Legal Bases of

Values

EducationC.C. Relleve, EdD, RGC

1. The Philippine Constitution of 1987

mandates in its preamble the building “of a

just and humane society” and establishing

a government that shall embody our ideals

and aspirations, promote the common

good, conserve and develop our patrimony

and secure to ourselves and our country the

blessings of independence and democracy

under the rule of law and a regime of truth,

justice, freedom, love, equality and peace.

2. The educational policy statement in

Article XIV, Sec. 3 clearly mandates all

educational institutions to “inculcate

patriotism and nationalism, foster love of

humanity, respect for human rights,

appreciation of the role of national heroes

in the historical development of the

country, teach the rights and duties of

citizenship, strengthen ethical and spiritual

value, develop moral character and

creative thinking, broaden scientific and

technological knowledge and promote

vocational efficiency”.

3. Based on the mandate of the 1987

constitution, the DECS Values Education

Program authored by the then DECS

Secretary, Dr. Lourdes R. Quisumbing, has

been developed to serve as a guideline for

the implementation of values education

programs in the three levels of education.

4. It was in 1988 that DECS, through the

leadership of Dr. Quisumbing, made Values

Education as an educational thrust in all the

levels of Philippine education. The new

Secondary School curriculum which was

implemented starting schoolyear 1989-1990

introduced Values Education as a separate

subject while values development was also

integrated in all other subjects in the

curriculum.

5. The content of the four-year Values

Education Program (DECS Order No. 6, s.

1988) is focused on the development of a

fully functioning human person. It develops

through four main concepts of values

development such as the development of

relationship skills with the self, with fellow

human beings, with forces around him and

with the Supreme Being.

Values Education (2002 BEC) The 2002 Basic Education Curriculum provides for a

stronger integration of competencies and values within

and across the learning areas.

Values are treated as integral to the five learning areas:

English, Filipino, Mathematics, Science and Makabayan.

Education in and for values is geared towards the

learner’s self-actualization.

Besides its integration in every learning area.

Edukasyong sa Pagpapahalaga(EP) or Values

Edcuation (VE) for First to Fourth Year is given 60

minutes/week entirely for values-processing activities

that will deepen and enrich the analysis of values within

and across learning area.

GOALS AND OBJECTIVES (DECS FRAMEWORK, 1997)

Values have a social function: commonly held

values unite families, tribes, societies, and nations.

They are essential to the democratic way of lie,

which puts a high premium on freedom and the

rule of law. That is why, shortly after the Revolution

of February 1986, the DECS made values

education a primary thrust.

Similarly, the DECS thrust found 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."

(Preamble)

GOAL

To provide and promote values education at all

three levels of the educational system for the

development of the human person committed to

the building o "a just and humane society" and an

independent and democratic nation.

OBJECTIVES

Proper implementation of the program will develop

Filipinos who:

1. are self-actualized, integrally developed human

beings imbued with a sense of human dignity;

2. are social beings with a sense of responsibility for

their community and environment;

3. are productive persons who contribute to the

economic security and development of the family

and the nation;

OBJECTIVES..

4. as citizens have a deep sense of nationalism and

are committed to the progress of the nation as well

as of the entire world community through global

solidarity; and

5. manifest in actual life an abiding faith in God as

a reflection of their spiritual being.

PRINCIPLES AND GUIDELINES

Values education, pursued at the national,

regional, local, and institution levels, should be

guided by the following general principles:

1. It must be oriented toward the total person of the

learner- - mind, heart, and entire being.

2. It must take into consideration the unique role of

the family in one’s personal development and

integration into society and the nation.

3. In the school context, more important than lesson

plans and any list of values are the teachers

themselves who have the proper sense of values,

awareness of their inner worth, and utmost respect

for the person of the other.

PHILOSOPHY (HUMAN PERSON)

The Values Education Framework herein presented

is based on a rational understanding, that is to say,

a philosophy, of the human person. More

specifically, it is grounded on a rational

understanding of the Filipino in his historical and

cultural context, which under grids the Philippine Constitution of 1987. That understanding of the

Filipino as a human being in society and his role in

the shaping of society and the environment may be

reconstructed from the various statements of the

Constitution and expressed in the following

summary manner:

PHILOSOPHY (HUMAN PERSON)

1. The human person is the subject of education: he

is a human person learning and being taught. The

human person is also the object: the human person

is at the center of the curriculum and the entire

program. The task of education is to help the

Filipino develop his human potential, contribute to

the growth of the Philippine culture, and by

controlling the environment and making use of

human and non-human resources, build

appropriate structures, and institution for the

attainment of a just and human society.

PHILOSOPHY (HUMAN PERSON)

2. The human person is multi-dimensional. There is,

first of all, the distinction between the person as self

and the person in community. In real life, however,

these are not two distinct and separate aspects;

the person as self grows precisely by developing his

faculties in contact with the world and others in the

community and by taking an active role in

improving that community.

PHILOSOPHY (HUMAN PERSON)

3. The human person is an individual self-conscious

being of incalculable value in himself(Art.11,

Sec.11: Art. XIII, Sec.1) who cannot be a mere

instrument of the society and of the state. He is not

just body and soul juxtaposed or mixed as oil and

water, but he is an embodied spirit. Hence, his

physical, intellectual, moral, and spiritual well-being

is recognized by the State. (Art. II. Sec.13).

PHILOSOPHY (HUMAN PERSON)

4. The human person, however, does not live in

isolation but in community with other persons-

physical, intellectual, moral and spiritual like himself.

He is inevitably social (Art. II, Sec. 13).

5. He belongs to a family, the basic unit of society

or, in the words of the Constitution, "the foundation

of the nation" (Art. XV, Sec.1) as well as to a wider

and more complex society of men and women.

Being social, he participates in defining the goals

and destinies of the community and in achieving

the common good.

PHILOSOPHY (HUMAN PERSON)

6. He is also economic. Life in a community involve

the concerns of livelihood, sufficiency, production,

and consumption.

7. Lastly, he is political. Like other peoples in the

world, the Filipinos have constituted themselves into

a nation-state to pursue the goal of "social progress"

and " total human liberation and development."

(Art.II,Sec.17)

PEACE AND

JUSTICE

HEALTH &

HARMONY

GLOBAL

SPIRITUALITY

TRUTH AND

TOLERANCE

NATIONALISM

& GLOBALISM

LOVE &

GOODNESS

SUSTAINABLE

HUMAN

DEVELOPMENT

CORE VALUES

7 Dimension of Man

1. Physical

2. Intellectual

3. Moral

4. Political

5. Economic

6. Social

7. Spiritual

PEACE AND

JUSTICE

HEALTH &

HARMONY

GLOBAL

SPIRITUALITY

TRUTH AND

TOLERANCE

NATIONALISM

& GLOBALISM

LOVE &

GOODNESS

SUSTAINABLE

HUMAN

DEVELOPMENT

PHYSICAL MORAL

S

P

I

R

I

T

U

A

L

REFERENCES:

A Reviewer for the Licensure Examination

for Teachers, PNU 2006

http://www.valueseducation.net/vep.htm

Suggested books:

Bauzon, Prisciliano T. (2009) Essentials of

Values Education 3rd Edition, National

Bookstore

Palispis, Epitacio S. (2006) Introduction to

Values Education, Rex Printing Company,

Inc.