OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY

Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

MODULE 2
INTRODUCTION

If you’ve ever held a newborn, you may have found yourself wondering what
the infant is thinking and feeling. Is she aware of her surroundings? Can she
recognize her caretakers? Does she, as William James (1890) suggested, experience
the world as “one, blooming, buzzing confusion,” or does she detect coherence and
regularities? Many prominent psychologists have sought answers to these questions,
but no one can yet say for sure what it’s like to be an infant. One thing is clear,
however: From the moment we are born, we embark on a lifelong journey of self-
awareness and self-understanding.

In this chapter you will learn about the emergence and development of the
self. We will begin by exploring the roots of self-development. Here you will learn that
even newborns can differentiate themselves from other people and objects, and can
detect their ability to control environmental events.

Objectives
At the end of this chapter, you should be able to:

1. Explain on how the colonizers influence the Filipinos;

2. Differentiate the colonizers and its influences by means of a graphic organizer;
3. Conceptualize the different theories of values formation; and
4. Discuss each theory and its relevance to values formation.

Lesson 1: Self-Development: Filipino Occidentalism and Theories of Values

Formation

1.1. Filipino Occidentalism

1.Spanish Influence

Spanish influence is manifested in our religious, political, economic,

educational life, language, dress and diet. Most of the population was converted to
Hispanic Catholicism, and the visible aspects of culture (e.g., personal names,
vocabulary, urban architecture, fine arts, dress, cuisine, and customs) were
profoundly influenced or modified. (Harper and Fullerton, 1994)

Centuries of Spanish rule also imposed a severe colonial mentality and left
Filipinos with “a legacy of attitudes that are firmly embedded in society such as,
equating light skin with beauty and high status, the identification of anything foreign
with superiority and indigenous with inferiority, and a conception of officialdom as a
system serving its own ends, not those of the people” (Gochenour, 1990, p. 6)

2. Americanization Influence

American influences manifested in our political and social outlook. With

the introduction of a democratic system of government we became aware of our rights
and privileges. The popularization of education gave us the opportunity for –social
mobility. Americans in the presumed spirit of white paternalism and benevolence saw
themselves as best owners of education, religion, public health, development , and
democracy to their “little brown brothers” (Gochenour, 1990). In fact, the American
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

educational system was adopted, and English (which children were required to speak
in school) was made the official language (Kang, 1996).

3. Japanese Occupation
Japanese influences manifested our love of work. Dignity of labor and
working hard were one of the values that Filipinos were widely known. This is
evident because many Filipinos nowadays are working abroad. Almost
everywhere Filipinos are at hand working hard to earn more to support their
family. Many countries choose Filipinos to work in their country because they
know of Filipinos’ perseverance and hard work.

1.2. Family Values

The typical Filipino individual exist first and foremost as a member of a family
and looks to the family as the only reliable protection against the uncertainties of life.
(Gochenour, 1990, p. 18)

Reliance on the family for love, support, and refuge has historically been as
much an economic necessity as it is a cultural tradition. The family is the source of
one’s personal identity and of emotional and material support. It also is the focus of
one’s primary duty and commitment. Dependence on, loyalty to, and solidarity with
the family and kin group are of the highest priority (Okamura and Agbayani, 1991).
Family loyalty also might dictate that a young parent temporarily leave his or her
family and children in order to pursue better educational, training, or employment
opportunities in other countries (Santos, 1983). This sense of family obligation begins
early on when children are conditioned to be grateful to their parents for their birth. A
lifelong debt of gratitude or utang na loob (“debt from within”) thereby creates binding
relationships of love, respect, and obedience (PAPEP), 1982).

1.3. Theories of Values Formation

1. Psycho-Analytic Theory (Sigmund Freud) suggest that unconscious forces act to

determine personality and behavior. To Freud, the unconscious is that part of the
personality about which a person is unaware. It contains infantile wishes, desires,
demands and needs that are hidden, because of their disturbing nature, from
conscious awareness. Freud suggested that the unconscious is responsible for a
good part of our everyday behavior.

2. Behaviorist View (John B. Watson) The behavioral perspective suggest that the
keys to understanding developing are observable behavior and outside stimuli in
the environment. If we know the stimuli, we can predict the behavior. Behavioral
theories reject the notion that individuals universally pass through a series of
stages. Instead, people are assumed to be affected by the environmental stimuli to
which they happen to be exposed. Developmental patterns, then, are personal,
reflecting a particular set of environmental stimuli, and development is the result
of continuing exposure to specific factors in the environment.
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

3. Social-cognitive learning theorist Albert Bandura, when we see the behavior of a

model being rewarded, we are likely to imitate that behavior. Behavior is learned
through observation and imitation, not conditioning through reinforcement or
punishment.

