Republic of the Philippines

Laguna State Polytechnic University

SAN PABLO CITY CAMPUS
Del Remedio, San Pablo City

GRADUATE STUDIES AND APPLIED RESEARCH

CG 602- SEMINAR IN VALUES DEVELOPMENT
FIRST SEMESTER, AY 2022-2023
MAY ANN A. CATIPON ELSA C. CALLO Ed.D.
Ed.D. Major in Educational Management Professor

ARTICLE REVIEW
Bullying is a perennial and recurring problem in the Philippines, but what is it,
and how it can be addressed?

Since October is an “anti-bullying month”, and the 2nd week is “mental health
awareness” it is only proper to dedicate this space for this discussion.
In the Philippines, we eat free speech for breakfast because this is one of our core values.
Because of this, it is but normal for hate speeches or abusive creative expressions to take
place.

Since by default we are biased in protecting free speech, in my opinion, we should exert a
conscious effort to protect the right to safe spaces and privacy.

Articles 5 and 12 of the universal declaration of human rights speak of the right against
torture (including mental) and safe space and privacy.

This article focuses on bullying for kids, but at the end of this post, you can find the links
for office discrimination and bullying, and (cyber)bullying involving adults.

Statistics: Bullying Cases Increased in the Philippines

The last publicly reported Department of Education (Dep Ed) report about bullying PAGE |
from public and private schools, the Philippines recorded a dramatic 21% increase in 1
2015.

In 2018, 6 out of 10 Filipinos said they were bullied, according to a survey facilitated by
the Program for International Student Assessment (PISA). Unicef, in 2019, also
reported 1 of 3 young individuals have experienced online bullying in 30 countries.

With classes in all levels mostly being held online for 2 school calendar years, I’m
curious about the current state of cyberbullying among minors.

But what is bullying?

RA 10627, the anti-bullying act of 2013, defines it as

SEC. 2. Acts of Bullying

Any severe or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at another
student that has the effect of actually causing or placing the latter in reasonable fear of
physical or emotional harm or damage to his property; creating a hostile environment
at school for the other student; infringing on the rights of the other student at school; or
materially and substantially disrupting the education process or the orderly operation
of a school; such as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,
fighting and the use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;

c. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic
means.

In Philippine context, bullying is

1. An act committed by an individual or group of students*, directed to another

student*
2. An act in the form of written, verbal or electronic expression, physical gestures,
or combination.
3. An act, whether severe or repeated, that will produce any of these effects to its
victim (1) fear of physical or emotional harm, (3) damage to his/her
property (4) a hostile environment at school, (5) infringement of his/her rights PAGE |
and (6) disruption of the orderly operation of the school 2
4. An act that can be in the form of
• Sec 2 A- Physical
 • Sec 2 B- Social & Emotional
• Sec 3 C- Verbal
• Sec 4 D- Cyber

*refers to elementary and high school students

Though we are free to use the same definition for adults (aggressor and victim), Gabiana
(2017) the anti-bullying law is applicable only for primary and secondary students.
Bullying is first and foremost a moral issue. Curiously enough, although it is broadly
understood that bullying is essentially an abuse of power, few consider the implications
of such a belief. We do not, as a rule, go on to think about how power should be used and
what may constitute its wrong use.

An old tradition tells us that 'we should do unto others as we would they do unto us'
Resolutely applied this would spell the end of bullying. And not only in our so-called
Judeo-Christian culture. Almost identical injunctions can be found in the scriptures
espoused by Hindus, Taoists and Jainists and by the followers of Confucius and
Mohammed.

As is well known, the Law and Morality overlap: the former owes its force and
legitimacy to the latter. However, bullying per se is rarely described as illegal, except for
rhetorical purposes. In fact, you will find no legal definition of bullying, although many
actions or behaviors that people might call bullying are subject to prosecution, such as
physical assaults, theft and stalking.

The law can be, and has been invoked by children or - on their behalf - parents when it
is believed that the school has not taken reasonable steps to prevent or stop a student
from being bullied and seriously harmed. Numerous cases have now been reported of
schools having to face charges of negligence when it has been thought that schools have
not acted appropriately. Very large sums have had to be paid out by schools or
Departments of Education.
The recognition of such responsibilities should lead schools to examine carefully what
can be done proactively and reactively in tackling school bullying. It is of course
unrealistic to conclude that all bullying is always preventable even in the most
dedicated schools, but schools can become far less vulnerable to possible legal action
being taken against them if they take these minimum steps:

1. Develop a sound, agreed anti-bullying policy that the school knows how to
implement
2. Exercise a reasonable degree of surveillance of the interpersonal behavior of
members of the school community and act when bullying behavior is identified
3. Address the issue of bullying through the school curriculum PAGE |
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4. Apply appropriate strategies in dealing with identified cases of bullying.
5. Work closely and supportively with parents in dealing with issues.
 Values Education Program (VEP)

