Foundations of Values Education

UNIVERSITY OF EASTERN PANGASINAN First Semester

COLLEGE OF TEACHER EDUCATION

Academic Year 2022 - 2023
OUTCOMES-BASED SYLLABUS AND LEARNING PLAN

Vision Mission

University of Eastern Pangasinan is the best holistic higher institution known to cultivate excellent University of Eastern Pangasinan, exists to develop highly competent professional and morally
and virtuous individuals to become catalyst of progress and development for both the local and responsible individuals through innovations and industry-oriented instruction, strong relevant research,
global communities. responsive extension programs, value-based curricular offering and principle-centered culture that
define the way of life in the university.

Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

6.3.6.a. demonstrate understanding of the Values Education Framework of K to 12
6.3.6.b. demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education
6.3.6.c. demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors shape human values
6.3.6.e. show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect of human rights
6.3.6.g. show understanding of the theories, principles and application of strategies for effective intra and interpersonal relations
6.3.6.h. demonstrate commitment to student’s development for personal renewal and social transformation 6.3.6.n. show reflective skills in applying strong moral and ethical principles in their decisions and
actions as a values education teacher

Class Information Instructor’s Information

Section  BSEd-1F Instructor’s Name Cristobal M. Cantor

 BSEd-1J
Schedule  Monday, Wednesday, and Friday Office Designation Faculty

Time  11:00 AM – 12:00 NN Office Hours

 1:00 PM – 2:00 PM
Venue Office Telephone 09464673989

Term E-mail Address cristobal.cantor@uepbinalonan.edu.ph

Foundations of Values Education 1

 Course Information
Course Name Foundations of Values Education Course Code VED 1
Pre-requisite Subject Course Credit 3 units, 3 hours/week (18 weeks, 54 hours total)
Course Requirements
 Major Exams
 Summative quizzes
 Per unit outputs as specified in the assessment
 End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit.
Grading System
Major Exam 40%
Class Standing 60%
 Quizzes  30%
 Recitation  20%
 Assignments / Paper Works  10%
TERM GRADE: 40% (Major Examination) + 60% (Class Standing)
FINAL GRADE: (Prelim Grade + Midterm Grade + Final Grade) / 3

Course Description BTIs covered

This course is designed to provide students with a deep understanding of Axiology or the theory of values and ethics as it relates to values/personhood education. It presents Axiology
both as a discipline and as a relevant solution to present-day issues and challenges especially those that pertain to individual and societal values and the role of the teacher in value 1.1.1
formation. It provides the students an understanding of the nature, characteristics, and hierarchy of values and engages them in deep reflection of their personal value system and its
impact on their options and choices in life and their role in values formation. It also explores current practices and challenges in Philippine values education and the importance of the
K to 12 Edukasyon sa Pagpapakatao (ESP) Framework as guide in Values/personhood education.
Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers should be able to:
1.1.1
A. demonstrate understanding of axiology or the theory of value as a discipline and its relevant application in solving present-day issues and challenges;
B. demonstrate an understanding of how personal and professional reflection of personal value system and learning improve their life choices and practice and its impact in their role in 1.1.1
values formation; and
C. demonstrate understanding of the importance of the K to 12 Edukasyon sa Pagpapakatao (EsP) Framework as guide in Values/personhood education 1.1.1

Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Learning Activities Suggested Assessment BTIs
Allotment

Foundations of Values Education 2

Week 1 At the end of the week, the pre-service A. Nature of values  Cross Word Puzzle on the 5-minute paper to demonstrate 1.1.1
teacher (PST) should be able to: 1. Definition of Axiology important concepts of axiology understanding of the meaning of
or Theory of Values as a branch of philosophy and axiology and its historical background
 Explain the meaning of 1.1.1 2. Historical Background its historical background
axiology or the theory of [A] *5-minute paper = The students are
values as a discipline and its  Lecture on the axiology and its asked to explain axiology and its
historical background historical background historical background in 5 minutes
without lifting their pen. After 5 minutes,
the professor collects the outputs.

Major Criteria: accuracy and clarity of

explanation and completeness of detail
on the historical background
Week 2 At the end of the week, the pre-service 3. Definition of Values  Students brainstorm on the Word Cloud illustrating a clear 1.1.1
teacher (PST) should be able to: 4. Properties of values definitions accorded to value representation of the students’
5. Value and Other and values. understanding of values. Based on the
 Discuss the meaning of values 1.1.1 Metaphysical  Students deduce the word cloud, the students are asked to
[A] Realities: value and characteristics of values given explain the meaning of values.
being, value and a list of values
good, value and truth, Major Criteria: completeness and
value and beauty correctness of content
Week 3 At the end of the week, the pre-service B. Classification of Values  Students make a list of values Matrix to show a synthesis of the 1.1.1
teacher (PST) should be able to: a. Intrinsic and and classify them according to general classification of values and their
Instrumental Values their commonalities. Teacher descriptions
 Describe the general 1.1.1 b. Accidental and presents suggested
classification of values [A] Natural Human classifications and students Criteria: completeness and correctness
Values reflect on their own of classifications and their descriptions
c. Primary and classifications.
Secondary Values
d. Moral or Ethical
Values
e. Religious Values
f. Cultural Values
g. Social Values
Week 4 At the end of the week, the pre-service C. Legal Basis of  Reading of the Philippine TV talk show or any creative 1.1.1
teacher (PST) should be able to: Values/Personhood Education Constitution (Article II, XIII and presentation to cite situations to justify
in Schools: The Philippine XV) the importance of Values/personhood
 Justify the place of 1.1.1 Constitution Articles II, XIII and education in the country
Values/personhood Education [A] XV  Small group discussion to

