Rule • Be tolerant and
accepting of differences • Use good
manners, not bad language • Be
Respect
considerate of the feelings of others •
Don't threaten, hit or hurt anyone • Deal
peacefully with anger, insults, and
disagreements

5
Do what you are supposed to do •

Plan ahead • Be diligent • Persevere • Do
your best • Use self-control • Be self-
disciplined • Think before you act • Be
Responsibility
accountable for your words, actions and
attitudes • Set a good example for others •
Choose a positive attitude • Make healthy
choices
Play by the rules • Take turns and
share • Be open-minded; listen to others •
Fairness Don't take advantage of others • Don't
blame others carelessly • Treat all people
fairly
Be kind • Be compassionate and
show you care • Show Empathy • Express
Caring gratitude • Forgive others and show mercy
• Help people in need • Be charitable and
altruistic
Do your share to make your home,
school, community, and greater world
better • Cooperate • Get involved in
Citizenship community affairs • Stay informed; vote •
Be a good neighbor • Obey laws and rules
• Respect authority • Protect the
environment • Volunteer
Source: https://charactercounts.org/program-overview/six-pillars/
Thank you for reading the discussions provided for this unit. For further
readings, please click and visit the following links:
a. https://www.tandfonline.com/doi/abs/10.1080/0034408910860309
b. https://www.encyclopedia.com/psychology/dictionaries-thesauruses-
pictures-and-press- releases/character-formation
c. https://charactercounts.org/program-overview/six-pillars/
Now that you have read and learned the basic concepts of Character
Formation, you can now proceed to the learning activities. If you have questions
on the given activities, you can reach your teacher through google classroom or
through Student Initiated Phone (SIP) calls with this contact number:
_______________________.

6
Learning Activities
Activity 1. Graphic Organizer
Directions: Given the graphic organizer below, formulate a three (3) sentence
paragraph, describing each pillar of character utilizing the different descriptions provided.
Write your answers to the spaces provided below. Kindly submit your activity sheets on
this e-mail rheychold_daymiel@yahoo.com; or on the pigeon boxes provided by the
college. See Rubrics in this activity on page no.______.
THE SIX PILLARS OF

CHARACTER
Thank you for completing the tasks in the activity. If you have difficulties in
completing the task, you can raise questions in our google class _____________
or send your queries via text messages or phone calls with this mobile phone
number:________________________.
You can now proceed to the next learning activity.

7
Activity 2. Essay
Directions: Formulate a comprehensive response to the following questions below.

Please take note of the required number of words. Kindly submit your activity sheets on
1. Discuss the relevance of studying character formation comprehensively. What

could be the possible impact of the different pillars of character in your life or your
future career? (250 words minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Discuss the development of character adopting the Freudian Theory. (250 words
minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

8
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Formulate your definition of character formation based on the insights learned in
this unit, adopting the different approaches of Sigmund Freud. (250 words
minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Articulate a standard or guidelines of a perfect human character that everyone

must possess to sustained peace and order in society. (250 words minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

9
number:________________________.

Assessment
ESSAY
Directions: Formulate a comprehensive response to the following concepts below.

I. Explain the concept of the following theories of Sigmund Freud:

a. The Interpretation of Dreams (250 words minimum)
b. Freud's Psychoanalytic Procedure (250 words minimum)
c. Three Essays on the theory of sexuality (250 words minimum)
d. The Ego and the Id (250 words minimum)
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

10
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Congratulations for a job well done. You have successfully completed the
activities of this unit. If you have difficulties in completing or answering the task,
you can raise questions in our google class _____________ or send your queries
via text messages or phone calls with this mobile phone
number:________________________.
You had just completed this unit. You are now ready to take Unit 2.
11
UNIT 2- THE NATURE OF HUMAN PERSON
This unit discusses the nature of human person. It answers these

questions: What is a human person? How can a human person attain his/ her
highest potential and contribute to the common good?
It tackels on the various Biblical, philosophical, classical, and sosiological
views and perspectives which offers essential ensights into the human nature.
Learning Outcomes
 Describe the nature of the human person;

 Identify the importance of a person's ability and capacity; and
 Describe a person's unique qualities that make him/ her a productive social
being.
Pretest
Multiple Choice
Directions: Write the letter of your answer on the space provided in every test item.
1. He/She has physical, spiritual, emotional, and intellectual attributes.

a. Human person c. Natural person
b. Rational person d. Human nature
Answer:__________
2. The human person possesses this attribute no matter how imprudent his/her
actions are.
a. An open mind c. An innate goodness
b. A caring heart for others d. A decisive heart
Answer:__________
3. This is not a characteristic of a person, according to Babor.
a. Rational c. Unique

12
b. Free d. Optimistic
Answer:__________
4. It is a particular way of looking at and seeing something.
a. Psychology c. Knowledge
b. Perspective d. Philosophy
Answer:__________
5. It includes basic needs, according to Maslow.
a. Safety c. Self-actualization
b. Self-esteem d. Physiological
Answer:__________
key answers.
the discussion.
Discussion
THE HUMAN PERSON
It is inherently difficult to understand the human person, human nature, and the
possibility of achieving a productive society through the highest potential of a person.
Estañol (2007) defines the human person as having physical, spiritual, emotional,
and intellectual attributes. St. Thomas Aquinas describes the human person as having
physical and spiritual substance because he/she has a soul and is created by a Superior
Being with a divine purpose. Dictionaries define the human person as a "self-conscious
animal."
CHARACTERISTICS OF A HUMAN PERSON
Babor (2007), in his book, The Human Person: Not Real, But Existing, discusses
the several characteristics of a human person, namely:
1. A human person is a rational being. He/She is free to think and can reason
and distinguish between right and wrong.
2. A human person is born free. He/She has the freedom to do or not to do
things. However, every person is responsible for his/her action.
3. A human person is unique. He/She possesses an identity that makes him/her,
unlike any other person. Even if two persons have the same characteristics and
physical features, they are not the same. Each one has his/her perception and
different set of values and priorities in life.
4. Every person is intrinsically a social being. He/She cannot detach
himself/herself from other creatures in the universe. By nature, he/she is
characterized by his/her relationships with other creatures, objects, or his/her
fellowmen.

