02A Lesson Proper for Week 1

Lesson 1  
What is the legal basis of the National Service Training Program (NSTP)?  
 The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act 
Establishing the National Service Training Program (NSTP) for tertiary level students, amending
for the  purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for other purposes.”
was enacted  last January 2002 to amend the Expanded ROTC.  
 This program aimed to enhance civic consciousness and defense preparedness in the youth by 
developing the ethics of service and patriotism while undergoing training in any of its three (3)
program  components, specifically designed to enhance the youth’s active contribution to the
general welfare.  
Who are covered by the NSTP Law?  
 All incoming freshmen students, male, female, starting school year (SY) 2002-2003, enrolled  in
any baccalaureate and in at least two (2) year technical-vocational or associate courses,  are
required to complete one (1) NSTP component of their choice, as a graduation  requirement;  
 All higher and technical-vocational education institutions must at least offer one (1) of the  NSTP
components.  
 State universities and colleges (SUC’S), shall offer the ROTC component and at least one  other
NSTP component.  
 The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), 
Philippine National Police Academy (PNPA), and other SUC’s of similar nature, in view of the 
special character of these institutions, are exempted from the NSTP.  
 Private higher education and technical- vocational education institutions with at least 350 
student cadets, may offer the ROTC component and consequently establish / maintain a 
Department Of Military Science and Tactics (DMST), subject to the existing rules and  regulations
of the Armed Forces Of The Philippines (AFP).  
- What is the duration and equivalent course unit of each of the NSTP Component?  
Each of the NSTP component shall be undertaken for an academic period of two (2)  semesters for
54 to 90 training hours per semester. It shall be credited for three (3) units per  semester.  
- What fees shall be charged to students taking any of the NSTP components?  
No other fees shall be collected except basic tuition fees, which should not be more than 50%  of
the charges of the school per academic unit.  
- Who will manage the NSTP implementation?  
The school authorities shall exercise academic and administrative supervision on the design, 
formulation, adoption and implementation of the different NSTP components in their  respective
schools.  
In the case of ROTC, the school authorities and Department of National Defense (DND),  subject to
the policies, regulations and programs of DND on the military component of the  training, shall
exercise joint supervision over its implementation  
- Who will manage the NSTP implementation?  
Schools who have contracted CHED accredited or TESDA-recognized Non-Governmental 
Organizations (NGOs) to formulate and administer training modules for any of the NSTP 
components shall jointly exercise academic and administrative supervision with those NGOs.  
CHED Regional Offices, TESDA, Provincial/District Offices and DND-AFP (through the Major 
Service Reserve Commands), shall oversee and monitor the implementation of the NSTP  under
their respective jurisdiction, to determine if the trainings are being conducted in  consonance with
the objectives of the NSTP Law.  
- What is NSTP-One Summer Program (NSTP-OSP)?  
NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS.  
This is intended for graduating students in baccalaureate or at least two-year technical vocational
or associate courses, who have yet to comply with the NSTP as a requirement for  graduation, as
well as for students, thus allow them to concentrate on the academic subjects  and other co-
curricular concerns.  
- What is the National Service Reserve Corps (NSRC)?  
NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001, composed of  graduates of
the non- ROTC components: the CWTS and LTS. Members of this Corps maybe  tapped by the
State for literacy and civic welfare activities, through the joint effort of DND,  CHED, and TESDA. 
Guiding Principles  
A. Prime Duty of the Government to its Citizens  
 The aim of the government is to serve and protect the citizens and vice-versa the responsibility
of  all citizens to defend the security of the state, and in fulfillment the government may require
each citizens to  render personal, military or civil service.  
B. Role of the Youth in the Nation-Building 
The state shall promote civic consciousness among them, and shall develop their physical, moral 
valuable resource of the nation, the youth shall be motivated, trained, organized and involved in 
military, literacy or civic welfare programs actively.  
Lesson 2  
- What are the components of the NSTP?  

  
 Reserve Officer’s Training Corps [ROTC] 
Refers to the program component,  institutionalized under Section 38 and 39 of  Republic Act No.
7077, designed to provide  military training to motivate, train organize and  mobilize them for
national defense  preparedness. 

Civic Welfare Training Service [CWTS]  

Refers to the program component or activities  contributory to the general welfare and
the  betterment of life for the members of the  community or the enhancement of its
facilities,  especially those devoted to improving health,  education, environment,
entrepreneurship,  safety, recreation and moral of the citizenry and  other social welfare services.  

 Literacy Training Service [LTS]  

Refers to the program component designed to  train the students to teach literacy and
numeracy  skills to school children, out-of-school youth and  other segments of society in need of
their  
services.  
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT  
S-afety and Security  
E-ducation  
R-ecreation  
V-alues Formation and Moral Recovery  
I-ndustry and Entrepreneurship  
C-are for Health  
E-nvironment 
NSTP-CWTS SERVICE COMPONENTS  
 Safety and Security - This area involves disaster preparedness during fire, earthquake or other 
calamity that needs immediate response from any trained civilians during emergency situations. 
Basic lifesaving seminar, fire drill and the like are some of these examples.  
 Education - This area involves enhancement of institutional support materials and facilities for
the  community and school such as providing materials containing basic literacy skills for pre-
schoolers,  alternative learning system for out-of-school youths and adults, mathematics and
science tutorials  and extended services of skilled students.  
 Recreation - This area involves sports fest, parlor games for street children and painting that 
enrich youth’s capacities to relate with one another in the community  
 Values Formation and Moral Recovery - This involves the development of youth to be good 
leaders, responsible individuals imbued with good moral values and active agent of development
of  the community.  
 Industry and Entrepreneurship - This area includes programs and activities that are vital to 
economic growth. CWTS students demonstrate technical skills in communities like meat 
processing, silkscreen making and how to establish small business.  
 Care for Health - This area aims to give knowledge on medical-related fields and extend health 
services needed in the community. It includes medical services like first- aid operation,
vaccination,  info dissemination, basic lifesaving seminars, heath / nutrition technical assistance
and training of  youth to be first aid assistants.  
 Environment - This area inculcates environmental awareness and its contribution to health and 
related fields. It involves management of waste, environmental protection, dissemination and 
application of technologies supportive of the community needs and livelihood activities related to 
environment and other related fields supportive of the national thrust.  

