Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
The Value of Values Education
Transcript of The Value of Values Education
Man as a Value-Carrier
The crux of all education is values education.
The Scale of Values
Values are the truths upon which we base our objective moral standards.
1. Sensible values
2. Life values
3. Cultural values
4. Religious values
Objective Criteria for the Scale of Values
1. Duration. This is the ability of a value to endure time. “Love forever” is higher than “love from moment from moment.”
Phenomenological Knowledge of Values
(1874-1928), a leading moral philosopher in value-ethics, maintains that there are two ways of knowing values.
The Value of Values Education
is an important figure in Taoism who lived in one of China's northern states (south of the Yellow River) in the 4th century.
The first great philosophers, Socrates of the West and Confucius of the East never pretended that they know everything. Instead, they went out, interact and learn from those who do not know.
We shall treat values not from the pedestal but from the level of ordinary man and from individuals in all occupational fields because everyone has a responsibility toward self and to others.
Whatever values we carry and share to other people depend on our individual beliefs, convictions, philosophy of life and world-view—our weltanschauung, and our attitudes towards reality—our weltanszicht.
1. A value must be chosen freely.
2. A value must be chosen from alternatives.
3. A value must be chosen after considering the consequences.
4. A value must be performed.
5. A value becomes a pattern of life.
6. A value is cherished.
7. A value is publicly affirmed.
8. A value enhances the person’s total growth.
A value indicator is an expression that points toward a value but does not necessarily fulfill all eight criteria of the process of valuing. It is from them that our full values grow out of and develop.
Some of the more important value indicators are goals, purposes, aspirations, attitudes, interests, feelings, beliefs, convictions, activities, worries, problems, daydreams, use of time, use of money, use of energy, etc. These help us to discover the values we are developing.
—a useful value exercise, made to help us see some areas of growth in our lives.
1. Experiential knowledge
2. Conceptual knowledge
Essential Characteristics of Value-Experience
1. Values are first “felt” before they are thought of.
2. Values are independent of the “subject,” “carrier,”
; Independent of social, historical, cultural, and contingent factors or circumstances.
3. Values are independent of subjective emotional states.
4. One can be aware of a value without making it the “purpose” of his will.
2. Extension or Shareability. This is the quality of a value that can be shared by many persons without disintegrating. An act of charity is higher than an act of justice.
3.Independence. The higher value is never a foundation for the lower value.
4. Depth of Satisfaction. The more profound the value-experience, the higher the value. Fulfillment as a person is higher than physical or material success.
Values are the core of who we are.
Essence of Values Education
Values have a social function: commonly held values unite families, tribes, societies, and nations. They are essential to the democratic way of life which puts a high premium on freedom and the rule of law.
The thrust on values education finds its strong support in the Philippine Constitution of 1987 in its vision of “a just and humane society,” which calls for a shared culture and commonly held values such as truth, justice, freedom, love, equality, and peace.
1. It is not prescriptive; values cannot be imposed.
2. It is not exhaustive; it does not purport to be a complete list of human values.
3. It makes no statement on regional, local, and institutional needs and priorities.
1. It is descriptive: it is an attempt at an orderly description of a desirable value system on the basis of an understanding of the human person.
2. It is conceptual: it lists ideals which have to be internalized in the education process.
What it is:
What Values Education is not:
3. It is intended to be applicable in varying degrees to all three levels of the educational system.
4. It is broad and flexible enough for adaptation to specific contexts.
Values education is founded on a sound philosophy of the human person with all its philosophical ramifications and implications. The supreme and overarching value that characterizes education is HUMAN DIGNITY.
1. Academic formation—human intellect(to know the truth)
2. Personal formation—human will(to choose the good)
Values Education means: