TOPIC 2:

PRELIMINARIES IN CHARACTER FORMATION

INTRODUCTION

Throughout time, many have acknowledged the importance of character for a flourishing life
and a virtuous society. Today, societal changes have left a gap in character formation. The
rising generation has fewer role models and fewer connections to the stable institutions in
which character is formed – families, churches, schools, and community organizations.
Character is a set of behavior traits that define what type of person you are. It determines
whether you will achieve your goals, be forthright in dealing with others and obey the rules
of the group or of the community.

Sommers (2002) states that in order for education to fully address public concerns about
decency and literacy, students’ developmental needs, and political pressures to improve
schools, a curriculum infused with moral content is needed.

Moreover, moral character is indispensable in the public service most particularly in the field
of law enforcement and or police service. The police as a noble profession demands from its
members specialized knowledge and skills and high standard of ethics and morality.

CONTENT:

1) Definition and Etymology of Character

2) The Different Kinds of Character
3) When to Say a Person Has a Good Character?
4) Agencies Responsible for Character Development
5) Difference Between Character and Personality
6) The Good Side and Bad Side of Character

OBJECTIVES:

This topic aims to:

1. Let the students understand character formation;

2. Generate understanding on the different types of character;
3. Create awareness of the students on the indications of having a good
character;
4. Inform the students on the different agencies responsible for the character
development of an individual;
5. The students to compare the character from personality; and
6. The students to apprise the good and dark side of character.

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 LEARNING OUTCOMES:

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

1. Define character;
2. Explain the different types of character;
3. Discuss the indicator of having a good character
4. Explain the role of the different agencies responsible for character
development;
5. Contrast character from personality; and
6. Evaluate the good and dark side of character.

==================================================================
Definition of Character

 The total quality of a person’s behavior, as revealed in his habits of thought and
expression, his attitudes and interests, his actions, and his personal philosophy of life.
(The New Webster Dictionary).
 Is a psychological notion that refers to all the habitual ways of feeling and reacting
that distinguish one individual from another.
 The way someone thinks, feels, and behaves: someone's personality.
 A set of qualities that are shared by many people in a group, country, etc.

Etymology of the word Character

The English word ‘character’ is derived from the Greek charaktêr, which originally referred
to a mark impressed upon a coin. Later and more generally, ‘character’ came to mean a
distinctive mark by which one thing was distinguished from others, and then primarily to
mean the assemblage of qualities that distinguish one individual from another.

The Different Kinds of Character

1. The Continent Character is one who has selfish, amoral, or immoral desires, but
exhibits control over them in the service of acting morally. For example, a man in a
committed relationship who lusts after another woman but inhibits acting on those
feelings because the betrayal of his wife goes against the good would be acting as a
continent character. Interestingly, Kant believed that the moral and the personal
inclinations were inevitably in conflict and the times when an individual suppressed
his desires and acted morally were examples of the highest good.

2. The Incontinent Character knows what the right or virtuous thing is to do, but does
not have the self-control to live by his morals. Continuing with the example above,
this would be an individual who would know that it was wrong to betray his wife and
have a casual affair, but would give into his desires, perhaps feeling guilty afterwards.

3. The Vicious Character, in contrast, feels no conflict between inclinations and moral
duty because he has no moral sense of the good. Such individuals simply act on their
own selfish inclinations, as these are seen as what is valuable. Continuing with the

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 above example, a vicious character would cheat on his wife with no guilt and simply
work to solve the problem of her finding out about it so that it would not
inconvenience him.

4. The Virtuous Character also feels no conflict between emotional inclinations and
moral duty. Why? Because the virtuous character has trained his emotional system to
be aligned with his moral inclinations. In short, at a deep emotional level, the virtuous
character wants to do the good. While such a character might indeed have sexual
feelings for another, he would feel pride and connection in acting in a loyal,
trustworthy manner and the very thought of cheating or acting immorally is deeply
aversive for the virtuous character. Emmanuel Kant, believed that the virtuous
character represented the highest ideal.

When to Say a Person Has a Good Character?

To admire a person’s character does not require that they are perfect but it does mean we
think this is a good person worthy of trust and admiration. So when we say someone has
good character we are expressing the opinion that his or her nature is defined by worthy traits
like integrity, courage, and compassion. People of good character are guided by ethical
principles even when it’s physically dangerous or detrimental to their careers,
social standing, or economic well-being. They do the right thing even when it costs more than
they want to pay.
No one is born with good character; it’s not a hereditary trait. And it isn’t determined by a
single noble act. Character is established by conscientious adherence to moral values, not by
lofty rhetoric or good intentions. Another way of saying that is, character is ethics in action.
Good Character Traits:
 Help build respect and trust from others.
 Motivate and inspire better character from others.
 Build self-respect and confidence.
 Provide a framework for making important decisions and choices.
 Reflect leadership qualities in personal and professional endeavors.
Agencies Responsible for Character Development
Everyone wants a child, neighbour, friend or a complete stranger to possess an ideal character
worthy of emulation. Yet we know this is not easy to obtain, and once it is obtained, we must
acknowledge that the development of children who will possess and act upon ethical
sensibilities must begin when they are very young.

We want our children to be honest. We want them to respect those different from themselves.
We want them to make responsible decision maker in their lives. We want them to care about
their families, communities and themselves. These things do not happen on their own. It takes
all of us, with the support of the schools, the community and other agencies, to get us there.

1) The Home

The molding of the character of the child starts at the home. Consequently, every member of
the family should strive to make the home a wholesome and harmonious place as its

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atmosphere and conditions will greatly influence the child's development. It is said that the
home is considered as the “cradle of human personality” for in it the child forms fundamental
attitudes and habits that endure throughout his life.

General Duties of Parents in Child Rearing (PD 603, the Child and Youth Welfare Code)

a) To give him affection, companionship and understanding;

b) To extend to him the benefits of moral guidance, self-discipline and religious
instruction;
c) To supervise his activities, including his recreation;

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 d) To inculcate in him the value of industry, thrift and self-reliance;
e) To stimulate his interest in civic affairs, teach him the duties of citizenship, and develop
his commitment to his country;
f) To advise him properly on any matter affecting his development and well-being;
g) To always set a good example;
h) To provide him with adequate support, as defined in Article 290 of the Civil Code; and
i) To administer his property, if any, according to his best interests, subject to the provisions
of Article 320 of the Civil Code.

Virtues to Emphasize by Age (From David Isaacs' book Character Building)

a) Four to Seven Years — encourage them to obey out of love

Obedience
Sincerity
Order

b) Eight to Twelve Years —Aim for satisfaction in overcoming real obstacles

Fortitude Perseverance
Industry Patience
Responsibility Justice
Generosity

c) Thirteen to Fifteen Years — give challenging but reasonable targets

Modesty Moderation Simplicity

Sociability Friendship Respect
Patriotism

d) Sixteen to Eighteen Years

Prudence Flexibility Understanding

Loyalty Audacity Humility
Optimism

2) The School

Part of a broader social process for behavior influence is the school. It is said that the school is
an extension of the home having the strategic position to control crime and delinquency; it
exercises authority over every child as a constituent.

The teachers are considered second parents having their responsibility to mold the child to
become productive members of the community by devoting energies to study the child behavior

Module in CFLM 1: Character Formation, Nationalism and Patriotism

using all available scientific means and devices in an attempt to provide each the kind and
amount of education they need.

The school takes the responsibility of preventing the feeling of insecurity and rejection of the
child, which can contribute directly to maladjustment and to criminality by setting up objectives
of developing the child into a well-integrated and useful law-abiding citizen.

The school has also the role of working closely with the parents and neighborhood, and other
community agencies and organizations to direct the child in the most effective and constructive
way.

11 Principles of Effective Character Education

(Lickona, Schaps and Lewis 2000)

1. Promote core ethical values as the basis of good character.

2. Define character comprehensively to include thinking, feeling, and behavior.
3. Promote core values intentionally and proactively through all parts of school life.
4. Are caring communities.
5. Give students opportunities for moral action.
6. Have meaningful and challenging academic curriculums that respect learners.
7. Develop students’ intrinsic motivation.
8. Have professionals who exemplify core values and maintain a moral community.
9. Require moral leadership from educators and students.
10. Recruit parents and community members as full partners.
11. Evaluate school character, student character, and adults as character educators.

3) The Church

Religion is a positive force for good in the community and an influence against crime and
delinquency. The church influences people’s behavior with the emphasis on morals and life’s
highest spiritual values, the worth and dignity of the individual, and respect for person’s lives
and properties, and generate the full power to oppose crime and delinquency.

Just like the family and the school, the church is also responsible to cooperate with institutions
and the community in dealing with problems of children, delinquents and criminals as regardless
to the treatment and correction of criminal behaviors.

Moreover, the Child and Youth Welfare Code of the Philippines provides among others
that all churches and religious orders, congregations or groups may, conformably to law,
establish schools for the purpose of educating children in accordance with the tenets of their
religion.
4) The Community

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 To insure the full enjoyment of the right of every child to live in a society that offers or
guarantee him good moral environment among others for his wholesome growth and
development, it shall be the duty of the community to:

a) Bring about a healthy environment necessary to the normal growth of children and the
enhancement of their physical, mental and spiritual well-being;
b) Help institutions of learning, whether public or private, achieve the fundamental
objectives of education;
c) Organize or encourage movements and activities, for the furtherance of the interests of
children and youth;
d) Promote the establishment and maintenance of adequately equipped playgrounds, parks,
and other recreational facilities;
e) Support parent education programs by encouraging its members to attend and actively
participate therein;
f) Assist the State in combating and curtailing juvenile delinquency and in rehabilitating
wayward children;
g) Aid in carrying out special projects for the betterment of children in the remote areas or
belonging to cultural minorities or those who are out of school; and
h) Cooperate with private and public child welfare agencies in providing care, training and
protection to destitute, abandoned, neglected, abused, handicapped and disturbed
children.

Difference Between Character and Personality

By the term character, we mean enduring and distinguishing mental and moral characteristics in
an individual. It is the only factor which determines our reaction or response to the given event
or situation. It defines a person’s behavior pattern, thinking style, controls feelings. It is based on
the environment that surrounds us, mental ability, moral principles and similar other factors. It is
the most precious thing possessed by a person, evidenced by the limits he/she never crossed.

Personality on the other hand can be defined as a combination of mental behavior and traits or
qualities like thinking pattern, feeling and acting. It is a range of enduring tendencies of an
individual to think, feel and behave in a specific manner in diverse situations. It refers to the
systematic arrangement of all your dispositions like attitude, thoughts, feelings, emotions, etc. It
is clear that character is different from a personality in a sense that character, shows the inner
self whereas the personality reflects the outer shell. If you combine your personality and your
character, the result will be who you are in reality.

Key Differences between Personality and Character

The significant differences between personality and character are discussed in the following
points:

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 1. Personality refers to the combination of qualities, attitude and behaviour, that makes a
person distinct from others. Character refers to a set of moral and mental qualities and
beliefs, which makes a person different from others.
2. Personality implies who we seem to be? On the other hand, the character represents who
we actually are?
3. Personality is a set of personal qualities whereas character is a collection of mental and
moral characteristics of an individual.
4. The personality is the mask or the identity of a person. Conversely, the character is the
learned behaviour.
5. Personality is subjective, but the character is objective.
6. Personality is the outer appearance and behaviour of a person. At the same time, character
indicates the traits of a person which are hidden from sight.
7. The personality of an individual may change with time. However, the character lasts
longer.
8. Character requires validation and support of society. In contrast, the personality, does not
need validation and support of the society.

Comparison Chart between Personality and Character

Basis of Personality Character
Comparison
Personality refers to the range of A character refers to a set of morals and
Meaning
distinctive personal qualities and beliefs that defines how we treat or
traits of an individual. behave with others and ourselves.
Represents Who we seem to be? Who we actually are?
Traits Personal and physical Mental and moral
What is it? It is the identity It is a learned behaviour
Nature Subjective Objective
Outer appearance and behaviour of a
Expression Traits of a person that is abstract.
person.
Change May change over time. Remains same.
Validation of
Not required Required
Society

The Good Side and Bad Side of Character

Character traits are valued aspects of a person's behavior. Everyone has character traits, both
good and bad. Character traits are often labeled with descriptive adjectives such as patient,
unfaithful, or jealous.
Often, someone's character and personality are intertwined. But, believe it or not, the two are
quite distinct. The easiest way to separate the two is to say personality traits are surface-level
observations, visible from the outside, while character traits are deep-seated, not immediately
obvious, and developed overtime. A new friend's outgoing, amiable personality can be easily
observed. However, her honest character will take more time to become apparent. You will have
to get to know her better to learn that her parents stressed the importance of honesty and she has
taken those lessons to heart. This would make honesty one of her character traits. This also
Module in CFLM 1: Character Formation, Nationalism and Patriotism
makes core values similar to character traits. They're more than surface-level observations;
they're guiding principles for life. Let's take a look at some character trait examples and learn
how to recognize the many variations.
The old expression that actions speak louder than words is very true when it comes to character
traits. You learn about people's character by watching how they interact with the world. There's
an endless array of character traits that can be used to describe yourself or others.
Some character traits show a person's underlying values or beliefs:
Generosity Integrity Loyalty Devotion
Loving Kindness Sincerity Self-control
Peacefulness Faithfulness Patience Determination
Persistence Adventurous Fairness Cooperation
Tolerance Optimism Spirituality

Dark Side

No one is perfect and we all have a darker side. Some character traits that have negative
connotations include:
Dishonesty Disloyalty Unkindness Meanness
Rudeness Disrespectfulness Impatience Greed
Abrasiveness Pessimism Cruelty Unmercifulness
Narcissism Obnoxious Malicious Pettiness
Quarrelsome Caustic Selfishness Unforgiving

Leadership
How about a leader or someone who likes to be in charge? We might look for the following
character traits in a boss:
Dominance Confidence Persuasiveness Ambitiousness
Bossy Resourcefulness Decisiveness Charisma
Authority Enthusiasm Boldness Proactive

**End of Topic 1**

References:

Davenport, B. (2020) 25 Good Character Traits List Essential For Happiness. Posted: October
12, 2020 https://liveboldandbloom.com/10/relationships/good-character-traits

Eamonn Ferguson E. et al. (2014) ‘Dark Side’ and ‘Bright Side’ of Personality: When Too
Much Conscientiousness and Too Little Anxiety Are Detrimental with Respect to the
Acquisition of Medical Knowledge and Skill
Module in CFLM 1: Character Formation, Nationalism and Patriotism
 https://doi.org/10.1371/journal.pone.0088606

Isaacs, D. M.D. (2001-04-10) Character Building: A Guide for Parents and Teachers.
https://www.amazon.com/Character-Building-Parents-Teachers-2001-04-
10/dp/B01K04OC2M

Karimova, H. Personality & Character Traits: The Good, The Bad and The Ugly
https://positivepsychology.com/character-traits/

Lickona, T. et. al. (1996) Eleven Principles of Effective Character

Education https://www.researchgate.net/publication/45655772

Manwong, R. (2006) Fundamentals of Criminology, Revised Edition. Wisemans Books

Trading

Character vs Personality: https://knowyourarchetypes.com/character-vs-personality/

Virtue and the Four Types of Character: Is psychology finally opening up to the moral? Posted
June 11, 2013 https://www.psychologytoday.com/au/blog/theory knowledge/201306/virtue-and-
the-four-types-character

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 THEORIES OF PERSONALITY DEVELOPMENT

INTRODUCTION

Personality is something that people tend to think a lot about. When we meet new people,
whether through work, school, or social events, it is often their personality on which we
immediately focus. Whether they are nice, helpful, outgoing, or shy are just a few of the things
that we assess as we evaluate the people around us.
Our personalities make us unique, but how does personality develop? How exactly do we
become who we are today? What factors play the most important role in the formation of
personality? Can personality ever change?
To answer this question, many prominent theorists developed theories to describe various steps
and stages that occur on the road of personality development. The following theories focus on
various aspects of personality development, including cognitive, social, and moral development.

TOPIC OBJECTIVES:

This topic aims to:

1. For the students to know the importance of theories; and

2. Generate understanding on the different theories of personality development.

LEARNING OUTCOMES:
At the end of the topic, the students will be able to:

1. Discuss the importance of a theory;

2. Enumerate the different theories on personality development; and
3. Evaluate the ideas and philosophies of the different theories of personality
development.

TOPIC CONTENT:

1. Definition of Theory
2. The Importance of a Theory
3. Ideal Trait of a Theory
4. Different Theories of Personality Development

Definition of Theory

 An organized body of ideas as to the truth of something, usually derived from the study
of a number of facts relating to it, but sometimes entirely a result of exercising the the
speculative imagination.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

  Is defines as the as a supposition or a system of ideas intended to explain something,
especially one based on general principles independent of the thing to be explained.
 A set of principles on which the practice of an activity is based.

The Importance of a Theory

A theory is any system of ideas arranged in rational order that produce general principles which
increase our understanding and explanations.
The general principles in a theory are derived from, and representative of particular facts, but
those principles are not dependent upon the particular thing to be explained (Kaplan, 1964) This
means that theories have a life of their own in the ever-increasing generalities they provide.
Theories are like children. Someone gives birth to them, and they go out into the world and no
longer belong to anyone. Some of them become ideologies (get used for political purposes) and
other become endless puzzles that scientists work on for centuries.

Ideal Trait of a Theory:

a. Focus attention on a particular phenomenon

b. Fit the known facts about a particular phenomenon
c. Contribute to scientific paradigms
d. Provide a way it can be tested or falsified
e. Establish boundaries and domains by which laws and truth statements can be generalized;
and
f. Enable propositions which can be added or compared to those of other theories.

Different Theories of Personality Development

1. Psychoanalytic Theory

Freud believed that personality developed through a series of childhood stages in which the
pleasure-seeking energies of the id become focused on certain erogenous areas. An erogenous
zone is characterized as an area of the body that is particularly sensitive to stimulation.
During the five psychosexual stages, which are the oral, anal, phallic, latent, and genital stages,
the erogenous zone associated with each stage serves as a source of pleasure. The psychosexual
energy, or libido, was described as the driving force behind behaviour. Psychoanalytic theory
suggested that personality is mostly established by the age of five. Early experiences play a large
role in personality development and continue to influence behaviour later in life. Each stage of
development is marked by conflicts that can help build growth or stifle development, depending
upon how they are resolved. If these psychosexual stages are completed successfully, a healthy
personality is the result. If certain issues are not resolved at the appropriate stage, fixations can
occur. A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is
resolved, the individual will remain "stuck" in this stage. A person who is fixated at the oral
stage, for example, may be over-dependent on others and may seek oral stimulation through
smoking, drinking, or eating.
Module in CFLM 1: Character Formation, Nationalism and Patriotism
Freud’s Stages of Psychosexual Development a) The Oral Stage
Age Range: Birth to 1 Year
Erogenous Zone: Mouth
During the oral stage, the infant's primary source of interaction occurs through the mouth, so the
rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant
derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.
Because the infant is entirely dependent upon caretakers (who are responsible for feeding the
child), the child also develops a sense of trust and comfort through this oral stimulation. The
primary conflict at this stage is the weaning process--the child must become less dependent upon
caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with
dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or
nail-biting.

b) The Anal Stage

Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control
During the anal stage, Freud believed that the primary focus of the libido was on controlling
bladder and bowel movements. The major conflict at this stage is toilet training—the
child has to learn to control their bodily needs. Developing this control leads to a sense of
accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in which parents approach
toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time
encourage positive outcomes and help children feel capable and productive. Freud believed that
positive experiences during the toilet training stage serve as the basis for people to become
competent, productive, and creative adults. However, not all parents provide the support and
encouragement that children need during this stage. Some parents punish, ridicule, or shame a
child for accidents.
According to Freud, inappropriate parental responses can result in negative outcomes. If parents
take an approach that is too lenient, Freud suggested that an anal-expulsive personality could
develop in which the individual has a messy, wasteful, or destructive personality. If parents are
too strict or begin toilet training too early, Freud believed that an anal-retentive personality
develops in which the individual is stringent, orderly, rigid, and obsessive.

c) The Phallic Stage

Age Range: 3 to 6 Years
Erogenous Zone: Genitals
Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals.
At this age, children also begin to discover the differences between males and females.
Freud also believed that boys begin to view their fathers as a rival for the mother’s affections.
The Oedipus complex describes these feelings of wanting to possess the mother and the desire to
replace the father. However, the child also fears that he will be punished by the father for these
feelings, a fear Freud termed castration anxiety. The term Electra complex has been used to

Module in CFLM 1: Character Formation, Nationalism and Patriotism

describe a similar set of feelings experienced by young girls. Freud, however, believed that girls
instead experience penis envy.
Eventually, the child begins to identify with the same-sex parent as a means of vicariously
possessing the other parent. For girls, however, Freud believed that penis envy was never fully
resolved and that all women remain somewhat fixated on this stage.

d) The Latent Period

Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive
During this stage, the superego continues to develop while the id's energies are suppressed.
Children develop social skills, values and relationships with peers and adults outside of the
family. The development of the ego and superego contribute to this period of calm. The
stage begins around the time that children enter into school and become more concerned with
peer relationships, hobbies, and other interests.
The latent period is a time of exploration in which the sexual energy repressed or dormant. This
energy is still present, but it is sublimated into other areas such as intellectual pursuits and social
interactions. This stage is important in the development of social and communication skills and
self-confidence.
As with the other psychosexual stages, Freud believed that it was possible for children to
become fixated or "stuck" in this phase. Fixation at this stage can result in immaturity and an
inability to form fulfilling relationships as an adult.

e) The Genital Stage

Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests
The onset of puberty causes the libido to become active once again. During the final
stage of psychosexual development, the individual develops a strong sexual interest in the
opposite sex. This stage begins during puberty but last throughout the rest of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in the welfare of others
grows during this stage. The goal of this stage is to establish a balance between the various life
areas. If the other stages have been completed successfully, the individual should now be
wellbalanced, warm, and caring. Unlike the many of the earlier stages of development, Freud
believed that the ego and superego were fully formed and functioning at this point. Younger
children are ruled by the id, which demands immediate satisfaction of the most basic needs and
wants. Teens in the genital stage of development are able to balance their most basic urges
against the need to conform to the demands of reality and social norms.

2. Tripartite Theory of Personality

According to Freud, the basic driving force of personality and behavior is known as the libido.
This libidinal energy fuels the three components that make up personality: the id, the ego, and
the superego.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 The id is part of the unconscious that contains all the urges and impulses including what we
called libido, a kind of generalized sexual energy that is used for everything from survival
instincts to appreciation of art. The id is the most primal part of the personality and drives people
to fulfill their most basic needs and urges. The id is also kind of stubborn, for it responds only to
what Freud called the pleasure principle (if it feels good, do it), and nothing else. The ego is the
only part of the conscious personality. It is what the person is aware of when they think about
themselves, and is what they usually try to project towards others. The ego is dominated by what
Freud called the reality principle (an orientation to the real world in which the person lives). It is
continually trying to meditate the demands of the id and prohibitions of the superego. Also, the
ego controls the urges of the id and forcing it to behave in realistic ways.
The superego is the final aspect of personality to develop and contains all of the ideals, morals,
and value imbued by our parents and culture. This part of personality attempts to make the ego
behave according to these ideals. The ego must then moderate between the primal needs of the
id, the idealistic standards of the superego and reality.

3. Erikson’s Stages of Psychosocial Development

Erik Erikson’s eight-stage theory of human development is one of the best-known theories in
psychology. While the theory builds on Freud’s stages of psychosexual development, Erikson
chose to focus on how social relationships impact personality development. The theory also
extends beyond childhood to look at development across the entire lifespan. At each stage of
psychosocial development, people face a crisis in which a task must be mastered. Those who
successfully complete each stage emerge with a sense of mastery and wellbeing. Those who do
not resolve the crisis at each stage may struggle with those skills for the remainder of their lives.
The Erikson life-stage virtues, in order of the eight stages in which they may be acquired,
are:

a) Trust vs. Mistrust - This stage covers the period of infancy, 0–18 months, which is the
most fundamental stage of life. Whether the baby develops basic trust or basic mistrust is
not merely a matter of nurture. It is multi-faceted and has strong social components. It
depends on the quality of the maternal relationship. The mother carries out and reflects
her inner perceptions of trustworthiness, a sense of personal meaning, etc. on the child.
An important part of this stage is providing stable and constant care of the infant. This
helps the child develop trust that can transition into relationships other than parental.
Additionally, children develop trust in others to support them. If successful in this, the
baby develops a sense of trust, which "forms the basis in the child for a sense of identity."
Failure to develop this trust will result in a feeling of fear and a sense that the world is
inconsistent and unpredictable.

b) Autonomy vs. Shame - Covers early childhood around 1–3 years old. Introduces the
concept of autonomy vs. shame and doubt. The child begins to discover the beginnings of
his or her independence, and parents must facilitate the child's sense of doing basic tasks
"all by himself/herself." Discouragement can lead to the child doubting his or her
efficacy. During this stage the child is usually trying to master toilet training.
Additionally, the child discovers his talents or abilities, and it is important to ensure the

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 child is able to explore those activities. Erikson states it is essential to allow the children
freedom in exploration but also create an environment welcoming of failures. Therefore,
the parent should not punish or reprimand the child for failing at the task. Shame and
doubt occurs when the child feels incompetent in ability to complete task and survive.
Will is achieved with success of the stage. Children successful in this stage will have
"self-control without a loss of self-esteem."

c) Initiative vs. Guilt - Preschool / 3–5 years. Does the child have the ability to do things
on her own, such as dress herself? Children in this stage are interacting with peers, and
creating their own games and activities. If allowed to make these decisions, the child will
develop confidence in her ability to lead others. If the child is not allowed to make certain
decisions the sense of guilt develops. Guilt in this stage is characterized by a sense of
being a burden to others, and the child will therefore usually present herself as a follower.
Additionally, the child is asking many questions to build knowledge of the world. If the
questions earn responses of critic the child will also develop feelings of guilt. Success in
this stage leads to the virtue of purpose, which is the normal balance between the two
extremes.

d) Industry vs. Inferiority - School-age / 6–11 years. Child comparing self-worth to others
(such as in a classroom environment). Child can recognize major disparities in personal
abilities relative to other children. Erikson places some emphasis on the teacher, who
should ensure that children do not feel inferior. During this stage the child's friend group
increases in importance in his life. Often during this stage the child will try to prove
competency with things rewarded in society, and also develop satisfaction with his
abilities. Encouraging the child increases feelings of adequacy and competency in ability
to reach goals. Restriction from teachers or parents leads to doubt, questioning, and
reluctance in abilities and therefore may not reach full capabilities. Competence, the
virtue of this stage, is developed when a healthy balance between the two extremes is
reached.

e) Identity vs. Role Confusion - Adolescent / 12–18 years. Questioning of self. Who am I,
how do I fit in? Where am I going in life? The adolescent is exploring and seeking for her
own unique identity. This is done by looking at personal beliefs, goals, and values. The
morality of the individual is also explored and developed. Erikson believes that if the
parents allow the child to explore, she will determine her own identity. If, however, the
parents continually push her to conform to their views, the teen will face identity
confusion. The teen is also looking towards the future in terms of employment,
relationships, and families. Learning the roles she provides in society is essential since
the teen begins to develop the desire to fit in to society. Fidelity is characterized by the
ability to commit to others and acceptance of others even with differences. Identity crisis
is the result of role confusion and can cause the adolescent to try out different lifestyles.

f) Intimacy vs. isolation - This is the first stage of adult development. This development
usually happens during young adulthood, which is between the ages of 18 to 40. Dating,
marriage, family and friendships are important during the stage in their life. This is due to

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 the increase in the growth of intimate relationships with others. By successfully forming
loving relationships with other people, individuals are able to experience love and
intimacy. They also feel safety, care, and commitment in these relationships.
Furthermore, if individuals are able to successfully resolve the crisis of intimacy versus
isolation, they are able to achieve the virtue of love. Those who fail to form lasting
relationships may feel isolated and alone.

g) Generativity vs. stagnation - The second stage of adulthood happens between the ages
of 40-65. During this time people are normally settled in their lives and know what is
important to them. A person is either making progress in his career or treading lightly in
his career and unsure if this is what he wants to do for the rest of his working life. Also
during this time, if a person is enjoying raising his children and participating in activities,
that gives him a sense of purpose. This is one way of contributing to society along with
productivity at work and involvement in community activities and organizations. If a
person is not comfortable with the way his life is progressing, he's usually regretful about
the decisions that he has made in the past and feels a sense of uselessness.

h) Ego integrity vs. despair - This stage affects the age group of 65 and on. During this
time an individual has reached the last chapter in her life and retirement is approaching or
has already taken place. Ego-integrity means the acceptance of life in its fullness: the
victories and the defeats, what was accomplished and what was not accomplished.
Wisdom is the result of successfully accomplishing this final developmental task.
Wisdom is defined as "informed and detached concern for life itself in the face of death
itself." Having a guilty conscience about the past or failing to accomplish important goals
will eventually lead to depression and hopelessness. Achieving the virtue of the stage
involves the feeling of living a successful life.

4. Piaget’s Stages of Cognitive Development

Jean Piaget’s theory of cognitive development remains one of the most frequently cited in
psychology, despite being subject to considerable criticism. While many aspects of his theory
have not stood the test of time, the central idea remains important today: children think
differently than adults.
According to Piaget, children progress through a series of four stages that are marked by
distinctive changes in how they think. How children think about themselves, others, and the
world around them plays an important role in the formation of personality.
He posited that children progress through 4 stages and that they all do so in the same order.
These four stages are:

a) Sensorimotor Stage (Birth to 2 Years Old) - The infant builds an understanding of

himself or herself and reality (and how things work) through interactions with the
environment. It is able to differentiate between itself and other objects. Learning takes
place via assimilation (the organization of information and absorbing it into existing
schema) and accommodation (when an object cannot be assimilated and the schemata
have to be modified to include the object.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 b) Preoperational Stage (Ages 2 to 4) - The child is not yet able to conceptualize abstractly
and needs concrete physical situations. Objects are classified in simple ways, especially
by important features.

c) Concrete Operations (Ages 7 to 11) - As physical experience accumulates,

accommodation is increased. The child begins to think abstractly and conceptualize,
creating logical structures that explain his or her physical experiences.

d) Formal Operations (Beginning at Ages 11 To 15) - Cognition reaches its final form. By
this stage, the person no longer requires concrete objects to make rational judgments. He
or she is capable of deductive and hypothetical reasoning. His or her ability for abstract
thinking is very similar to an adult.

5. Kohlberg’s Theory of Moral Development

Lawrence Kohlberg developed a theory of personality development that focused on the growth
of moral thought. Building on a two-stage process proposed by Piaget, Kohlberg expanded the
theory to include six different stages. While the theory has been criticized for a number of
different reasons, including the possibility that it does not accommodate different genders and
cultures equally, Kohlberg’s theory remains important in our understanding of how personality
develops.

A. Pre-conventional

The pre-conventional level of moral reasoning is especially common in children, although adults
can also exhibit this level of reasoning. Reasoners at this level judge the morality of an action by
its direct consequences. The pre-conventional level consists of the first and second stages of
moral development and is solely concerned with the self in an egocentric manner. A child with
pre-conventional morality has not yet adopted or internalized society's conventions regarding
what is right or wrong but instead focuses largely on external consequences that certain actions
may bring.

In Stage one (obedience and punishment driven), individuals focus on the direct consequences
of their actions on themselves. For example, an action is perceived as morally wrong because the
perpetrator is punished. "The last time I did that I got spanked, so I will not do it again." The
worse the punishment for the act is, the more "bad" the act is perceived to be. This can give rise
to an inference that even innocent victims are guilty in proportion to their suffering. It is
"egocentric", lacking recognition that others' points of view are different from one's own. There
is "deference to superior power or prestige".
An example of obedience and punishment driven morality would be a child refusing to do
something because it is wrong and that the consequences could result in punishment. For
example, a child's classmate tries to dare the child to skip school. The child would apply
obedience and punishment driven morality by refusing to skip school because he would get
punished.
Module in CFLM 1: Character Formation, Nationalism and Patriotism
 In Stage two (self-interest driven) expresses the "what's in it for me" position, in which right
behavior is defined by whatever the individual believes to be in their best interest but understood
in a narrow way which does not consider one's reputation or relationships to groups of people.
Stage two reasoning shows a limited interest in the needs of others, but only to a point where it
might further the individual's own interests. As a result, concern for others is not based on loyalty
or intrinsic respect, but rather a "You scratch my back and I'll scratch yours" mentality. The lack
of a societal perspective in the pre-conventional level is quite different from the social contract
(stage five), as all actions at this stage have the purpose of serving the individual's own needs or
interests. For the stage two theorist, the world's perspective is often seen as morally relative.
An example of self-interest driven is when a child is asked by his parents to do a chore. The
child asks, "what's in it for me?" The parents offer the child an incentive by giving a child an
allowance to pay them for their chores. The child is motivated by self-interest to do chores.

B. Conventional

The conventional level of moral reasoning is typical of adolescents and adults. To reason in a
conventional way is to judge the morality of actions by comparing them to society's views and
expectations. The conventional level consists of the third and fourth stages of moral
development. Conventional morality is characterized by an acceptance of society's conventions
concerning right and wrong. At this level an individual obeys rules and follows society's norms
even when there are no consequences for obedience or disobedience. Adherence to rules and
conventions is somewhat rigid, however, and a rule's appropriateness or fairness is seldom
questioned.

In Stage three (good intentions as determined by social consensus), the self enters society by
conforming to social standards. Individuals are receptive to approval or disapproval from others
as it reflects society's views. They try to be a "good boy" or "good girl" to live up to these
expectations, having learned that being regarded as good benefits the self. Stage three reasoning
may judge the morality of an action by evaluating its consequences in terms of a person's
relationships, which now begin to include things like respect, gratitude, and the "golden rule". "I
want to be liked and thought well of; apparently, not being naughty makes people like me."
Conforming to the rules for one's social role is not yet fully understood. The intentions of actors
play a more significant role in reasoning at this stage; one may feel more forgiving if one thinks
that "they mean well".

In Stage four (authority and social order obedience driven), it is important to obey laws,
dictums, and social conventions because of their importance in maintaining a functioning society.
Moral reasoning in stage four is thus beyond the need for individual approval exhibited in stage
three. A central ideal or ideals often prescribe what is right and wrong. If one person violates a
law, perhaps everyone would—thus there is an obligation and a duty to uphold laws and rules.
When someone does violate a law, it is morally wrong; culpability is thus a significant factor in
this stage as it separates the bad domains from the good ones. Most active members of society
remain at stage four, where morality is still predominantly dictated by an outside force.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 C. Post-conventional

The post-conventional level, also known as the principled level, is marked by a growing
realization that individuals are separate entities from society, and that the individual's own
perspective may take precedence over society's view; individuals may disobey rules inconsistent
with their own principles. Post-conventional moralists live by their own ethical principles—
principles that typically include such basic human rights as life, liberty, and justice. People who
exhibit post-conventional morality view rules as useful but changeable mechanisms—ideally
rules can maintain the general social order and protect human rights. Rules are not absolute
dictates that must be obeyed without question. Because post-conventional individuals elevate
their own moral evaluation of a situation over social conventions, their behavior, especially at
stage six, can be confused with that of those at the pre-conventional level. Some theorists have
speculated that many people may never reach this level of abstract moral reasoning.

In Stage five (social contract driven), the world is viewed as holding different opinions, rights,
and values. Such perspectives should be mutually respected as unique to each person or
community. Laws are regarded as social contracts rather than rigid edicts. Those that do not
promote the general welfare should be changed when necessary to meet "the greatest good for
the greatest number of people". This is achieved through majority decision and inevitable
compromise. Democratic government is ostensibly based on stage five reasoning.

In Stage six (universal ethical principles driven), moral reasoning is based on abstract
reasoning using universal ethical principles. Laws are valid only insofar as they are grounded in
justice, and a commitment to justice carries with it an obligation to disobey unjust laws. Legal
rights are unnecessary, as social contracts are not essential for deontic moral action. Decisions
are not reached hypothetically in a conditional way but rather categorically in an absolute way, as
in the philosophy of Immanuel Kant. This involves an individual imagining what they would do
in another's shoes, if they believed what that other person imagines to be true. The resulting
consensus is the action taken. In this way action is never a means but always an end in itself; the
individual acts because it is right, and not because it avoids punishment, is in their best interest,
expected, legal, or previously agreed upon.

6. Life Course Theory

Life course theory, more commonly termed the life course perspective, refers to a
multidisciplinary paradigm for the study of people's lives, structural contexts, and social change.
This approach encompasses ideas and observations from an array of disciplines, notably history,
sociology, demography, developmental psychology, biology, and economics. In particular, it
directs attention to the powerful connection between individual lives and the historical and
socioeconomic context in which these lives unfold. As a concept, a life course is defined as "a
sequence of socially defined events and roles that the individual enacts over time"

Key Principles and Concepts

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 a) Socio-historical and geographical location. An individual's own developmental path is
embedded in and transformed by conditions and events occurring during the historical
period and geographical location in which the person lives. For example, geopolitical
events (e.g., war), economic cycles (e.g., recessions), and social and cultural ideologies
(e.g., patriarchy) can shape people's perceptions and choices and alter the course of
human development. Thus, behavior and decisions do not occur in a vacuum, because
people and families interact within socio-historical time.

b) Timing of lives - time can be envisioned as a sequence of transitions that are enacted
over time. A transition is a discrete life change or event within a trajectory (e.g., from a
single to married state), whereas a trajectory is a sequence of linked states within a
conceptually defined range of behavior or experience (e.g., education and occupational
career).