02A Lesson Proper for Week 2

IV. LESSON PROPER LET’S BEGIN! 
 ∙ I have healthy body 

 I am an attractive person 
 I am an honest person 
 Religion is my guide in everyday life 
 I am a cheerful person 
 I hate myself 
 I am from a happy family 
 I am not loved by my family  

 (Jamaludin & Yousaf- TSCS, 2009)

LESSON 1 
Definition of Self Concept 
“the totality of the individual’s thoughts and feelings having reference to himself as an object” 
(Rosenberg, 1979, p.7) 
Like other belief systems, the self-concept includes 
1. Cognitive 
2. Behavioral 
3. Affective component. 
Cognitive Component: Self Schema 
 Self-schemas are “cognitive generalizations about the self, derived from past experience, that  organize
and guide the processing of self-related information” 
Behavioral component: self-perception 
Darl Bem (1972) influential self-perception theory reflects we observe our behavior and the  situation in
which it took place, make attributions about why the behavior occurred,and draw  conclusions about our
own characteristic and disposition. In other words, we come to understand  ourselves the same way we
perceive and understand others. 
Affective/evaluative component: Self-Esteem 
“self-esteem reflects the perceived difference between an individual’s actual self-concept (who I  think I
really am) and some ideal self-image (who I would really like to be).” 
You and Me: Understanding of Self 
 William James’s conception of the self was highly introspective. (looking inside)  In 1954 Festinger’s
theory of social comparison, we cannot interpret our own actions and feelings  without looking outward to
the actions and feelings of exhibited by the other people. 
WESTER CULTURE EASTERN CULTURE 
William James was American  philosopher- western culture and social thought. 
Focused on individual self-concept e.g., interpersonal competition, individual  achievement,
independence. 
How does self-concept foster 
Alternative perspective- Eastern culture such as Japan- eastern culture and social thought. 
Focused on collectivistic self-concept  e.g., intragroup cooperation,  interdependence, and collectivistic
achievement. 
 The looking-glass self is a social psychological concept, created Charles Horton Cooley by in  1902,
stating that a person's self grows out of society’s interpersonal interactions and the  perceptions of others.
The term refers to people shaping themselves based on other people’s  perception, which leads the
people to reinforce other people’s perspectives on themselves. People  shape themselves based on what
other people perceive and confirm other people's opinion on  themselves. The term "looking glass self"
was first used by Cooley in his work, Human Nature and  the Social Order in 1902. 
 C. H. Cooley has summed it up in his statement: "I am not what I think I am and I am not what you 
think I am; I am what I think that you think I am." 
Threat to self-concept/ cognitive dissonance theory 
 Cognitive dissonance is a discomfort caused by holding conflicting cognitions (e.g., ideas,  beliefs,
values, emotional reactions) simultaneously. 
 The theory of cognitive dissonance in social psychology proposes that people have a motivational  drive
to reduce dissonance by altering existing cognitions, adding new ones to create a consistent  belief
system, or alternatively by reducing the importance of any one of the dissonant elements  that can leads
to the change in self-concept. 
DIFFERENCE 
SELF –CONCEPT 
• Encompasses what people know and believe  about themselves. 
• All self-knowledge is integrated into a single concept. 
• Largely coherent and integrated. 
• Conscious 
SELF-PERCEPTION 
SELF- KNOWLEDGE 
Knowledge or understanding of one’s own nature,  abilities, and limitations; insight into oneself. 
• Plenty of material connected together. 
•Conscious, unconscious, subconscious 
SELF-SCHEMA 
• Fall under the behavioral component of  self-concept. 
• Perceives one’s behavior in environment.
• Fall under the cognitive component of self concept. 
• Beliefs about one’s self. 
• Information from previous experiences. 
LESSON 2 
SELF ACTUALIZATION 
"Self-Actualization is the intrinsic growth of what is already in the organism, or more accurately, of what
the organism is." - Abraham Maslow 
Characteristics of Self Actualizing People 
Realistic 
Realistically oriented, SA persons have a more efficient perception of reality, they have  comfortable
relations with it. This is extended to all areas of life. SA persons are unthreatened,  unfrighten by the
unknown. they have a superior ability to reason, to see the truth. They are logical  and efficient. 
Acceptance 
Accept themselves, others and the natural world the way they are. Sees human nature as  is, have a lack
of crippling guilt or shame, enjoy themselves without regret or apology, they have no  unnecessary
inhibitions. 
Spontaneity, Simplicity, Naturalness 
Spontaneous in their inner life, thoughts and impulses, they are unhampered by  convention. Their ethics
is autonomous, they are individuals, and are motivated to continual  growth. 
Problem Centering 
Focus on problems outside themselves, other centered. They have a mission in life  requiring much
energy, their mission is their reason for existence. They are serene, characterized  by a lack of worry, and
are devoted to duty. 
Detachment: The Need for Privacy 
Alone but not lonely, unflappable, retain dignity amid confusion and personal misfortunes,  objective. They
are self-starters, responsible for themselves, own their behavior. 
Autonomy: Independent of Culture and Environment 
SA's rely on inner self for satisfaction. Stable in the face of hard knocks, they are self contained,
independent from love and respect. 
Continued Freshness of Appreciation 
Have a fresh rather than stereotyped appreciation of people and things. Appreciation of the  basic good in
life, moment to moment living is thrilling, transcending and spiritual. They live the  present moment to the
fullest. 
Interpersonal relations 
Profound, intimate relationships with few. Capable of greater love than others consider  possible.
Benevolence, affection and friendliness shown to everyone. 
Democratic values and attitudes 
Able to learn from anyone, humble. Friendly with anyone regardless of class, education,  political belief,
race or color.
Discrimination: means and ends, Good and Evil 
Do not confuse between means and ends. They do no do wrong. Enjoy the here and now,  getting to
goal-- not just the result. They make the most tedious task an enjoyable game. They  have their own inner
moral standards (appearing amoral to others). 
Philosophical, unhostile sense of humor 
Jokes are teaching metaphors, intrinsic to the situation, spontaneous, can laugh at  themselves, never
make jokes that hurt others. 
Creativity 
Inborn uniqueness that carries over into everything they do, see the real and true more  easily, original,
inventive and less inhibited. 
Resistance to enculturation: Transcendence of any particular culture 
Inner detachment from culture, folkways are used but of no consequence, calm long term  culture
improvement, indignation with injustice, inner autonomy and outer acceptance. Transcend  the
environment rather than just cope. 
Imperfections 
Painfully aware of own imperfections, joyfully aware of own growth process. Impatient with  self when
stuck, real life pain, not imagined. 
Values 
Philosophical acceptance of the nature of his self, human nature, social life, nature,  physical reality,
remains realistically human. 
Resolution of dichotomies 
Polar opposites merge into a third, higher phenomenon, as though the two have united,  work becomes
play, most childlike person is wisest, opposite forces no longer felt as a conflict.  Desires are in excellent
accord with reason. 
LESSON 3 
Self-Awareness: Improving Interpersonal Relations with Constructive Self-Disclosure/self awareness. 
EMPOWERMENT THOUGH SELF AWARENESS 
- Knowing your strengths, weaknesses, vulnerabilities, thoughts and feelings is a big step towards 
knowing who you really are. 
- Self-awareness is the key to preventing the emotional drama that guides your reactions to  situations
and other people. 
Importance of self-concept 
- A person’s self-concept affects his way of relating with others. 
- A strong self- concept is necessary for healthy and satisfying interaction. 
- A weak self-concept on the other hand often distorts the individual’s perceptions of how others see  him,
generating feeling of insecurity in relating to other people. 
Conflict of Self-concept 
- Each human being is several selves. He lives in the role of father, husband, businessman,  executive,
player and so forth but if there are conflicts among any of these roles discomfort arises.
- Such conflicts bring with them dynamics as tensions, guilty feelings 
- We tend to resolve these conflict based on our personality orientations. 
Self-Awareness 
- Awareness of self does not emerge in an individual at the time of his birth or any particular stage of  his
or her lifetime. 
- It gradually develops from its initial stages into more and more complex form. 
- It does not accomplish any final form in the course of human life. 

I 
- I-the Experiencer 
- I is an agent, the experiencer. 
- This component of self emerges and  develops in a mutual relationship with the  individual’s
environment. 
- The individual experiences himself or  herself as an entity, separate from the  world through satisfaction
and  dissatisfaction of his or her basic biological  and social needs. 
ME 
- The „Me‟- the experienced 
- „Me‟ is a socially formed object. 
- „I‟ is the spontaneous and acting component of the self, the „me‟ is the reflexive and evaluative
component. 
WAYS TO IMPROVE/ EMPOWERMENT 
Constructive Criticism 
Constructive criticism is a form of self- disclosure that helps another person look at their own  behavior
without putting that person on the defensive, Not the same as blaming. 
- Skill that can be mastered through learning and practice 
- Replace “You” statements with “I” statements 
- Request changes “in the future” instead of pointing out something negative in the present Four Benefits
of Self- Disclosure 
- Increased accuracy in communication 
- Reduction of stress 
- Increased self-awareness 
- Stronger relationships 
Increased Accuracy in Communication 
- People can not read minds 
- Take the guess work out of the process 
- Reporting both facts and feelings improves accuracy
Reduction of Stress 
- Emphasis on privacy and concealment of feelings creates stress 
- Sharing inner thoughts and feelings usually reduces stress 
- Stress symptoms can include 
- high blood pressure – perspiration 
- decline in immunization – rapid breathing 
Increased Self-awareness 
- The ability to recognize and understand your moods, emotions, drives and their effect on  others 
- The foundation on which self- development is built 
- Increases as you receive feedback from others 
Stronger Relationships 
- When two people engage in an open dialogue, they often develop a high regard for each  other‟s views 
- Enhances awareness of common interests and concerns

Lesson 4 The Five Levels of Self Talk

I need to ....

LEVEL Negative Acceptance  The I ought to .....

1  Most Harmful I should ......
I really should lose weight
I need to

Recognition of Need “I ought to .....

Level 2 
Deceptive at Best “I should ......
“I really should lose weight.
I never ......

Decision to Change First “I no longer find that ....

Level 3 
Truly Effective Level I no longer put off .......
“I never eat more than I need.”
 “I have a 33 inch waist

The Better You Painting  a “I have a great job

Level 4 
Completed New Self and my needs are met.”
“I am healthy, organized,
It is done.” 
“I am one with the Spirit” 
Level 5  Universal Affirmation
“I am worthy of all good things, my battles are won, I
only  need to show up to claim that which is already
complete.”

02A Lesson Proper for Week 3

Lesson 1 Law and Morality 
Definition of LAW 
∙ It is possible to describe law as the body of official rules and  regulations, generally found in
constitutions, legislation, judicial  opinions, and the like, that is used to govern a society and
to  control the behaviour of its members, so Law is a formal  mechanism of social control. 
∙ Law is also defined as a set of rules and principles which  enforce particular types of behaviour. 
∙ A society’s code of morality may be defined as a set of beliefs,  values, principles and standards
of behaviour.’ 

Definition of MORALITY 
∙ Morality is a rule which lays down a standard of  behaviour which the bulk of society accept and
to which  
its members ought to conform and which justifies  censure in its breach. 
∙ Religion is defined as a system of beliefs and practices  that people follow in order to make
sense of life, to bring  meaning to their existence and to bring them comfort and  guidance. 

The Relationship Between Law and Morality is Complex. 

Law and Morality 
Moral Rules 

Moral  and  
Legal  Rules 

Legal Rules 
∙ People resort to various kinds of rules to guide their lives. Thus moral rules and ethics remind
us  that it is immoral to covet, to tell lies or engage in drunkenness in private. Society may
disapprove of such practices but the law is not so concerned with such matters and leaves them
to the  individual’s conscience. 
Three main theories 
∙ The Liberal View (harm to others) proposed by John Stuart Mill 
∙ The Moralistic view (harm to society) proposed by Lord Devlin 
∙ Paternalist view (harm to self and others) proposed by Professor H.L.A Hart 
The Liberal View 
∙ John Stuart Mill posits that the only purpose for which power can be rightly exercised over any 
member of a civilized community against his will is to prevent harm to others. His own good, 
either physical or moral is not sufficient. Mill argues this approach is good for individuals and 
society. 
The Moralistic View 
∙ According to Devlin there is only one explanation of what has been accepted as the basis of
criminal law and that is that there are certain standards of behaviour or moral principles which 
society requires to be observed, and the breach of them is an offence not merely against the 
person who is injured but against society as a whole. Devlin believed that there was such a  thing
as public morality. 
∙ According to Devlin, an established morality is as necessary as good government to the welfare
of  society. Societies disintegrate from within more frequently than they are broken up by external 
pressures.’ 
∙ There is disintegration when no common morality is observed and history shows that the
loosening  of moral bonds is often the first stage of disintegration, so that society is justified in
taking the same  steps to preserve its moral code as it does to preserve its government and other
essential  institutions.
The Paternalistic view 
∙ The final theory is the most modern and is the Paternalistic view, harm to self and others view
as  put forward by Professor Hart in the 1960s. His theory is that the law should only intervene in 
the private lives of citizens to prevent harm to others and harm to oneself. He did acknowledge
that  there was a difficulty in defining harm but did acknowledge that it did not include moral harm
to  oneself. An existing law illustrating this theory is the law which prevents methods of
prostitution.  The Paternalistic view focuses very much on the individual. 
∙ Pursuing your own good in your own way is an ‘experiment of living’. To limit these experiments
on  any grounds other than their causing harm to others is mistaken and will harm society as a
whole: ∙ To impose a way of life on moral grounds is to assume infallibility about moral values. ∙
Bad ways of living might still have some insight or truth to them that we would lose if we banned 
them. Diversity of lifestyles causes people to think about how to live, which leads to better lives. ∙
Different people need to live different sorts of lives. 
Lesson 2 Core & Related Values 
Health 
Health refers to a holistic concept of physical, mental and social well- being, with reverence and 

Health and harmony with nature  

∙ Holistic health  
∙ Cleanliness  
∙ Physical fitness  

∙ Reverence for life  

∙ Environmental care 
Truth 
Truth requires critical thinking as well as creativity and a future and scientific orientation.
Tolerance  calls for the eradication of prejudices, an open mind and respect for diversity.  
∙ Critical thinking  
∙ Creativity 
∙ Openness and respect for others  
∙ Future orientation  
∙ Scientific orientation 
Love  
Love includes the need of self-worth and reaching out of others. The ability to love begins with an 
appreciation of one’s own power and goodness. Honesty, integrity, personal discipline, courage, 
compassion and trust enable one to care for others.  
∙ Love and goodness  
∙ Self-worth/self-esteem  
∙ Goodness 
∙ Honesty/integrity  
∙ Personal discipline  
∙ Courage  
∙ Trust  
∙ Compassion (caring and sharing) 
Global Spirituality 
Global spirituality enables one to develop an inner relationship with God, the sacred source of life.
It  allows one to grow in relationships with the human community and the whole earth, stressing
the unity of  life. It includes inner peace and religious tolerance.  
∙ Faith in god  
∙ Inner peace  
∙ Religious tolerance  
∙ Unity of all 
Peace and Justice  
Peace and justice are founded on respect for human rights and love, concern for the common 
good, cooperation, fairness and social responsibility, accountability, and active non-violence.  ∙
Respect and love for one’s family  
∙ Family solidarity  
∙ Responsible parenthood  
∙ Respect for human rights  
∙ Concern for the common good  
∙ Responsibility and accountability  
∙ Creative goodwill 
Sustainable Human Development 
Sustainable human development means a balance between the economic and the social,
protection of  the environment, wise use of resources, and responsible consumerism, productivity
and equity.  Balance between economic and social development  
∙ Protection of the environment  
∙ Wise use of resources  
∙ Responsible consumerism  
∙ Productivity and quality 
∙ Economic equity  
∙ Work ethic  
∙ Entrepreneurial spirit 
Nationalism  
Nationalism is, above all, love of country, appreciation of its history and its heroes, and 
appreciation of its cultural heritage. Democracy upholds the principles of freedom and
responsibility, active  participation by all citizens, civic consciousness, and committed leadership.
Globalism emphasizes global  solidarity, cooperation, interdependence, international
understanding, appreciation of the world's heritage  and global peace.  
∙ Love of country 
∙ Heroism and appreciation of heroes  
∙ Appreciation of culture heritage  
∙ Democracy  
∙ Freedom and responsibility  
∙ Civic consciousness and active participation  
∙ Committed leadership  
∙ National unity  
∙ International understanding and solidarity  
∙ Interdependence  
∙ Appreciation of world heritage 
∙ Cultural freedom  
∙ Global peace 
Lesson 3 The Human Person 
What is a person? 
“The person is seen as more than an isolated individual body, but as a dynamically interior
person able to  grow deeply in oneself through the others with whom he or she communicates,
therefore seeing the person  in terms of relation to other persons.” 
- Maritain 
o “any entity that has the moral right of self-determination.” 
o the kind of being that has the moral right to make its own life-choices and to live its life  without
being provoked interfered by others 
o the individual’s uniqueness which cannot be interchanged and therefore cannot be  counted 
o a being that has certain capacities or attributes constituting personhood, which in turn is 
defined differently by different authors in different disciplines and by different cultures in 
different times and places 
LAW: 
A person is a human being or a corporation recognized in law as having certain rights and
obligations. PHILOSOPHY: 
A person is a being characterized by consciousness, rationality, and a moral sense, and
traditionally  thought of as consisting of both a body and a mind or soul. 
Personhood 
∙ the status of being a person 
∙ a controversial topic in philosophy and law 
∙ closely tied to legal and political concepts liberty of citizenship, and equality
Needs: Maslow ‘s Hierarchy of Needs 
1. Human beings initially set their priorities according to their existential needs such as food,
clothes  and sleep. If the existential needs are not met survival is threatened and life itself is in
danger. 2. If the existential needs are  satisfied the need for safety is awakened:  
2. The desire for protection from the risks to  life such as war, sickness, accident,  
environmental catastrophes etc. take  center ground. 
3. The next level in the priority  pyramid according to Maslow concerns the  social needs: The
human being wants to  be with like-minded people, he wants to be accepted and loved. 
4. The following level is concerned with self-regard and the esteem of other people: The human
being  wants to strengthen his self-confidence and for this purpose seeks regard and recognition
from other  people. 
5. The top objective is the need for self-realization: The human being wants to be able to be
himself  and to permanently be able to experience inner peace, happiness and harmony. 
The Human Act: Its Characteristics 
Knowledge 
• a familiarity with someone or something, which can include facts, information, descriptions, or 
skills acquired through experience or education 
Freedom 
• the state of being free at liberty rather than in confinement or under physical restraint •
exception from external control, interference, regulation, etc. 
• political or national independence 
Willfulness 
• said or done on purpose; deliberate • obstinately bent on having one's own way. 

