valuing process

8/18/2019 Valuing Process

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Valuing Process


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Importance of Values inEducation

• Without the value-level ofteaching, we contribute to thedevelopment of persons who havebig heads but tiny hearts. Wecontribute to the formation of

“Intellectual Giants” butEmotional Dwarfs.


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Can Values be Taught

Can Values be Caught

V!.


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Can Values be taught

• "o- it is only Caught#

• $es- Values are taught and caught.

• It can be taught because li%e any sub&ect matter,they too have a cognitive dimension, in addition to

the a'ective and behavioral dimension. ()*uino,+

• Today, the valuing process discovers its ally inthe area of Emotional Intelligence. Whileeducation of the mind is essential, this shouldbe coupled with the education of the heart.

/uisumbing writes, “The heart of educationis the education of the heart.”


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• The whole learning e0perience

involved in the valuing processwill inevitably heighten thelearner1s self-awareness, whicheventually also leads to anincrease in self-identit andself-direction. Conse*uently,one becomes more fully

empowered to ta%e on the roleand responsibility of in2uencingthe immediate community around

and the promotion of human


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The Valuing 3rocess


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Inner 4ealities

• Cognitive 5imension• 6eaning of the value, What is meant by honesty

• 4eason, Why do I have to be honest

• )'ective 5imension• We have to feel something towards honesty

• We have to move towards honesty as preferable todishonesty.

• 7ehavioural 5imension• We practice honesty and so lead an honest life.


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Inner 4ealities

• This means that the values theyprofess in the cognitive level willbe 8ltered down to the a'ective as

well as the behavioural, therebyma%ing them authentic personswho are true to themselves and

becoming full human.


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9uter 4ealities

• These systems include the

• :amily unit,

• the !chool,

• the Church,

• the Wor%place,

• the Community,

• the "ation,• the World

• and even Cosmic 4ealities, i.e. thee0perience of a higher power.


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• Values can be learn either !ersonall or"icariousl that such a value becomesmeaningful to them.

• 9nly then does this value become actuali#edas one$s own. :or instance, many people

%now in their head that smo%ing is bad fortheir health. $et, despite this %nowledge, manypeople still continue to smo%e. It is onlwhen the are diagnosed to be su%ering

from an ailment that is directl caused bsmo&ing that the choose to sto!. Thevalue of health is given utmost importanceonly when one e0periences directly the threatof losing it.


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• Values can be learned vicariously. The

sudden death of a res!ected andgreat !erson who is admired bman can lead !eo!le to arri"e atthe awareness of the "alue of life.

;We are truly not in control of our lives.


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)CTIVIT$>


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)ctivity>

• 7ring out the personal values of the!tudents namely in?

•:amily, !chool, Church,Wor% 3lace, "ation, World,Cosmic 4ealities.


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• The valuing process does not merely bring aboutawareness@ it also invites personal e'orts atresolving one1s “ci"il wars within.”

• ) learner, for instance, may arrive at the

identi8cation of physical pleasure as a value. Thelearner, however, may need to be challenged torelegate this value to a moral consciousness.

•

In this manner, the internal con'ict ma bedealt with, if not fully resolved


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• the learner is also challenged to determine!riorit "alues. )fter all, life is not aboutattaining all "alues, but rather about ma%ingthe choice of the values that will de8ne the life to

which one aspires.

• )s (ue )ender (3lain and !imple, +A states?BThere is a big di'erence between ha"ing manchoices and ma&ing a choice. 6a%ing a choicedeclaring what is essential to you creates aframewor% for a life that eliminates many choicesbut gives meaning to what remains.=


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• What matters most in this process is thelearner$s con*dence and abilit now tode*ne his or her own life.

• Dltimately, “Power is alwas about who doesthe de*ning and who acce!ts thede*nitions” (5orothy 4owe cited in 5avies,3hilippa, 3ersonal 3ower, +A.

•


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:ilipino Values

• Positi"e Values

• )aanihan (stem or (!irit of +inshi! andcamaraderie

• Damaan (stem

•amilism or close famil relations

• un-o"ing Trait

• os!italit

• /egionalism

• riendl

• le0ible or 1agalang

• /eligious

• /es!ect to Elders


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:ilipino Values• 2egati"e Values

• )ahala na 3ttitude

• 4olonial 4om!le0 or blue seal mentalit

• 4rab 1entalit

• Eu!hemism

•ili!ino Time

• Gaa-gaa 3ttitude

• 1a5ana habit

• +a!alaran "alues

• 6"ersensiti"e

• ac& of (!ortmanshi!

• 2ingas 4ogon


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7uisumbing !ro!oses a four-ste!!rocess•

(te! 6ne8 4once!tual e"el 9 +nowing.Valuing does not e0ist in a vacuum. It has to havea %nowledge base from which values will bee0plored and nowing, however, is within theparameters of facts and concepts. This level

should therefore move into a second step.


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• (te! Two8 4once!tual e"el 9 :nderstanding.:or the learners however to understand andthereby gain insight re*uires wisdom. )rian all;Value De"elo!ment, ?@ refers to wisdom

as “intimate &nowledge of obAecti"e andsubAecti"e realities, which con"erge into theca!acit to clearl com!rehend !ersons andsstems and their inter-relationshi!s.”Concepts that are made concrete for the learners

could be grasped more fully and easily by them.


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• (te! Three8 3%ecti"e e"el 9 Valuing. )sdiscussed in previous sections, %nowing andunderstanding are not guarantees that values wouldbe internaliFed and integrated. The third step,therefore, ensures that the value concepts are 8lteredthrough one1s e0periences and re2ections and areeventually aGrmed in the a'ective dimension.


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• (te! our8 3cti"e e"el 9 3cting. The valueconcepts that are valued ultimately lead to action.Whether the action is e0pressed in improvedcommunication s%ills, better decision-ma%ing, non-

violent con2ict resolution, etc., the value concepts8nd their way into our behaviours.


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“IT IS NOT WHAT WE KNOW THAT WE DO. IT IS WHAT

WE WANT THAT WE DO.”


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IMPLICATIONS OF THE VALUING

PROCESS

• Dltimately, the ownership and decision of a value lies with thelearner. Values cannot be forced, even if conveyed with goodintentions.

• The lesson in a valuing process conte0t is about life itself .

• )bove all, the learner e0posed to the valuing process begins tomaster the art of discernment. This means that the learner willbe more able to live consciously and responsibly.

• Valuing is de8nitely a comple0 process.

• The essence of valuing lies in helping the learner as% the

Bwhy= and Bwhat for= in life.


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SUMMARY

•

In summary, the valuing process in theconte0t of learning to be fully human

challenges the indi"idual not to

lose his or her self ;soul@@ a selfthat is discerning and em!owered

to de*ne and not be de*ned.

valuing process

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