COURSE MODULE

IN
CHARACTER FORMATION, NATIONALISM AND PATRIOTISM

Prepared By:
JOMEL B. PINERA, Ph.D. Crim.
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CHARACTER FORMATION, NATIONALISM AND PATRIOTISM

Introduction:

This course is designed to impart human development theories to students for them to
understand and further develop the necessary virtues and character as a law abiding and productive
citizen of the community and as a future law enforcement officer worthy of public trust. Moreover,
this course aims to increase the awareness of the students on Nationalism and Patriotism to ignite
their senses to become a catalyst for change and as an effective agent for civic duty and efficiency
in the nation.

MODULE 1:

INTRODUCTION TO 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
behaviour 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.
Module 1 presents the basic knowledge on character, the different kinds of character,
indications of good character traits, the different agencies responsible for character development of
the child, the differences between character and personality as well as the good and bad side of
character.

Topic I. CHARACTER FORMATION

TOPIC CONTENT:
Lessons:
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

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 1
 5) Difference Between Character and Personality
6) The Good Side and Bad Side of Character

TOPIC OBJECTIVES:
This topic aims to:
1. Let the students understand character formation;
1. Generate understanding on the different types of character;
2. Create awareness of the students on the indications of having a good character;
3. Inform the students on the different agencies responsible for the character
development of an individual;
4. The students to compare the character from personality; and
5. The students to appraise the good and dark side of character.

LEARNING OUTCOMES:

At the end of the topic, 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.

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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.

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 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 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.

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.
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 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;
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

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 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 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.
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 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

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

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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:

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.

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 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 over time.
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 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 Module 1**

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Topic II. 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:

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

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

LEARNING OUTCOMES:

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

7. Discuss the importance of a theory;

8. Enumerate the different theories on personality development; and
9. 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 speculative
imagination.
 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.
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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.

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
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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
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

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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 well-
balanced, 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.

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

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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 well-
being. 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 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.
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 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
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:
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 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.

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.

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 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.

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
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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

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
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 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 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,

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 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
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.

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

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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,

**End of Module 2**

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Topic III. Moral Character in Education

Introduction
Philosophers, psychologists, and educators have viewed the development of moral character
as the primary purpose of schooling. Public concern about a moral decline in society and the
disintegration of families and communities led to the re-emergence of character education in the
1980s. By 1995 it had become a social movement with thousands of schools and communities
involved.
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.
=====================================================================

TOPIC OBJECTIVES
The topic aims to:
1. Let the students understand moral character and its underlying concepts;
2. The students to be inform on character education and its underlying principles;
3. Appraise the students on their duties and responsibilities;
4. Enlighten the students on the qualities of being a good student.

LEARNING OUTCOMES:

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

1. Define moral character;

2. Discuss the psychological components of moral character;
3. Explain the concept of character education;
4. Enumerate the duties and responsibilities of a college student; and
5. Articulate the qualities of a good student.

TOPIC CONTENT
1. Definition of moral character.
2. Psychological components of moral character
3. Character education and its features
4. Duties and responsibilities of a college student
5. Qualities of a good college student

Moral Character Defined

 Refers to the assemblage of qualities that distinguish one individual from another.
 Psychologist Lawrence Pervin defines moral character as a disposition to express behaviour
in consistent patterns of function across a range of situations.

Six (6) Ways Social Scientists Have Defined Morality

1) An evaluative orientation that distinguishes good and bad and prescribes good;
2) A sense of obligation toward standards of a social collective;
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 3) A sense of responsibility for acting out of concern for others;
4) A concern for the rights of others;
5) A commitment to honesty in interpersonal relationships; and
6) A state of mind that causes negative emotional reactions to immoral acts.

Four (4) Psychological Components of Moral Character

(Narvaez and Rest, 1995)

1) Ethical Sensitivity—the perception of moral and social situations, including the ability to
consider possible actions and their repercussions in terms of the people involved.
2) Ethical Judgment—the consideration of possible alternative actions and the rationale for
selecting one or more as best.
3) Ethical Motivation—the selection of moral values most relevant in the situation and the
commitment to act on that selection.
4) Ethical Action—the ego strength combined with the psychological and social skills
necessary to carry out the selected alternative.

Character Education

One of the most significant educational movements in children's moral development falls
under character education. Character education refers to both formally defined character education
programs and other related programs including those that focus on social–emotional learning,
violence prevention, drug and alcohol prevention, and service learning. Hence, the purpose of
character education programs, and allied programs, is to facilitate the development of these
psychological dimensions with the hope that they will aid students through the moral challenges
they face in their current and future lives.

Key Features of a Successful Character Education Programs

1) Professional development for staff;

2) Interactive and direct teaching strategies;
3) Family, school-wide, and community involvement;
4) Adult mentoring; and
5) Classroom management.

The development of social–emotional curricula, which included social skills training and
self-management lessons, was also common among successful programs. Finally, the successful
programs integrated some component of morality, ethics, or virtues into core academic curricula
such as language arts and social studies.

Positive Outcomes of Character Education

1) Moral-reasoning maturity;
2) Academic motivation and aspirations,;
3) Academic achievement;
4) pro-social and democratic values;
5) Pro-social behaviour, conflict-resolution and social skills;
6) Self-efficacy, self-control, and self-esteem;
7) Trust in and respect for teachers, and school affiliation.
8) Decreases in many negative student outcomes including school anxiety and failure,
absenteeism, discipline referrals, suspensions, pregnancy, and substance use.

Duties and Responsibilities of Students

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(CSU Student Manual Revised October 2007)
1) Strive to lead an upright and useful life;
2) Exert his utmost to develop his potentials for service through the pursuit of an education
suited to his talents and abilities;
3) Respect the customs and traditions of the people, the duly constituted authorities, the laws
of the country and the principles of democracy;
4) Participate actively in civic affairs and in the promotion of the general welfare of the
people;
5) Help in the observance and exercise of individual rights, the strengthening of freedom and
the fostering of cooperation;
6) Respect and cooperate with the faculty, fellow students and the university authorities in the
attainment of peace and order in the university; and
7) Exercise his rights with responsibility and with due respect for the rights of others

Qualities of a Good College Student

1. They have a Growth Mind-set - It means students must believe success is in their grasp.
They have the power to succeed. People with a growth mind-set think of talents and abilities
as things they can develop—as potentials that come to fruition through effort, practice, and
instruction. In the growth mind-set, talent is something you build on and develop, not
something you simply display to the world and try to coast to success on. In other words, a
person with a growth mind-set believes in themselves. They don’t sit back and think they are
not smart enough rather they believe in their own ability. Students with a growth mind-set
know that with hard work, commitment and a lot of trial and error they can succeed!