4. Cognitive Theory. The cognitive perspective focuses on the processes that allow
people to know, understand and think about the world. The cognitive perspective
emphasizes how people internally represent and think about the world. There are
two major theories:

No single person has had a greater impact on the study of cognitive

development that Jean Piaget. He proposed that all people pass is a fixed sequence
through a series of universal stages of cognitive development. In each stage, he
suggested that not only did the quantity of information increase, but so did the quality
of knowledge and understanding. Piaget suggests that the growth in children’s
understanding of the world can be explained by two basic principles. Assimilation is
the process in which people understand an experience in terms of their current state
of cognitive development and way of thinking. In contrast, accommodation refers to
changes in existing ways of thinking in response to encounters with new stimuli or
events.
5. Socio-cultural theory (Russian psychologist Lev Vygotsky) proposes that a full
understanding of development is impossible without taking into account the
culture in which children develop. Socio-cultural theory proposes that children’s
understanding of the world is acquired through their problem-solving interactions
with adults and other children. As children play and cooperate with others, they
learn what is important in their society, and at the same time, advance cognitively
in their understanding of the world.

6. Ecological Theory. The Ecological model, the major proponent of which is Urie
Bronfenbrenner, seeks to explain individual knowledge, development, and
competencies in terms of the guidance, support, and structure provided by society
and to explain social change over time in terms of the cumulative effect of
individual choices (Berger, 2000).
 According to Urie Bronfenbrenner, each person is significantly affected by
interactions among a number of overlapping ecosystems. At the center of the
model is the individual. Microsystems are the systems that intimately and
immediately shape human development. The primary microsystems for
children include the family, peer group, classroom, neighborhood, and
sometimes a church, temple, or mosque as well. Interactions among the
microsystems, as when parents and teachers coordinate their efforts to
educate the child, take place through the mesosystem. Surrounding the
microsystems is the exosystem, which includes all the external networks,
such as community structures and local educational, medical, employment,
and communications systems that influence the microsystems. And
influencing all other systems is the macrosystem, which includes cultural
values, political philosophies, economic patterns, and social conditions.
Together, these systems are termed the social context of human
development.

7. Humanism Theory. The humanistic perspective contends that people have a

natural tendency to make decisions about their lives and control behavior. The
humanistic perspective emphasizes free will, the ability of humans to make choices
and come to decisions about their lives.
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

Carl Rogers suggested that all people have a need for positive regard that
results from an underlying wish to be loved and respected. Because it is other people
who provide this positive regard, we become dependent on them. Consequently, our
view of our self-worth and ourselves is a reflection of how we think others view us.

8. Evolutionary Theory. The Evolutionary Theory stresses that behavior is strongly

influenced by biology, is tied to evolution, and is characterized by critical or
sensitive periods (Santrock, 1999). Evolutionary approaches grow out of the
groundbreaking work of Charles Darwin. The evolutionary perspective is also
referred to as Ethological or Biological.
 Konrad Lorenz discovered that newborn geese are genetically
preprogrammed to become attached to the first moving object they see after
birth. His work, which demonstrated the importance of biological
determinants in influencing behavior patterns, ultimately led mentalists to
consider the ways in which human behavior might reflect inborn genetic
patterns.

 The evolutionary perspective encompasses one of the fastest growing areas

within the field of lifespan development, behavioral genetics. Behavioral
genetics studies the effects of heredity and genetics on behavior. As
technology improves, and researchers continue to map the human genome,
there is an increasing understanding of the role and function of the genetic
codes and their influence on development.
9. Moral Development (Lawrence Kohlberg

There exist structural bases that determine the process of perceiving value.
This series of progression depends on the person’s interaction with the
environment.
Moral reasoning is related to moral behavior.

ACTIVITY 2.0

Reaction Paper
Make a reaction paper about how Spanish colonizers, Americanization conquerors
and Japanese Occupation influenced Filipino through its culture and beliefs
and customs. . Your reaction paper must have an introduction, body of the
reaction, and concluded statement of the reaction.

Component Outstanding Good Average Below Average

s
Title  Is descriptive of  Gives a general  Is present  Not present
question and work description of  Missing two of the
2 points performed question and work following: dependent
 Includes dependent performed variable, independent
variable, independent  Missing one of the variable and organism
variable and organism following: dependent studied
studied variable, independent
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