Three types of time Central to a Life Course Perspective:

1) Individual time - Individual or ontogenetic time refers to chronological age. It is

assumed that periods of life, such as childhood, adolescence, and old age,
influence positions, roles, and rights in society, and that these may be based on
culturally shared age definitions
2) Generational time - refers to the age groups or cohorts in which people are
grouped, based upon their age. People born between 1946 and 1964, for example,
are often referred to as the baby boom generation.
3) Historical time - refers to societal or large-scale changes or events and how these
affect individuals and families, such as political and economic changes, war and
technological innovations (e.g., information access through the Internet).

c) Heterogeneity or variability - generations or cohorts are not homogeneous collections

of people. Rather, they differ in terms of influential dimensions such as gender, social
class, family structure, ethnicity, and religion. Moreover, the ability to adapt to life course
change can vary with the resources or supports inherent in these elements in the form of
economic or cultural capital (e.g., wealth, education) or social capital (e.g., family social
support). For example, a research demonstrates that young adults with weak family ties
may not have the option to return home during difficult economic times. Finally, there is
also the recognition of increasing diversity associated with aging. The longer one lives,
the greater the exposure to factors that affect the aging process.

d) Linked lives and social ties – a fourth tenet emphasizes that lives are interdependent and
reciprocally connected on several levels. Societal and individual experiences are linked
through the family and its network of shared relationships. As a result, macro-level
events, such as war, could affect individual behaviors (e.g., enrolling in military service),
and this can significantly affect other familial relationships. Stressful events, such as the
death of a family member, can also affect family relationships because these occurrences

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 can trigger patterns of stress and vulnerability or, conversely, promote adaptive behaviors
and family resilience. Moreover, personality attributes of individual family members can
also affect family coping styles, functioning, and well-being.

e) Human agency and personal control - According to the life course perspective,
individuals are active agents who not only mediate the effect of social structure but also
make decisions and set goals that shape social structure. Individuals are assumed to have
the capacity to engage in planful competence, which refers to the thoughtful, proactive,
and self-controlled processes that underlie one's choices about institutional involvements
and social relationships. However, it should be recognized that the ability to make
specific choices depends on opportunities and constraints. Parallel to this idea is the
concept of control cycles whereby families and individuals modify their expectations and
behavior in response to changes in either needs or resources.

f) How the past shapes the future - Finally, another hallmark of this perspective is that
early life course decisions, opportunities, and conditions affect later outcomes. The past,
therefore, has the potential to shape the present and the future, which can be envisioned
as a ripple or domino effect. This can occur at various levels: the cohort/generational
level and the individual/familial level. For example, one generation can transmit to the
next the reverberations of the historical circumstances that shaped its life history (living
through the feminist movement, for example). The timing and conditions under which
earlier life events and behaviors occur (e.g., dropping out of school, witnessing domestic
abuse) can also set up a chain reaction of experiences for individuals and their families
(e.g., reproduction of poverty, a cycle of family violence). The past, therefore, can
significantly affect later life outcomes such as socioeconomic status, mental health,
physical functioning, and marital patterns. This long-term view, with its recognition of
cumulative advantage or disadvantage, is particularly valuable for understanding social
inequality in later life and for creating effective social policy and programs

7. Sociocultural Theory of Cognitive Development

Sociocultural theory is an emerging theory in psychology that looks at the important

contributions that society makes to individual development. This theory stresses the interaction
between developing people and the culture in which they live. Sociocultural theory also suggests
that human learning is largely a social process.
Psychologist Lev Vygotsky, who postulated this theory, believed that parents, caregivers, peers,
and the culture at large were responsible for developing higher-order functions. According to
Vygotsky, learning has its basis in interacting with other people. Once this has occurred, the
information is then integrated on the individual level.

8. Behavioral Child Development Theories

During the first half of the twentieth century, a new school of thought known as behaviourism
rose to become a dominant force within psychology. Behaviourists believed that psychology
needed to focus only on observable and quantifiable behaviours in order to become a more
scientific discipline. According to the behavioural perspective, all human behaviour can be
Module in CFLM 1: Character Formation, Nationalism and Patriotism
described in terms of environmental influences. Some behaviourists, such as John B. Watson and
B.F. Skinner, insisted that learning occurs purely through processes of association and
reinforcement.
Behavioural theories of child development focus on how environmental interaction influences
behaviour and is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B.
F. Skinner. These theories deal only with observable behaviours. Development is considered a
reaction to rewards, punishments, stimuli, and reinforcement.
This theory differs considerably from other child development theories because it gives no
consideration to internal thoughts or feelings. Instead, it focuses purely on how experience
shapes who we are.

Two (2) Important Types of Learning that Emerged from this Approach to Development:

a) Classical Conditioning (Also known as Pavlovian or Respondent Conditioning)

Classical conditioning involves learning by pairing a naturally occurring stimulus
with a previously neutral stimulus.

b) Operant Conditioning (Also called Instrumental Conditioning) - Operant

conditioning utilizes reinforcement and punishment to modify behaviors. According
to this principle, behavior that is followed by pleasant consequences is likely to be
repeated, and behavior followed by unpleasant consequences is less likely to be
repeated.
Operant conditioning has some key concepts:

Reinforcement is any immediately subsequent event which increases or strengthens a behavior.

There are two types of reinforcement:

a) Positive reinforcers – favorable outcomes presented after the behavior. Positive

reinforcement occurs when a behavior is strengthened by praise or a reward.
b) Negative reinforcers – result in the removal of an unpleasant outcome as a direct
consequence of a behavior. Negative reinforcement grows stronger when something
unpleasant is then immediately removed.
The behaviour increases in response to each kind of reinforcement.

Punishment is the application or removal of an outcome which brings about a decrease in the
targeted behaviour:

a) Positive punishment, or punishment by application, introduces an unfavorable outcome

in order to weaken a behavioral response.
b) Negative punishment, or punishment by removal, removes a favorable outcome after
the occurrence of a behavior.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 9. Eysenck’s Personality Theory
Eysenck (1952, 1967, and 1982) proposed a theory of personality based on biological factors,
arguing that individuals inherit a type of nervous system that affects their ability to learn and
adapt to the environment. During 1940s Eysenck was working at the Maudsley psychiatric
hospital in London. His job was to make an initial assessment of each patient before their mental
disorder was diagnosed by a psychiatrist. Through this position, he compiled a battery of
questions about behavior, which he later applied to 700 soldiers who were being treated for
neurotic disorders at the hospital (Eysenck (1947).
He found that the soldiers' answers seemed to link naturally with one another, suggesting that
there were a number of different personality traits which were being revealed by the soldier's
answers. He called these first-order personality traits. Eysenck found that their behavior could be
represented by two dimensions: Introversion / Extroversion; Neuroticism / Stability and each
aspect of personality (extraversion, neuroticism and psychoticism) can be traced back to a
different biological cause.

a) Extraverts are sociable and crave excitement and change, and thus can become bored
easily. They tend to be carefree, optimistic and impulsive. They are more likely to
take risks and be thrill seekers. Eysenck argues that this is because they inherit an
under aroused nervous system and so seek stimulation to restore the level of optimum
stimulation. Introverts on the other hand lie at the other end of this scale, being quiet
and reserved. They are already over-aroused and shun sensation and stimulation.
Introverts are reserved, plan their actions and control their emotions. They tend to be
serious, reliable and pessimistic.
b) Neuroticism/stability - A person’s level of neuroticism is determined by the
reactivity of their sympathetic nervous system. A stable person’s nervous system will
generally be less reactive to stressful situations, remaining calm and level headed.
Someone high in neuroticism on the other hand will be much more unstable, and
prone to overreacting to stimuli and may be quick to worry, anger or fear. They are
overly emotional and find it difficult to calm down once upset. Neurotic individuals
have an ANS that responds quickly to stress.
c) Psychoticism – e.g., lacking in empathy, cruel, a loner, aggressive and troublesome.
This has been related to high levels of testosterone. The higher the testosterone, the
higher the level of psychoticism, with low levels related to more normal balanced
behavior.

10. Theory of Evolution

First formulated in Darwin's book "On the Origin of Species" in 1859, is the process by which
organisms change over time as a result of changes inheritable physical or behavioural traits.
Changes that allow an organism to better adapt to its environment will help it survive and have
more offspring.
The theory has two main points. "All life on Earth is connected and related to each other," and
this diversity of life is a product of "modifications of populations by natural selection, where
some traits were favoured in and environment over others,

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 NATIONALISM AND PATRIOTISM

INTRODUCTION

Nationalism is an ideology and movement that promotes the interests of a particular nation
especially with the aim of gaining and maintaining the nation's sovereignty over its homeland.
Nationalism holds that each nation should govern itself, free from outside interference that a
nation is a natural and ideal basis for a polity, and that the nation is the only rightful source of
political power. It further aims to build and maintain a single national identity—based on shared
social characteristics such as culture, language, religion, politics, and belief in a shared singular
history and to promote national unity or solidarity.

This topic discusses nationalism and patriotism specifically the Constitutional provision of
nationalism and patriotism in the country. Included also are the duties and obligation of a good
Filipino citizen and the ways of good citizenship.

