Human Person and Values
Development
I. THE HUMAN PERSON

Human person is the subject of education:
he is a human person learning and being
taught. The human person is also the
object of education: the human person is
the center of the curriculum and the
entire program
A. Important realities of the
Human Person
1. The Self Image
a.
Self-image refers to the person’s understanding of
himself/herself.
b. It is responsible in influencing people’s way of living .
The formation of self-image is derived from to
sources: others and the experiences of the self.
c. There are three kind of self-image
1.) Negative self-image – delves on limitation rather than
assets
2.) Overrated self-image - stresses on the positive traits
3.) Realistic of self-mage – based on the real self
A. Important realities of the
Human Person
2. The Others
These are person or groups that one
consider as important and thus are given
the right to influence one’s self.
A. Important realities of the
Human Person
3. The Being
a. It is the mainspring or a motivating force
in the human person
b. It is the wellspring, a fountainhead of one’s
identity, one’s essential action, and one’s
essential bonds.
c. There are seven approach to get in touch
with the being
A. Important realities of the
Human Person
Seven Approach to get in touch with the being
1.) Approach by way of the self-image.
2.) Approach by way of important choices
3.) Approach by way of action
4.) Approach by way of what is “natural” and stress less
5.) Approach by way f people who had the greatest
impact on you
6.) Approach to self through severe trials
7.) Approach by way of deep and not yet fulfilled
aspirations
A. Important realities of the
Human Person
4. The “I”
The I has three different aspects. These
are the intellect, the freedom, and the will
A. Important realities of the
Human Person
5. The sensibility and the Body
These are the important realities of the
Human person
B. Five Pivotal Centers as the
Components of the Human Person
1.
2.
3.
4.
5.
The Being – This is the Fundamentally positive reality
which can be sensed in the very depth of the human
person
The “I” – This is the reality felt at the level of the head.
The Sensibility – It carries messages from the “I,” from
the Being, and from the in-depth conscience.
The Body – It is the biological reality and has it own
laws.
In-depth Conscience – This is the place of the person
in the process f growth; a place where what is good
can be sensed.


Behavior – It is the manner of conducting
one self. It is a manner in which a person
behave
Attitude – it is a position assumed for a
specific purpose.
◦ It is an organismic state of readiness to respond
in a characteristic way to a stimulus as an object,
concept, or situation
◦ Human attitude affects much of a persons
behavior and human behavior depends on the
kind f environment he or she is interacting with.
C. Ten Commandments of Human
Relations
1. Speak to people. There s nothing as nice as a cheerful
word of greeting.
2. Smile at people. It takes 65 muscle to frown and only
15 to smile.
3. Call people by name. the sweetest music to anyone’s
ear is the sound of his/her own name.
4. Be friendly and helpful. If you would have friends be
friendly.
5. Be cordial. Speak and act as if everything you do were
a genuine pleasure.
C. Ten Commandments of Human
Relations
6. Be genuinely interested in people. You can like
everybody if you try
7. Be generous with praise. Take caution against
criticizing others.
8. Be considerate wit the feelings of others. It will be
appreciated.
9. Be thoughtful of the opinion others. There are three
sides to a controversy - yours, the other fellow’s
and the right one.
10. Be alert t give service. What counts most in life is
what we do for others.
D. Mission Possible Team
(I Can Win)
1. Successful people have a positive mental attitude.
2. Successful people are courageous people who take
risks.
3. Successful people choose well
4. Successful people persist.
5. Successful people adhere to the power of prayer.
6. Successful people know how to peace themselves and
journey through life with enthusiasm.
D. Mission Possible Team
(I Can Win)
7. Successful people govern themselves with discipline.
8. Successful people give the best to whatever they do.
9. Successful people align their sense of purpose with the
common good.
10. Successful people keep a positive count by responding
positively to any person r situation
11. Successful people harmonize with encouragement.
12. Successful people are decisive people who make things
happen.
II.VALUES DEVELOPMENT
A.Values Defined
1.
2.
Value is derived from the Latin word,
valere, to be worth, be strong-something
intrinsically valuable or desirable. A
thing has value when it is perceived as
good and desirable.
Since values are the bases of judging
what attitude and behavior are correct
and desirable and what are not.
B. Value System: Various Views

The meaning of values
◦ According to Clyde Kluckholm: “A value is a
concept, explicit or implicit, distinctive of an
individual or characteristic of a group, of the
desirable which influences the selection from
the available modes, means and end of action.”
◦ According to Van Der Poel: “Value refers to
the understanding of a certain good for an
individual or society which is considered
worthy of a realization.