Component Outstanding Good Average Below Average

s
variable and organism
studied
Abstract  States clearly  Is missing one  Is missing two  Is missing three or
question being asked component of good components of a good more components of a
5 points  Gives hypothesis abstract abstract good abstract
being tested  Abstract is not well  Does not give an  Is not written in a
 Highlights most organized or concise. overview that leads scientific style
important findings directly to the reader  Includes references in
with enough being able to state the abstract
information to major findings of the
understand study
experiments
 States major findings
and conclusions
 Is a concise summary
of question and
findings
Introduction  Demonstrates that  Demonstrates that  Demonstrates that  Does not demonstrate
12 points student has student has good student has average that student has an
outstanding understanding of the understanding of the average
understanding of the research subject research subject understanding of the
research subject matter matter research subject
matter  Contains some  Is missing one or two matter
 Provides the reader superfluous components of a good  Is missing needed
with the necessary information introduction information to
information to  Does not pique the  Contains significant understand the
understand the interest of the reader superfluous present study or is
present study  Is missing some information  Is missing a
 Piques the readers needed background  Gives a description of description of the
interest and makes the information the study system specific purpose of
importance of the  Gives too much the study, a
question real information--more description of the
 Gives appropriate like a summary hypothesis being
information to  Has all the tested and a brief
previous studies that components of a good summary of the
has an impact on the introduction but experimental strategy
current study some parts may be being used at the end
 Does not contain difficult to understand of the introduction
superfluous  Gives a description of  Contains no
information and/or is the study system with information about the
not wordy some comment on its study system
 Gives a description of appropriate use
the specific purpose
of the study, a
description of the
hypothesis being
tested and a brief
summary of the
experimental strategy
being used at the end
of the introduction
 Gives a description of
the study system and
why it is appropriate
to use it to answer
hypothesis

Materials  Describes how the  Describes how the  Describes how the  Is lacking several
and Methods experiment was experiment was experiment was critical details so that
6 points performed with performed with performed with some it is impossible to
sufficient detail to sufficient detail to critical details are repeat the
enable another enable another lacking experiments
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

Component Outstanding Good Average Below Average

s
scientist to repeat the scientist to repeat the  Most steps are described
experiment and experiment and understandable but  Many steps are
obtain the same obtain the same some lack detail or missing in describing
results results are confusing steps in an
 Presents easy-to-  Most steps are experiment
follow steps which understandable but
are logical and some lack detail or
adequately detailed are confusing
without including
standard procedures
that all scientist know
how to do
Results  All pertinent data is  All pertinent data is  Most pertinent data is  Raw unprocessed data
8 points described described described is present
 Raw unprocessed data  Raw unprocessed  Raw unprocessed data  Some results
is absent data is absent is absent presented as both
 Results presented as  Most results  Most results narrative text and in
both narrative text presented as both presented as both figures and tables
and in figures and narrative text and in narrative text and in  Data not clearly
tables figures and tables figures and tables presented
 Data presented in a  Most data presented  Most data presented  Important data not
logical manner to in a logical manner to in a logical manner to highlighted
enable the reader to enable the reader to enable the reader to  Data in tables or
draw conclusions draw conclusions draw conclusions figures not described
 Important data is  Most important data  Most important data in narrative form
highlighted is highlighted is highlighted
 No conclusions are  All tables and figures  Most of the tables and
present have appropriate figures have
 All tables and figures legends appropriate legends
have appropriate  All tables and figures  Most tables and
legends are described in the figures are described
 All tables and figures narrative text in the narrative text
are described in the
narrative text
Discussion/  Question and  Conclusions are  Conclusions are  Conclusions are
Conclusions hypothesis restated stated clearly with stated clearly with stated but without
8 points  Conclusions are explicit reference to reference to the data sufficient reference to
stated clearly with the data that support a that support a the results that
explicit reference to conclusion conclusion support it.
the data that support a  Argument for  Argument for the  Lacking several of the
conclusion conclusions is conclusions can be characters of a good
 Argument for generally well understood but discussion
conclusions well organized difficult to follow
organized  Importance of  Final paragraph states
 Importance of conclusions discussed the major finding of
conclusions discussed  Conclusions related the study (the take
 Conclusions related to other studies and home message)
to other studies and put into a context of
put into a context of current knowledge
current knowledge  Final paragraph states
 Clear differentiation the major finding of
between speculations the study (the take
and conclusions home message)
 Final paragraph states
the major finding of
the study (the take
home message)
References  All cited sources  All cited sources  Most cited sources  Many sources absent
5 points present present present  Inappropriate format
 No references not  In appropriate format  Generally in  References not most
cited in the body  References relevant appropriate format relevant/appropriate
present and appropriate  References relevant to study
 OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
Tugas St. Balangasan Pagadian City Zamboanga Del Sur Philippines

Document Title:
ISO 9001:2015
COURSE MODULE IN
VALUES EDUCATION
VALED 2

Component Outstanding Good Average Below Average

s
 In appropriate format and appropriate
 References all highly
relevant
Grammar  Paragraphs well  Most paragraphs well  Many paragraphs well  Paper lacks well
and organized organized organized organized paragraphs
mechanics  Sections with logical  Sections with logical  Several grammatical  Sections do not
4 points organization of organization of errors, typos, and contain information
paragraphs paragraphs misspelling may be presented in a logical
(especially (especially present order
introduction, results introduction, results  Many grammatical
and conclusions) and conclusions) errors
 Few grammatical  Several grammatical  Many misappropriate
errors, typos and errors, typos, and word usage errors
misspellings misspelling may be (e.g., effect vs. affect)
 Appropriate word present  Many misuses of
selection  Some misappropriate scientific terms
 Correct use of word usage errors
scientific terms (effect vs. affect)
 Some misuse of
scientific terms
Overall 45-50 points 40-44 points 35-39 points 0-34 points
Evaluation