Rationale
The VALUES EDUCATION FOR THE FILIPINO, The Values Education Program of
the Department of Education, Culture and Sports was developed in 1988. This program
made values education a primary thrust in the educational system and became an integral
part of the curriculum. To ensure the program’s implementation, it was essential to
design a framework to guide teachers. The framework and guidelines were explained
through the issuance of DECS Order No. 6, s. 1988. The outline does not prescribe or
impose values. It is merely a list of virtues adaptable to varying situations which it is
hoped the learner will internalize and practice. Teachers may use the values framework
to help identify and choose which values to emphasize, reinforce or change, when it is
perceived necessary and beneficial to do so.
The need to strengthen Filipino values was supported by the executive order
through Presidential Proclamation No. 479 dated October 7, 1994 titled Declaring the
Month of November of Every Year as Filipino Values Month. It aims to mobilize all
Filipinos for nation building by actualizing human values in daily lives as citizens and to
awake all in the power of values and ideals in achieving the individual and national goals.

Description
Values education as a part of the school curriculum is the process by which values,
attitudes and habits are formed as the learner interacts with his environment under the
guidance of the teacher. It involves different kinds of teaching-learning process. First, in
terms of subject matter, values has direct and immediate relevance to the personal life of
the learner. Second, the process involves not just cognitive but all the faculties of the
learner. The teacher must appeal to the heart and the total human person instead of only
to the mind. And third, one learns values the way children learn many things from their
parents. Children identify with parents, and this identification becomes the vehicle for
the transmission of learning. Hence, the teacher’s personal values play an important role
in values learning. Studying values will not necessarily influence behavior. Behavior can
only be influenced when a value is experienced and a commitment made to it in belief and
attitude.

Program Goal and Objectives:

Goal The goal of the Values Education Program (VEP) is to provide and promote values
education at all levels of the educational system for the development of the human person
committed to the building of “a just and humane society” and an independent and
democratic nation. This is to ensure that the core values of Maka-Diyos, Makatao,
Makakalikasan, and Makabansa are instilled among the learners.

Objectives
Proper implementation of the program will develop Filipinos who: PAGE |
• are self-actualized, integrally developed human beings imbued with a sense of human 4
dignity;
• are social beings with a sense of responsibility for their community and environment;
• are productive persons who contribute to the economic security and development of
the family and the nation;
• as citizens, have a deep sense of nationalism, and committed to the progress of the
nation as well as of the entire world community through global solidarity; and
• manifest in actual life an abiding faith in God as a reflection of his spiritual being.

According to Muega (2010), every parent wants to give the best education to
children, which is not just confined to the books but it goes much beyond that. The
parents look at the holistic development of their children as that is essential to edge in
the global scenario. That is why parents focus on extracurricular activities and value
education along with academics.
In today’s time, when there is a huge crisis of moral values in society, value-
based education proves out to be the solution. Through value-based education, we can
develop the children into people with strong character and values who know how to
utilize their knowledge for the advantage of mankind.
Nelson Mandela rightly said: “Education is the most powerful weapon through
which you can change the world”. Here, he talked about both academic education as
well as moral value education. And, value education has the power to change the world.
Education is a lifelong process of development of one’s personality which starts from
the school. It is a school that builds the base for everything. That is why school plays a
significant role in providing value-based education or moral education.
Personality development is essential to mold the child into a winning personality. It
can bring lots of changes in the attitude, perception and behavior of a child. Some of its
benefits are described below:
• The students become more responsible for their behavior with teachers and
fellow students.
• The students become regular with their home works and class works.
• They learn to cooperate with the teachers and fellow students in every situation.
• They learn to handle every situation in class with maturity.
• The students become attentive in class.
• It helps students to take their own decision without any hesitation.
• It develops a positive mind and a good attitude.

Value education creates a strong relationship between student and teachers.

Value-based education is essential to develop an individual and help

him/her lifelong in many ways: PAGE |
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• It gives a positive direction to the students to shape their future and even helps
them to know the purpose of their life.
 • It teaches them the best way to live that can be beneficial to individuals as well
as the people around them.

Value education also helps the students to become more and more responsible and
sensible.
• It helps them to understand the perspective of life in a better way and lead a
successful life as a responsible citizen.
• It also helps students to develop a strong relationship with family and friends.
• It develops the character and personality of the students.
• Value education develops a positive view of life in the student’s mind.

References:
Gabiana, M. G. (2017). Bullying in a public elementary school of countryside Philippines. Journal
of Academic Research, 2(1), 27-35.

Muega, M. A. G. (2010). Values/moral education: Current conceptions and practices in

Philippines schools. Alipato: A Journal of Basic Education, 4.

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