TOPIC OBJECTIVES:

This topic aims to:

1. Let the students understand the concept of nationalism and patriotism;

2. Know the constitutional basis of nationalism and patriotism in the country;
3. Appraise the characteristics and elements of nationalism
4. Instill knowledge on the duties and obligation of a Filipino Citizen;

LEARNING OUTCOMES:
At the end of the topic, the students will be able to:

1. Differentiate between nationalism and patriotism;

2. Enumerate the duties and obligation of a Filipino citizen;
3. Discuss the ways of good citizenship; and
4. Articulate the elements and characteristics of nationalism.

TOPIC CONTENT:

1. Constitutional Provision on Nationalism and Patriotism

2. Difference Between Nationalism and Patriotism
3. Types of nationalism
4. Elements and characteristics of nationalism
5. Duties and Obligations of Filipino Citizen

Module in CFLM 1: Character Formation, Nationalism and Patriotism

Constitutional Provision on Nationalism and Patriotism

1. Article II, Section 13 - The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual, intellectual, and
social wellbeing. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs.

2. Article II, Section 17 - The State shall give priority to education, science and
technology, arts, culture, and sports to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development.

3. Article XIV Section 3 Paragraph 2 - All education institution shall inculcate

patriotism and nationalism, foster lover of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge, and promote vocational efficiency.

Definition of Nationalism

o Loyalty and devotion to a nation especially : a sense of

national consciousness
o Exalting one nation above all others and placing
primary emphasis on promotion of its culture and
interests as opposed to those of other nations or
supranational groups.

Definition of Patriotism

o Along with love, patriotism is the feeling of pride, devotion, and attachment to a
homeland, as well as a feeling of attachment to other patriotic citizens. The feelings of
attachment may be further bound up in factors like race or ethnicity, culture, religious
beliefs, or history.
o Zealous love of one’s country.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

Difference Between Nationalism and Patriotism

Nationalism, etymologically, means love, care for, preservation and patronage of one’s
native land and everything in it—the country of birth of a national, whether it be Filipino or
otherwise. To be a Filipino nationalist, therefore, the ethnological ramifications of nationalism
must all be present in one’s being.
This implies a heartfelt dedication for the love, care, and preservation of the Philippines
and everything that is identified with it: the Philippine territory, the inhabitants, Philippine
sovereignty, its government, all things that represent and symbolize the country; the aspirations,
hopes, dreams and needs of the Filipino people.

On the other hand, patriotism is taken from the Latin term pater, which literally means “father”.
Patriotism is the willingness and determination to lay down one’s life for the fatherland—the
constant resolve to sacrifice one’s life and limb for the preservation of the State.

It is the total realization of that love for the country, which is nationalism. In other words, to be
patriotic is to be nationalistic. Conversely, one cannot be patriotic without being nationalistic.

Type of Nationalism
(From Wikipedia, the free encyclopedia)

1. Ethnic nationalism. Defines the nation in terms of ethnicity, which always includes
some element of descent from previous generations, i.e. genophilia. It also includes ideas
of a culture shared between members of the group and with their ancestors, and usually a
shared language. Membership in the nation is hereditary. The state derives political
legitimacy from its status as homeland of the ethnic group, and from its duty to protect of
the partly national group and facilitate its family and social life, as a group.
2. Expansionist nationalism Expansionist nationalism is an aggressive radical form of
nationalism or ethnic nationalism (ethnonationalism) that incorporates autonomous,
heightened ethnic consciousness and patriotic sentiments with atavistic fears and hatreds
focused on "other" or foreign peoples, framing a belief in expansion or recovery of
formerly owned territories through militaristic means.
3. Romantic nationalism. Romantic nationalism (also national romanticism, organic
nationalism, identity nationalism) is the form of nationalism in which the state derives its
Module in CFLM 1: Character Formation, Nationalism and Patriotism
 political legitimacy as an organic consequence of the unity of those it governs. This
includes such factors as language, race, ethnicity, culture, religion, and customs of the
nation in its primal sense of those who were born within its culture. It can be applied to
ethnic nationalism as well as civic nationalism. Romantic nationalism arose in reaction to
dynastic or imperial hegemony, which assessed the legitimacy of the state from the top
down, emanating from a monarch or other authority, which justified its existence.
4. Cultural nationalism. Cultural nationalism defines the nation by shared culture.
Membership (the state of being members) in the nation is neither entirely voluntary (you
cannot instantly acquire a culture), nor hereditary (children of members may be
considered foreigners if they grew up in another culture). Yet, a traditional culture can be
more easily incorporated into an individual's life, especially if the individual is allowed to
acquire its skills at an early stage of his/her own life. Cultural nationalism has been
described as a variety of nationalism that is neither purely civic nor ethnic.
5. Language nationalism. Advocates for the use of only one or one’s national language.
6. Religious nationalism. Religious nationalism is the relationship of nationalism to a
particular religious belief, church, or affiliation. This relationship can be broken down
into two aspects; the politicization of religion and the converse influence of religion on
politics. In the former aspect, a shared religion can be seen to contribute to a sense of
national unity, a common bond among the citizens of the nation. Another political aspect
of religion is the support of a national identity, similar to a shared ethnicity, language or
culture. The influence of religion on politics is more ideological, where current
interpretations of religious ideas inspire political activism and action; for example, laws
are passed to foster stricter religious adherence.
7. Post-colonial nationalism. Since the process of decolonisation that occurred after World
War II, there has been a rise of Third World nationalisms. Third world nationalisms occur
in those nations that have been colonized and exploited. The nationalisms of these nations
were forged in a furnace that required resistance to colonial domination in order to
survive. As such, resistance is part and parcel of such nationalisms and their very
existence is a form of resistance to imperialist intrusions. Third World nationalism
attempts to ensure that the identities of Third World peoples are authored primarily by
themselves, not colonial powers.
8. Civic nationalism. Civic nationalism is the form of nationalism in which the state derives
political legitimacy from the active participation of its citizenry, from the degree to which
it represents the "will of the people". It is often seen as originating with JeanJacques
Rousseau and especially the social contract theories which take their name from his 1762
book The Social Contract. Civic nationalism lies within the traditions of rationalism and
liberalism, but as a form of nationalism it is contrasted with ethnic nationalism.
Membership of the civic nation is considered voluntary. Civic-national ideals influenced
the development of representative democracy in countries such as the United States and
France.
9. Liberal nationalism. Liberal nationalism is a kind of nationalism defended recently by
political philosophers who believe that there can be a non-xenophobic form of
nationalism compatible with liberal values of freedom, tolerance, equality, and individual
rights. Ernest Renan, author of "Qu'est-ce qu'une nation?" and John Stuart Mill are often
thought to be early liberal nationalists. Liberal nationalists often defend the value of

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 national identity by saying that individuals need a national identity in order to lead
meaningful, autonomous lives and that liberal democratic polities need national identity
in order to function properly.
10. Revolutionary nationalism. Revolutionary nationalism is a broad label that has been
applied to many different types of nationalist political movements that wish to achieve
their goals through a revolution against the established order.
11. National conservatism. National conservatism is a variant of conservatism common in
Europe and Asia that concentrates on upholding national and cultural identity, usually
combining this nationalist concern with conservative stances promoting traditional
values. It shares characteristics with traditionalist conservatism and social conservatism
given how the three variations focus on preservation and tradition.
12. Liberation nationalism. Many nationalist movements in the world are dedicated to
national liberation in the view that their nations are being persecuted by other nations and
thus need to exercise self-determination by liberating themselves from the accused
persecutors.
13. Left-wing nationalism. Left-wing nationalism, also occasionally known as socialist
nationalism, refers to any political movement that combines left-wing politics or
socialism with nationalism. Notable examples include Fidel Castro's 26th of July
Movement that launched the Cuban Revolution ousting the American-backed Fulgencio
Batista in 1959.
14. Pan-nationalism. Pan-nationalism is usually an ethnic and cultural nationalism, but the
'nation' is itself a cluster of related ethnic groups and cultures, such as Slavic peoples.
Occasionally pan-nationalism is applied to mono-ethnic nationalism, when the national
group is dispersed over a wide area and several states - as in Pan-Germanism.
15. Diaspora nationalism. Traditionally 'Diaspora' refers to a dispersal of a people from a
(real or imagined) 'homeland' due to a cataclysmic disruption, such as war, famine, etc.
New networks - new 'roots' - form along the 'routes' travelled by diasporic people, who
are connected by a shared desire to return 'home'. In reality, the desire to return may be
eschatological (i.e. end times orientation), or may not occur in any foreseeable future, but
the longing for the lost homeland and the sense of difference from circumambient
cultures in which Diasporic people live becomes an identity unto itself.

Most Important Elements of Nationalism that Bound People Together

1. Religion
2. Culture
3. Language
4. Specific territory

Human beings are social animals. They live together in a society and are dependent on each
other. Religion is a spiritual association that binds the people together, which brings in the
mutual feeling of nationalism. The culture and traditions are the unifying force that keeps the
people together. The common language brings in the nationalistic sentiments and that is what
makes people communicate with each other and stay together. (https://brainly.in/question/2452570)

Module in CFLM 1: Character Formation, Nationalism and Patriotism

Characteristics of Nationalism
(http://studylecturenotes.com/nationalism-meaning-definition-origin-characteristics-symbols/)
The Royal institute of International Relations pointed out the following characteristics of
nationalism in its report published in 1930.