13
5. All living things are sexual by nature. But the uniqueness of expression of a
person's sexuality makes him/her different. The expression of a person's
emotions, attitudes, feelings, actions, and thoughts in a sexual activity best
exemplifies his/her uniqueness from animals.
Biblical Views
The human person has superiority and dignity inherited from the Supreme Being.
According to the book of Genesis, chapter 1, verses 26 to 27, God created man and
woman in His image and likeness. He made them masters of the fish in the sea, the
birds, the heaven, the earth, the wild beasts, and the reptiles that crawl upon the world.
The Supreme Being entrusted to the human person the care of creatures on the
earth, aware of the possibilities, challenges, and difficulties he/she will encounter in
his/her life.
Agbuya (1997) states that the human person is designated by God to exercise
dominion over other creatures in the use of freedom, search for happiness, and
openness to the world around him/her. And what makes him/her human is his/her being
a true person, which includes the unique gifts and talents of thinking, loving, longing for
happiness, and making decisions. The human nature was patterned after the image of
God."
Philosophical Views
According to Protagoras, the human person is the measure of all things that exist
and do not exist. Furthermore, Plato claimed that the perfect human being does not exist
in this world. Because what is in this world is just an imperfect copy of humanity's
original self in the realm of ideas. Parmenides posited that a person knows something
that exists, for a person who does not live is nothing.
A human person, like other animals, has external and internal organs. A human
being becomes evident when he/she starts to share his/her thoughts and ideas with
others.
Maguigad (2006), in his book, Philosophy of the Human Being, explains the
different philosophical views of the human person. These are the following:
1. Conservatism
The conservative view is not entirely positive and non-egalitarian. Some

men contribute more than others to society, and, therefore, must be rewarded
and honored by the community: some men are intended to rule, the rest to obey.
This notion is in line with the Confucian ethical ideas, which states that the
superior man must rule, and the commoner must bow before his authority.
2. Liberalism
Liberalism has a more egalitarian view of human nature. It believes that

all men are capable of reason and rational action and can live a satisfying and

14
productive life if given the opportunity. Reason is common to all human beings,
and this fact raises them above the level of beasts and enables them to know the
principles of harmonious living. According to Mencius, "Every human being can
become a sage king, that is, anyone can gain the wisdom to rule."
3. Socialism
In socialism, human beings readily engage in cooperative social activities

when given the opportunity. Unfortunately, this natural cooperation instinct is not
fostered when some people selfishly exploit other people.
Marx believes that man is driven primarily by the desire for economic
gains. In his Das Kapital, he considers the human person as a social animal; if
he/she fails to relate actively with others and with nature. He/She loses
himself/herself and becomes alienated. His/Her drives lose human qualities and
assume animal qualities.
4. Fascism
Fascism holds that what matters most is the country itself. The human
being can prosper only when the nation prospers; his/her fate is merely
secondary when it comes to the country. Like the conservatives, the fascists
contend that some human beings are naturally and racially better than others.
Classical Greek Views
The early classical Greeks define the human person as "a rational animal." An
animal's vegetative sensory and rational element is integrated within his/her being; thus,
he/she is a material (body) and spiritual (soul) being. As a vegetative creature, the
human person needs to have food to grow, develop, and reproduce. He/She needs
sensory perceptions to gain knowledge as a sentient being. As a rational animal, he/she
needs the power of thought, reason, and cognition.
Due to the person's nobility and his/her unique place in God's kingdom, it is
through him/her that the rest of creation enters into a dialogue and relationship with the
Supreme Being. Because the human person is given free will to choose, decide, or
shape his/her life, he/she is always responsible for his/her action.
A human person is capable of knowing, loving, and believing, which leads

him/her to be fully aware of his/her humanity.
Sociological Views
A perspective is a particular way of looking at and seeing something. Salcedo

(2004) states that people look at this social world or the various ways that human beings
behave socially. Hence, when we talk about society or the social world, we are referring
to the behavior of human beings.
Mostly sociologists necessarily see the social world from precisely the same
perspective (or viewpoint). Neither they always agree about what they see, how behavior

15
could or should be understood, and so forth. As we will notice, the sociological

perspective is made up of some entirely different sub-perspectives.
San Juan (2007) proposes some common ideas about the human person. These
are the following:
1. Human persons are social animals. We need to cooperate with others in

some way to create the social world in which to live.
2. The human person's social behavior is learned, not instinctive. In this respect,
the argument is that we have to learn, from the moment we were born, how to
be not just a human being but also a recognizable member of the society into
which we happen to have been born.
3. To understand the human person's social behavior, we have to focus our
attention on the groups to which people belong. These groups are many and
varied, but the largest group to which people belong is a society.
4. Sociology is a discipline that looks into the totality of relationships in an
individual's life. Sociologists do not restrict their studies to a single dimension
of an individual's life. Sociologists do not limit their studies to a single aspect
of an individual entity (economics, politics, history, geography, psychology,
and so forth). Although each of these areas is significant and interesting in
varying degrees, it is only by looking at how these relationships affect each
other that we can arrive at a complete picture of human social behavior.
Sociologist accepts the contributions of other social sciences. Sociology, as an

academic discipline itself, is based on the recognition that human beings are not one-
dimensional but rather multi-dimensional.
For example, in our society, people work (economic dimension), have the
opportunity to vote in elections (political dimension) and live in different areas of the
country (geographical dimension). What interests sociologists in this regard might be the
relationship between these three dimensions—how does the area in which people live
affect the type of work they do and how does the kind of work they do affect how they
vote in elections?
If the sociological perspective differs from that provided by other social sciences,
it is evident that it also differs from the final perspective we have to consider, namely,
that of naturalistic or commonsensical explanations of the social world. Investigating
some examples of commonsensical ideas about the social world will allow us to
demonstrate more effectively the approach of a sociological perspective and show how
sociology provides a greater understanding of human behavior.
Hierarchy of Needs
The guiding principle in realizing a person's competence and ability is the

exploration of his/her totality in the field of humanistic psychology, which theorizes that a
person's behavior and his/her relationship with others are shaped by his/her inner
feelings and self-image.
Maslow presented the levels of the hierarchy of needs in his theory of

personality.

16
1. Psychological needs include biological and basic needs such as water

and clothing. These needs are immensely important because they are
essential for survival.
2. Safety needs include security and protection from physical and emotional
harm.
3. Social needs include affection, a sense of belonging, and friendship, in
which people seek to overcome feelings of loneliness and alienation.
4. Self-esteem needs include achievement, mastery, and confidence
derived from recognition, respect, and attention. When these needs are
satisfied, the person feels confident and valuable. However, when they
are not met, the person may feel inferior, weak, helpless, and worthless.
5. Self-actualization means a person has reached the peak of his/her
potential.
Figure 2
Maslow's Hierarchy of Needs
Note: Maslow's Hierarchy of Needs. Adapted from https://i.pinimg.com/736x/0e/8a/b3/0e8ab3dbef7fec1472d

cca226e365010.jpg
Maslow's theory points out that a person needs to satisfy first the lower needs
before realizing his/her self-worth and potential. Accordingly, when the lower needs are
not met, a person cannot wholly devote his/her time to developing his/her full potential.
He also maintains that self-actualization is the driving force of human personality. Thus,
a person cannot appreciate intellectual and aesthetic learning when he/she is hungry or
if he/she feels unsafe. Artistic and scientific endeavors do not flourish in a society where

