Chapter 1: You, The Teacher, As A Person in Society

THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
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The Teaching Profession
Chapter 1 : You, the Teacher, as a Person in Society

Prelim
1. The Philosophical Foundation of Education
1.1 The Major Philosophies of Education
1.2 Inventory of One’s Philosophy
1.3 Formulating One’s Philosophy
2. The Foundational Principles of Morality
2.1 The Concepts of Morality
2.2 Values Formation and You
2.3 The Code of Ethics for teachers
Lesson 4: Values Formation and you

Learning Outcomes:
At the end of this chapter, you are expected to:
 summarize at least seven philosophies of education and draw their
implications to teaching-learning;
 formulate your own philosophy of education;
 discuss and internalize the foundational principles of morality;]
 accept continuing values formation as an integral part of your personal and
professional life;
 clarify if you truly value teaching;
 explain teaching as a vocation, mission and profession;
 embrace teaching as a vocation, mission, and profession.
Introduction
 As mentioned in the previous lesson, to be moral is to be human. Living by

the right values humanizes. The question that you may raise at this point is: Is
there such thing as right, unchanging and universal value? Is a right a value
for me also a right value for you? Are the values of we, Filipinos, consider as
right also considered by the Japanese, the Americans or the Spaniards as right
values? Or are values dependent on time, place and culture?
 There are two varied answers to the question, depending on the camp where
you belong.
 If you belong to the idealist group, there are unchanging and universal values.
The values of love, car, and concern for our fellowmen are values for all
people regardless of time and space. They remain unchanged amidst
changing times. These are called transcendent values.
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 Transcendent because they are beyond changing times, beyond space and
people.
 They remain to be a value even if no one values them.
 They are accepted as value everywhere.
 On the other hand, the relativists claim that there are no universal and
unchanging values.
 They assert that values are dependent on time and place.
 The values that our forefathers believed in are not necessarily the right values
for the present.
 What the British consider as values are not necessarily considered values by
Filipinos.
Values are taught and caught

Another essential question we have to tackle is: “Are values caught or taught?
 Our position is that values are both taught and caught.
 If they are not taught because they are merely caught, then there is no point
in proceeding to write and discuss your values formation as a teacher here!
 Values are also caught. We may not be able to hear our father’s advice “Do
not smoke” because what he does (he himself smokes) speaks louder than
what he says.
 The living examples of good men and women at home, school and society
have far greater influence on our value formation than those well-prepared
lectures on values excellently delivered by experts who may sound like “empty
gongs and clanging cymbals.”
Values have cognitive, affective, and behavioral dimensions
 Values have a cognitive dimension. We must understand the value that we

want to acquire. We need to know why we have to value such. This is the
heart of conversion and values formation. We need to know how to live by
that value. These are the concepts that ought to be taught.
 Values are in the affective domain objectives. In themselves they have
affective dimension. For instance, “it is not enough to know what honesty is
or why one should be honest. One has to feel something towards honesty as
preferable to dishonesty.”
 Values also have a behavioral dimension. In fact, living by the value is the true
acid test if we really value a value like honesty.
Value formation includes formation in the cognitive, affective and behavioural

aspects
 Your value formation as teachers will necessarily include the three

dimensions. You have to grow in knowledge and in wisdom and in your
“sensitivity and openness to the variety of value experiences in life.
 You have to be open and attentive to your value lessons in Ethics and for
those in sectarian schools, Ethics and Religious Education.
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 Take active part in value sessions like fellowships, recollections organized by
your church group associations.
 Since values are caught, help yourself by reading the biographies of heroes,
great teachers and saints (for Catholics) and other inspirational books.
 Your lessons in history, religion and literature are replete with opportunities
for inspiring ideals. Associate with model teachers. If possible, avoid the
“yeast” of those who will not exert a very good influence.
 Take the sound advice from Desiderata: “Avoid loud and aggressive persons;
they are vexations to the spirit.”
 Join community immersions where you can be exposed to people from
various walks of life. These will broaden your horizon, increase your tolerance
level, and sensitize you to life values.
 These will help you to “fly high” and “see far” to borrow the words of
Richard Bach in his book, Jonathan Livingstone Seagull.
Value formation is a training of intellect and will
 Your value formation in essence is a training of your intellect and will, your
cognitive and rational appetitive power, respectively.
 Your intellect discerns a value and presents it to the will as a right or wrong
value. Your will wills to act on the right value and wills to avoid the wrong
value presented by your intellect.
 As prescribed by St. Thomas Aquinas. “The intellect proposes and the will
disposes”.
 It is clear that “nothing is willed unless it is first known ”. Thought must
precede the deliberation of the will.
 An object is willed as it is known by the intellect and proposed to the will as
desirable and good.
 Hence, the formal and adequate object of the will is good as apprehended by
the intellect”.
 These statements underscore the importance of the training of your intellect.
Your intellect must clearly present a positive value to be a truly positive value
to the will not as one that is apparently positive but in the final analysis is a
negative value.
 In short, your intellect must be enlightened by what is true.
 It is therefore, necessary that you develop your intellect in its three functions,
namely: “formation of ideas, judgement and reasoning”
 It is also equally necessary that you develop your will so you will be strong
enough to act on the good and avoid the bad that your intellect presents.
 How can your will be trained to desire strongly the desirable and act on it?
William Kelly explains it very simply:
Training of the will must be essentially self-training. The habit of yielding to
impulse results in the enfeeblement of self-control. The power of inhibiting
urgent
FOR YOUR OUTPUTS:
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(Please see the Folder for the List of Tasks )
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Chapter 1: You, The Teacher, As A Person in Society

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THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP

Chapter 1 : You, the Teacher, as a Person in Society

Lesson 4: Values Formation and you

 As mentioned in the previous lesson, to be moral is to be human. Living by

Values are taught and caught

Values have cognitive, affective, and behavioral dimensions

 Values have a cognitive dimension. We must understand the value that we

Value formation includes formation in the cognitive, affective and behavioural

 Your value formation as teachers will necessarily include the three

Value formation is a training of intellect and will

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