1. One Nation. An idea of a common government always implies in a nation. It may he the
reality of past or present or just an ambition of the future.
2. Group Feelings. There is sense of belonging together among the people of a nation.
3. Distinction. There is distinctiveness in a nation that separates it from other nation as
language, religion, race and national character.
4. Defined Territory. There is defined territory large or small.
5. Common Interest: Existence of same common interest shared by all is also one of the
most important features of nationalism.
6. General Picture of State. A general picture of state in the mind of every individual.

Some of the other characteristics of nationalism are:

(https://www.al-islam.org/islam-and-nationalism-ali-mohammed-naqvi/part-three-definition-basis-and-characteristics-nationalism)

1. Belief that one should defend a compatriot against a foreigner, whether the former is in
the right or not.
2. Eulogizing and almost worship of national personalities and historical heroes of one's
country.
3. Revival of past traditions such as ancient idolatry.
4. A tendency to distort historical facts to glorify one's country, and to invent stories and
create models to show one's nation at its best.
5. Like old Totemism, there are special emblems in nationalism which are given sanctity.
The flag, national emblem, and national anthem are considered sacred, for each of which
a human being has the duty of self-sacrifice.

Tools and Symbols of Nationalism

(http://studylecturenotes.com/nationalism-meaning-definition-origin-characteristics-symbols/)
The most important instruments and symbols of nationalism are: Flag. School. Press, Radio and
Television etc.

1. Flag: The first and most important instrument of nationalism is flag. According to
Organski, “Flag makes excellent national symbols for they can be carried into
battlefield and thus share in the glory of victory.”
2. School: The nationalistic propaganda is found in most of the school and college
textbooks. Charles Marirras writes, “When honest efforts are made to secure
objectivity in history text book writing, they meet with stiff resistance from powerful
interest groups in most national communities. Under the guise of patriotism, such
groups exert pressure upon ministers of education, boards and teachers in order to
prevent a balanced treatment of the relations with other countries.”
3. Press: Through newspaper the people are educated and the feeling of patriotism is
provided through generals. books and newspapers etc.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 4. Radio: It also plays great role in nationalistic propaganda. The people are informed
through Radio. The patriotic songs and lectures are providing through Radio to the
whole world.
5. Television: The essays, lectures, songs and news about state to provide and inspired
nationalism to the people for they make to give sacrifice for the sake of the state.

THE NATURE AND DEVELOPMENT OF PHILIPPINE NATIONALISM WITH

CONTRIBUTORY FACTORS THAT GAVE BIRTH TO PHILIPPINE NATIONALISM

• The Influx of Liberal Ideas from Abroad

• The Spanish Revolution of 1868
• The Martyrdom of Fathers Gomez, Burgos and Zamora in 1872
• Quest for Nationalism
• Rizal’s Vision
• Filipino Nationalism and its Barriers
• The Impact of Customs, Traditions, and Religion on Nationalism
• Economic and Constitutional Nationalism of the Filipino

Contributory Factors that Gave Birth to Philippine Nationalism

The Spanish Revolution of 1868

The triumph of liberalism in Spain against the autocratic rule of Isabela II (1833-1869)
resounded across the seas to the shores of her overseas colonies.

The Filipinos came to enjoy for the first time the sweet taste of a liberal regime including:

1. Freedom of Speech
2. Freedom of the Press
3. Freedom of Assembly and other Human Rights

The Martyrdom of GOMBURZA

The Filipino people deeply resented the execution of Fathers Gomez, Burgos, and Zamora.

They were acclaimed as the executed priests as true martyrs of their fatherland. The execution of
GOMBURZA sped up the growth of Philippine Nationalism, which ultimately brought about
Spain’s downfall.

The Quest for Nationalism

The Filipino quest for independence continued until 1935 when the United States promised to
withdraw on a definite date.

During this period, Filipino efforts were largely channeled into a constitutional struggle, but note
should be taken of the militant spirit which tried to kindle the nationalist movement into armed
revolt.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

Rizal’s Vision
As gospels of Philippine nationalism, Rizal's novels convey
the essence of his nationalism that was to resound in the
hearts of the people.

He identified this essence in his letters as his aspiration to

alleviate the sufferings of the masses, to make men worthy,
to avenge one day the many victims of cruelty and
injustice, to erect a monument to the native tongue and to
educate his people.

In his two novels, the essence of Rizal's nationalism is best

understood through the keen study of the characters.
Through their dialogue and actions, in their ideas and
ideals, or in the lack of these are seen Rizal's range of
vision, his concept of love of country, his appeal for
reforms, his attitude towards the friars, and his views on the weaknesses of the
Filipinos.

Ten Modern Ways to Express Filipino Nationalism

By Luz Leanie M. Reyes
Nagpayong High School, Pasig City, Philippines.

Nationalism is a devotion of love for one’s country. A country’s identity is seen through its
culture, traditions, religions, beliefs, and even the unity or togetherness of the people in it.

The history of the Philippines reflects the kind of nationalism the Filipinos have. Their heroes
stood and fought to preserve the Filipino identity and attain freedom and independence.

The following are 10 modern ways to express Filipino nationalism:

1. Respect the Philippine flag and value the Filipino identity. Being Filipinos, we should
respect our Philippine flag and its purpose. The history and value of this flag are
connected to the freedom we have today. Encourage our fellowmen to participate and
respect our flag and its anthem and even our different symbols. They provide us our
identity as Filipinos or citizens of the beautiful Republic of the Philippines.

2. Be a productive citizen. Be industrious and make ourselves productive, not only for
ourselves but for our country as well. Serve the people, serve our nation.

3. Be aware of the issues in our country. We must be aware and updated on the significant
issues happening in the country. Extend help to the needy fellowmen, especially the
victims of disasters like typhoons, flooding, and the like.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 4. Stand proud for every Filipinos achievement. Filipinos are globally-competitive in
many aspects. They are proud to be a Filipino and for the honor they bring to our country.
They unite every Filipino for their achievements. We can be proud of Filipinos like
Manny Pacquiao, the Azkals Football Team, the Gilas Pilipinas Basketball Team, and
many more.

5. Patronize and support our own products. The Philippines has rich resources to create
quality goods and products. The manpower services we provide are also globally
competitive. Our economy will improve more if we ourselves patronize our own products
which characterize our creativity, resourcefulness, and industry.

6. Preserve Filipino culture. The Philippines is rich in various colorful cultural elements.
They are our identity. Be proud and preserve the culture we have for they are our
treasure. We have to keep them for the future generation.

7. Respect everyone and value our traditions. Filipinos are very courteous and respectful.
Even in modern times, many Filipinos show and value their noble norms and traditions.
So we Filipinos must continue to exercise these good traditions like respecting our elders
and others, by using “po at opo”, being hospitable, and being religious.

8. Speak out our own language. Using our own language is manifesting and preserving
our national identity. It is our unique means of communicating and interacting with our
fellowmen. Our language is an important tool to achieve further unity and national
development.

9. Remember and commemorate our heroes’ sacrifices for our country. There were
many Filipinos who died for our democracy, freedom, and independence. Some fought
using their pens and tongues, while some used the power of their arms and weapons.
Each had their own way of showing their love and respect to our country. In today’s
generation, let us value and treasure our heroes' sacrifices and devotion for our country.

10. Love our family, our neighbors, and our compatriots. Love and help one another. That
way, we are showing the world that we are proud to be Filipinos. Stand united! Do
something to help each other and for the greater good for our mother country. Love
everyone and love our country as we love ourselves.

What Is Social Responsibility?

Social responsibility is an ethical framework and suggests that an entity, be it an

organization or individual, has an obligation to act for the benefit of society at large. Social
responsibility is a duty every individual has to perform so as to maintain a balance between the
economy and the ecosystems. A trade-off may exist between economic development, in the
material sense, and the welfare of the society and environment, though this has been challenged
by many reports over the past decade.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 Social responsibility means sustaining the equilibrium between the two. It pertains not
only to business organizations but also to everyone whose any action impacts the environment. It
is a concept that aims to ensure secure healthcare for the people living in rural areas and
eliminate all barriers like distance, financial condition, etc. This responsibility can be passive, by
avoiding engaging in socially harmful acts, or active, by performing activities that directly
advance social goals. Social responsibility must be intergenerational since the actions of one
generation have consequences on those following

Who are the Citizens of the Philippines?

A Filipino citizen may be considered natural-born or naturalized citizen. Both statuses bestow
upon the individual certain privileges and exclusive rights such as the rights to vote, to run for
public, etc. which may be denied the foreigner.

Duties and Obligations of Filipino Citizen

1. It is the duty of every Filipino to respect, honor, and give due accord to his Filipino
heritage, patrimony, values and tradition.
2. It is the duty of every Filipino to contribute to the development, welfare, and
nationbuilding of its country.
3. It is the duty of every Filipino to engage in gainful work to assure himself and his family
a life worthy of human dignity.
4. Loyalty to the republic and national consciousness, aspirations, and ideals shall be asked
from every Filipino citizen.
5. Every Filipino citizen is asked to uphold the Constitution, obey the laws of the land, pay
taxes and duties, and to cooperate with the duly constituted authorities in the attainment
and preservation of a just and orderly society.
6. Every Filipino citizen must give due honor to the Philippine flag, National Anthem,
Philippine President, and other national symbols and emblems.
7. It is the duty of every Filipino citizen to defend the national territory from aggressive
invaders, protect the sovereignty of its people, and preserve the continuity of a just,
humane society and government.
8. It is the duty of every Filipino to report to the proper authorities all plots of terrorism,
plans of rebellion, subversion, or insurrection toward the duly and legally acknowledge
government, and other acts that will compromise the union and sovereignty of the federal
republic.
9. It is the obligation of every Filipino, to report corrupt, dishonest, or fraudulent
government officials to the proper forum, courts and agencies. A Filipino shall not tempt
or bribe government officials, steal from the coffers of the government, or escape or
abandon his lawful responsibilities.
10. It is the responsibility of every Filipino to elect officials of government as a means of
demonstrating his personal ideals and aspirations for the motherland. Omission or
abstention from this responsibility may indicate a person’s renunciation of his right of
suffrage. No fine or inappropriate or excessive penalty shall be asked from him as

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 reparation for his choice not to vote. People, who lost their social right of suffrage, may
reclaim such right in accordance of law.