17
people must struggle for food, shelter, and safety. Self-actualization can only be
achieved after all other needs are satisfied.
According to Roger's person-centered therapy theory, every person has within

him/her an inherent desire for a positive transformation and the development of his/her
capacities. He/She possesses innate goodness no matter how imprudent his/her actions
are.
Based on this theory, society should be a sounding board of reflections in life, so
that an individual can realize his/her problem and formulate solutions for it. However, it is
the individual who will eventually create his/her path and not the people around him/her.
He/She is the only one qualified to choose the way that he/she should take. It may not
always be smooth, but that this not diminish his/her value as a person. A self-
actualization person allows his/her innate goodness to transform further. Only by
understanding himself/herself first can he/she effectively relate to others.
Furthermore, every person must realize that he/she only exists in this world
transitorily. As such, he/she should utilize their gifts and talents to reach his/her goals;
and to help others to realize their worth as a person. He/She must take on the challenge
that the Supreme Being has posed upon him/her.
Thank you for reading the discussions provided for this unit. You can now
proceed to the learning activities. If you have questions on the given activities, you
can reach your teacher through google classroom or through Student Initiated
Phone (SIP) calls with this contact number: _______________________.

18
Learning Activities
Activity 1. True or False
Directions: Write True on the space provided if the statement is correct and False if the
statement is wrong. Kindly submit your activity sheets on this e-mail
rheychold_daymiel@yahoo.com; or on the pigeon boxes provided by the college. See
Rubrics in this activity on page no.______.
__________ 1. A human person can detach himself/herself from other creatures in the
universe.
__________ 2. St. Thomas Aquinas describes the human person as having only
physical substance.
__________ 3. Liberalism has a more non-egalitarian view of human nature.
__________ 4. Fascism holds that what matters most is the country itself.
__________ 5. Physiological needs include security and protection from physical and
emotional harm.
__________ 6. Self-actualization is fulfilled after other needs are satisfied.
__________ 7. Rogers believes that every person has an inherent desire for a positive
transformation and the development of his/her capacities.
__________ 8. Pythagoras says that a human person is a measure of all things that
exist and of all things that do not exist.
__________ 9. The human being readily engages in cooperative social activities when
given the opportunity.
__________ 10. Perspective is a particular way of looking at and seeing something.
__________ 11. Sociology is a discipline that looks into the totality of relationship in an
individual life.
__________ 12. Safety needs include affection and sense of belonging.
__________ 13. Social behavior is learned; it is not instinctive.
__________ 14. Dictionaries define the human person as a “self-unconscious animal.”
__________ 15. Parmenides posited that a person knows something that exists, for a
person who does not exist is nothing.
number:________________________.

19
Activity 2. Essay

1. According to the philosophical view, what is a human person? Cite specific

examples. (250 words minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Why was the human nature patterned after the image of God? (250 words
minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

20
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
number:________________________.
Assessment
I. MULTIPLE CHOICE
Directions: Write the letter of your answer on the space provided in every test item.
Kindly submit your activity sheets on this e-mail rheychold_daymiel@yahoo.com; or on
the pigeon boxes provided by the college. See Rubrics in this activity on page
no.______.
1. It means a person has reached the peak of his/her potential.

a. Safety c. Self-actualization
b. Self-esteem d. Physiological
Answer:__________
2. He postulated the hierarchy of needs.
a. Confucius c. Maslow
b. Marx d. Plato
Answer:__________
3. He theorized that every person has an inherent desire for a positive
transformation and the development of his/her capacities.
a. Plato c. Maslow
b. Parmenides d. Roger
Answer:__________
4. This philosophical view holds that all persons are capable of reason and rational
action and can live productive lives if given the opportunity.
a. Liberalism c. Conservatism
b. Realism d. Naturalism
Answer:__________
5. As designated by God, the human person exercises this prerogative over the
other creatures.
a. Superiority c. Authority
b. Dominion d. Control
Answer:__________
6. He says that human persons are social animals.
a. Estañol c. Babor

21
b. San Juan d. Maguigad

Answer:__________
7. It is the level in Maslow's hierarchy of needs where recognition and respect are
found.
a. Physiological c. Love/Belonging
b. Safety d. Self-esteem
Answer:__________
8. This branch of psychology theorizes that their inner feelings and self-image
shape a person's behavior and his/her relationship with others.
a. Humanistic psychology c. Social psychology
b. Rational psychology d. Clinical psychology
Answer:__________
9. As a _______________, the human person needs to have food to grow, develop,
and reproduce.
a. Rational animal c. Vegetative creature
b. Sentient being d. None of the above
Answer:__________
10. The human person is pattered after the ____________ of God.
a. Likeness c. Thinking
b. Image d. Picture
Answer:__________
11. A person cannot appreciate this pursuit when he/she is hungry or if they feel
unsafe.
a. Intellectual and aesthetic learning
b. Recognition and respect from other people
c. Development of interpersonal skills
d. Enhancement of artistic and creative skills
Answer:__________
12. Aside from superiority, the human person also inherited this quality from the
Supreme Being.
a. Ability to love c. Wisdom
b. Dignity d. Strenght
Answer:__________
13. In his book The Human Person Not Real But Existing, he discusses the several
characteristics of a human person.
a. Plato c. Protagoras
b. St. Thomas Aquinas d. Babor
Answer:__________
14. He describes the human person as created by Superior Being with a divine
purpose.
a. Confucius c. St. Thomas Aquinas
b. Plato d. Marx
Answer:__________
15. The philosophical view that states that all men may not be of equal value to
society; some men are intended to rule while the rest are to obey.
a. Conservatism c. Socialism
b. Liberalism d. Fascism
Answer:__________
16. It is not entirely positive and non-egalitarian.
a. Conservative view c. Democratic view
b. Passion d. Liberty

22
Answer:__________
17. It has an egalitarian view of human nature.
a. Conservatism c. Neo-liberalism
b. Liberalism d. Socialism
Answer:__________
18. It maintains that a human person has a natural cooperative instinct.
a. Socialism c. Conservatism
b. Fascism d. Socializing
Answer:__________
19. He posited that a person knows something that exists, for a person who does not
exist is nothing. Who is he?
a. Protagoras c. Plato
b. Parmenides d. Mencius
Answer:__________
20. This theory posits that every person has within themselves an inherent desire for
positive transformation and the development of his/her capacities. He/She
possesses innate goodness no matter how imprudent his/her actions are.
a. Person-centered therapy theory c. Maslow's theory
b. Marx theory d. Classical theory
Answer:__________
II. ESSAY

1. Explain comprehensively the different levels of the hierarchy of needs and how it
influences the development of a human person. (500 words minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

23
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Based on the sociological view, what is a human person? Cite specific examples.
(500 words minimum)
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

24
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Congratulations for a job well done. You have successfully completed the
activities of this unit. If you have difficulties in completing or answering the task,
you can raise questions in our google class _____________ or send your queries
via text messages or phone calls with this mobile phone
number:________________________.
You had just completed this unit. You are now ready to take Unit 3.

