Module 4

Teacher as a Person in Society

At the end of the Module, the pre- service teacher (PST) can:
a. Manifest caring attitude, respect, integrity and dignity in teaching.

Introduction

Teachers are evidently influential members of our society, assisting children in discovering
their purpose, preparing them for success as global citizens, and instilling in them a desire
to do well and succeed in life. Today's children will be tomorrow's leaders, and teachers
are the pivotal factor at which makes a child ready for their future.Learners will apply
what they have learned to have an impact on society. Teachers havethe ability to shape
future leaders in the best way for society to build positive and motivate future generations
and therefore molding the society, both on a local and globalscale.

In reality, teachers play a vital role in the world, as those who have an influence on the
children of society and have the power to change lives. Not just for those children
themselves, but for the lives of all. In order to meet these expectations, you must be
grounded in moral and ethical principles.

A. Morality and the Foundational Moral Principle

What is morality?
According to Cambridge Dictionary, morality refers to “a set of personal or social
standards for good or bad behavior and character”. When a human action conforms to a
moral norm, rule, or law, it is considered right. Otherwise, it is said to be incorrect. As
described by an author, morality as “rules of right conduct concerning matters of greater
importance. Violations of such can bring disturbance to individual conscience and social
sanctions.” (Pecorino, n.d.) For instance, when a child takes money from his or her

parents’ wallet without permission, the child's behavior is wrong as it conforms to the
universal norm of the society which forbids the act of stealing.
Wikipedia defines "morality" as the differentiation of intentions, decisions, and actions
between those that are distinguished as proper and those that are improper. Whenhuman
conduct conforms to the ideal or, it is considered good; if not, it's evil (Reyes- Almoro,
1996).

As defined by one textbook author, morality refers to “the quality of human acts by which
we call them right or wrong, good or evil” (Panizo, 1964). Your human action is right when
it conforms with the norm, rule or law of morality. Otherwise, it is said to be wrong.

Foundational Moral Principle

The term principle is derived from the Latin word princeps, which means "beginning" or
"source." A principle is the foundation, origin, or initiator of something. It is similar to the
foundation of a building, on which all other parts stand. When we talk about light, the
principle is the sun because it is the body from which all light in the world emanates. As a
result, a foundational moral principle is the universal standard upon which all other
principles concerning the rightness or wrongness of an action are based. It is the origin
of morality.

B. Teachers as Persons of Good Moral Character

As laid down in the preamble of the Code of Ethics for Professional Teachers,
“teachers are duly licensed professionals who possess dignity and reputation with high
moral valuesas well as technical and professional competence. In the practice of their
profession, theystrictly adhere to, observe and practice this set of ethical and moral
principles, standardsand values.”

Aligned with the preamble mentioned, it is significant for teachers to know when are
individuals of good moral character. One Christian author describes four ways of
describing the good moral character:
• being fully human
• being a loving person
• being a virtuous person
• being a morally mature person
 In conclusion, teachers should be in the right track when striving to develop their potential,
love and care for themselves and spread that love to others; lead a virtuous life,and as
time progresses, their emotional, social, intellectual and spiritual life develop.

A. Value Formation
Moral notions, broad conceptions or orientations toward the world, or, less commonly,
merely interests, attitudes, preferences, needs, sentiments, and dispositions have all been
used to define value. Sociologists, on the other hand, interpret this term as "a generic end
with overtones of rightness, goodness, or inherent attractiveness." At times, values have
been construed to indicate "the principles by which ends of action are chosen." As a result,
values are collective conceptions of what is good, desirable, and legitimate in a society, as
opposed to what is evil, unpleasant, and improper.

"A value is a belief that there is something good and desirable," according to M.
Haralambos (2000), while "values are socially approved desires and goals that become
subjective preferences, standards, and aspirations through the process of conditioning,
learning, or socialization," according to R.K. Mukerjee (1949). A popular idea about how
something ranks in terms of desirability, worth, or goodness is called a value.

The combination of our own experiences and the culture in which we live results in value
formation. Our families teach values in us as youngsters, which are reinforced by culture
and life events.

Transcendent Value
According to the idealist group, transcendent values are values that have remained
consistent over time. Because they live outside of time, space, and humans, they are
transcendent. These values include love, caring, and concern for our fellow man.

Values are caught and taught

Values are internalized as well as taught. Our fathers' admonition to "not smoke" may be
lost on us since what he does (smoke) speaks louder than what he says. The impact of
living examples of ethical men and women at home, school, and in society on our value
formation is significantly stronger than well-prepared lectures on values delivered by
specialists who may sound like "empty gongs and clanging cymbals."

1.Cognitive, affective, and psychomotor dimensions

Values have a cognitive component to them. We must be aware of the value we wish to
obtain. We must comprehend why such things must be valued. The affective realm of goals
includes values. They have an emotional component in and of themselves. Values also
have a behavioral component. Indeed, living by the value is the actual litmus test for
determining whether or not we truly value things like honesty. Because values are
contagious, it is up to you to enrich yourself with values that will help you grow as a person.
You must broaden your knowledge and wisdom, as well as your sensitivity and openness
to life's many worthwhile experiences.

