‘§ Learning Objectives At the end of this chapter, the learners are expected to: 1, show understanding of the National Service Training Program (NSTP); 2. recognize the Civic Welfare Training Service (CWTS) as the component of NSTP that aims to help alleviate social problems through the different community services; and 3, express commitment to be actively involved in various community services. C® Overview This chapter introduces NSTP in accordance with its newly revised Implementing Rules and Regulations (IRR), The NSTP components are the Reserve Officers’ Training Corps (ROTC), Literacy Training Service (LTS), and CWTS. NSTP aims to inculcate civic consciousness and defense preparedness in the Filipino youth. It helps develop in them the ethics of service and patriotism while they undergo training in any of the program’s three components which are specifically designed to enhance the students’ participation in nation-building. The NSTP Law or Republic Act No. 9163, also known as An Act Establishing the NSTP for ‘Tertiary-Level Students, Amending for the Purpose Republic Act No. 7077 and Presidential Decree No. 1706 and for Other Purposes, was signed by former President Gloria Macapagal-Arroyo on January 23, 2002. It is a consolidation of House Bill No. 3593 and Senate Bill No. 1824 passed by the House of Representatives and the Senate on December 19, 2001. The NSTP Law has made ROTC optional since the first semester of school year 2002-2003 and has allowed students to choose from ROTC, LTS, and CWTS as a Tequisite for graduation.NSTP-CWTS 1 Worktext for College Students NSTP Components NSTP consists of the following: i: ized under Sections 38 and 39 of. Republic Act No. 7077, ry training to motivate, equip, organize, and It shall instill in them and adherence to the ROTC, institutionali is designed to provide milital mobilize the youth for national defense preparedness. patriotism, moral virtues, respect for rights of civilians, Constitution. LTS is designed to train students to teach literacy and numeracy skills to jety in need school childrén, out-of-school youth, and other segments of soci of such services. CWTS is designed to involve students actively in activities contributory to the general welfare and the betterment of life the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation, and morals of the citizenry. ‘The Department of National Defense (DND), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) lead in the implementation and monitoring of NSTP. Their primary function is to oversee if the program being conducted in schools i in consonance with the newly revised IRR dated November 13, 2009. Coverage of the NSTP Law ‘The NSTP Law covers the following: t ib All students, both male and female, enrolled in any baccalaureate degree or two-year technical-vocational or non-degree courses in public and private schools must complete one NSTP component of their choice for two semesters as a graduation requirement. All higher and technical-vocational instituti i ions, public and pri offer atleast one NSTP component. : ee State universities and colleges (SUCs) must offer ROTC and at] NSTP component, namely LTS or CWTS. beso eda . The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine National Police Academy (PNPA), and other SUCs of similar nature, in view of the i : \e special charact instituti are not covered by the NSTP Law. : leasChapter 1: NSTP Program (RA 9163) ” 5, Private higher educational institutional (HEIs) and technical-vocational educational institutions with at least 350 student cadets may offer ROTC and consequently establish and maintain a Department of Military Science and ‘Tactics, which is still subject to the existing rules and regulations of the Armed Forces of the Philippines. NSTP-CWTS Vision + Totrain students to become innovators of social change with a culture of excellence and leaders with integrity, competence, and commitment to render service to the community. +» To develop in the youth the values of patriotism and national pride, discipline and hard work, integrity and accountability for nation-building, and volunteerism as valuable and effective members of the National Service Corps of CWTS. NSTP-CWTS Mission NSTP-CWTS aims to promote and integrate values education, transformational leadership, and sustainable social mobilization for youth development, community- building, national renewal, and global solidarity by: 1. Providing relevant activities that will contribute to the physical, intellectual, spiritual, and social development of students 2. Inculcating in students the values of leadership, patriotism, and social responsibility 3. Training students to become project planners, designers, and managers of innovative and sustainable community service-oriented projects 4. Conducting capability enhancements for civic welfare services geared toward preparing the youth to become results-oriented social entrepreneurs, volunteers, and a socio-economic mobilizing force that serves communities as value-driven innovators for progress 5, Working closely with a network of organizations within and outside the higher education institution 6. Creating opportunities where students can render direct service to the communityNSTP-CWTS 1 Worktext for College Students NSTP-CWTS Core Values NSTP-CWTS fosters the following values: 1. Love of God . Human dignity Discipline, truth, goodness, and social responsibility Awareness, innovation, and creativity . Respect, synergy, and professionalism Excellence and indigenous learning . Protection and conservation of the environment euawe wn . Quality service delivery NSTP-CWTS Minimum Standards NSTP-CWTS helps develop informed and self-reliant communities by encouraging inter-government agency cooperation and providing complementary assistance and support to facilitate socio-economic progress, environmental management, and delivery of basic services, geared toward uplifting the well-being of people. The NSTP-CWTS strategies follow an integrative approach to-community development, which unites the people, local officials, civic leaders, and non-governmental organizations. The NSTP-CWTS 1 isa three-unit, non-academic course for students who opt to take the CWTS component of NSTP. ‘The minimum standard for NSTP is the development of the common and specific modules set forth in the IRR. NSTP-CWTS 1 spans a total of 83 training hours for two semesters and includes seven topics and a scope of instructions as follows: 1, Self-awareness and values development deal with the nature of self, personal development, roots of the Filipino character, nationalism and patriotism, and good citizenship values with core Filipino values. 2. Leadership training discusses the concepts of leadership, human behavior, communication, motivation, teamwork, time management, and decision- making. 3. Dimensions of development cover global, national, and local issues on (a) health, (b) education (enhancement of instructional support materials and faculties), (c) entrepreneurship, (d) recreation, and (e) morals of the citizenryChapter 1: NSTP Program (RA 9163) and other social welfare concerns such as voters’ education and poverty alleviation. 4. Community exposure and agency visits refer to the nature, development, and approaches in community work and community-building. 5. Community needs assessment includes knowing the community and the community needs assessment process, survey, and actual conduct. 6. Community services dwell on drug education, health education (medical and dental), environmental education, entrepreneurship, and culture. 7. Program evaluation tackles the fundamentals, development, implementation, monitoring, and evaluation of the program. wy Conclusion . NSTP as a graduation requirement is implemented by the DND, CHED, and TESDA. ‘The NSTP Act of 2001 or Republic Act No. 9163 has made ROTC optional and introduced LTS and CWTS as new alternatives, thus making NSTP a three-pronged program on citizenship training. NSTP provides a policy framework on volunteerism that underscores the fundamental principle to harmonize the broad and diverse efforts of the volunteer sector of the country into an integrative and effective partnership for local and national development as well as international cooperation and understanding. It sets a mechanism to protect the rights and privileges of the youth in recognition of their roles and contributions to the development of society.The Nature of the Human Person (§ Learning Objectives At the end of this chapter, the learners are expected to: 1. describe the nature of the human person; 2. identify the importance of a person's ability and capacity; and 3. describe a person’s unique qualities that make him/her a productive social being. G® Overview This chapter discusses the nature of the human person. It answers these questions: What is a human person? How can a human person attain his/her highest potential and contribute to the common good? Even during the ancient times, these questions have been relentlessly asked and evaluated, Psychologists, philosophers, theologians, and scientists have written, in-depth analyses of the human nature using a wide range of theories and observations.NSTP-CWTS 1 Worktext for College Students The Human Person Itis essentially difficult to understand the human person, human nature, and the possibility of achieving a productive society through the highest potential of a person. Estafiol (2007) defines the human person as having physical, spiritual, emotional, and intellectual attributes. St. Thomas Aquinas describes the human person as having physical and spiritual substance because he/she has a soul and is created by a Superior Being with a divine purpose. Dictionaries define the human person as a “self-conscious animal.” Characteristics of a Human Person Babor (2007) in his book, The Human Person: Not Real, But Existing, discusses the several characteristics of a human person, namely: 1, A human person is a rational being. He/She is free to think and has the capacity to reason and distinguish between tight and wrong. 2. A human person is born free. He/She has the freedom to do or not to do things. However, every person is responsible for his/her own action. 3. A human person is unique. He/She possesses an identity that makes him/her unlike any other person. Generally speaking, even if two persons have the same characteristics and physical features, they are not the same because each . one has his/her own perception, and a different set of values and priorities in life. 4. Every person is intrinsically a social being and cannot detach himself/herself from other creatures in the universe. By nature, he/she is characterized by his/her relationships with other creatures, objects, or his/her fellowmen. 