02A Lesson Proper for Week 4

Lesson 1 VALUES DEVELOPMENT 
We are not born with values, so how  do people develop their values? There are  three periods
during which values are  
developed as we grow. 
Values provide each team member  with the ability to make decisions that support  the
organization to achieve the defined vision  as well as promoting inter-dependence
and  accountability. Personal values development  and integration increases the integrity
and  personal effectiveness of the leadership of the team. 
PERIODS OF DEVELOPMENT 
Sociologist Morris Massey has described three major periods during which values are 
developed. 

The Imprint Period 

Up to the age of seven, we are like sponges, absorbing everything  around us and accepting much
of it as true, especially when it comes from  our parents. The confusion and blind belief of this
period can also lead to  the early formation of trauma and other deep problems. 
The critical thing here is to learn a sense of right and wrong, good  and bad. This is a human
construction which we nevertheless often assume  would exist even if we were not here (which is
an indication of how deeply  imprinted it has become). 

The Modeling Period 

Between the ages of eight and thirteen, we copy people, often our parents, but also others.
Rather  than blind acceptance of their values, we are trying them on like a suit of clothes, to see
how they feel. 
At this age we may be much impressed with religion or our teachers. You may remember being 
particularly influenced by junior school teachers who seemed so knowledgeable--maybe even
more so than  your parents. 
The Socialization Period 
Between 13 and 21, we are very largely influenced by our peers. As we develop as individuals and 
look for ways to get away from the earlier programming, we naturally turn to people who seem
more like us. 
Other influences at these ages include the media, especially those parts which seem to resonate 
with the values of our peer groups. 
BECOMING PRINCIPLED 
It's tough to have high moral values, but some people get there. 
If you can understand how people's values develop, then you can guide the process. This is well 
understood by dictators and religious sects around the world. Dictators regularly take over the
education  system and brainwash the children in their ideals. An old Jesuit saying is not that far
off: 'Give me the child  and I will give you the man.' 
Being principled is a very powerful method of influence. But beware: this is a one-way street -- it 
also means there are many things you cannot do. 
Pre-moral 
In the pre-moral state, we have no real values (we are thus 'amoral'). Young children are premoral. 
So also, are psychopaths. Our basic nature tells us to be Machiavellian, doing whatever it takes to
achieve  our goals, even if it means hurting other people. 
Conventional 
Most people have conventional values, as learned from their parents, teachers, and peers. These 
basically say, 'here are the rules to live in reasonable harmony with other people.' 
The bottom line of this state is that we will follow them just so long as we think we need to. We
will  break our values occasionally, and especially if our needs are threatened or we are pretty
sure we can get  away with breaking values with nobody else knowing about it.

Principled 
When we are truly principled, we believe in our values to the point where they are an integral and 
subconscious part of our person. Right and wrong are absolute things beyond the person, for
example as  defined by a religion. 
The test of a principled person is that they will stick to their values through thick and thin, and
even  will sacrifice themselves rather than break their principles. Many great leaders were
principled (Martin  Luther King, Gandhi, etc.).  
Lesson 2 IMPORTANCE OF TEACHING VALUES 
Why Education for Values? 
A most important reason for reorienting education for values  is the fact that the current model of
education contributes to the  lopsided development of students. This model of education
puts  exclusive focus on cognitive to the total neglect of the affective  domain and presents an
alienation between head and heart.  
Students are nurtured in a spirit of excessive competition and are  trained right from the
beginning to relate to aggressive competition  and facts detached from contexts. The
individualistic idea of  excellence is promoted at the cost of emotional and relational skills.  Young
learners hardly understand why they are in school,  why they are studying different subjects and
how their schooling will  be helpful to them. Their understanding is limited to learning about  the
subjects. They hardly know how they should live their lives,  commit themselves to the welfare of
the country, care about the  environment and other social and moral issues. They are not clear as
to what sort of persons they hope to  become when they complete theirschool education.  
Values and the Contemporary Realities 
Whenever there is a discussion about values and value education there is generally a skepticism 
about the relevance of values in the present day context.  
KEY CHALLENGES 

Tradition vs. Modernity 

Developing societies like India often face the conflict about tradition and modernization and both 
adults and young learners have very uneasy attitudes in relation to tradition and modernization. 
Globalization 
One of the contemporary realities is that the socio-cultural environment has been radically 
transformed. Globalization signifies omni present culture. Our cultural horizon today embraces
almost all  the planet. Societies have become less and less mono-cultural.  
Diversity 
Philippines is a multilingual, multicultural and multi religious country. In the age of increasing 
intermingling of communities and cultures, it is important that diversity within the Philippine
society is  appreciated based on universal principles.  
Inclusivity 
A healthy happy society is one in which all its members feel included and do not feel that they are 
excluded from the processes of the society because of their color, culture, caste, religion, gender
or  community.  
Environment 
Making children sensitive to the environment and the need for its protection is an immediate
social  concern.  
Exploding world of science and technology 
It is very clear that coming decades are going to see a greater explosion of science and
technology  while we are still trying to cope up with the present challenges of new technology. 
Mass Media 
A major ubiquitous aspect of contemporary society is the intrusion of the mass media into the
day  to day life of all societies 
LESSON 3 VALUES FORMATION 
Values can be described as spiritual skills. Values such as  honesty, loyalty and patience are
skills of the higher or spiritual mind  that is above the thinking mind. The formation of these
values or  spiritual skills follows the same process as the formation of skills at  lower levels. 
THE VALUING PROCESS 
∙ the whole person’s learning and growth; 
∙ the total valuing process and

∙ the factors that influence it such as the family, the school, the church, the work place, the larger 
society and the whole community  
Process comes by the influence of:  
∙ Family 
∙ School or church 
∙ Multitudinous institutions of society  
(specially the nation and state) 
∙ World community and in fact universe 
Knowing what is important to them will help them find success in their personal and professional
lives. 
1. Character Values 
Character values are the universal values that you  need to exist as a good human being. They are
also the  core characteristics that employers look for when hiring.  
Examples of character values include commitment, loyalty,  positive attitude, and respect. 
2. Work Values 
Work values are values that help you find what you want in a job and give you job satisfaction. It
is  especially important to understand what your work values are in order to thrive professionally.
Examples of work values are hands-on, public contact, prestige, and stability. 
3. Personal Values 
Personal values are values that help you define what you want out of life and will assist you in
being happy and fulfilled. They are the guiding principles of your life. Examples of personal values
are:  family life, popularity, health, and appearance.

LESSON 4 VALUES CLARIFICATION 

What is Values Clarification? 
A method whereby a person can discover his or  her own values by assessing, exploring, and
determining  
what those personal values are and how they affect  personal decision making.  
What is the goal of Values Clarification? 
The goal of "values clarification" is for you to  become fully conscious of their influence, and to
explore  
and honestly acknowledge what you truly value at this  time in your life. 
Five Things About Values Clarification 
1. Values Clarification is a difficult task 
There are three basic steps that are useful in Values Clarification:  
∙ Choice - right to exercise one's freedoms in any manner  
∙ Value - Worth in usefulness or importance to the possessor  
∙ Action - something done  
2. Values are better than rules 
Forward-thinking The organization promotes values to guide people. Doing this saves time 
because organizations need not write rules, and need not refer to rule books or  organization
manual 
3. Values serve as outline goals 
An explicit set of values shall form the foundation of any organization because they endure 4.
Values send a message 
A good value teaches and guides the members of the organization. A symbolic act affirms  the
value over and over.  
5. Values shape an organization 
Values manifest itself in various ways. It thrusts members to produce quality good  products. 

02A Lesson Proper for Week 5

Lesson 1 LEADER AND LEADERSHIP 
Is leadership a position of office or  authority? Or, is leadership an ability in the sense  
that he is a leader because he leads? 
WHO IS A  LEADER? 
A leader by its meaning is one who goes  first and leads by example, so that others are  motivated
to follow him. To be a leader, a person  must have a deep-rooted commitment to the goal  that he
will strive to achieve it even if nobody  follows him! 
Leader is a person who influences a group of people towards the achievement of a goal. 
Leadership is a process by which a person influences others to accomplish an objective and
directs the  organization in a way that makes it more cohesive and coherent. 
The 7 Secrets of Inspiring Leaders 
1. IGNITE YOUR ENTHUSIASM 
2. NAVIGATE A COURSE OF ACTION 
3. SELL THE BENEFITS  
4. PAINT A PICTURE 
5. INVITE PARTICIPATION 
6. RENIFORCE OPTIMISM 
7. ENCOURAGE POTENTIAL 
Lesson 2 VIRTUE AS FOUNDATION OF LEADERSHIP  
“The supreme quality for leadership is unquestionably integrity. Without it, no real success is
possible, no matter whether it is on a section gang,  a football field, in an army, or in an office.” -
Dwight D. Eisenhower 
The leadership virtues describe a leader's  way of reasoning, his or her most basic beliefs,
and  the emotions associated with those beliefs. 
1. Continuous Self Improvement  
∙ Acknowledge that you do not know  everything and endeavor to learn  more  
∙ Get input from co-workers and team members  
∙ Reflect on your actions and assess  what you could have done better  
∙ Commit to making changes in the name of self-improvement  
2. Dedication  
∙ Fulfill your promises, no matter what  
∙ Commit to completing tasks on time  
∙ Always be dependable 
∙ Keep the end in mind  
∙ Strive to achieve the best result  
3. Sincerity  
∙ Never utter a false statement  
∙ Speak from your heart  
∙ Smile  
∙ Make other people feel important  
∙ Try to see things from the other person’s point of view 
4. Generosity  
∙ Be lavish in sincere praise  
∙ Be generous with your time  
∙ Be supportive of other people’s ideas  
∙ Show appreciation of others daily  
5. Humility  
∙ Give credit to others & allow them to shine  
∙ Decide you do not always have to be right 