25
UNIT 3- VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING
This unit deals with values development for good citizenship, including the
preamble to the 1987 Constitution, the roots of and philosophy behind Filipino
values, nationalism and patriotism, and personal development plan.
Learning Outcomes
 Define and expound on the nature and philosophical values of being a

Filipino;;
 Cite popular Filipino values of good citizenship; and
 Relate the concepts discussed in real-life situations.
Pretest
True or False
Directions: Write True on the space provided if the statement is correct and False if the
statement is wrong.
__________ 1. Values are defined as something desirable and worthy of esteem for
their own sake.
__________ 2. The Instrumental Values are values that are judged good for something.
That is, their values are dependent on the consequences or the
outcomes.
__________ 3. Aesthetic values entail a characteristic interest in all that is useful in
terms of money, and that which is useful for the satisfaction of bona fide needs.
__________ 4. Economic values places high ranking on beauty as an art..

26
__________ 5. Social values reflect the highest love for people. The social man prizes
other persons as ends and is, therefore, himself kind, sympathetic, and
unselfish.
key answers.
the discussion.
Discussion
THE PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, to build a
just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserves, and develops our patrimony. Secure
to ourselves and our posterity, the blessings of independence and democracy under the
rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain
and promulgate this Constitution (Projectjurisprudence.com, 2019).
A preamble is an introductory and expressional statement in a document that

explains the document's purpose and underlying philosophy. When applied to the
opening paragraphs of a statute, it may recite historical facts pertinent to the subject of
the law. (Preamble, 2020). Every word in the Preamble is meaningful. It encourages love
and passion for our country, the Philippines. It shows powerful messages about our
profound roles and responsibilities to every Filipino and society. As a free nation, we
must act and spend our liberty with commitment focusing on the love of country, peace,
and unity (LawBooklet, 2016).
HUMAN VALUES: MEANING, NATURE, AND TYPES
Meaning of Human Values
Human values have been employed in so distinctively different ways in human

discourse. It is often said that a person has a value or an object has a value. Writers
have explicitly recognized these two usages in various disciplines such as Charles
Mortris in Philosophy, Brevster Smith in Psychology, and Roibin Williams in Sociology.
The origin of the term 'VALUE' comes from the Latin word 'VALERE' which
means 'to be of worth.' Whereas, the concise Oxford Dictionary defines the term VALUE'
as the 'worth, desirability or utility of a thing.' Somewhere, some other dictionary states
that Value is that which renders anything useful, worthy, or estimable. It is the price,
worth, or importance of a thing'.

27
Value is "a concept explicit or implicit, distinctive of an individual or

characteristic of a group of those desirable traits which influence the selection
from available modes and ends of action."
Values are part and parcel of philosophy. Hence, the aims of education are
naturally concerned with values. All knowledge is, in fact, very naturally value-oriented.
Each educational goal, whether originating in a person, a family, a community, a school,
or an educational system, is believed to be good. 'Good' is intended to mean here
'avoidance of bad.'
If possible objective is not good, then there is no reason for pursuing it. But
again, the same question spurts out. When the question 'what is a value?' spurts out, we
know something of its religion, philosophy, and ideology.
The guiding social aims and beliefs which are regarded as the important aspects
of a culture, then, the different aspects of culture are also 'valued' by the people; and the
ideas lying behind which they think worthwhile, are called as VALUES! A value is a
preference as well as the conception of the preferable. According to Kluckohn a value is
a conception of the desirable and not something "merely desired."
Values are defined as something desirable and worthy of esteem for their own
sake. Human values are defined as those values which help man to live in harmony with
the world.
Values that may be included in the general definition of human values are love,
brotherhood, respect for others — including plants and animals — honesty, sincerity,
truthfulness, non-violence, gratitude, tolerance, a sense of responsibility, cooperation,
self-reliance, secularism and internationalism.
Even though, value has been said to be the experience of pleasure and joy;
value experience are not under the direct control of reason. In spite of the definitions
quoted so far, one more definition still remains and it is of the eminent sociologist Prof.
R. K. Mukerjee, who defines 'value' as follows — "Values are socially approved desires
and goals that are internalized through the process of conditioning, learning or
socialization and aspirations."
The sociologists are concerned with the questions like value-diversity, value-
clashes, value-tensions, value-conflicts, social change, socialization, innovations,
modernization and preferred futures. The legitimacy of the sociologists' involvement is
based on the task of examining the social relations and processes as valuation
phenomena.
Nature of Values
1. Values are not feelings, but they are concepts;

2. Values are express feelings but they are more than feelings;
3. Values exist in the mind, and, are independent of Public affirmation;
4. Values are absolute but they are dimensional. That is, values are a criteria for
judging the degree of goodness of badness, tightness or wrongness;
5. Values are concepts heavily weighted with emotions and influence the child's
selection from variable modes, means and ends of action;

28
6. Values are primarily, ethical, social and subjective. Therefore, they are strong
dispositions of human behavior than concepts with less heavy emotional
weightage;
7. Values are based on respect for human dignity. They assume that personal
integrity is the nucleus around which ethical community and global stewardship
resolve;
8. Values are the very essence of human life;
9. Values are essential for a fair and equitable community which reflects our respect
as well as responsibility for the global environment;
10. Values are cross-cultural and are essential for the development of community
and global citizenship;
11. Values are that in which people are interested;
12. Values are the things of worship;
13. Value is the product of feeling, set and action;
14. Values are the product of human spirit and not of intellect;
15. Values never change. It is only the perceptions of these that undergo changes as
a result of ever-evolving human consciousness;
16. Values act as forceful tools for the cultivation of social good;
17. Values are caught through literature;
18. Value is a motivating force behind the individual's thought, emotion and action;
19. Values are integrated into personality and many times they act as barriers to the
acceptance of new change or innovations;
20. Every value is reflected in a person's reactions; and
21. Values influence every aspect of educational process.
Types of Values
I. Ultimate Values
Value statements that identify the significance of certain ideas,

experiences and activities to us, are the ultimate values. These go beyond mere
statements of intellectual belief to the extent that they represent the beliefs that
affect our decision on how to live.
Human beings tend to rank their values in a rough order of priority, in

accordance with ultimate beliefs about the world and their place in it. Religious
traditions represent the most systematic attempts to explain our place in the
world, and supply different accounts. There are certain value statements about
the Ultimate Values that represent the level of agreement achieved between
several theistic religious traditions.
The following aspects show or represent the ultimate values taken for
granted from four different angles:
a. Life Perspectives
Here God is taken as the Creator and Self-revealer and about the
religion is it said that religion arises from the human responses to God.
b. Individual
Each individual realizes God given wholeness and is to encourage
self-respect and learn from cultural traditions.