5. All living things are sexual by nature, but the uniqueness of expression of a person's sexuality makes him/her different. The expression of a person’s emotions, attitudes, feelings, actions, and thoughts in sexual activity best exemplifies his/her uniqueness from animals, Biblical Views The human person has superiority and dignity inherited from the Supreme Being. According to the book of Genesis, chapter 1, verses 26 to 27, God created man and woman in His own image and likeness and made them masters of the fish of the sea, the birds, the heaven, the earth, the wild beasts, and all the reptiles that crawl upon the earth.Chapter 2: The Nature of the Human Person The Supreme Being entrusted to the human person the care of creatures on the earth, aware of the possibilities, challenges, and difficulties he/she will encounter in his/her life. Agbuya (1997) states that “He/She (human person) is designated by God to exercise dominion over other creatures in his/her everyday use of freedom, search for happiness, and openness to the world around him/her. And what makes him/her human is his/ her being a true person, which includes the special gifts and talents of thinking, loving, longing for happiness, and making decision. The human nature was patterned after the image of God.” Philosophical Views According to Protagoras, a human person is the measure of all things that exist and fall things that do not exist, Furthermore, Plato claimed that the perfect human being does not exist in this world because what is in this world is just an imperfect copy of humanity's original self in the realm.of ideas, Parmenides posited that a person has knowledge of something that exists, for a person who does not exist is nothing. ‘A human person like other animals has external and internal organs. A human being becomes evident when he/she starts to share his/her thoughts and ideas with others. Maguigad (2006) in his book, Philosophy of the Human Being, explains the different philosophical views of the human person. These are the following: 1. Conservatism The conservative view is not entirely positive and definitely non- egalitarian. Some men contribute more than others to society, and, therefore, must be rewarded and honored by society. All human persons may not be of equal value to society: some men are intended to rule, the rest to obey. This is in line with one of the Confucian ethical ideas which states that the superior man must rule and the commoner must bow before his authority. 2. Liberalism Liberalism has a more egalitarian view of human nature. It believes that all men are capable of reason and rational action and have the capacity to live satisfactory and productive lives if given the opportunity. Reason is common to all human beings and this fact raises them above the level of beasts and enables them to know the principles of suitable living. According to Mencius, “Every human being can become a sage king, that is, anyone can gain the wisdom to rule.”* NSTP-CWTS 1 Worktext for College Students 3. Socialism / cooperative social the human being readily engages in natural cooperative Unfortunately, this ple selfishly exploit other people. In socialism, activities when given the opportunity. instinct is not fostered when some peo| Marx believes that man is driven primarily by desire for economic gains. nas a social animal; if he/ In his Das Kapital, he considers the human perso 1 she fails to relate actively with others and with nature, he/she loses himself/ herself and becomes alienated. His/Her drives lose human qualities and assume animal qualities. 4, Fascism Fascism holds that what matters most is the country itself. The human being can prosper only when the nation prosperss his/her fate is merely secondary when it comes to the country. Like the conservatives, the fascists contend that some human beings are naturally and racially better than others. Classical Greek Views ‘The early classical Greeks define the human person as “a rational animal.” An animal’s-vegetative sensory and rational element is integrated within his/her being; thus he/she is a material (body) and spiritual (soul) being, As a vegetative creature, the human person needs to have food to grow, develop, and reproduce. As a sentient being, he/she needs sensory perceptions to gain knowledge. As a rational animal, he/she needs the power of thought,.reason, and cognition. Due to a person's nobility and his/her special place in God's kingdom, it is through him/her that the rest of creation enter into a dialogue and relationship with the Supreme Being, Because the human person is given free will to choose, decide, or shape his/her life, he/she is always responsible for his/her action ‘A human person is capable of knowing, loving, and believing, which leads him/her to be fully aware of his/her humanity. Sociological Views A perspective is a particular way of looking at and seeing something. Salcedo (2004) states that people Took at this social world or at the various ways that human beings behave in a social way. Hence, when we talk about society or the social world, we are really referring to the behavior of human beings.Chapter 2: The Nature of the Human Person This is not to say that all sociologists necessarily see the social world from exactly the same perspective (or viewpoint); neither do they always agree about what they see, how behavior could or should be understood, and so forth. As we will notice, the sociological perspective is made up of a number of quite different sub-perspectives. San Juan (2007) proposes some common ideas about the human person. These are the following: 1, Human persons are social animals. We need to cooperate with others in some ‘way to create the social world in which to live. 2. The human person's social behavior is learned, not instinctive. In this respect the argument is that we have to learn, from the moment we were born, how to be not just a human being but also a recognizable member of the society into which we happen to have been born. 3, To understand the human person’s social behavior, we have to focus our attention on the groups to which people belong. These groups are many and varied, but the largest group to which people belong is a society. 