A value is something or someone who is
considered good or worthy and is
desirable or useful. It is something worthy
by a person or a group. It can be a oneword standard of conduct (respect) or a
policy that everyone in an organization
adheres to and believe in.
C. Values Education

Values education is the process by which values are
formed in the learner under the guidance of the
teacher and parents as he/she interacts with he/she
environment.
1.
Values as a subject matter must have a direct and
immediate relevance to the personal life of the
learner.
The process must involve all the faculties of the
learners. It must appeal not only to the mind but to
the heart, recognize the total human person.
The teacher’s and parent’s personal values paly
important roles in values learning.
2.
3.
D. The Why, When, Where, Who,
What, and How in Teaching Values
1. Why teach values?
 Because our parents tried to teach them to
us
 Because they are what makes society safe
and workable
 Because it helps develop a sense of
autonomy, independence, and confidence
 Because it is the most significant and
effective thing to attain happiness
D. The Why, When, Where, Who,
What, and How in Teaching Values
2. When?
Values should be taught to all ages with
differing agendas and changing emphasis
as one gets mature. Teach values now and
always.
D. The Why, When, Where, Who,
What, and How in Teaching Values
3. Where?
Values are best taught in the home, in
either the positive or the negative sense.
It can be far more influential than what is
taught in school.
D. The Why, When, Where, Who,
What, and How in Teaching Values
4. Who?
Parents are the crucial examples and
instructors of values. They are general
contractor. The teachers, the institution,
and organization are considered as
subcontractors serving as supplement,
support, and back up of parents.
D. The Why, When, Where, Who,
What, and How in Teaching Values
5. What?
Decide which values to teach. Choose a
teaching system that will help you decide
what teach.
D. The Why, When, Where, Who,
What, and How in Teaching Values
6. How?
There are method especially designed in
teaching values to pre-schoolers,
elementary ages, adolescents, and
community people.
E. Important of Teaching Values
1.
2.
3.
Values are extremely powerful. They guide people and
identify what behavior is acceptable and what
behavior is not.
Values have to do with being and giving. It is who we are
and what we give rather than what we have that
make up our truest inner selves.
The Values of Being (who we are) are honesty, courage,
peaceability, self- reliance, discipline, and fidelity. These
are given as they are gained and practiced on the
“outer” as they are develop in the “inner” The values
of giving (what we give) are respect, love, loyalty,
unselfishness, kindness, and mercy. These are gained
and develop as they are practiced.
F. The Value of Being and Giving

A true and universal acceptable “value” is
one that produced behavior that is
beneficial both to the practitioner and
those on whom it is practiced. A value is a
quality distinguished by a.) its ability to
multiply and increase in our possession
even as it is given away; and b.) the fact
(even the law) that, the more it is given to
others, the more it will be returned by
others and received by others.
1. On Values of Being. The
Following are value of being:

Honesty
◦ Honesty must be practiced with other individuals,
with institution, with society, and with self. The Inner
strength and confidence are bred by exacting
truthfulness, trustworthiness, and integrity

Courage
◦ This means daring to attempt difficult things that are
good. It is the strength not to follow the crowd, to say
no and mean it, and influence others by it.

Peaceability
◦ This means calmness, peacefulness, and serenity. It is
the tendency to accommodate rather than argue. It is
the ability to understand how others feel rather than
simply reacting to them. It means the control of
temper.

Self-Reliance and Potential
◦ These refer to individual, awareness, and development
of gifts and uniqueness. One must take responsibility
for one’s own actions.

Self-Discipline and Moderate
◦ these refer to physical, mental and financial
self-discipline. These involved moderation in
speaking, in eating, and in exercising.

Fidelity and Chastity
◦ These refer to the value and security and
fidelity within marriage. These involved the
commitment that go with marriage.
2. On Values of Giving. The following
are values of Giving

Loyalty and Dependability
◦ These refer to loyal to family, to employers, to
country, to church, to school, and to other
organizations and institutions. These means
reliability and consistency in doing what you
say you will do.

Respect
◦ This means respect for life, for property, for
parents, for elders, for nature, and for the
beliefs and rights of others. It refers to
courtesy, politeness and manners

Love
◦ It means individual and personal caring that goes
beneath and beyond loyalty and respect. It means love
for friends, neighbors, even adversaries, and a
prioritized, lifelong commitment of love for family.

Unselfishness and Sensitivity
◦ These pertain to becoming more extra-centered and
less self-centered. These means learning to feel with
and for others. These refer to empathy, tolerance,
brotherhood, and sensitivity to needs of people and
situation.