2. Make Changes - When things are going tough, good students don’t give up. And they
believe they can achieve success through it all. But they don’t just keep bashing their heads
up against a wall. They do something when things get tough. The point is this: good
students don’t just believe they can succeed. They take action to make sure that success is
within their grasp.

3. Determined – A student with determination put their head down and study when it sucks,
when they’re tired and when the subject is the most boring thing on earth. The things that
help sustain determination include the writing down of the things you want to achieve and
visualize your long term goals.

4. Resourceful - Good students have many, many resources at their disposal. Resourcefulness
here means getting access to things even when it’s hard. Instead of buying every book ever,
they go to the library and use the books on the library shelves. When their laptop breaks
they don’t despair. They use the computers at their public library. They talk to their
professor whenever they need help.

5. They’re Reflective, Thoughtful and Humble – a good student reflects. They look at
themselves and question their choices and decisions. They see how they could do things
different next time. Reflections paved the way for self-improvement. A good student also
humbly accepts their mistakes and they don’t blame others like their teachers or classmates.
When they are wronged, they ask additional support and feedback from their teacher. These
are the best students. They realize they could do better and they think hard about how they
can get better. These students are reflective, thoughtful and humble.

6. A Good Listener – inside the classroom, listening matters. Good students spend a lot more
time listening than talking. They contribute to the class during class discussion, listen to

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 others and reply to their points. They don’t just say whatever they want. A good student
contributes to and builds upon other people’s opinions. Moreover,
Since teachers always sneakily squeeze in important tips, tricks and answers for during
assessments, a good student must at all times pay very close attention during lectures.

7. They’re Inspired - The best students are always inspired by a big vision. They have the fire
in their belly to succeed. They want to change the world, or build a business, or become like
someone they admire.

8. Risk Takers – A student, who doesn’t take risks, won’t improve. Consequently, students
who want to improve must push him beyond the limits and want to learn new things; they
don’t just be stuck in the mud.

9. Organized – Organization is a secret weapon of top students. You won’t find many top
students leaving their essays to the last minute. Instead, they’ll get started really early and
finish well ahead of time. This gives that top student the freedom to make mistakes, change
their mind and absorb life’s challenges, all while submitting a top-quality assessment piece.
They read their lecture slides or books before class and do the readings every single week.
This means when they get to class they’re not playing catch-ups! They know what the
teacher’s talking about and they can engage in dialogue with the teacher at a higher level.

10. Curious – Good student usually they are being curious. They teach themselves things, they
seek out knowledge. There’s a word for people who teach themselves everything:
Autodidactic. An autodidact is a person who won’t wait for their teacher to spoon feed them
information. Instead, they read books, blogs and trade magazines. When their teacher
mentions something interesting, they make the effort to dig deep and do some extra reading
on that topic. This gives them a huge advantage when it comes to exams because they end
up with a huge base of contextual knowledge.

11. Self-Starters – Good students join college club or any organizations which will help them
grow professionally. They get some experience by doing something. They don’t just rely on
their degree to do the talking rather they put their degree into action now and not later.
Good students have initiative i.e they volunteer for a profitable work during summer.

12. They’re Involved – Good students showed up, got involved, and learnt a lot along the
way. They join study groups and Get involved in things in the school that gives them
amazing benefits.

13. Resilient - Resilience is the ability to bounce back when things get tough. All students fail
to meet their goals at some point – even the best. But what separates the good students from
the bad is that good students bounce back. Being a good student isn’t so much about innate
ability. It’s about putting in the hours when studying is the last thing you want to do. It’s
about being the student who arrived first and left last. It’s about being the student who
refused to go down without giving it their all.

**End of Module 3**

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Topic IV. Character Traits in the Field of Law Enforcement

Introduction:
When asked about the characteristics of an officer of the law, most people will rattle off
adjectives like strong, brave and heroic. While such qualities are definitely in the job description,
there are several less-prominent traits that the best police officers share.
It’s true that law enforcement professionals tend to be courageous and physically fit. But
there’s a lot more to it than that. Learn more about some of the important qualities that make a good
law enforcement officer.
This module discusses the presents the basic knowledge on character, the different kinds of
character, indications of good character traits, the different agencies responsible for character
development of the child, the differences between character and personality as well as the good and
bad side of character.

Topic I. Character Traits of a Police Officer

TOPIC OBJECTIVES:
This topic aims to:

1. Let the students understand the qualities of a law enforcement officer;;

2. Create consciousness of the students on the PNP Core Values;
3. Instil knowledge on the PNP Professional Conduct and Ethical Standards ;

LEARNING OUTCOMES:

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

6. Enumerate the basic qualities of a great police officer;

7. Explain the PNP Core values;
8. Discuss the PNP Professional Conduct and Ethical Standards

TOPIC CONTENT:

Lessons:

1) Six (6) Qualities of a Great Police Officer

2) PNP Core Values
3) PNP Professional Conduct and Ethical Standards

Lesson I. Six (6) Qualities of a Great Police Officer

1. Communication skills - In fact, proficient communication skills can be more than just
helpful as a police officer—they can be vital. “When you write a report, your specific
wording can be the difference between something usable in court and something that gets

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 thrown out,” “You have to be very exact, and you have to know the laws that impact your
reports.”
It’s also true that your ability to communicate clearly can help you earn the
trust of the community in which you serve as a law enforcement officer. “Interpersonal
communication skills are important because they allow officers to develop a good rapport with the
community, with fellow officers and with those from diverse cultures,”
Another important aspect of effective communication is the ability to patiently
listen. “Officers who take the time to really hear what people are saying and who ask
questions with real curiosity are going to get better results,” When citizens feel like
police officers truly care, they’re more likely to cooperate, they typically offer more
information and they often work to help law enforcement get to the bottom of an issue.

2. Compassion & Empathy - When it comes to pursuing the tough work of being a police
officer, you may have considered your compassionate personality to be a drawback. But the
ability you’ve gained to show empathy and when to provide tough love to your children,
siblings or friends may actually come in handy on the job. Much of an officer’s
work requires the ability to relate to those going through incredible hardships, showing
compassion while still remaining professional. “You will find yourself inserted into the
most tragic and chaotic moments of people’s lives,” “Their world will be upside down, and
you will need to be a compassionate, strong authority figure. You will be the symbol of both
calm and sympathy.”
Not only will a steady source of empathy help you be an effective police officer, but it
can also become the driving force behind your work.

3. Integrity - If you’re the type to always follow through in performing top-quality work,
whether or not a superior is present, then you already possess one of the top characteristics
of a police officer. “Integrity is a fundamental trait required for police work and quite
possibly the most important,” Integrity is a key factor in the public trusting and having
confidence in their law enforcement officers.

4. Negotiation skills - Negotiation skill is one of the vital traits of a police officer. The crisis
incidents officers may encounter on the job include several factors, such as negative
emotions dictating people’s actions, people failing to listen, tension increasing and failing to
see alternative options.
Effective negotiation skills often include practices like active listening,
remaining calm, and expressing empathy, treating a subject with respect, remaining
non-judgmental and referring to a subject by name when possible. Ineffective
negotiation behaviors include things like being confrontational, making promises you
can’t keep, telling a subject to calm down, being demanding, rushing the process and
being judgmental.

5. Eagerness to learn - Someone who is naturally curious and is continually willing to grow
their knowledge and abilities has the potential to make a sizeable impact as a police officer.
Even though law enforcement officials endure a substantial amount of training before they
find themselves in uniform, there’s always more they’ll have to learn on the job.
“One of the things people don’t realize
about police work is that you have to be a jack-of-all-trades,”. “Expectations for officers are
really high, and new things are always getting added to their plates.”

6. Mental agility - This is a potentially life-saving skill. “You go into so many scenarios
expecting one thing, when something completely different happens. You might only have

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 seconds to react,”. Officers who have strong mental agility are able to switch their mindset
instantly without losing composure.
“There is a very subtle difference you can observe between someone reaching
for a gun and someone reaching for a wallet. It’s hard to spot, but if you know what to
look for, you’ll be able to read warning signs,”. “You have to remain calm when things
don’t go as planned. Mental flexibility can be a life-altering skill, both for officers and for those
they encounter.

Lesson II. THE PNP CORE VALUES, PROFESSIONAL CONDUCT AND ETHICAL
STANDARDS

The PNP Core Values

The police service is a noble profession which demands from its members specialized
knowledge and skills, as well as high standards of ethics and morality. Hence, the members of the
PNP must adhere to and internalize the enduring core values of:

1) love of God
2) respect for authority
3) selfless love and service for people
4) sanctity of marriage, and family life
5) responsible dominion and stewardship over material things, and
6) truthfulness

Standard of Police Professionalism

PNP members shall perform their duties with integrity, intelligence and competence in the
application of specialized skills and technical knowledge with excellence and expertise.

Police Professional Conduct

1. Commitment to Democracy- Uniformed PNP members shall commit themselves to the

democratic way of life and values and maintain the principle of public accountability. They
shall at all times uphold the Constitution and be loyal to our country, people and
organization, above their loyalty to any person.

2. Commitment to Public Interest- PNP members shall always uphold public interest over
and above personal interest. All government properties, resources and powers of their
respective offices must be employed and used effectively, honestly and efficiently,
particularly to avoid wastage of public funds and revenues. PNP members must avoid and
prevent the “malversation” of human resources, government time, property and funds.

3. Non-Partisanship- PNP members shall provide services to everyone without

discrimination regardless of party affiliation in accordance with existing laws and
regulations.

4. Physical Fitness and Health- PNP members shall strive to be physically and mentally fit
and in good health at all times. Toward this end, they shall undergo regular physical
exercises and annual medical examination in any PNP Hospital or Medical facility, and
actively participate in the Physical Fitness and Sports Development Program of the PNP.

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 5. Secrecy Discipline- PNP members shall guard the confidentiality of classified information
against unauthorized disclosure, including confidential aspects of official business, special
orders, communications and other documents roster or any portion thereof, contents of
criminal records, identities of persons who may have given information to the police in
confidence and other classified information or intelligence material.

6. Social Awareness- PNP members and their immediate family members shall be encouraged
to actively get involved in religious, social and civic activities to enhance the image of the
organization without affecting their official duties.

7. Non- Solicitation of Patronage- PNP members shall seek self-improvement through career
development and shall not directly or indirectly solicit influence or recommendation from
politicians, high ranking government officials prominent citizens, persons affiliated with
civic or religious organizations with regards to their assignments, promotions, transfer or
those of other members of the force, nor shall they initiate any petition to be prepared and
presented by citizens in their behalf. Moreover, they shall advise their immediate relatives
not to interfere in the activities of the police service particularly in the assignment and
reassignment of personnel.

8. Proper Care and Use of Public Property- PNP members shall promote and maintain
sense of responsibility in the protection, proper care and judicious disposition and use of
public property issued for their official use or entrusted to their care and custody just like “a
good father of their family”. When the Commander/Director is relieved from his post, all
properties/equipment belonging to the government must be turned-over to the incoming. A
committee for the purpose shall be proper. Hence, it is a taboo for outgoing
Commander/Director to detach, remove and bring home or to his new assignment properties
which do not personally belong to him.

9. Respect for Human Rights- In the performance of duty, PNP members shall respect and
protect human dignity and uphold the human rights of all persons. No member shall inflict,
instigate or tolerate extra-judicial killings, arbitrary arrests, any act of torture or other cruel,
inhuman or degrading treatment or punishment and shall not invoke superior orders or
exceptional circumstances such as a state –of-war, a threat to national security, internal
political instability or any public emergency as a justification for committing such human
rights violations.

10. Devotion to Duty- PNP members shall perform their duties with dedication thoroughness,
efficiency enthusiasm, determination, and manifest concern for public welfare, and shall
refrain from engaging in any activity which shall be conflict with their duties as public
servants.

11. Conservation of Natural Resources- PNP members shall help in the development and
conservation of our natural resources for ecological balance and posterity as these are the
inalienable heritage of our people.

12. Discipline- PNP members shall conduct themselves properly at all times in keeping with
the rules and regulations of the organization.

13. Loyalty- PNP members shall be loyal to the Constitution and the police service as
manifested by their loyalty to their superiors peers and subordinates as well.

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 14. Obedience to Superiors- PNP members shall obey lawful orders of and be courteous to
superior officers and other appropriate authorities within the chain of command. They shall
readily accept whenever they are assigned anywhere in the country. Therefore, it is taboo
for any personnel to petition in court or in any public forum his assignment.

15. Command Responsibility- In accordance with the Doctrine on Command Responsibility,

immediate Commanders/ Directors shall be responsible for the effective supervision,
control and direction of their personnel and shall see to it that all government resources
shall be managed, expended or utilized in accordance with laws and regulations and
safeguard against losses thru illegal or improper disposition.

Lesson 3. The Ethical Standards

Ethical standards shall refer to established and generally accepted moral values. Ethical acts
to be observed are the following:

1. Morality- PNP members shall adhere to high standards of morality and decency and shall
set good examples for others to follow. In no instance during their terms of office, among
other things, shall they be involved as owners, operators, managers or investors in any
house of ill-repute or illegal gambling den or other places devoted to vices, nor they shall
patronize such places unless on official duty, and tolerate operations of such establishments
in their respective areas of responsibilities. They shall be faithful to their lawfully wedded
spouses.

2. Judicious Use of Authority – PNP members shall exercise proper and legitimate use of
authority in the performance of duty.

3. Integrity – PNP members shall not allow themselves to be victims of corruption and
dishonest practices in accordance with the provisions of RA 6713 and other applicable laws.

4. Justice – PNP members shall strive constantly to respect the rights of others so that they
can fulfill their duties and exercise their rights as human beings, parents, children, citizens,
workers, leaders, or in other capacities and to see to it that others do likewise.

5. Humility – PNP members shall recognize the fact that they are public servants and not the
masters of the people and towards this end, they should perform their duties without
attracting attention or expecting the applause of others.

6. Orderliness – PNP members shall follow logical procedures in accomplishing tasks

assigned to them to minimize waste in the use of time, money and effort.

7. Perseverance – Once a decision is made, PNP members shall take legitimate means to
achieve the goal even in the face of internal or external difficulties, and despite anything
which might weaken their resolve in the course of time.

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 MODULE 2
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.

Topic 1. Nationalism and Patriotism

TOPIC OBJECTIVES:

This topic aims to:

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

5. Know the constitutional basis of nationalism and patriotism in the country;
6. Instil knowledge on the duties and obligation of a Filipino Citizen;
7. Appraise the students on the ways of good citizenship;
8. Introduce the basic Filipino values

LEARNING OUTCOMES:

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

9. Differentiate between nationalism and patriotism;

10. Enumerate the duties and obligation of a Filipino citizen;
11. Discuss the ways of good citizenship; and
12. Articulate the basic Filipino values.

TOPIC CONTENT:

4) Constitutional Provision on Nationalism and Patriotism

5) Difference Between Nationalism and Patriotism
6) Duties and Obligations of Filipino Citizen
7) A Filipino citizen
8) Ways to Show Good Citizenship
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 9) Filipino Values

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 well-
being. 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.

Difference Between Nationalism and Patriotism

These two words may have shared a distinct sense in the 19th century, but they appear to
have grown apart since. Or rather, it would be more accurate to say that only nationalism has
grown apart, since the meaning of patriotism has remained largely unchanged. There are still
obvious areas of overlap: we define patriotism as “love for or devotion to one’s country”
and nationalism in part as “loyalty and devotion to a nation.” But the definition
of nationalism also includes “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.” This exclusionary aspect is not shared by patriotism.
A somewhat subtler difference between the two words may be found in their modifiers and
the ideas to which each is connected. When we examine large bodies of recent text we see
that patriotism is more often used in a general sense, often in conjunction with such words
as bravery, valor, duty, and devotion. Nationalism, however, tends to find itself modified by
specific movements, most frequently of a political bent.
The term “nationalism” is generally used to describe two phenomena: (1) the attitude that
the members of a nation have when they care about their national identity, and (2) the actions that
the members of a nation take when seeking to achieve (or sustain) self-determination. (1) raises

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 30
questions about the concept of a nation (or national identity), which is often defined in terms of
common origin, ethnicity, or cultural ties, and specifically about whether an individual's
membership in a nation should be regarded as non-voluntary or voluntary. (2) raises questions
about whether self-determination must be understood as involving having full statehood with
complete authority over domestic and international affairs, or whether something less is required.

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.
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

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

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.

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)

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:

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 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)

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.
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 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;

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.
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 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 well-
rounded. 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.
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.

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Topic II. FILIPINO VALUES
The Filipino value system or Filipino values refers to the set of values that a majority of
the Filipino have historically held important in their lives. This Philippine values system includes
their own unique assemblage of consistent ideologies, moral codes, ethical
practices, etiquette and cultural and personal values that are promoted by their society. As with any
society though, the values that an individual holds sacred can differ on the basis of religion,
upbringing and other factors.
As a general description, the distinct value system of Filipinos is rooted primarily in
personal alliance systems, especially those based in kinship, obligation, friendship, religion
(particularly Christianity) and commercial relationships.

Philosophical Basis

Filipino values are, for the most part, centered at maintaining social harmony, motivated
primarily by the desire to be accepted within a group. The main sanction against diverging from
these values are the concepts of "Hiya", roughly translated as 'a sense of shame', and "Amor
propio" or 'self-esteem'. Social approval, acceptance by a group, and belonging to a group are major
concerns. Caring about what others will think, say or do, are strong influences on social behavior
among Filipinos. Florentino
Timbreza, a cultural philosopher, concludes in his book Pilosopiyang Pilipino (1982) that Filipino
values are based on the significance of the world to man. Life experiences dictate the philosophy of
the Filipino, augmented by other sources like proverbs, folk sayings, folk tales, and the like.

Models of the Filipino Values

1. Exogenous model or the foreign model - described to be a "legal and formal" model was
inherited by Filipinos from Western cultures, particularly from the Spaniards and
the Americans. An example of a foreign or exogenous influence is bureaucracy exhibited in
the government of the Philippines.
2. Indigenous model or the traditional model. Described as a "traditional and non-formal"
model or guide but is deeply embedded in the subconscious of the Filipinos.
Basic Filipino Values

A. The Maka-Diyos Cluster

1. Faith in the Almighty God – A good Filipino obeys God and lives according to His
teachings. One of the identified strengths of the Filipino is their faith in God. In one way or
another, Filipinos have a basic concept of a Supreme Being who to them always gives a
beacon of hope no matter how bleak the current situation may be. This makes them
resilient, driven by great hope stemming from their faith in Someone whom they believe has
the power to deliver them from even the most miserable situation.

2. Respect for Life – A good Filipino recognizes the absolute value of human life and the
human dignity of every person including himself. Being pro-life doesn’t just mean not
engaging in abortion nor being in favor of it.
Being pro-life includes valuing other people – how they feel, what could harm their
physical, mental, moral and spiritual well-being. Among the practices that show respect to

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 others and their dignity as a person are not smoking in public, not throwing litter which will
cause accidents or put their health in peril, not saying words that hurt people and scar them
for life. Most importantly, being
pro-life means valuing oneself and seeing oneself as a person of great worth and value.
When one respects his/her life he/she takes good care of her hygiene, is mindful of the
things that he/she says about himself/herself, is careful not to do things that will harm her
moral, spiritual, physical and social well-being, nor does he/she allow other people to
damage them as well.

3. Order – A good Filipino values orderliness. Valuing order means respecting laws,
procedures. By following these sets of laws and/or procedure in the home, school and the
community as a whole, he/she respects the human rights of others and invites excellence in
everything he /she does. Setting things in order could range from maintaining cleanliness in
the home, to coming to school on time, to falling in line, to following traffic rules and
regulations.

4. Work – A good Filipino values diligence and excellence in everything he/she does. He
earns an honest living and does not engage in crime and corruption. He goes to school on
time, does his homework and participates in school activities. He does his best in everything
and is not contented with the mediocre. As a worker,
Filipinos are versatile, hardworking and creative. In practically every nation of the world,
Filipinos are fast becoming valued business partners and treasured workers. This could be
attributed to the Filipinos’ inherent diligence, coupled with authentic concern, and peppered
with another good Filipino trait – his sense of humor.

5. Concern for the Family and Future Generations – A good Filipino looks after the
welfare of his/her family and the future generation. He/she helps in household chores, has a
loving relationship with all the members of his/her family, is kind and considerate to them,
and shows a good example to the younger members.
As the basic unit of society, the family is the child’s first glimpse of community,
hence it is important that children are shown good examples in their respective homes early
in life. Whatever is learned from the family has big implications in how he/she’s going to
treat other people in his/her community. Among
the good practices that a family could adopt is open communication. A child raised in a
family which has maintained open communication is most unlikely to turn to harmful
influences for solutions to problem or for affirmation.

B. The Maka-Tao Cluster

1. Love – A good Filipino looks after the good and welfare of his/her fellow human beings. A
heart motivated by love will always look after other people’s welfare. He/she is kind and
compassionate, forgives offenses and is not vengeful. His/her heart is sacrificial and is
always willing to extend help to the less fortunate.
2. Freedom – A good Filipino asserts his/her right especially if it means being able to do the
right thing. He/she respects the freedom of others; doesn’t impose his/her will on others;
exercises his freedom responsibly so that he/she will do no harm to anyone; does not use

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 coercion or intimidation to make others do what he/she wants them to do or what he/she
wants them to be.
3. Peace – A good Filipino lives and works in harmony with his/her fellow human beings.
He/she avoids violence as a way of settling disputes and looks for ways to resolve conflict
in a peaceful way. He/she maintains a harmonious relationship with others, at home, at
work, in the community; and helps clear out misunderstanding among friends and family
members.
4. Truth – A good Filipino stands up for the truth and avoids intrigue and mudslinging and
values integrity in his/her life, family, work and country. He/she observes proper pricing of
goods and does not patronize nor is he/she a cohort in fixing or bribing in business
transactions. He/she admits his/her mistakes and does something to correct his/her fault.
5. Justice – A good Filipino gives everyone their due even if it is difficult. He does not
oppress or take advantage of anyone. He/she is fair in all his/her dealings especially with
the poor and powerless, not getting more than what is rightfully his/hers.

C. The Maka-Bayan Cluster

1. Unity – A good Filipino works with and cooperates with others. Unity means synergizing
the different talents and skills for the success of an endeavor. A good team player does not
promote intrigue, dissension and mistrust. He/she helps others in the family, school, and
community grow and is genuinely happy for the achievements of the members of his team
even if that means the spotlight is not on him/her.
2. Equality – A good Filipino treats others as brothers and sisters being children of one God
and one nation. He/she does not give preferential treatment to the rich and the powerful;
treats everyone with respect regardless of status or position; and does not take advantage of
anyone because they are poor, ignorant or powerless.
3. Respect for the Law and Government – A good Filipino obeys the laws of the land and
supports government programs. From simply no vandalism, to following traffic rules; to
reporting lawbreakers, to promoting stability of the nation, a good Filipino submits to the
laws of his nation and will not engage in anything that will threaten his/her Country.
4. Patriotism – A good Filipino places high regard for his/her country. He considers what is
good for the Country in his/her words and actions. This includes patronage of native
products and promotion of his/her country. He/she is mindful not to do that would give
his/her country a bad image. He/she takes extra care not to say anything that would malign
the reputation of his/her country. Statements like “ganito talaga sa Pilipinas, hindi na
magbabago” or “huwag kayong pupunta sa Pilipinas kung ayaw nyong manakawan” are
sweeping derogatory statements that malign our country and us Filipinos as well.
Being patriotic includes choosing wisely whom to vote during elections. A good
Filipino does not sell his/her rights or dignity as a person but instead entrusts the Country’s
welfare to the hands of someone whom he/she knows has the capacity to really govern well.
Knowing one’s national emblems like the Philippine National Anthem and the Pledge of
Allegiance to the Filipino Flag is also an act of patriotism.
5. Promotion of the Common Good – A good Filipino puts the welfare of the greater number
of people over his/her own. A good Filipino is not greedy and selfish; instead, he/she
considers the welfare of others in everything he/she does. He/she helps the less fortunate
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 and goes out of his/her way to engage in activities that will benefit his/her fellow human
beings especially in the area of poverty alleviation.

D. The Maka-Kalikasan Cluster

1. Concern for the Environment – A good Filipino conserves natural resources such as
water, land and air. He/she gets involved in efforts contributory to the welfare of the
environment such as planting trees and implementing proper waste segregation. He/she
keeps his/her surroundings clean, and does not throw garbage in canals and waterways.

**END OF MODULE 2**

MODULE 3
THE CODE OF CONDUCT AND ETHICAL STANDARDS
FOR PUBLIC OFFICIALS AND EMPLOYEES

Introduction

Public office is a public trust. Public officers and employees must, at all times, be
accountable to the people, serve them with utmost responsibility, integrity, loyalty, and efficiency;
act with patriotism and justice, and lead modest lives. Hence,
all government officials and employees, whether they are the highest in the land or the lowest
public servants, shall at all times be answerable for their misconduct to the people from whom the
government derive its powers.

Topic 1. Code of Conduct and Ethical Standards for Public Officials and Employees.

TOPIC OBJECTIVES:

This topic aims to:

9. Let the students know the coverage of the law;

10. understand the reforms in the government;
11. inform on the transparency of transactions of government affairs;
12. Instil knowledge on the norms and conduct of public officials and employees;
13. Understand conflict of interest;
14. Enlighten the students on the grounds for administrative disciplinary action

LEARNING OUTCOMES:

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

13. State the coverage or application of the law;

14. Enumerate the norms of conduct of public officials and employees;
15. Discuss conflict interest and divestment; and
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 16. Explain the grounds for administrative disciplinary action

TOPIC CONTENT:

10) Coverage of RA 6713

11) Reforms on Public Administrative Systems
12) Transparency of Transactions and Access to Information
13) Norms of Conduct of Public Officials and Employees
14) Public Disclosure
15) Conflict of Interest and Divestment
16) Grounds for Administrative Disciplinary Action
17) Penalties
18)
Lesson 1. Republic Act 6713

Otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and
Employees."

Coverage of the Law

Shall cover all officials and employees in the government, elective and appointive,
permanent or temporary, whether in the career or non-career service, including military and police
personnel, whether or not they receive compensation, regardless of amount.

Public Officials includes elective and appointive officials and employees, permanent or
temporary, whether in the career or non-career service, including military and police personnel,
whether or not they receive compensation, regardless of amount.

Declaration of Policy

“It is the policy of the State to promote a high standard of ethics in public service. Public
officials and employees shall at all times be accountable to the people and shall discharge their
duties with utmost responsibility, integrity, competence and loyalty, act with patriotism and justice,
lead modest lives, and uphold public interest over personal interest.”

Reforms on Public Administrative Systems

1. Every department, office and agency shall, as soon as practicable and in no case later than
ninety (90) days from the effectivity of these rules (IRR), start conducting value
development programs for its officials and employees in order to strengthen their
commitment to public service and help promote the primacy of public interest over personal
interest in the performance of their duties. Such programs and other parallel efforts on value
development shall include, among other things, the following subjects:

a) Ethical and moral values;

b) Rights, duties and responsibilities of public servants
c) Nationalism and patriotism;
d) Justice and human rights;
e) Democracy in a free and just society;
f) Philippine history. Culture and tradition; and
g) Socio-economic conditions prevailing in the country, especially in the depressed
areas, and the need for a code of Conduct and Ethical Standards.
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 Continuing refresher courses and seminars and/or workshops to promote a high standard of
ethics in public service shall be conducted.

2. Professional, scientific, technical trainings and education programs shall enhance to the
highest degree, professionalism, excellence, intelligence and skills in the performance and
discharge of duties and responsibilities of officials and employees. These programs shall be
conducted in all offices of the government and may include subjects that are enumerated in
the preceding section.
3. It is the responsibility of every head of department, office and agency to ensure that officials
and employees attend the value development program and participate in parallel value
development efforts.
4. Every department, office and agency shall conduct continuing studies and analyses of their
work systems and procedures to improve delivery of public services. Towards this end, such
studies and analyses shall: (1) identify systems and procedures that lead or contribute to
negative bureaucratic behavior; (2) simplify rules and procedures to avoid red tape; and (3)
devise or adopt systems and procedures that promote official and employee morale and
satisfaction.
5. Every department, office and agency shall consult the public they serve for the purpose of
gathering feedback and suggestions on the efficiency, effectiveness and economy of
services. They shall establish mechanisms to ensure the conduct of public consultations and
hearings.
6. Every department, office and agency shall continuously conduct research and
experimentation on measures and adopt innovative programs which will provide motivation
to officials and employees in raising the level of observance of public service ethical
standards.
7. Every department, office and agency shall, appoint or designate a resident Ombudsman,
who shall act immediately on all request for public assistance referred to him by the
Ombudsman and his Deputies. He shall be held accountable for the disposition of all
requests for assistance.
8. Government officials shall make themselves available to their staff for consultations and
dialogues.

Transparency of Transactions and Access to Information

1. It is the responsibility of heads of departments, offices and agencies to establish measures

and standards that will ensure transparency of and openness in public transactions in their
respective offices, such as biddings, purchases, other internal transactions, including
contracts, status of projects, and all other matters involving public interest.
2. Every department, office or agency shall provide official information, records or documents
to any requesting public, except if:
a) such information, record or document must be kept secret in the interest of national
defense or security or the conduct of foreign affairs.
b) such disclosure would put the life and safety of an individual in imminent danger;
c) the information, record or document sought falls within the concepts of established
privilege or recognized exceptions as may be provided by law or settled policy or
jurisprudence;
d) such information, record or document compromises drafts or decisions, orders,
rulings, policy, decisions, memoranda, etc;
e) it would disclose information of a personal nature where disclosure would constitute
a clearly unwarranted invasion of personal privacy;

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 f) it would disclose investigatory records complied for law enforcement purposes, or
information which if written would be contained in such records or information
would (i) interfere with enforcement proceedings, (ii) deprive a person of a right to a
fair trial or an impartial adjudication, (iii) disclose the identity of a confidential
source and, in the case of a record compiled by a criminal law enforcement authority
in the course of a criminal investigation, or by an agency conducting a lawful
national security intelligence investigation, confidential information furnished only
by the confidential source, or (iv) unjustifiably disclose investigative techniques and
procedures; or
g) it would disclose information the premature disclosure of which would (I) in the
case of a department, office or agency which agency regulates currencies, securities,
commodities, of financial institutions, be likely to lead to significant financial
speculation in currencies, securities, or commodities or significantly endanger the
stability of any financial institution, or (ii) in the case of any department, office or
agency be likely or significantly to frustrate implementation of a proposed official
action, except that subparagraph (f) (ii) shall not apply in any instance where the
department, office or agency has already disclosed to the public the content or nature
of its proposed action, or where the department, office or agency is required by law
to make such disclosure on its own initiative prior to taking final official action on
such proposal.

Lesson II. Norms of Conduct of Public Officials and Employees

Every public official and employee shall observe the following as standards of personal
conduct in the discharge and execution of official duties:

a) Commitment to public interest. — Public officials and employees shall always uphold the
public interest over and above personal interest. All government resources and powers of
their respective offices must be employed and used efficiently, effectively, honestly and
economically, particularly to avoid wastage in public funds and revenues.
b) Professionalism. — Public officials and employees shall perform and discharge their duties
with the highest degree of excellence, professionalism, intelligence and skill. They shall
enter public service with utmost devotion and dedication to duty. They shall endeavor to
discourage wrong perceptions of their roles as dispensers or peddlers of undue patronage.
c) Justness and sincerity. — Public officials and employees shall remain true to the people at
all times. They must act with justness and sincerity and shall not discriminate against
anyone, especially the poor and the underprivileged. They shall at all times respect the
rights of others, and shall refrain from doing acts contrary to law, good morals, good
customs, public policy, public order, public safety and public interest. They shall not
dispense or extend undue favors on account of their office to their relatives whether by
consanguinity or affinity except with respect to appointments of such relatives to positions
considered strictly confidential or as members of their personal staff whose terms are
coterminous with theirs.
d) Political neutrality. — Public officials and employees shall provide service to everyone
without unfair discrimination and regardless of party affiliation or preference.
e) Responsiveness to the public. — Public officials and employees shall extend prompt,
courteous, and adequate service to the public. Unless otherwise provided by law or when
required by the public interest, public officials and employees shall provide information of
their policies and procedures in clear and understandable language, ensure openness of
information, public consultations and hearings whenever appropriate, encourage
suggestions, simplify and systematize policy, rules and procedures, avoid red tape and

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 develop an understanding and appreciation of the socio-economic conditions prevailing in
the country, especially in the depressed rural and urban areas.
f) Nationalism and patriotism. — Public officials and employees shall at all times be loyal to
the Republic and to the Filipino people, promote the use of locally produced goods,
resources and technology and encourage appreciation and pride of country and people. They
shall endeavor to maintain and defend Philippine sovereignty against foreign intrusion.
g) Commitment to democracy. — Public officials and employees shall commit themselves to
the democratic way of life and values, maintain the principle of public accountability, and
manifest by deeds the supremacy of civilian authority over the military. They shall at all
times uphold the Constitution and put loyalty to country above loyalty to persons or party.
h) Simple living. — Public officials and employees and their families shall lead modest lives
appropriate to their positions and income. They shall not indulge in extravagant or
ostentatious display of wealth in any form.

Duties of Public Officials and Employees

1. As a general rule, when a request or petition, whether written or verbal, can be disposed of
promptly and expeditiously the official and employee in charge to whom the same is
presented shall do so immediately, without discrimination, and in no case beyond fifteen
(15) working days from receipt of the request or petition.
2. In departments, offices or agencies that are usually swamped with persons calling for a
particular type of service, the head of the department, office or agency shall devise a
mechanism so as to avoid long queues, such as by giving each person a ticket number duly
countersigned which shall specify the time and the date when the person, whose name and
address shall be indicated, can be served without delay. Said person shall have the right to
prompt service upon presentation of said ticket number.
3. In case of written requests, petitions or motions, sent by means of letters, telegrams, or the
like, the official or employee in charge shall act on the same within fifteen (15) working
days from receipt thereof.
4. Acknowledge the communication by means of a note or letter, informing the interested
party, petitioner, correspondent of the action taken and attaching a copy of the letter of the
letter of referral to the proper department, office or agency.
5. Except as otherwise provided by law or regulation, and as far as practicable, any written
action or decision must contain not more than three (3) initials or signatures. In the absence
of the duly authorized signatory, the official next-in-rank or officer-in-charge or the person
duly authorized shall sign for and in his behalf.
6. All public documents must be made accessible to, and readily available for inspection by,
the public during working hours, except those provided in Section 3. Rule IV.
7. All heads or other responsible officers of departments, offices or agencies of the
government and of government-owned or controlled corporations shall, within forty five
(45) working days from the end of the year, render a full and complete report of
performance and accomplishments, as prescribed by existing laws and regulations.
8. Officials and employees and their families shall lead modest and simple lives appropriate to
their positions and income. They shall not indulge in extravagant or ostentatious display of
wealth in any form.

Public Disclosure

1. Every official and employee, except those who serve in an official honorary capacity,
without service credit or pay, temporary laborers and casual or temporary or contractual
workers, shall file under oath their statement of assets, liabilities and net worth and a
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 disclosure of business interests and financial connections including those of their spouses
and unmarried children under eighteen (18) years of age living in their households.
2. The Disclosure of Business Interests and Financial Connections shall contain information
on any existing interests in, or any existing connections with, any business enterprises or
entities, whether as proprietor, investor, promoter, partner, shareholder, officer, managing
director, executive, creditor, lawyer, legal consultant, accountant, auditor, and the like, the
names and addresses of the business enterprises or entities, the dates when such interests or
connections were established, and such other details as will show the nature of the interests
or connections.

Lesson III. Conflict of Interest and Divestment

An official or employee shall avoid conflict of interest at all times. Conflict of interest
occurs:

1) When the official or employee is: (a) a substantial stockholder; or (b) a member of the
Board of Directors; or (c)an officer of the corporation; or (d) an owner or has substantial
interest in a business; or (e) a partner in a partnership; and
2) The interest of such corporation or business, or his rights or duties therein, are opposed to
or affected by the faithful performance of official duty.
A substantial stockholder is any person who owns, directly or indirectly, shares of stock
sufficient to elect a director of a corporation. This term shall also apply to the parties to a voting
trust. A voting trust means an agreement in writing between one or more stockholders of a stock
corporation for the purpose of conferring upon a trustee or trustees the right to vote and other rights
pertaining to the shares for certain periods and subject to such other conditions provided for in the
Corporation Law.

When a Conflict of Interest Arises

The official or employee involved shall resign from his position in any private business
enterprise within thirty (30) days from his assumption of office and/or divest himself of his share-
holdings or interests within sixty (60) days from such assumption. For those who are already in the
service, and conflict of interest arises, the officer or employee must resign from his position in the
private business enterprise and/or divest himself of his shareholdings or interests within the periods
herein-above provided, reckoned from the date when the conflict of interest had arisen. The same
rule shall apply where the public official or employee is a partner in a partnership.

Grounds for Administrative Disciplinary Action

1. Directly or indirectly having financial and material interest in any transaction requiring the
approval of his office. Financial and material interest is defined as a pecuniary or
proprietary interest by which a person will gain or lose something;
2. Owning, controlling, managing or accepting employment as officer, employee, consultant,
counsel, broker, agent, trustee, or nominee in any private enterprise regulated, supervised
or licensed by his office, unless expressly allowed by law;

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 3. Engaging in the private practice of his profession unless authorized by the Constitution,
law or regulation, provided that such practice will not conflict or tend to conflict with his
official functions;
4. Recommending any person to any position in a private enterprise which has a regular or
pending official transaction with his office, unless such recommendation or referral is
mandated by (1) law, or (2) international agreements, commitment and obligation, or as
part of the functions of his office;
5. Disclosing or misusing confidential or classified information officially known to him by
reason of his office and not made available to the public, to further his private interests or
give undue advantage to anyone, or to prejudice the public interest;
6. Soliciting or accepting, directly or indirectly, any gift, gratuity, favor, entertainment, loan
or anything of monetary value which in the course of his official duties or in connection
with any operation being regulated by, or any transaction which may be affected by the
functions of, his office.
Gift refers to a thing or a right disposed of gratuitously, or any act of liberality, in favor of
another who accepts it, and shall include a simulated sale or an ostensibly onerous disposition
thereof. Loan covers both simple loan and commodatum as well as guarantees, financing
arrangement or accommodations intended to ensure its approval. Commodatum refers to a contract
whereby one of the parties delivers to another something not consumable so that the latter may use
the same for a certain time and return it.

The Following Shall not be Considered as a Gift:

a) Unsolicited gift of nominal or insignificant value not given in anticipation of, or in

exchange for, a favor from a public official or employee or given after the transaction is
completed, or service is rendered. As to what is a gift of nominal value will depend on
the circumstances of each case taking into account the salary of the official or employee,
the frequency or infrequency of the giving, the expectation of benefits, and other similar
factors.
b) A gift from a member of his family or relative as defined in the Code on the occasion of
a family celebration, and without any expectation of pecuniary gain or benefit.
c) Nominal donations from persons with no regular, pending, or expected transactions with
the department, office or agency with which the official or employee is connected, and
without any expectation of pecuniary gain or benefit.
d) Donations coming from private organizations whether local or foreign, which are
considered and accepted as humanitarian and altruistic in purpose and mission.
e) Donations coming from government to government entities.

7. Obtaining or using any statement filed under the Code for any purpose contrary to morals
or public policy or any commercial purpose other than by news and communications media
for dissemination to the general public;
8. Unfair discrimination in rendering public service due to party affiliation or preference;
9. Disloyalty to the Republic of the Philippines and to the Filipino people;
10. Failure to act promptly on letters and request within fifteen (15) days from receipt, except
as otherwise provided in these Rules;

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 11. Failure to process documents and complete action on documents and papers within a
reasonable time from preparation thereof, except as otherwise provided in these Rules;
12. Failure to attend to anyone who wants to avail himself of the services of the office, or to act
promptly and expeditiously on public personal transactions;
13. Failure to file sworn statements of assets, liabilities and net worth and disclosure of
business interests and financial connections; and
14. Failure to resign from his position in the private business enterprise within thirty (30) days
from assumption of public office when conflict of interest arises, and/or failure to divest
himself of his shareholdings or interests in private business enterprise within sixty (60)
days from such assumption of public office when conflict of interest arises, the official or
employee must either resign or divest himself of said interests within the periods herein-
above provided, reckoned from the date when the conflict of interest had arisen.

Penalties:

a) Any public official or employee, regardless of whether or not he holds office or

employment in a casual, temporary, holdover, permanent or regular capacity, committing
any violation of this Act shall be punished with a fine not exceeding the equivalent of six
(6) months' salary or suspension not exceeding one (1) year, or removal depending on the
gravity of the offense after due notice and hearing by the appropriate body or agency. If the
violation is punishable by a heavier penalty under another law, he shall be prosecuted under
the latter statute. Violations of Sections 7, 8 or 9 of this Act shall be punishable with
imprisonment not exceeding five (5) years, or a fine not exceeding five thousand pesos
(P5,000), or both, and, in the discretion of the court of competent jurisdiction,
disqualification to hold public office.
b) Any violation hereof proven in a proper administrative proceeding shall be sufficient cause
for removal or dismissal of a public official or employee, even if no criminal prosecution is
instituted against him.
c) Private individuals who participate in conspiracy as co-principals, accomplices or
accessories, with public officials or employees, in violation of this Act, shall be subject to
the same penal liabilities as the public officials or employees and shall be tried jointly with
them.

**End of Topic 1 **

Topic II. Gender and Development in the PNP

Introduction

According to the Magna Carta of Women, the State affirms the role of women in nation
building and ensures the substantive equality of women and men. It shall promote empowerment of
women and pursue equal opportunities for women and men and ensure equal access to resources
and to development results and outcome. Further, the State realizes that equality of men and
women entails the abolition of the unequal structures and practices that perpetuate discrimination
and inequality. To realize this, the State shall endeavour to develop plans, policies, programs,
measures, and mechanisms to address discrimination and inequality in the economic, political,
social, and cultural life of women and men.

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 46
 TOPIC CONTENT:

7) Definition of Gender and Development

8) Women in the Field of Law Enforcement
9) Gender Sensitivity Program of the PNP
10) Administrative Liability for non-compliance of the gender sensitivity

TOPIC OBJECTIVES:

This topic aims to:

4. Let the students understand gender and development; and

5. Generate understanding on Gender sensitivity;

LEARNING OUTCOMES:

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

10. Define gender and development;

11. Explain the rights of women insofar as employment in the law enforcement
agencies is concerned;
12. Appreciate the role of women in nation building.

What is GAD?

According to the Magna Carta of Women, Gender and Development (GAD) is the
development perspective and process that are participatory and empowering, equitable, sustainable,
free from violence, respectful of human rights, supportive of self-determination and actualization of
human potentials. GAD seeks:

a) to achieve gender equality as a fundamental value that should be reflected in development

choices;
b) to transform society’s social, economic, and political structures and question the validity of
the gender roles ascribed to women and men;
c) to uphold women as active agents of development and not just passive recipients of
development assistance; and
d) to promote the need of women to organize themselves and participate in political processes
to strengthen their legal rights.

Women in the Field of Law Enforcement

Republic Act No. 9710 otherwise known as the “Magna Carta of Women” provides that the
State shall pursue appropriate measures to eliminate discrimination of women in the military,
police, and other similar services, including revising or abolishing policies and practices that
restrict women from availing of both combat and noncombat training that are open to men, or from
taking on functions other than administrative tasks, such as engaging in combat, security-related, or
field operations.
Moreover, women in the military or uniformed service shall be accorded the same
promotional privileges and opportunities as men, including pay increases, additional remunerations
and benefits, and awards based on their competency and quality of performance. Towards this
end, the State shall ensure that the personal dignity of women shall always be respected. Women in
the military, police, and other similar services shall be provided with the same right to employment
Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 47
as men on equal conditions. Equally, they shall be accorded the same capacity as men to act in and
enter into contracts, including marriage (RA 9710, Sec. 15).

Further, women in the military, police, and other similar services shall be entitled to leave benefits
such as maternity leave, as provided for by existing laws.

Gender Sensitivity Program in the PNP

The National Police Commission shall formulate a gender sensitivity program within ninety
(90) days from the effectivity of this Act to include but not limited to the establishment of equal
opportunities for women in the PNP, the prevention of sexual harassment in the work place, and the
prohibition of discrimination on the basis of gender or sexual orientation (RA 8551, Sec. 59).

Administrative Liability

Any personnel who shall violate the established rules and regulations regarding gender
sensitivity and gender equality shall be suspended without pay for not less than thirty (30) days and
shall undergo gender sensitivity seminar or training: Provided , That any personnel who violates
the rules more than twice shall be recommended for demotion or dismissal from the PNP (RA 8551,
Sec. 60).

Non-prohibition for Promotion

Nothing
in the law shall be construed as a restriction on the assignment of policewomen to other positions in
the PNP nor shall any provisions of this title be used for the non-promotion of a PNP female
personnel to higher position (RA 8551, Sec 61).

Creation and Functions of a Women’s Desk

The PNP shall establish women’s desks in all police stations throughout the country to
administer and attend to cases involving crimes against chastity, sexual harassment, abuses
committed against women and children and other similar offenses (RA 8551, Sec. 57).

Prioritization of Women for Recruitment

Within the next five (5) years upon the effectivity of RA 8551, the PNP shall prioritize the
recruitment and training of women who shall serve in the women’s desk. Pursuant to this
requirement, the PNP shall reserve ten percent (10%) of its annual recruitment, training, and
education quota for women (RA 8551, Sec. 58).

**END OF MODULE 3*

Course Module in Character Formation, Nationalism and Patriotism Prepared by: Jomel B. Pinera, Ph.D. Crim. Page 48