29
c. Society
Each individual recognizes the human rights and is consistent with
what we know to be the law of God — developing relationship in
accordance with God's commandments.
d. Natural World
Nature is appreciated as a gift of God and our relationship to
nature is that of stewards, charged with managing it in trust for future
generations.
II. Democratic Values
Democracy consists of a Society in which all people have equal rights to

participate in the political process, while exercising the freedom to live as they
choose, provided they do not infringe on the right of others to do the same.
Democracy, therefore, is a procedural notion, not an ultimate vision of living.
For this reason, people with differing ultimate values may be prepared to
accept a number of values whose practical justification is the maintenance of a
viable democratic state and sustainable environment, thought they might have
different ultimate reasons for being prepared to endorse those values.
The following aspects show or represent the Democratic Values taken for
Here, search for knowledge especially that which enhances the
achievement of the other ends, is taken for value consideration. So too,
right of all individuals to freedom to worship or not to worship is taken into
consideration.
b. Individual
Here, the basic rights of all people regardless of differences to
race, gender, ability and religious belief, is thought of and each individual
is encouraged to contribute to the community services consistent with
good citizenship.
c. Society
Responsibility is provided as a safety net for those in the society
who lack the capacity through sickness, disability or unemployment, to
sustain a viable lifestyle.
d. Natural World
Nature is taken for conservation of the environment, and the need
to continue to develop natural resources to sustain human life is taken
into consideration.
III. Educational Values
In addition to the values associated with common life with regards to

Ultimate Values as well as Democratic Values, education draws on:

30
i. Values intrinsic to the knowledge it seeks to impact, and

ii. The ethics of providing instruction to human beings within the
constraints of the classroom.
The following aspects show or represent the Educational Values taken for
Encouragement is given to the students to explore the moral point
of view and to develop a personal value system.
b. Individual
Every child has the right to access to available knowledge at an
appropriate developmental level.
c. Society
Critical reflections are recognized on both the cultural heritage and
the attitudes and values underlying current social trends. A social
obligation to support research that promises to improve the quality of
human life and to share the benefits as widely as possible is also noted.
d. Natural World
There is a human drive to understand the realities of the world as
being a valid quest for truth in its ultimate unity, and the aims of
understanding of all the domains of human experiences — especially
physical, intellectual, aesthetic, social, moral and spiritual is promoted.
Values at the outset are not bifurcated as shown in the above manner alone, but
values are, at the outset are divided into still many other ways. They are Subjective and
Objective types of values.
a. Subjective (Or Internal) Values

Some educators hold the view that educational values are internal
and subjective. They are biological and psychological in origin. They
satisfy the wants and desires of the student. They do not have any
intrinsic or inherent worth of their own. Only the students or teacher
'value' them from his or her point of view and needs, instincts and
emotions.
b. Objective (Or External) Values

There are other educators who regard educational values as
external and objective. They do not believe that they are just internal or
private concern of the teacher of the student. The followers of this view
believe that personal desire may be an important element of educational
value, but they hold that values are independent of such desire.
Values are again divided into:
a. Instrumental

31
The Instrumental Values are values that are judged good for
something. That is, their values are dependent on the consequences or
the outcomes.
b. Intrinsic Values
On the other hand, Intrinsic Values are interest in the objects, not
imposed or applied by outside agencies. They are judged good not for
something else but are good in and of themselves. There are still another
two types of values from an altogether different point of view to Value'.
Some values are used to value, and others are utilized to evaluate. The same
distinction is evident in the values "to prize and to appraise," "to esteem and to
estimate." A similar difference also appears in "what is desired and what is desirable."
It is very significant to note then, that values have been variously classified.
There is still one more type given by Shaver. Shaver has classified values as aesthetic,
instrumental and moral. There are still others who have classified values as personal,
community, and neighborly values. Let us have a look at these now.
a. Personal Values
The values that are prescribed by the individual alone, irrespective
of his or her social relationships, are termed as personal values — e.g.
Dignity of Labor, Sensitivity, Cleanliness, Politeness, Honesty, etc. are
Personal Values.
b. Neighborly Values
Unlike personal values, the practice of neighborly values
necessitates the interaction of two or more persons. For instance, one
can exhibit his or her patience with oneself. Still, this value is correctly
actualized in the exercise of calmness and tranquility with another person.
c. Community Values
The values that entail the complexities of wider interactions
between groups of people are termed as community values. For instance,
treating all in a friendly and loving manner can be practiced by one
individually with one's neighbors. So far, we have seen various categories
of values, yet, a three-tier hierarchy of values still remains to be
discussed. These are OKAY values, NOKAY values and new values.
i. OKAY values are those values that can be acquired and

transmitted. These are universal, eternal values such as Truth,
Compassion, and these are also constitutional values like
Secularism, Socialism etc. These have to be reinstated and given
a new relevance and respect.
ii. NOKAY values are those values that can be consciously and
habitually discarded. These are the beliefs and attitudes like
'vulgar consumerism', 'mindless defiance of authority' which are to
be considered wrong and curbed resolutely.

32
iii. New Values are those values that can be created and adopted.
These have emerged from the process of modernization and
urbanization such as 'environment', 'preservation', 'value of time',
'punctuality', 'Public Hygiene' which can be acquired and fostered
by teachers.
Value experiences are not under the control of direct reason, but values are the
product of feeling, set and action. It is here that we come across again another kind or
type of values that are as follows, and these values have been classified into six
categories as per the things in which a person is interested which are described as
below:
a. Theoretical Values
Dominant interest in the discovery of truth.
b. Economic Values
A characteristic interest in all that is useful in terms of money, and
that which is useful for the satisfaction of bona fide needs.
c. Aesthetic Values
Places high ranking on beauty as an art.
d. Social Values
Highest love for the people. The social man prizes other persons
as ends and is therefore himself kind, sympathetic and unselfish.
e. Political Values
Main interest is to gain prestige and power.
f. Religious Values
The highest value for a religious man may be called unity and he
seeks to comprehend the cosmos as a whole, to relate himself to its
embracing totality.
FILIPINO VALUE SYSTEM
Filipino values in a fourfold sense:
1. Although humanity shares universal human values, it is evident that specific

values take on for us a distinctively Filipino flavor. The Greek ideal of moderation
or meden agan the Roman in medio stat virtus, the Confucian and Buddhist
"doctrine of the Middle", find their Filipino equivalent in hindi labis, hindi kulang,
katamtaman lamang.
2. When we speak of Filipino values, we do not mean that elements of these

Filipino values are absent in the value systems of other peoples and cultures. All
people eat, talk and sing, but they eat different foods, speak various languages
and sing different songs. Thus, we easily recognize Filipino, American, Chinese,
Japanese or any other ethnic cuisine, language or music. The difference lies in
the way these elements are ranked, combined or emphasized so that they take
on a distinctively Filipino slant or cast.