4. Sociology is a discipline that looks into the totality of relationships in an individual's life. Sociologists do not restrict their studies to a single dimension of an individual's life (economics, politics, history, geography, psychology, and so forth). Although each of these areas is significant and interesting in varying degrees, it is only by looking at how these relationships affect each other that we can arrive at a complete picture of human social behavior. Sociologists do not reject the contributions of other social sciences. Sociology as an academic discipline itself is based on the recognition that human beings are not one- dimensional but rather multi-dimensional. For example, in our society, people work (ecor dimension) opportunity to vote in elections (political dimension), an in different areas of the country (geographic dimension). What interests sociologists in this regard might be the relationship between these three dimensions—how does the area in which people live affect the type of work they do and how does the type of work they do affect how they vote in elections? nsion), have the If the sociological perspective differs from that provided by other social sciences, it is evident that it also differs from a final perspective we have to consider, namely, that of naturalistic or commonsensical explanation of the social world. Investigating some examples of commonsensical ideas about the social world will allow us to demonstrate more effectively the idea of a sociological perspective and show how sociology provides a greater understanding of human behavior.NSTP-CWTS 1 Worktext for College Students Hierarchy of Needs i) ‘erson’s competence and ability is the ‘The guiding principle in realizing # P' ec eos exploration of his/her totality in the field of human that a person’s behavior and his/her relationship with others are shaped by his/her inner feelings and self-image. Maslow presented the I 1. Physiological needs include the biological an clothing, These needs are immensely important for survival. 2. Safety needs include security and protection from physical an harm. 3, Social needs include affection, sense of belonging, and friendship, which people seek to overcome feelings of loneliness and alienation. 4, Self-esteem needs include achievement, mastery, and confidence derived from recognition, respect, and attention. When these needs are satisfied, the person feels confident and valuable. However, when they are not met, the person may feel inferior, weak, helpless, and worthless. 5. Self-actualization means a person has reached the peak of his/her potential. levels of hierarchy of needs in his theory of personality, d basic needs such as water and because they are essential \d emotional ACTUALIZATION Pursue Inner Talent Creativity + Fulfillment SELF-ESTEEM Achievement » Mastery Recognition + Respect f-__-__ Pacognition:Respect \\ LOVE/BELONGING Friends - Family « Spouse + Lover SAFETY Security » Stability - Freedom from Fear PHYSIOLOGY Food : Water « Shelter Warmth Figure 1 Maslow’s hierarchy of needsChapter 2: The Nature of the Human Person ' Maslow’s theory points out that a person needs to satisfy first the lower needs before realizing his/her self-worth and potential. Accordingly, when the lower needs are not met, a person cannot completely devote his/her time to developing his/her full potential. He also maintains that self-actualization is the driving force of human personality. Thus, a person cannot appreciate intellectual and aesthetic learning when he/she is hungry or if he/she feels unsafe. Artistic and scientific endeavors do not flourish in a society where people must struggle for food, shelter, and safety. Self-actualization can only be achieved after all other needs are satisfied. According to Rogers’ person-centered therapy theory, every person has within him/ her an inherent desire for a positive transformation and the development of his/her capacities. He/She possesses an innate goodness no matter how imprudent his/her actions are, Based on this theory, the society should be a sounding board of reflections in life, so that an individual can realize his/her problem and formulate solutions for it. However, it is the individual who will eventually create his/her own path and not the people around him/her. He/She is the only one qualified to choose the path that he/she should take. It may not always be smooth, but that does not diminish his/her value as a person. A self-actualized person allows his/her innate goodness to transform further. Only by understanding himself/herself first can he/she effectively relate to others. Furthermore, every.person must understand that he/she only exists in this world transitorily. As such he/she should utilize his/her gifts and talents to reach his/her goals and to help others realize their own worth as a person. He/She must take on the challenge that the Supreme Being has posed upon him/her. Ba Conclusion It is basically difficult to understand the human person. He/she is described as having physical, spiritual, emotional, and intellectual attributes, capable of knowing, loving, and