LEADERSHIP 
∙ Allow others to suggest improvements and act on them  
∙ Speak about your own mistakes rather than the mistakes of others 
6. Integrity 
∙ Never do anything you need to be ashamed of  
∙ Act according to what is best for others rather than what is best for you  
∙ Be consistent in doing “the right thing”  
7. Wisdom  
∙ Learn from mistakes (yours & other’s)  
∙ Consider the big picture (i.e., the long term effect of a decision)  
∙ Act quickly, but do not make hasty decisions  
∙ Get the facts  
∙ Consider all points of view 
∙ Be objective  

Lesson 3 TRAITS OF LEADERSHIP   

The basic principle of leadership is to lead by example. The principles of leadership, which are 
more fundamental than goals or policies, specify that in order to be a good leader a person must
be honest,  competent, forward looking, inspiring, intelligent, fair-minded, broad-minded,
courageous, straightforward  and imaginative. The more of these traits a leader possesses, the
more likely people will be to follow.  
TRAITS OF EFFECTIVE LEADER 
∙ Emotional stability 
Good leaders must be able to  tolerate frustration and stress.  Overall, they must be well-
adjusted  
and have the psychological maturity  to deal with anything they are  required to face.  
∙ Dominance  
Leaders are often times  competitive and decisive and usually  enjoy overcoming obstacles.
Overall,  they are assertive in their thinking  style as well as their attitude in  dealing with others.

∙ Enthusiasm  
Leaders are usually seen as active, expressive, and energetic. They are often very optimistic and 
open to change. Overall, they are generally quick and alert and tend to be uninhibited.  
•Conscientiousness. 
Leaders are often dominated by a sense of duty and tend to be very exacting in  character. They
usually have a very high standard of excellence and an inward desire to do one's best.  They also
have a need for order and tend to be very self-disciplined 
∙ Social boldness.  
Leaders tend to be spontaneous risk takers. They are usually socially aggressive and generally 
thick-skinned. Overall, they are responsive to others and tend to be high in emotional stamina.
•Tough mindedness. Good leaders are practical, logical, and to-the-point. They tend to be low in
sentimental  attachments and comfortable with criticism. They are usually insensitive to hardship
and overall, are  very poised. 
∙ Self-assurance.  
Self-confidence and resiliency are common traits among leaders. They tend to be free of guilt and 
have little or no need for approval. They are generally secure and free from guilt and are usually 
unaffected by prior mistakes or failures. 
∙ Compulsiveness. 
Leaders were found to be controlled and very precise in their social interactions. Overall, they
were  very protective of their integrity and reputation and consequently tended to be socially
aware and  careful, abundant in foresight, and very careful when making decisions or determining
specific actions 
Lesson 4 Quality and Characteristics of a Good Leader   
QUALITIES TO BE A GOOD LEADER 
1. Honesty 
Your business and its employees are a  reflection of yourself, and if you make honest and  ethical
behavior a key value, your team will follow  suit. 

2. Delegate  
It’s important to remember that trusting your  team with your idea is a sign of strength, not  
weakness. Delegating tasks to the appropriate  departments is one of the most important skills
you  can develop as your business grows. 
3. Communication  
Being able to clearly and succinctly describe what you want done is extremely important. If  you
can’t relate your vision to your team, you won’t all be working towards the same goal.
4. Confidence  
Part of your job as a leader is to put out fires and maintain the team morale. Keep up your 
confidence level and assure everyone. As the leader, by staying calm and confident, you will help 
keep the team feeling the same. 
5. Commitment  
Proving your commitment to the brand and your role, you will not only earn the respect of  your
team but will also instill that same hardworking energy among your staff. It’s important to show 
your commitment not only to the work at hand, but also to your promises. 
6. Positive attitude  
You want to keep your team motivated towards the continued success of the company and keep
the energy levels up. Keep the office mood a fine balance between productivity and  playfulness. 
7. Creativity  
As a leader, it’s important to learn to think outside the box and to choose which of two bad 
choices is the best option. Don’t immediately choose the first or easiest possibility; sometimes
it’s  best to give these issues some thought, and even turn to your team for guidance. By utilizing
all  possible options before making a rash decision, you can typically reach the end conclusion
you  were aiming for 
8. Inspire  
Being able to inspire your team is great for focusing on the future goals, but it is also  important
for the current issues. Acknowledge the work that everyone has dedicated and commend  the
team on each of their efforts. It is your job to keep spirits up, and that begins with an  appreciation
for the hard work. 
9. Intuition  
When something unexpected occurs, or you are thrown into a new scenario, your team will  look
to you for guidance. the tough decisions will be up to you to decide and you will need to  depend
on your gut instinct for answers. Learning to trust yourself is as important as your team  learning
to trust you. 
10. Approach 
In order to optimize your effectiveness as a leader, you must have the ability to customize  your
approach on a person by person basis, based on the situation at hand. Your capacity to  execute
this concept will play a huge role in your ability to get the best work out of your team and other
partners along the journey. 
CHARACTERISTICS OF A LEADER 
Some say that leaders are born, but if you look at the 16 characteristics of a leader you will see 
that these characteristics are skill based and therefore can be learnt.  
1. A Clear Vision  
As a leader you need to have a clear vision of what you want to achieve and why. This  vision
needs to be grand enough to encompass the visions of the people or group you wish to lead. 