33
For instance, in China, honesty and hard work may rank highest; Chinese
and Japanese cultures give great value to politeness and beauty; American
culture to promptness and efficiency; and Filipino culture to trust in God and
family centeredness. In this sense of value-ranking and priority of values, we can
speak of dominant Filipino values.
3. Universal human values in a Filipino context (historical, cultural, socio-economic,

political, moral and religious) take on a distinctive set of Filipino meanings and
motivations. This is true not only of the aims and goals, beliefs, convictions, and
social principles of the traditional value system of the lowland rural family but also
of what Fr. Horacio de la Costa, S.J. calls the Filipino "nationalistic" tradition
(pagsasarili, pagkakaisa, pakikisama, pakikipagkapwa-tao, and pagkabayani.
A Filipino value or disvalue does not exist alone, in isolation or in a

vacuum. Filipino values like bahala na, utang na loob, hiya, pakikisama, pakiusap
are clustered around core values like social acceptance, economic security,
social mobility, and are always found in a definite context or set of
circumstances.
4. The Filipino concept of justice has evolved from inequality to equality, and to
human dignity; from the tribe, to the family, and to the nation. Filipino
consciousness of these different values varies at different periods of our history.
It is only in the last two decades that the Filipino people have become more
conscious of overpopulation and family planning, environmental pollution
(Kawasaki sintering plant) and wildlife conservation (Calauit Island), and the
violation of human rights (Martial Law), active non-violence and People Power
(1986 non-violent Revolution).
Filipino Cultural Values
1. Hospitable to their guests and kind to other people.
2. The Filipino children are very respectful to elders especially their parent. They
take their hand and hit it gently in their foreheads. They do this every time they
meet an elder or a sign of respecting them.
3. Many Filipino cultural values reflect the desire to be together as a group.
a. Pakikisama
This is the ability to get along in a group, and to enjoy
camaraderie and togetherness. One who understands pakikisama will
yield to group opinion and sacrifice individual welfare for group welfare.
b. Utang na Loob
This is the Filipino obligation to repay a debt or favor upon
request, and repay it with interest. Every Filipino has utang na loob to
someone, while others have utang na loob to him. Filipinos also believe
strongly in suki, which is the building of personal bonds between
businesses and customers and loyal patronage.

34
4. Filipinos believe strongly in saving face. This is why, in response to an invitation,

when a Filipino says yes, it might mean "yes," but could mean "maybe," or even
"I don't know." It is often difficult for Filipinos to bring themselves to say no. It is a
good idea to confirm a dinner invitation several times to ensure that they did not
say yes because they could not find a proper way to say no.
a. amor propio - which means self-respect
b. Hiya - which means shame
A Filipino would be thought of as lacking amor propio if, for example, they
accepted criticism weakly or did not offer honored guests the proper hospitality.
Hiya is felt by those whose actions are seen as socially unacceptable, and one of
the ultimate insults in Philippine society is to be labeled walang-hiya, which
roughly translates to being shameless.
5. Bahala na - literally means leaving things to God. It indicates the Filipino's

fatalistic view of life. It is a way of coping with conflicts that can result from close
kinship within groups. By adopting this attitude, one lets the circumstance take
care of itself.
Common Filipino Cultural Values
1. Irrationalism. These values refer to certain superstitious beliefs of Filipinos that

still practiced up to now. People always believed in gods of nature and spirits and
offer them food and placate the sprits to heal the illness and provide them a good
harvest.
2. Social Belongingness. Filipinos want to be accepted by the group or to the

community, so, sometimes Filipinos are doing things just to please somebody.
We are not true to ourselves. Sometimes we avoided to be franked to others just
not hurt others feelings, because we are so sensitive.
3. Close Family Ties. The family is the most important in our life. We are totally
dependent with our family. We are doing things for the common good or for the
benefits of the family. Children should obey their parents because if they will defy
parental advises it will bring misfortune or their life becomes tragic.
4. Sense of Debt Gratitude. In Filipino term, it is "utang na loob". We are obliged

to do something in return for what others do for us. We are very particular in
stressing this owing a debt of gratitude, that's why we are always expecting for
repayment. This value has been taken advantage by others especially the
politicians. This "utang na loob" may result to faithfulness and a cause for graft
and corruption.
5. Emphasis on Authority. Father is the head of the family; Mayor is the head of
the town and whatsoever. We give more emphasis to what the person is. The
status of the person depends on his wealth and acquisition of land.
6. Personal Improvement. Most Filipinos are aiming to raise their family in

standard living. We believed that we will obtain success only when we will finish
our education. Education has played a major role in obtaining success that's why

35
parents would sacrifice themselves just to send their children to school. In return,
older brother and sister would help their younger ones to go to school and would
not get married until they help their parents.
7. "Mano po ". "Mano po" (pronounced mah-noh poh) refers to a physical gesture
of taking the hand of an elder and bringing it towards your forehead. This is a
sign of respect for the elder and is usually done at the point of greeting or
farewell. Children are expected to perform this gesture towards adult relatives &
adult family friends. Failure to perform "mano po" would be considered as
disrespectful.
8. "Kuya" or "Ate ". The Filipino culture is very big on respect. The older an
individual is, the more they call for respect. The term 'kuya' (pronounced koo-
yah) refers to an older male person; it means 'big brother.' Its verbal usage
indicates that you respect the older male and recognize the difference in age.
9. The Power of the Eyebrows. In American culture, the eyebrows usually convey
emotion via a variety of facial expressions. In Filipino culture, raising your
eyebrows can also communicate a positive affirmation of "yes" when a yes/no
question has been asked. So, should a Filipino fail to answer your question
verbally, look at their eyebrows before feeling like you were being ignored. In
reality, they may just be answering you non-verbally through the raising of their
eyebrows. Raising your eyebrows accompanied by intense eye contact can also
serve as a greeting of farewell.
10. Ningas-kugon or "Flaming cogon grass". Quickly going up in flames, refers to

the Filipino cultural trait of very enthusiastically starting things, but then quickly
losing enthusiasm soon after.
GOOD CITIZENSHIP VALUES
1. Being a MakaDiyos
We Filipinos believe in the supernatural power of God, who created
heaven and earth, the one who brings forth life to humanity. Filipinos are very
spiritual. We are transcendent. We transcend the physical world, see the unseen,
and hear the unheard. We have a deep sense of kaba (premonition) and kutob
(hunch).
2. Being a MakaTao
These values focus on truth, justice, freedom, love, equality, and peace.
Filipinos are excellent in portraying a good model of people with values, virtues
and integrity. Being a MakaTao would only means by respecting each other's
rights and opinions regardless of the existing differences in between. Filipinos
are naturally kind, gentle, generous, hospitable, hardworking, obedient, and
polite, which made a significant impact on the world. Embody the clichéd and
mundane 'po' and 'opo' of every Filipinos as a sign of respect to people older or
in a higher position towards them.
3. Being a MakaBansa