1. Training the Intellect and Will

Your intellectual and willpower, or cognitive and rational appetitive powers, are
fundamentally trained during your value formation. Your intellect perceives a value and
delivers it to your will as correct or incorrect.

Virtuous versus vicious life and their effect on the will

In short, leading a virtuous life equips you to uphold the correct principles and live a life
of prosperity and joy, but leading a vicious life leads to perdition and sorrow.
2. Max Scheler’s Hierarchy of Values

Max Scheler defined a value hierarchy. Our choices and preferences reflect our hierarchy
values. The following is Scheler's value hierarchy, from lowest to highest:
Pleasure Values
• The pleasant against the unpleasant
• The agreeable against the disagreeable
• Sensual feelings
• Experiences of pleasure or pain

Vital Values – values pertaining to the well-being either of the individual or of the
community
• Health
• Vitality
• Values of vital feeling
• Capability
• Excellence

Spiritual Values – values independent of the whole sphere of the body and of
the environment:

• Grasped in spiritual acts of preferring, loving and hating

• Aesthetic values: beauty against ugliness
• Values of right and wrong
• Values of pure knowledge

Values of the Holy – appear only in regard to objects intentionally given as

 “absolute objects”
• Belief
• Adoration
• Bliss

The highest values are those associated with the Supreme Being, whereas the lowest
values are those related to sensual pleasures, according to Scheler's hierarchy of values.
We shall act and live well if we follow Scheler's hierarchy of ideals. If we misinterpret
Scheler's value hierarchy, we shall live in misery.

B. Teaching as Vocation, Mission and Profession

Teaching as your vocation
It is a calling to teach. The word "vocation" comes from the Latin word "vocare," which
literally means "to call." According to the word's etymology, vocation implies "call." If
there is a call, there must be a caller and someone who is called. The fact that you've
enrolled in the College of Education shows that you've answered yes to the call to
teach.

Teaching as your mission

The word "mission" comes from the Latin word "misio," which means "to dispatch."
You've been called to educate, and you've been sent out into the world with a mission:
to instruct. Teaching is your mission, which implies you have been entrusted with a
task in this world. If you've been given a task, you should prepare for it. You've
accepted a mission that requires continuous professional development.

Teaching as your profession

Teaching is a job as well. It is our method of repaying humanity. The following four
characteristics of a profession, to a considerable extent, influence the quality of our
professional service: 1.) our long and rigorous preparation time, 2) our pursuit of
excellence, 3) our devotion to the public good, and 4) our adherence to moral and
ethical ideals Maturity has no place when it comes to providing professional-quality
 service. If we live up to our professional title, a meaningful and fulfilled life will not be
far behind.

C. Universal Declaration of Human Rights

The Universal Declaration of Human Rights (UDHR) is a watershed moment in human
rights history. The Declaration was drafted by representatives from all regions of the world
with diverse legal and cultural backgrounds, and it was declared a common standard of
achievement for all peoples and nations by the United Nations General Assembly in Paris
on December 10, 1948 (General Assembly resolution 217 A). For the first time, it declares
fundamental human rights to be universally guaranteed, and it has been translated into
over 500 languages. The Universal Declaration of Human Rights is widely credited with
inspiring and paving the way for the approval of more than seventy international human
rights treaties, many of which are still in force on a permanent basis at the global and
regional levels today.

Simplified Version
This simplified version of the Universal Declaration of Human Rights' 30 Articles was
prepared with young people in mind.

1. We Are All Born Free & Equal.

2. Don’t Discriminate.
3. The Right to Life.
4. No Slavery.
5. No Torture.
6. You Have Rights No Matter Where You Go.
7. We’re All Equal Before the Law.
8. Your Human Rights Are Protected by Law.
9. No Unfair Detainment.
10. The Right to Trial.
11. We’re Always Innocent till Proven Guilty.
12. The Right to Privacy.
13. Freedom to Move.
14. The Right to Seek a Safe Place to Live.
15. Right to a Nationality. We all have the right to belong to a country.
16. Marriage and Family
17. The Right to Your Own Things.
18. Freedom of Thought.
19. Freedom of Expression.
20. The Right to Public Assembly.
21. The Right to Democracy
22. Social Security.
23. Workers’ Rights.
24. The Right to Play.
25. Food and Shelter for All.
26. The Right to Education.
27. Copyright.
28. A Fair and Free World.
29. Responsibility.
30. No One Can Take Away Your Human Rights.

References:
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Morality, https://en.wikipedia.org/wiki/Morality

Petahan-Brillantes, C.M. (2014). The Teacher as a Person in the Society. Retrieved

from https://www.slideshare.net/tinmay/the-teacher-as-a-person-in-the-society

THEINTACTONE. (n.d.). Concept of Values, Types and Formation of Values.

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Righteous Living (Ethics), Reyes-Almoro, Lydia, 1996, Jollence Publishing.

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declaration- of-human-rights/articles-16-30.html

http://www.bu.edu/wcp/Papers/Valu/ValuMin.htm#:~:text=In%20accordance%20with%2
0the%20above,mental%20value(perception%2C%20beauty%2C

https://www.scribd.com/doc/106700289/teaching-as-your-vocation-
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https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf