Phil Legal Bases

1. Legal Bases of Values Education
C.C. Relleve, EdD, RGC

2. 1. The Philippine Constitution of 1987 mandates in its preamble the building “of a just and humane society” and establishing a government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony and secure to ourselves and our country the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality and peace.

3. 2. The educational policy statement in Article XIV, Sec. 3 clearly mandates all educational institutions to “inculcate patriotism and nationalism, foster love 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 value, develop moral character and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency”.

4. 3. Based on the mandate of the 1987 constitution, the DECS Values Education Program authored by the then DECS Secretary, Dr. Lourdes R. Quisumbing, has been developed to serve as a guideline for the implementation of values education programs in the three levels of education.

5. 4. It was in 1988 that DECS, through the leadership of Dr. Quisumbing, made Values Education as an educational thrust in all the levels of Philippine education. The new Secondary School curriculum which was implemented starting schoolyear 1989-1990 introduced Values Education as a separate subject while values development was also integrated in all other subjects in the curriculum.

6. 5. The content of the four-year Values Education Program (DECS Order No. 6, s. 1988) is focused on the development of a fully functioning human person. It develops through four main concepts of values development such as the development of relationship skills with the self, with fellow human beings, with forces around him and with the Supreme Being.

7. Values Education (2002 BEC)
The 2002 Basic Education Curriculum provides for a stronger integration of competencies and values within and across the learning areas.
Values are treated as integral to the five learning areas: English, Filipino, Mathematics, Science and Makabayan. Education in and for values is geared towards the learner’s self-actualization.
Besides its integration in every learning area. Edukasyong sa Pagpapahalaga(EP) or Values Edcuation (VE) for First to Fourth Year is given 60 minutes/week entirely for values-processing activities that will deepen and enrich the analysis of values within and across learning area.

8. GOALS AND OBJECTIVES (DECS FRAMEWORK, 1997)
Values have a social function: commonly held values unite families, tribes, societies, and nations. They are essential to the democratic way of lie, which puts a high premium on freedom and the rule of law. That is why, shortly after the Revolution of February 1986, the DECS made values education a primary thrust.
Similarly, the DECS thrust found strong support in the Philippine Constitution of 1987 in its vision of "a just and humane society," which calls for a shared culture and commonly held values such as "truth, justice, freedom, love, equality and peace." (Preamble)

9. GOAL
To provide and promote values education at all three levels of the educational system for the development of the human person committed to the building o "a just and humane society" and an independent and democratic nation.

10. OBJECTIVES
Proper implementation of the program will develop Filipinos who:
1. are self-actualized, integrally developed human beings imbued with a sense of human dignity;
2. are social beings with a sense of responsibilityfor their community and environment;
3. are productive personswho contribute to the economic security and development of the family and the nation;

11. OBJECTIVES..
4. as citizens have a deep sense of nationalism and are committed to the progress of the nation as well as of the entire world community through global solidarity; and
5. manifest in actual life an abiding faith in Godas a reflection of their spiritual being.

12. PRINCIPLES AND GUIDELINES
Values education, pursued at the national, regional, local, and institution levels, should be guided by the following general principles:
1. It must be oriented toward the total person of the learner--mind, heart, and entire being.
2. It must take into consideration the unique role of the familyin one’s personal development and integration into society and the nation.
3. In the school context, more important than lesson plans and any list of values are the teachers themselves who have the proper sense of values, awareness of their inner worth, and utmost respect for the person of the other.

13. PHILOSOPHY (HUMAN PERSON)
The Values Education Framework herein presented is based on a rational understanding, that is to say, a philosophy, of the human person. More specifically, it is grounded on a rational understanding of the Filipino in his historical and cultural context, which under grids the Philippine Constitution of 1987. That understanding of the Filipino as a human being in society and his role in the shaping of society and the environmentmay be reconstructed from the various statements of the Constitution and expressed in the following summary manner:

14. PHILOSOPHY (HUMAN PERSON)
1. The human person is the subject of education: he is a human person learning and being taught. The human person is also the object: the human person is at the center of the curriculum and the entire program. The task of education is to help the Filipino develop his human potential, contribute to the growth of the Philippine culture, and by controlling the environment and making use of human and non-human resources, build appropriate structures, and institution for the attainment of a just and human society.

15. PHILOSOPHY (HUMAN PERSON)
2. The human person is multi-dimensional. There is, first of all, the distinction between the person as self and the person in community. In real life, however, these are not two distinct and separate aspects; the person as self grows precisely by developing his faculties in contact with the world and others in the community and by taking an active role in improving that community.

16. PHILOSOPHY (HUMAN PERSON)
3. The human person is an individual self-conscious being of incalculable value in himself(Art.11, Sec.11: Art. XIII, Sec.1) who cannot be a mere instrument of the society and of the state. He is not just body and soul juxtaposed or mixed as oil and water, but he is an embodied spirit. Hence, his physical, intellectual, moral, and spiritual well-being is recognized by the State. (Art. II. Sec.13).

17. PHILOSOPHY (HUMAN PERSON)
4. The human person, however, does not live in isolationbut in community with other persons- physical, intellectual, moral and spiritual like himself. He is inevitably social (Art. II, Sec. 13).
5. He belongs to a family, the basic unit of society or, in the words of the Constitution, "the foundation of the nation" (Art. XV, Sec.1) as well as to a wider and more complex society of men and women. Being social, he participates in defining the goals and destinies of the community and in achieving the common good.

18. PHILOSOPHY (HUMAN PERSON)
6. He is also economic. Life in a community involve the concerns of livelihood, sufficiency, production, and consumption.
7. Lastly, he is political. Like other peoples in the world, the Filipinos have constituted themselves into a nation-state to pursue the goal of "social progress" and " total human liberation and development." (Art.II,Sec.17)

19. PEACE AND JUSTICE
HEALTH & HARMONY
GLOBAL SPIRITUALITY
TRUTH AND TOLERANCE
NATIONALISM & GLOBALISM
LOVE & GOODNESS
SUSTAINABLE HUMAN DEVELOPMENT
CORE VALUES

20. 7 Dimension of Man
1.Physical
2.Intellectual
3.Moral
4.Political
5.Economic
6.Social
7.Spiritual

21. PEACE AND JUSTICE
HEALTH & HARMONY
GLOBAL SPIRITUALITY
TRUTH AND TOLERANCE
NATIONALISM & GLOBALISM
LOVE & GOODNESS
SUSTAINABLE HUMAN DEVELOPMENT
PHYSICAL
MORAL
SPIRITUAL

22. REFERENCES:
A Reviewer for the Licensure Examination for Teachers, PNU 2006
http://www.valueseducation.net/vep.htm

23. Suggested books:
Bauzon, Prisciliano T. (2009) Essentials of Values Education 3rdEdition, National Bookstore
Palispis, Epitacio S. (2006) Introduction to Values Education, Rex Printing Company, Inc.