36
The value of being MakaBansa includes respect for the law, the
government of the Republic of the Philippines and its instrumentalities,
patriotism, promotion of the common good, and building a just and humane
society.
4. Being a MakaKalikasan
Being MakaKalikasan involves the conservation and development of our
patrimony. Filipinos are already good advocates in protecting our nature. The
government and the Filipinos created programs such as clean and green
movement, which encourage everyone to engage themselves towards the
advocacy of protecting and saving our environment.
ROOTS OF THE FILIPINO CHARACTER
Highlights from "A Moral Recovery Program: Building a People--Building a

Nation" by Patricia Licuanan (1998).
The strengths and weaknesses of the Filipino have their roots in many factors
such as (1) the home environment, (2) the social environment, (3) culture and language,
(4) history, (5) the educational system, (6) religion, (7) the economic environment, (8) the
political environment, (9) mass media, and (10) leadership and role models.
The Family and Home Environment. Childbearing practices, family relations,

and family attitudes and orientation are the main components of the home environment.
Childbearing in the Filipino family is characterized by high nurturance, low independence
training, and lacking discipline. The Filipino child grows up in an atmosphere of affection
and overprotection, where one learns security and trust, on the one hand, and
dependence, on the other. In the indulgent atmosphere of the Filipino home, rigid
standards of behavior or performance are not imposed, leading to a lack of discipline.
Attempts to maintain discipline comes in the form of many "no's" and "don'ts" and a
system of criticism to keep children in line. Subtle comparisons among siblings also are
used by mothers to control their children. These may contribute to the "crab mentality."
In a large family where we are encouraged to get along with our siblings and other
relatives, we learn pakikipagkapwa-tao. In an authoritarian setting, we know respect for
age and authority; at the same time, we become passive and dependent on authority.
In the family, children are taught to value family and to give it primary importance.
The Social Environment. The main components of the social environment are
social structures and social systems, such as interpersonal religious and community
interaction. The social environment of the Filipino is characterized by a feudal structure
with significant gaps between the wealthy minority and the poor majority. These gaps
are not merely economic but cultural as well, with the elite being highly westernized and
alienated from the masses. This feudal structure develops dependence and passivity.
The Filipino is raised in an environment where one must depend on relationships

with others in order to survive. In a developing country where resources are scarce and
where the systems meant to respond to people's needs can be insensitive, inefficient, or
non-existent, the Filipino becomes very dependent on kinship and interpersonal
relationships.

37
Sensitivity to hurting established relationships controls our behavior. We are

restrained from making criticisms no matter how constructive, so standards of quality are
not imposed. We have difficulty saying no to requests and are pressured to favor our
family and friends. That is trying to get ahead of others is not considered acceptable
exerts a strong brake upon efforts to improve our individual performance. The struggle
for survival and our dependence on relationships make us in-group oriented.
Culture and Language. Much has been written about Filipino cultural values.
Such characteristics such as warmth and person orientation, devotion to family, and
sense of joy and humor are part of our culture. They are reinforced by all socializing
forces such as the family, school, and peer group.
Filipino culture rewards such traits and corresponding behavioral patterns

develop because they make one more likable and enable life to proceed more smoothly.
Aside from emphasizing interpersonal values, Filipino culture is also

characterized by an openness to the outside, which easily incorporates foreign elements
without a necessary consciousness of our cultural core. This is related to our colonial
mentality and the use of English as the medium of instruction in schools.
The introduction of English as the medium of education de-Filipinized the youth.

It taught them to regard American culture as superior. The use of English also
contributes to a lack of self-confidence on the part of the Filipino. The fact that doing well
means using a foreign language, which foreigners inevitably can handle better, leads to
an inferiority complex. At a very early age, we find that our self-esteem depends on the
mastery of something foreign.
The use of a foreign language may also explain the Filipino's unreflectiveness
and mental laziness. Thinking in our native language, but expressing ourselves in
English, results not only in a lack of confidence, but also in a deficiency in our power of
expression, imprecision, and stunted development of one's intellectual abilities.
History. We are the product of our colonial history, which is regarded by many
as the culprit behind our lack of nationalism and our colonial mentality. Colonialism
developed a mindset in the Filipino, which encouraged us to think of the colonial power
as superior and more powerful. As a second-class citizen beneath the Spanish and then
the Americans, we developed a dependence on foreign powers that makes us believe
we are not responsible for our country's fate.
The American influence is more ingrained in the Philippines because the

Americans set up a public school system where we learned English and the American
way of life. Present-day media reinforce these colonial influences, and the Filipino elite
sets the example in their western ways.
Another vestige of our colonial past is our basic attitude towards the government,
which we have learned to identify as foreign and apart from us. Thus, we do not identify
with the government and are distrustful and uncooperative towards it. Much time and
energy is spent trying to outsmart the government, which we have learned from our
colonial past to regard as an enemy.