Kindness and Friendship
◦ These refer to awareness that being kind and
considerate is more admirable than being
tough or strong. These means helpfulness and
cheerfulness.

Justice and Mercy
◦ These refer to obedience to law and fairness
in work and play. These involve an
understanding of the natural consequences
and the law of the harvest.
G.Value formation
The Christian Value Formation is a life long
process of growing which gets in strength
from Jesus’ sermon on the mount.

1. Two factors Affecting Value Formation
1.
2.
Influences – these depend on a person’s internal
influences such as intellectual and emotional
capabilities
Experience Factor – like good influences, good
experience are needed in value formation.
2. There are four types of experiences that
will influence or affect the formation of
values.
1. Liturgical experience
2. Bible Experience
3. Learning Experience
4. Human Experience
H.Value Clarification
1.Value Clarification is a difficult task.
There are three basic steps that are
useful in Value Clarifications:
1. Choice
2.Value
3. Action
2. Values are better than rules.
Forward-thinking – the organization
promote values to guide people.
3. Values serve as outline goals
An explicit set of values shall from 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 affirm the value over and over.
5.Value Shape an organization.
Values manifest itself in various ways. It
thrusts members to produce quality good
products.Values can shape and animate an
organization.
I.

Core and Related Values
The seven core values are made specific
and further explained and ramified into
particular values.
VALUES
DIMENSIONS
PHYSICAL
HEALTH
Physical fitness
Cleanliness
A
S
S
E
L
F
Harmony with the
material universe
Beauty
Art
INTELLECTUAL
TRUTH
Knowledge
Creative and critical thinking
MORAL
LOVE
Integrity/Honesty
Self –worth/Self-esteem
Personal Discipline
SPIRITUAL
SPIRITUALITY
Faith in God
VALUES
DIMENSIONS
SOCIAL
I
N
C
O
M
M
U
N
I
T
Y
Family
SOCIAL RESPONSIBILITY
Mutual love/ Respect
Fidelity
Responsible parenthood
Society
Concern for other/Common good
Freedom/Equality
Social Justice/ Respect for human rights
Peace/Active non-violence
ECONOMIC
Popular participation
ECONOMIC EFFICIENCY
Thrift/Conservation of resources
Work ethic
Self-reliance
Productivity
Scientific and technological knowledge
Entrepreneurship
VALUES
DIMENSIONS
POLITICAL
NATIONALISM
Common identity
National Unity
Esteem of national heroes
Commitment
Civic consciousness/Pride
Bayanihan/Solidarity
GLOBAL SOLIDARITY
International understanding and cooperation
III. DEVELOPING GOOD HABIT
FOR EFFECTIVENESS

Our character is composite of our habits.
Habits are powerful factors in our lives.
They are consistent, often unconscious
patterns. They constantly, daily express
our character and influence our
effectiveness or ineffectiveness
1.Being Proactive
Proactivity means taking initiative. As a
human being, we are responsible for our
own life. Our behavior is a function of
our decisions, not our condition. Highly
proactive people responsibility.
“Response-ability” means the ability to
choose your response. In making such a
choice, we become reactive.
2. Begin with the End Mind
“Begin to the end mind” is to be gin with
the image, picture, or paradigm of the end
of your life as your frame of reference or
the criterion by which everything else is
examined.
3. Putting First Things First
Effective management is putting first thing
first. While leadership decides what “first
things” are, it is management that put
them first, day-by-day, moment-bymoment. Management is discipline
carrying it out.
4. Think Win/Win
The habit of effective interpersonal
leadership is think Win/Win. Win/Win is
not a technique; it is a total philosophy of
human interaction.
5.Seek First to Understand Than to be
Understood
“Seek first to understand” involves every
deep shift in paradigm. We typically seek
first to be understood. Most people do
not listen with the intent to understand;
they listen with the intent to reply.
6. Synergize
Synergize means that the whole is greater
than the sum of its parts. It means that
the relationship which the parts have to
each other is a part in and of itself.
7. Sharpen you “Saw” of Self-principles of
Balanced Self-Renewal
habit is taking time to sharpen the saw. It
is the habit that makes all the other
possible. It is preserving and enhancing
the greatest asset you have – you
reserving the four dimension of your
nature – physical, spiritual, mental, and
social/emotional.

On the Maturity Continuum:
a.) Dependence is the paradigm of you – You
take care of me; you come through for me, you
didn’t come through. I blame you for the results.
b.) Independence is the paradigm of I – I can do
it; I am responsible; I am self-reliant; I can
choose.
c.) Interdependence is the paradigm of we – We
can do it; we can cooperate; we can combine
our talents.