CAVITE STATE UNIVERSITY – CCAT
Rosario, Cavite
OFFICE OF STUDENT AFFAIRS AND
SERVICES
NATIONAL SERVICE TRAINING PROGRAM 1
CIVIC WELFARE TRAINING SERVICE
MODULE 4:
VALUES EDUCATION
Learning Objective: At the end of the module, the students are expected to:
1. To help students define the meaning of value in relation to
understanding human behavior.
2. To promote the students’ positive attitude towards self and
others.
3. To improve students’ outlook in adapting a positive value
system within the family, the church and the society.
4. To help students how to live and survive in a community
without losing his human dignity.
Methodology:
Lecture-discussion
Group dynamics
Requirements: Attendance 20%
Activities
Group 40%
Individual 40%
_______________
100%
Learning Content
1. Values Formation Through Community Service
2. The Meaning of Man as a Person
3. The Self
4. Where Values Come From
5. Core and Related Values
6. Seven Dimensions in Value Formation
Time Allotment: 3 hrs
VALUES FORMATION THROUGH COMMUNITY SERVICE
Values hold significance in how we connect with different aspects of our lives.
The word "values" originates from the Latin word “valere,” meaning to measure the worth
of something. These are ideas and norms that people consider relevant and beneficial.
A value can be defined as any object, activity, or mindset that an individual
considers essential to their life. Unconsciously, values become a list of priorities for
individuals. However, these priorities vary among people based on their perspectives on
life and their interpretations of survival. This is why it’s important to understand the
values of today’s youth, as shared values contribute to a broader Value System that
exists not only in individuals but also within communities. In this way, students can
contribute positively to the community, helping to shape an inclusive and positive
culture.
Values play a crucial role in understanding human behavior, and conflicts often
arise from differences in values. When disagreements occur, it can be helpful to
examine how our core values differ from others. Similarly, if you feel in conflict with a
group, consider how the group’s values may align or differ from your own.
Values education is based on a philosophy that recognizes the dignity and worth
of every human being, along with all the philosophical implications. The supreme value
that defines education is human dignity. This emphasizes that all individuals,
regardless of gender or background, deserve respect and the opportunity to develop
values that enrich both personal and communal life.
THE MEANING OF HUMANITY AS PERSONS
The term "person" extends beyond simply being human, as not all who are
considered persons are human beings, and not all human beings fully embody
personhood. To discuss humanity as “being-with-others” is to recognize each person’s
unique and enduring presence in the world. As persons, our "being-with" existence
reflects that we are never truly alone in navigating life.
Our "being-with-others" can be understood from both general and specific
perspectives. Generally, a person's “being-with-others” includes an inherent connection
with both things and fellow human beings. Specifically, it emphasizes our undeniable
need to coexist with other people, highlighting that human connection is fundamental to
existence.
This coexistence does not need to be taught or acquired; it is intrinsic to our
nature as persons. However, the depth and quality of our relationships with others
require nurturing to make them meaningful and lasting.
Human relationships can be experienced at three levels: "I-It," "I-He/She," and "I-
Thou." These interactions reveal a person’s capacity to live out love for God, for oneself,
for others, and for one’s country, demonstrating an authentic "being" and "living" with
others.
Moreover, a person's values are not solely shaped by the desire to live
harmoniously with others. They are also grounded in a moral perspective, particularly as
expressed in the biblical teaching of the greatest commandment in Matthew 22:35-40:
“Love the Lord your God with all your heart, with all your soul, and with all your mind,”
and “Love your neighbor as yourself.” These principles guide us to cultivate values that
foster meaningful, respectful relationships with those around us.
THE SELF
Everyone has an obligation to themselves, yet we sometimes struggle to fully
understand what these obligations entail. This difficulty often stems from uncertainty
about what “self” truly means.
One way to understand oneself is to view it as a personal role in the broader
drama of life. Each individual has a unique part to play, shaped by personal differences.
This role encompasses a range of responsibilities to face, decisions to make,
relationships to nurture, and work to accomplish.
With self-awareness comes certain moral obligations. If each person has a
distinct life to live, then there is a fundamental responsibility to live it fully. This means
embracing one’s role wholeheartedly and striving to fulfill it rather than letting it go
unfulfilled. By understanding these obligations, we respect not only our own life but also
contribute meaningfully to the lives of those around us.
WHERE VALUES COME FROM
Our personal values are formed in early childhood and are affected strongly by
both the values of our parents, the environment, the school, the church and the
government. The place and time of the first few years of our lives have a great effect on
the formation of our values.
CORE RELATED VALUES
Ideally, values should be consistently present in all the dimensions of human
existence. To attain such values is relatively hard but still achievable. Hence, each
student is encouraged to make sure that they know the different human dimensions and
the values needed to live peacefully and productively.
DIMENSIONS VALUES
1. Physical Health
Physical Fitness
Cleanliness
Harmony with Material Universe
Art & Beauty
2. Intellectual Truth
Knowledge
Creative & Critical Thinking
3. Moral Love
Integrity
Honesty
Self-worth
Self-esteem
Personal Discipline
4. Spiritual Spirituality
† Faith in God
5. Social Social Responsibility
☺ Mutual Love
Family
☺ Respect
☺ Fidelity
☺ Responsible Parenthood
Society
☺ Concern for Others/Common Good
☺ Freedom/Equality
☺ Social Justice/Respect for Human Rights
☺ Peace/Active Non-Violence
☺ Popular Participation
6. Economic Economic Efficiency & Thrift Conservation of Resources
Work Ethics
Self-Reliance
Productivity
Scientific and Technological Knowledge
Vocational Efficiency
Entrepreneurship
7. Political Nationalism
Common Identity
National Unity
Esteem
Commitment
Civic Consciousness/Pride
Bayanihan/Solidarity
Loyalty to Country
Cluster Activity: VALUES DOODLE ART
Each group of cluster must bring the ff:
- 1 illustration board
- marker, colored pencil, crayons, pens
Instructions:
Think about values that are important to you, like kindness, honesty, respect, or
responsibility. Your task is to create a "Values Doodle Art" piece illustrating these
values in a way that’s meaningful to you.
Consider using symbols, patterns, and words that represent these values. You can draw
shapes, add designs, or write words in creative styles to express what matters most to
you.
Use colors, patterns, and your imagination to make your art piece unique!
Tip: Let your creativity flow, and don’t worry about making it perfect. Have fun
expressing yourself!
Example of Values Doodle Art:
Image reference: www.google.com
Self-Test:
To verify the students’ values as pertain to the entire dimension discussed
above, the following questions are posed to be answered individually.
1. How do you define values?
2. Write at least 10 values that you possess and rank them according to what you
think is important to you.
3. Do you agree that using “po” and “opo” and kissing the hands of our parents are
signs of respect and therefore should be preserved? Why? Explain briefly but
concisely.
4. Do you believe in the saying that “kung ano ang puno ay siyang bunga?” Explain.
5. Explain “Values are caught and not taught.”
References
Dela Cruz, Sonia-Gasilla, National Development via National Service Training
Program (CWTS & ROTC), 2005.