believing. Various Biblical, philosophical, classical, and sociological views and perspectives offer essential insights into the human nature. Nevertheless, it boils down to the human person’s relational character toward others called “service to his/ her fellowmen.” A person is a social being with various needs that have to be satisfied. This will enable him/her to reach the peak of his/her potential, so that he/she could effectively relate with others and be a productive part of his community.Values Development for Citizenship Training ka Learning Objectives At the end of this chapter, the learners are expected to: 1. define and expound on the nature and philosophical values of being a Filipino; 2. cite popular Filipino values of good citizenship; and 3. relate the concepts discussed to real-life situations. C® Overview ‘This chapter deals with values development for good citizenship, including the preamble to the 1987 Constitution, the roots of and philosophy behind Filipino values, nationalism and patriotism, and personal development plan.NSTP-CWTS 1 Worktext for College Students The Preamble the sovereign Filipino people, ighty God, in order to build a just ‘and humane society and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to panies and ome posterity the blessings of independence and democracy under the ru ee jaw and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution” (De Leon et al., 2011). The preamble to the 1987 Constitution states: “We, imploring the aid of Almi A preamble is an introductory and preliminary statement in a document that explains the document’s purpose and underlying philosophy. It may cite historical facts pertinent to the subject of the statute. The preamble to the constitution of the Philippines dictates that the Philippines and the Filipino people are the sovereign masters of the Philippine Islands. Philosophy of Values Understanding the philosophy of human values is necessary in understanding Filipino values such as family closeness and solidarity (pagkamalapit at pagkakaisa ng pamilya), politeness (pagkamagalang through the use of po or ho), hospitality, and gratitude (utang na loob). * Values are both subjective and objective. They involve a subject or person who values (eg.a young girl) and an object or value to be realized (e.g. pagkamahinhin). Justice is objective because it is a value that should be realized by all. There is a difference between. value and disvalue such as pleasure and pain, life and death, poverty and affluence, heroism and cowardice, truth and falsehood, right and wrong, holiness and sinfulness. The difference s not only in the mind or simply a matter of personal taste or preference. It is real and evident. Filipino Values : What are Filipino values? What is distinctly Filipino in our value system? The ee value system arises from our culture or way of life, our distinctive way of coming human in this particular place and time. We | ilipi i eeees 5 speak of Filipino values in a 1. It is obvious that certain values take ona distinctively Filipino flavor for us. The Greek ideal of moderation or meden agan, the Roman in medio stat virtus, and the Confucian and Buddhist doctrine of the middle way or path, find their Filipino equivalent in walang labis, walang kulang, or katamtaman lamang. "— tat Chapter 3: Values Development for Citizenship Training 2. Speaking of Filipino values, we do not mean that elements of these Filipino values are absent in the value systems of other peoples and cultures. All people eat, talk, and sing; but they eat a variety of food, speak various languages, and sing different songs. Thus, we easily recognize Filipino, American, Chinese, Japanese, or any other foreign food, language, or music. The difference lies in the way these elements are ranked, combined, or emphasized, so that they take on a distinctively Filipino slant or cast. For instance, in China, honesty and hard work may rank highest; Chinese and Japanese cultures greatly value politeness and beauty; American culture highlights promptness and efficiency; and Filipino culture emphasizes spirituality and family centeredness. In this sense of value ranking and prioritizing, we can speak of dominant Filipino values. 3. Universally, human values in the Filipino context (historical, cultural, socio- economic, political, moral, and religious) take on a distinctive set of Filipino meanings and motivations. This is true not only of the aims and goals, beliefs, convictions, and social principles of the traditional value system of the lowland rural family but also of what Fr. Horacio de la Costa, S.J. calls the Filipino “nationalistic” tradition (pagsasarili, pagkakaisa, pakikisama, pakikipagkapwa- tao, and pagkabayani). A Filipino value is not a discrete item which exists alone, in isolation, or ina vacuum. Filipino values like bahala na, utang na loob, hiya, pakikisama, and pakiusap are clustered around core values like social acceptance, economic security, and social mobility. They are always found in a definite context or set of circumstances. ‘ 4, Values in the sense of historical consciousness had evolved among the Filipino people, leading to the concept of justice evolving from inequality to equality and to human dignity. From the tribe, to the family, and to the nation, consciousness of different values varies during the distinct periods of Philippine history. From a historical perspective, the question to ask about Filipino values is: Ganito kami noon: paano kayo ngayon? How are we to know toward what goal or direction Filipino values ought to move? Now that we have regained our democratic form of government and have arrived at a privileged historical kairos, how do we transform Filipino values to build a more “just and humane society” (Preamble, 1987 Constitution)? We need both external structural and internal cultural change. It is here that the Christian faith, in the last analysis, should point the way to the kind of values education needed for national reconstruction.q Here CWS 1 We Good Citizenship Values joprioes toy College Students Lave bar Gand on Paghamake Diyos “The Philippines t6 the only Obristian nation in Asia, our population being predominantly Cathalic, ‘Therefore, religiousness is @ prime Filipino value. Paith ie the deeply rooted submission 10 4 divine Creator and believing in His authority aver all creations, Hee also putting oneself in the hands of the Divine Abani shih isan expresion of fait s»and unconditional lve for God. Jeous said to them, "Haye faith in God whoever says to this mountain; Be {ifted up and thrown in to the seat ‘and does not doubt at all in his heart but Ioelieves that what he says will take place, it will be done for him” (Mark 11:22-23 Amplified bible), 2, Lave for Vellowmen or Pagkamaka-Tao i, Paul defines love in a different way: Love is patient; it never fails; itis eternal, There are faith, hope, and love and the greatest of these is love (1 Corinthians 13), J illustrates the real essence of love which strengthens the dnt oth fly and trol poring she vars ve ain ‘team community, It provides a deeper meaning to the purpose of human 4, Vove for Country or Pagkamaka-Bayan Progressive countries are able to attain their economic “people have trust and confidence in their govern aaron. eases bn (pi bbe ae al honest, sound, and dynamic governance, 4, Wave for the Environment or Pagkamaka-Kalikasan vy eonment rls to everything that surrounds us from the natural word hss epee peaeetiammaalee fahee ee resources, i the pre joule Wks ofthe domain teosred or ance i high ine we work hand in hand to protec our natural resources ad _ eonyntem, day own little way, we can start taking care of our immediate environment Participate in the sustainable management of our natural rewmurces, ~ aeChapter 3: Values Development for Citizenship Training Roots of the Filipino Character Here are some highlights from “A Moral Recovery Program: Building a People— Building a Nation” by Patricia Licuanan (1988). ‘The strengths and weaknesses of the Filipino have their roots in many factors such as (a) the home environment, (b) the social environment, (c) culture and language, (d) history, (@) the educational system, (f) religion, (g) the economic environment, (h) the political environment, (i) mass media, and (j) leadership and role models. 1, The Family and Home Environment. Child-bearing practices, family relations, and family attitudes and orientation are the main components of the home environment, Child-bearing in the Filipino family generally is characterized by high nurturance, low independence training, and low discipline. The Filipino child grows up in an atmosphere of affection and overprotection, where one learns security and trust, on the one hand, and dependence, on the other, In the indulgent atmosphere of the Filipino home, rigid standards of behavior or performance are not imposed, leading to a lack of discipline. Attempts to maintain discipline come in the form of many “no's” and “don'ts” and a system of criticism to keep children in line. Sometimes, subtle ‘comparisons among siblings are also tsed by mothers to control their children. These may contribute to the “crab mentality.” Ina large family where we are encouraged to get along with our siblings and other relatives, we learn pakikipagkapwa-tao. In an authoritarian setting, we learn respect for age and authority; at the same time, we become passive and dependent on authority. In the family, children are taught to value family and to give it primary importance. 2. The Social Environment. The main components of the social environment are social structures and social systems such as interpersonal, religious, and community interaction. The social environment of the Filipino is characterized by a feudal structure with great gaps between the rich minority and the poor majority. These gaps are not merely economic but cultural as well, with the elite being highly Westernized and alienated from the masses. This feudal structure develops dependence and passivity. The Filipino is raised in an environment where one must depend on relationships with others in order to survive. In a poor country where resources are scarce and where the systems meant to respond to people's needs can be insensitive, inefficient, or non-existent, the Filipino becomes very dependent on kinship and interpersonal relationships.NSTP-CWTS 1 Worktext for College Students = Sensitivity about hurting established relationships controls our behavior. We are restrained from making criticisms no matter how constructive, so standards of quality are not imposed. We have difficulty saying no to requests and are pressured to favor our family and friends. That trying to get ahead of others is not considered acceptable exerts a strong brake upon efforts to improve our individual performance. The struggle for survival and our dependence on relationships make us in-group oriented. Culture and Language. Much has been written about Filipino cultural values. Such characteristics as warmth and person orientation, devotion to family, and sense of joy and humor are part of our culture and are reinforced by all socializing forces like the family, school, and peer group. Filipino culture tewards such traits and corresponding behavioral patterns develop because they make one more likable and enable life to proceed more e: Aside from emphasizing interpersonal values, Filipino culture is also characterized by an openness to the outside world which easily incorporates foreign elements without a basic consciousness of our cultural core. This is related to our colonial mentality and to the use of English as the medium of instruction in schools. ‘The introduction of English as the medium of education de-Filipinized the youth and taught them to regard American culture as superior. The use of English contributes also to a lack of self-confidence on the part of the Filipino, The fact that doing well means using a foreign language, which foreigners inevitably can handle better, leads to an inferiority complex. Ata very early age, we find that our self-esteem depends on the mastery of something foreign. The use of a foreign language may also explain the Filipino’s unreflectiveness and mental laziness. Thinking in our native language, but expressing ourselves in English, results not only in a lack of confidence, but also in a lack in our power of expression, imprecision, and a stunted development of one’s intellectual powers, History. We are the product of our colonial history, which is regarded by many as the culprit behind our lack of nationalism and our colonial mentality. Colonialism developed a mindset in the Filipino which encouraged us to think of the colonial power as superior and more powerful. As a second-class citizen beneath the Spanish and then the Americans, we developed a dependence on foreign powers that makes us believe we are not responsible for our country’s fate. ‘The American influence is more ingrained in the Philippines because the Americans set up a public school system where we learned English andChapter 3: Values Development for Citizenship Training the American way of life. Present-day media reinforce these colonial influences and the Filipino elite set the example by their Western ways. Another vestige of our colonial past is our basic attitude toward the government, which we have learned to identify as foreign and apart from us. Thus, we do not identify with government and are distrustful and uncooperative toward it. Much time and energy is spent trying to outsmart the government, which we have learned from our colonial past to regard as an enemy. The Educational System. Aside from the problems inherent in the use ofa foreign language in our educational system, the educational system leads to other problems for us as a people. The lack of suitable local textbooks and dependence on foreign textbooks, particularly in the higher school levels, force Filipino students as well as their teachers to use school materials that are irrelevant to the Philippine setting. From this comes a mindset that things learned in school are not related to real life. Aside from the influences of the formal curriculum, there are the influences of the “hidden curriculum,” i.e., the values taught informally by the Philippine school system. Schools appear to be highly authoritarian, with the teacher as the central focus. The Filipino student is taught to be dependent ‘on the teacher as we attempt to record verbatim what the teacher says and to give this back during examinations in its original form and with little processing. Usually, teachers reward well-behaved and obedient students. Some teachers tend to be uncomfortable with those who ask questions and express a different viewpoint. Hence, the Filipino student learns passivity and conformity. . Religion, Religion is the root of the Filipinos’ optimism and capacity to accept - life’s hardships. However, religion also instills in us attitudes of resignation and a preoccupation with the afterlife and superstitions. The Economic Environment. Many local traits are rooted in the poverty and hard life that is the lot of most Filipinos. Our difficulties drive us to take risks, impel us to work very hard, and develop in us the ability to survive. Poverty, however, has also become an excuse for graft and corruption, particularly among the lower rungs of the bureaucracy. Unless things get too difficult, passivity sets in. The Political Environment. The Philippine political environment is characterized by a centralization of power. Political power or authority is concentrated in the hands of the elite and the participation of most Filipinos often is limited to voting in elections.NSTP-CWTS 1 Worktext for College Students c ted in Manila nment are concentra i , basic services from the gover aa eee towns and provinces. A great majority ST et = pane ic services as water, electricity, roads, an es, reached by such basic pet Government structures and systems eB» justice and € ineffective or inefficient. Since the government often is not there to offer basic services, Md depend family, kin, and neighbors for our everyday needs. The absence of Bs Bae canes our extreme family- and even community-centeredness, We find it difficult to identify with a nation-family, since the government is not there to symbolize or represent the state. ‘The fact that political power is still very much concentrated in the hands of a few may lead to passivity. The inefficiency of government structures and systems also leads to a lack of integrity and accountability in our public servants. 9. Mass.Media. Mass media reinforce our colonial mentality. Advertisements using Caucasian models and emphasizing a product's similarity with imported brands are part of our daily lives. The tendency of media to produce escapist movies, soap operas, comics, etc., feed the Filipinos’ passivity. Rather than confront our poverty and oppression, we fantasize instead. The propensity to use flashy sets, designer clothes, superstars, and other bongga features reinforce porma. 10. Leadership and Role Models. Filipinos look up to their leaders as role models. Political leaders are the main models, but all other leaders serve as role models as well. Thus, when our leaders violate the law or show themselves to be self- serving and driven by personal interest, when there is lack of public accountability, there is a negative impact on the Filipinos. . Nationalism and Patriotism The philosophy of nationalism nowadays does not concern itself much with the aggressive and dangerous form of invidious nationalism that often occupies center stage in the news and in sociological research. Although this pernicious form can be of significant, instrumental value mobilizing oppressed people and giving them a sense of dignity, its moral costs are usually taken by philosophers to outweigh its benefits. sina om nationalism is generally used to describe two things. The first is the ae e members of a nation which includes the concepts of national identity, eee searael and cultural ties. The second is the action that the members of a nation take whe ae = to achieve or sustain full statehood with complete authority over ind international affairs, Patriotism is love of and devotion to one’s country.Chapter 3: Values Development for Citizenship Training ‘The word comes from the Greek patris, meaning “fatherland.” However, patriotism has had different meanings over time, and its meaning is highly dependent upon context, geography, and philosophy. Although patriotism is used in certain vernaculars as @ synonym for nationalism, nationalism is not necessarily considered an inherent part of patriotism. Likewise, patriotism is strengthened by adherence to a native religion, particularly some communities that may have their own holy places. This also implies a value preference for a specific civic or political community. Development of Nationalism and Patriotism in the Philippines Nationalism is characterized by the attachment of superiority to one’s country, an aspiration for its continuity and prosperity, and maintaining a high regard and respect for its laws, principles and policies. A country is an artificial body of, people that need protection and identity. The government constitutes all non-political and political personnel in the service of the country. They range from the President to the last civil servant. Philippine nationalism witnessed an upsurge of patriotic sentiments and nationalistic ideals in the late 1800s as a result of the Filipino Propaganda Movement from 1872 to 1892. It became the main ideology of the first Asian nationalist uprising, the Philippine Revolution of 1896. Spain already ruled the Philippines for about 333 years before Philippine nationalism was developed. ‘The term Filipino originally referred to Spaniards born in the Philippines and not the native inhabitants. But certain events finally led to the development of native patriotism and transcended the cultural and geographical boundaries that had been barriers to the unification of the inhabitants of the archipelago. Personal Development Plan Do you know where you are going to? Where do you see yourself one year, five years, and perhaps ten years down the road? ‘A personal development plan will help you figure that out and help you get there. Wells (2012), in his book Seven Simple Steps—Life Transformation Guide, states that success requires an articulated goal. It is not a product of wishful thinking. Purpose will set the context and get you thinking about your life and what is important to you. Prepare your own personal development plan. Be guided by these components suggested by Wells. 1. Your True Self—Begin with some introspection to help you define your values, your patterns, and your beliefs. 2. Make It Personal—Understand success and achievement, and what it means to you and to others. 31| NSTP-CWTS 1 Worktext for College Students 3. . Life is _—Set your goals and how to achieve them. This section Know Your Outcome: ’ here you're going. is really about knowing w' n Success—Lay out your “success blueprii where you're going, this is about how you'll get there. Harness the Power—Determine to make your plans a reality. order to succeed, you need more than a plan; that plan needs to be executed. Accept Success—Establish a mindset to succeed in bringing your desired outcomes to fruition. Circular—Look forward to the future, and move 01 completion of your plan. » Tf the prior section covers Desig! nt.” If the p n beyond the wa Conclusion ‘A value literally means the worth or importance of a particular thing, Some things have greater value than others. Things with greater value are more preferred and sought out by individuals. They serve as a basis for decision-making since people normally choose those which will bring them happiness and contentment both intrinsically and extrinsically. Happiness is the end point of every human action. This desire for happiness helps create the picture of what we really need or want to have or experience. In the process, we are able to identify the things which we value most.