2. Communication skills  
Leaders need to be able to communicate their vision powerfully and persuasively. Think of  Martin
Luther King, or Gandi.  
3. Competency  
You have to be competent in the task, so the berry picker leader would be the person who  knows
where the best berries are.  
4. Empathetic  
Leaders are able to empathize with people, so that they feel and know that their leader 
understands their feelings and thoughts.  
5. Decisive  
A leader will usually make a decision quickly once having accessed the situation and then  stick
with that decision. The root meaning of a decision is to cut oneself off from any other option.  6.
Courage  
If you don’t have courage this is a skill that can take a bit of learning. But with time and 
application can be enhanced or learnt. Courage doesn’t mean foolhardy but means standing up
for  and doing what you believe is right.  
7. Sense of Humor  
A great sense of humor Is a prerequisite for a leader. Patton famously said ‘We’re not  retreating;
we’re advancing in a different direction’  
8. Confidence  
Be confident and have confidence in your team and organization. If you’re newly appointed  to a
leadership position and are a little unsure. Then have confidence in the people who promoted 
you, that you are the best person to do a job.  
9. Self-Discipline  
Good self-discipline is another hallmark of a leader.  
10. Can do  
Leaders have a can do attitude. After all, if the person in charge doesn’t think it can be  done, then
there is little hope.  
11. Inspiration  
Inspiration will keep us going long after motivation has faded away. As this blog Do you  want to
be inspired or Motivated looks at.  
12. Ambition  
Maybe all of us have an ambition to be more and or have more, in leaders this is  pronounced.  
13. Attitude  
Maybe you’ve heard of the phrase, ‘have an attitude of gratitude’ being grateful for all that  we
already have. But how about being grateful for the times things didn’t work out. We learn more 
from our failures, and we can fail our way to success. 
14. Goal  
A leader will set a clear objective that is achievable for the group/organization to attain. 

15. Flexibility  
Success comes with an ability to change and adapt as situations arise and alter.  
16. Persistence  
Only air is softer and more malleable than water. Yet over time with persistence water will  carve
great canyons out of hard bedrock. 
Lesson 5 LEADERSHIP STYLES 
7 Most Common Leadership Styles (and How to Find Your Own) 
At first glance, we may think that some leadership styles are better than others. The truth is that 
each leadership style has its place in a leader's toolkit. The wise leader knows to flex from one
style to  another as the situation demands. 
Leadership styles are on a continuum, ranging from autocratic at one end, to laissez-faire at the 
other, with a variety of styles in between. 
1. Autocratic Style 
The phrase most illustrative of an autocratic leadership style is "Do as I say." Generally, an 
autocratic leader believes that he or she is the smartest person at the table and knows more than 
others. They make all the decisions with little input from team members. 
2. Authoritative Style 
The phrase most indicative of this style of leadership (also known as "visionary") is "Follow me." 
The authoritative leadership style is the mark of confident leaders who map the way and set 
expectations, while engaging and energizing followers along the way. 
In a climate of uncertainty, these leaders lift the fog for people. They help them see where the 
company is going and what's going to happen when they get there. 
Unlike autocratic leaders, authoritative leaders take the time to explain their thinking: They don't 
just issue orders. Most of all, they allow people choice and latitude on how to achieve common 
goals. 
3. Pacesetting Style 
"Do as I do!" is the phrase most indicative of leaders who utilize the pacesetting style. This style 
describes a very driven leader who sets the pace as in racing. Pacesetters set the bar high and 
push their team members to run hard and fast to the finish line. 
While the pacesetter style of leadership is effective in getting things done and driving for results,
it's  a style that can hurt team members. For one thing, even the most driven employees may
become  stressed working under this style of leadership in the long run. 
4. Democratic Style 
Democratic leaders are more likely to ask "What do you think?" They share information with 
employees about anything that affects their work responsibilities. They also seek employees'
opinions before approving a final decision.

5. Coaching Style 
When you having a coaching leadership style, you tend to have a "Consider this" approach. A 
leader who coaches views people as a reservoir of talent to be developed. The leader who uses a 
coach approach seeks to unlock people's potential. 
6. Affiliative Style 
A phrase often used to describe this type of leadership is "People come first." Of all the
leadership  styles, the affiliative leadership approach is one where the leader gets up close and
personal with  people. A leader practicing this style pays attention to and supports the emotional
needs of team  members. The leader strives to open up a pipeline that connects him or her to the
team. 
Ultimately, this style is all about encouraging harmony and forming collaborative relationships
within teams. It's particularly useful, for example, in smoothing conflicts among team members or 
reassuring people during times of stress. 
7. Laissez-Faire Style 
The laissez-faire leadership style is at the opposite end of the autocratic style. Of all the
leadership  styles, this one involves the least amount of oversight. You could say that the
autocratic style  leader stands as firm as a rock on issues, while the laissez-faire leader lets
people swim with the  current. 
On the surface, a laissez-faire leader may appear to trust people to know what to do, but taken to 
the extreme, an uninvolved leader may end up appearing aloof. While it's beneficial to give people 
opportunities to spread their wings, with a total lack of direction, people may unwittingly drift in
the  wrong direction—away from the critical goals of the organization. 
This style can work if you're leading highly skilled, experienced employees who are self-starters 
and motivated. To be most effective with this style, monitor team performance and provide regular
feedback. 
CHOOSING LEADERSHIP STYLES 
Knowing which of the leadership styles works best for you is part of being a good leader. 
Developing a signature style with the ability to stretch into other styles as the situation warrants
may help  enhance your leadership effectiveness. 
1. Know yourself. 
Start by raising your awareness of your dominant leadership style. You can do this by asking 
trusted colleagues to describe the strengths of your leadership style. You can also take a 
leadership style assessment. 
2. Understand the different styles. 
Get familiar with the repertoire of leadership styles that can work best for a given situation. What 
new skills do you need to develop? 
3. Practice makes a leader. 
Be genuine with any approach you use. Moving from a dominant leadership style to a different
one  may be challenging at first. Practice the new behaviors until they become natural. In other
words, 
don't use a different leadership style as a "point-and-click" approach. People can smell a fake 
leadership style a mile away—authenticity rules. 
4. Develop your leadership agility. 
Traditional leadership styles are still relevant in today's workplace, but they may need to be 
combined with new approaches in line with how leadership is defined for the 21st century.
Today's business environments are fraught with challenges due to the changing demographics
and  the employee expectations of a diverse workforce. This may call for a new breed of leader
who is  an amalgam of most of the leadership styles discussed here.