What is a Good Filipino citizen?

A good Filipino citizen is one who plays an active and intelligent role as a member of the
community. He is one who fulfills his duties and obligations to the government and society. He
possesses the traits of respectfulness, courtesy and consideration for parents and elders and for
others. He observes punctuality, promptness, and good moral conduct.

How to Be a Good Citizen?

To be a good citizen first you have to be a good person. By that it means that you have to be full
of values, principles, ethics, etc. When joining all these aspects together you will find out that
there is nothing else to be needed.
One important aspect for being a good citizen is to help people. All around us, we can see there
are always people in need for our help. Our job as good citizens is to help those kinds of people.
When talking about the people that need our help, it refers not only about the poor ones, but also
the pregnant woman who cannot carry a heavy package or the old man that cannot cross the
street. Remember that little actions make the difference.
Another important thing we have to remember for being a good citizen is to have an
active participation in our community. There are a lot of ways we can do that. When elections
come for voting, we have to be in the line ready to give our vote. When there is a gathering of
our neighborhood for deciding about the maintenance of the streets, we have to be there to tell
our point of view.
The last recommendation for being a good citizen is the respect toward the people that live
around us. We have to remember that we have rights, they have them too. Respect is one of the
most important bases when living in a society. We all have freedom, but it is restricted to certain
point. We cannot consider a killer or thief good citizens as they have violated that restriction.

Ways to Show Good Citizenship (by MARELISA)

(https://daringtolivefully.com/good-citizen)

The concept of citizenship was born in the city-states of Ancient Greece; specifically, in Athens.
Greek education at the time was designed to instruct citizens in the values, intellectual
frameworks, and habits-of-mind required to be free men. That is, to actively participate in the
political system that shaped their lives and guaranteed their freedoms.
Today, being a citizen means that you’re part of a group, and that you have legal and political
rights within that group. It brings with it both privileges and obligations. I would argue that we
each have a duty, or an obligation, to be good citizens. After all, a nation is only as healthy as its
individual citizens.

1. A Good Citizen is Patriotic - Patriotism is having and showing devotion for your
country. It means having an attachment to certain national cultural values and showing
critical loyalty to your nation. Some ways to show patriotism include the following:
Module in CFLM 1: Character Formation, Nationalism and Patriotism
 a) Brush up on your country’s history.
b) Read up on social studies.
c) Obey the rule of law.
d) Pay your taxes.
e) Learn the national anthem.
f) Fly your country’s flag.
g) Don’t litter or engage in acts of vandalism that deface your environment.
h) Travel around your country and talk to your fellow citizens.
i) Cheer for your country’s team in sports events (World Cup, I’m looking at you).

At the same time, keep in mind that patriotism should not be confused with nationalism.
Nationalism is thinking of your nation as being superior to others, and worthy of dominance.
Patriots are proud of their country, but they understand that other people are also rightly proud of
theirs.
Look at the words of a church hymn written in 1934 by the American Lloyd Stone to the melody
of Finlandia by the Finnish composer Jean Sibelius:

This is my song, Oh God of all the nations, A song of peace for lands afar and mine.
This is my home, the country where my heart is; Here are my hopes, my
dreams, my sacred shrine. But other hearts in other lands are beating, With
hopes and dreams as true and high as mine.

2. Model the Personal Qualities of Good Citizens.

The personal qualities of a good citizen include the following:

a) Honesty – tell the truth.

b) Integrity – be morally upright.
c) Responsibility – be accountable for yourself and your actions.
d) Respectfulness – treat others how you want to be treated.
e) Compassion – show fellowship with your compatriots who are down on their luck by
volunteering and/or making donations to charities.
f) Kindness – be friendly.
g) Tolerance – be tolerant of other races and religions.
h) Courtesy – be considerate of others.
i) Self-Discipline – have self-control and cultivate the ability to follow through on what
you say you’re going to do.
j) Moral Courage – stand up for what you consider to be wrong and defend those who
cannot defend themselves.
k) Love of Justice – be fair and ask that others be so as well.

(Other Suggested Reading: George Washington's Rules of Civility & Decent Behavior)

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 3. Be a Productive Member of Society - A good citizen contributes to their nation by
being productive. They’re productive employees, business owners, artists, public
servants, caregivers, and so on. Good citizens share their skills, talents, and abilities with
others. They make a positive contribution to their nation.

4. Be Active in Your Community - A good citizen is active in their community. They

participate in the social life of their city or town, and they look for ways to make their
communities a better place to live. That is, if they see a problem in their community they
look for ways to solve it.

Here are some ways to be active in your community:

a) Shop locally.
b) Attend community events – keep your eyes open for events that are happening in
your area such as festivals, community theatre, a gallery opening, and so on.
c) Join a local club that’s devoted to an activity that interests you, such as running,
cycling, or kayaking.

Here are some ways to better your community:

a) Participate in a community-driven cleanup project.

b) Help plant a community garden.
c) Organize a campaign to raise money for new playground equipment.
d) Help out your neighbors.
e) Instead of being cooped up in your home glued to a technological device, get out
there and become an active member of your community. It will make you a better
citizen.

5. Keep Yourself Well-Informed - Read to educate yourself about the important issues
facing your nation. In 1761, John Adams implied that one of the reasons to emphasize
literacy is that it makes people better citizens. Look at the following quote:

“Every man has in politics as well as religion a right to think and speak and act for himself. I
must judge for myself, but how can I judge, how can any man judge,
unless his mind has been opened and enlarged by reading?”

(Suggested Readings: A Theory of Justice, Plato’s The Republic, and Mill’s On Liberty)

6. Be Vigilant - A country depends on a well-informed and civic minded population to

safeguard the people’s individual freedoms and political rights. A good citizen remains
vigilant in order to ascertain that the government is doing all of the following:

a) Meeting its obligations to its citizens;

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 b) Acting appropriately within its sphere and jurisdiction; and
c) Adhering to the limits of state action.
d) To do this, a citizen must have the basic skills necessary to be able to assess
arguments logically and critically.
e) In addition, if a citizen believes that the government is overstepping its bounds or
failing in its duties, the citizen must speak up. In the words of Thomas Jefferson:

“All tyranny needs to gain a foothold is for people of good conscience to remain silent.”

7. Participate in Your Nation’s Political Life - If you want to be a good citizen, you
should be politically active. There are many ways to this. Here are some ideas:

a) Identify an issue you care about and pursue it.

b) Attend rallies and events.
c) Go to city council meetings.
d) Join a political organization.
e) Volunteer for a political campaign.
f) Vote! Do your part to elect capable, civic minded leaders.
g) Run for political office.
h) As a citizen, you have the right to have your voice heard. Exercise that right.

8. Be a Mentor - Today’s kids are tomorrow’s citizens. Help shape the citizens of the future
by mentoring kids. Some ideas on ways you can mentor kids are the following:

a) Talk to your own kids about civics and teach them to be good citizens.
b) Join a school-based mentoring program and tutor kids who aren’t doing well
academically.
c) Get involved in an organization such as Big Brothers Big Sisters.

(Suggested Readings: How to Leave a Legacy?)

9. Be Well-Rounded - A good citizen has to be productive. That is, they need to have the
knowledge necessary to produce in today’s world — technical skills, legal skills, medical
skills, and so on. However, a good citizen should also be well-rounded. A well-rounded
person is better at creative problem solving and innovation than a person who is not
wellrounded. In addition, they can make contributions not only to a country’s GDP, but
also to the cultural wealth of their nation.

Here are some of the qualities of a well-rounded person:

a) They’re well-read.
b) A well-rounded person is cultured.
c) They’re well-educated.

Module in CFLM 1: Character Formation, Nationalism and Patriotism

 d) They develop not only their mental faculties, but also their emotional, physical, and
spiritual faculties.

10. Order Your Corner Of the World - Your home is a microcosm of your country. If you
want to live in a clean, healthy, prosperous, happy nation, start by creating these
circumstances at home.

The Chinese philosopher Confucius once said the following:

“To put the world in order, we must first put the nation in order; to put the nation in order,
we must first put the family in order; to put the family in order; we must first cultivate our
personal life; we must first set our hearts right.”

Do things like the following:

a) Keep a clean and organized home environment.

b) Eat healthy meals.
c) Keep to a budget and don’t go into debt.
d) Pay your bills on time.
e) Don’t waste water or electricity.
f) Recycle.
g) Create a list of simple rules for your family to follow.
h) Set personal development goals and strive to achieve them.
i) Start small- create order at home. Good homes lead to good neighborhoods, which
lead to good cities, which lead to good states, which lead to good countries, which
lead to a good world.

**End of Topic **

Module in CFLM 1: Character Formation, Nationalism and Patriotism