38
The Educational System. Aside from the problems inherent in the use of a
foreign language in our educational system, the educational system leads to other
issues for us as a people. The lack of suitable local textbooks and dependence on
foreign books, particularly in the higher school levels, Filipino force students as well as
their teachers to use school materials that are irrelevant to the Philippine setting. From
this comes a mindset that things learned in school are not related to real life.
Aside from the influences of the formal curriculum, there are the influences of the
"hidden curriculum," i.e., the values taught informally by the Philippine school system.
Schools are highly authoritarian, with the teacher as the central focus. The Filipino
student is taught to be dependent on the teacher as we attempt to record verbatim what
the teacher says and to give this back during examinations in its original form and with
little processing. Teachers reward well-behaved and obedient students and are
uncomfortable with those who ask questions and express a different viewpoint. The
Filipino student learns passivity and conformity. Critical thinking is not learned in school.
Religion. Religion is the root of Filipino optimism and its capacity to accept life's
hardships. However, religion also instills in the Filipino attitudes of resignation and a
preoccupation with the afterlife. We become vulnerable also to being victimized by
opportunism, oppression, exploitation, and superstition.
The Economic Environment. Many Filipino traits are rooted in the poverty and
hard life that is the lot of most Filipinos. Our difficulties drive us to take risks, impel us to
work very hard, and develop in us the ability to survive. Poverty, however, has also
become an excuse for graft and corruption, particularly among the lower rungs of the
bureaucracy unless things get too tricky, passivity sets in.
The Political Environment. Centralization of power characterizes the Philippine

political environment. Political power and authority are concentrated in the hands of the
elite, and the participation of most Filipinos often is limited to voting in elections.
Similarly, essential services from the government are concentrated in Manila and its
outlying towns and provinces. Such vital services do not reach a great majority of
Filipinos as water, electricity, roads, and health services. Government structures and
systems--e.g., justice and education--are often ineffective or inefficient.
Since the government often is not there to offer essential services, we depend on
our family, kin, and neighbors for our everyday needs. The absence of government
enhances our extreme family-and, even community-centeredness. We find it difficult to
identify with a nation-family since the government is not there to symbolize or represent
the state.
The fact that political power is still very much concentrated in the hands of a few
may lead to passivity. The inefficiency of government structures and systems also leads
to a lack of integrity and accountability in our public servants.
Mass Media. Mass media reinforces our colonial mentality. Advertisements

using Caucasian models and emphasizing a product's similarity with imported brands
are part of our daily lives.
The tendency of media to produce escapist movies, soap operas, comics, etc.,
feed the Filipino's passivity. Rather than confront our poverty and oppression, we

39
fantasize instead. The propensity to use flashy sets, designer clothes, superstars, and
other bongga features reinforce porma.
Leadership and Role Models. Filipinos look up to their leaders as role models.
Political leaders are the main models, but all other leaders serve as role models as well.
Thus, when our leaders violate the law or show themselves to be self-serving and driven
by personal interest--when there is a lack of public accountability--there is a negative
impact on the Filipino.
REFERENCES
LawBooklet. (2016, November 26). Preamble – 1987 Philippines Explanation English,

Tagalog Version. Retrieved from Law Booklet: https://lawbooklet.com/preamble-
1987-philippines-explanation-english-tagalog-version/
Preamble. (2020, August 13). Retrieved August 26, 2020, from Wikipedia:
https://en.wikipedia.org/wiki/Preamble
Projectjurisprudence.com. (2019, October 1). Preamble - Possible Recitation Questions.

Retrieved August 26, 2020, from
https://www.projectjurisprudence.com/2019/09/preamble-possible-recitation
questions.html
Rogers, D. B. (1991). Character Formation: The Neglected Mandate. Retrieved from doi:
10.1080/0034408910860309
San Juan, E. J. (2007). In the wake of terror: Class, race, nation, ethnicity in the
postmodern world. Maryland: The Rowman & Littlefield Publishing Group, Inc.
Rogers, D. B. (1991). Character Formation: The Neglected Mandate, Religious

Education, 86:3, 427-440, DOI: 10.1080/00344089108603 09
Encyclopedia.com. (2020). "Character Formation ." International Dictionary of

Psychoanalysis. Retrieved from https://www.encyclopedia.com/psychology/
dictionaries-thesauruses-pictures-and-press- releases/character-formation

40
Freud, Sigmund. (1900a). The interpretation of dreams. SE, 4: 1-338; 5: 339-625.
——. (1904a). Freud's psycho-analytic procedure. SE, 7: 249.
——. (1905d). Three essays on the theory of sexuality. SE, 7: 123-243.
——. (1908b). Character and anal erotism. SE, 9: 167-175.
——. (1915d). Thoughts for the times on war and death. SE, 14: 273-300.
——. (1916d). Some character-types met with in psychoanalytic work. SE, 14: 309-333.
——. (1923b). The ego and the id. SE, 19: 1-66.
https://charactercounts.org/program-overview/six-pillars/

Filipino Values, Nationalism & Patriotism: Jose Rizal Memorial State University

Uploaded by

Copyright:

Available Formats

Filipino Values, Nationalism & Patriotism: Jose Rizal Memorial State University

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Filipino Values, Nationalism & Patriotism: Jose Rizal Memorial State University

Uploaded by

Copyright:

Available Formats

i

JOSE RIZAL MEMORIAL STATE UNIVERSITY

This is a Gender-Sensitive Instructional Material

RHEYCHOLD J. DAYMIEL, PH. D. (CAR)

Filipino Values, Nationalism & Patriotism

Jose Rizal Memorial State University

All rights reserved. This book or any portion thereof

Page and Cover designed: Rheychold J. Daymiel

First Edition : _________________

JOSE RIZAL MEMORIAL STATE UNIVERSITY

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

To their colleagues and friends, especially in the College of Criminal Justice

Rheychold, Jorlyn and Maricel

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

Rheychold, Jorlyn and Maricel

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

Unit 1 Basic Concepts on Character Formation 1

Unit 2 Nature of Human Person 11

Unit 3 Values Development for Citizenship Training 24

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

UNIT 1- BASIC CONCEPTS ON CHARACTER FORMATION

Character formation is the most important values that we must inculcate

At the end of this unit, you will be able to:

 Define and adopt character formation in personal life;

Fill in the Blanks

1. ____________________________theory defined character in relation to the

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

5. ______________ is the extent to which a measurement actually assesses what it

DEFINITION OF CHARACTER FORMATION AND CHARACTER

Character. It is a psychological notion that refers to all the habitual ways of

Table 1. Freud's definition of Character and how it was developed.

It defined character in relation to

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

considerable extent from the material of

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

The Six Pillars of Character

Note: The Six Pillars of Character. Adapted from https://charactercounts. org/program-

Table 2. The Six Pillars of Character and its description.

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

Do what you are supposed to do •

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

Activity 1. Graphic Organizer

THE SIX PILLARS OF

You can now proceed to the next learning activity.

Directions: Formulate a comprehensive response to the following questions below.

1. Discuss the relevance of studying character formation comprehensively. What

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

4. Articulate a standard or guidelines of a perfect human character that everyone

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

You can now proceed to the next learning activity.

Directions: Formulate a comprehensive response to the following concepts below.

I. Explain the concept of the following theories of Sigmund Freud:

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |

UNIT 2- THE NATURE OF HUMAN PERSON

This unit discusses the nature of human person. It answers these

At the end of this unit, you will be able to:

 Describe the nature of the human person;

1. He/She has physical, spiritual, emotional, and intellectual attributes.

CHARACTER FORMATION, NATIONALISM AND PATRIOTISM |