Foundations of Values Education 3

 in schools for the promotion of identify the place of Rubric focusing on clarity of justification
peace, social justice, human Values/personhood Education as mentioned above based on the legal
rights and the importance of in schools for the promotion of basis of values/personhood education
family in the country peace, social justice, human as stated in the Philippine Constitution
rights and the importance of
family in the country based on
Article II, XIII and XV of the
Philippine Constitution
Week 5 At the end of the week, the pre-service D. Ethical Foundations of Values  Lecture on the” what IS and IS 240-300-word assessment to explain 1.1.1
teacher (PST) should be able to: Education NOT of ethics as a discipline, the meaning of ethics as a branch of
1. Meaning of Ethics its delineation from related philosophy and its role in Values/
 Explain the meaning of ethics 1.1.1 a. Ethics as a Branch of disciplines, and an analysis of Personhood Education
as a branch of philosophy and [B] Philosophy its role as the bases of Values
its role to Values/Personhood b. Ethics Defined Education. A graphic organizer Major Criteria: depth and clarity of
Education c. What is Ethics and can be used to illustrate explanation and completeness of
What is Not Ethics? relationships of concepts. details
d. Ethics and Feeling;
Ethics and Religion; Note: A review of the
Ethics and Law; philosophy of the K to 12
Ethics and what Edukasyon sa Pagpapakatao
Society Accepts Framework can be done to
e. Importance of Ethics explicitly articulate the
2. Ethics and Values Education relationship of the discussion
on ethics to Values Education
in general and values teaching
in the secondary level.
Week 6-7 At the end of the week, the pre-service 3. Ethics and Its Emphasis on  Teacher presents quotations Role Play to illustrate concrete 1.1.1
teacher (PST) should be able to: the Moral Agent and asks students to comment situations where virtue ethics, divine
a. Virtue Ethics whether they agree or command theory and natural law are
 Illustrate how virtue ethics, 1.1.1 (Socrates, Plato, disagree on it. Students justify used as basis for ethical decision
divine command theory and [B] Aristotle) their claims. making
natural law are used as basis b. Divine Command
for ethical decision making by Theory  Teacher utilizes students’ Rubric focusing on the correctness of
using concrete examples c. Natural Law statements in the discussion of argument whether it is based on virtue
how virtue ethics, divine ethics, divine command theory and
command theory and natural natural law
are used as basis for ethical
decision making.
Week 8 At the end of the week, the pre-service E. Hierarchy of Values  Think pair share: Students list Short essay quiz to explain the meaning 1.1.1
teacher (PST) should be able to: 1. Plato’s Scale of Values down and rank the things they and importance of hierarchy of values

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 2. Max Scheler’s Hierarchal value. They identify
 Explain the meaning and Doctrine of Values consequences of their chosen
importance of hierarchy of 1.1.1 values priorities and share it to
values [A] a classmate.

 Teacher processes the activity

by emphasizing on the
importance of the hierarchy of
values in everyday decision
making.
Week 9 At the end of the week, the pre-service Hierarchy of Values (continued)  Students list down and rank Reflection paper to express one’s 1.1.1
teacher (PST) should be able to: the things they value. They examination on how one prioritizes and
identify consequences of their integrates professional reflection and
 Reflect on how one prioritizes 1.1.1 chosen values priorities on learning in one’s hierarchy of values as
and integrates professional [B] specified real-life situations as values/ personhood educators
reflection and learning in one’s an individual person and future
hierarchy of values as values/ professional teacher in Rubric focusing on one’s understanding
personhood educators values/personhood education. of the importance of professional
reflection and learning to improve
 Teacher processes student’s values/personhood education
output as he/she introduces
concepts on hierarchy of
values and its importance to
future teachers of
values/personhood education.
Week 10 At the end of the week, the pre-service F. Conflict of Values  Issue resolution using Toulmin Oral Presentation of arguments 1.1.1
teacher (PST) should be able to: G. Conservation of Values Model. Students can be given
more time to research to Rubric focusing on the logic of
 Explain how everyday issues 1.1.1 support their claims. This can argument in resolving issues
are resolved based on a well- [B] be done individually or by
defined application of one’s group.
hierarchy of values
Week 11 At the end of the week, the pre-service H. Forming Our Value-System  Analysis of case problems and A Reflection Paper on the importance of 1.1.1
teacher (PST) should be able to: 1. Sources of Values how it was resolved by using one’s clear understanding of how ones’
2. The Norm and Standard of an identified value system as value system is formed in guiding one’s
 Reflect on the importance of 1.1.1 Values the basis of decisions and choices and decisions in life
one’s clear understanding of [B] a. The Supreme Being solutions
how ones’ value system is as the Ultimate Norm Rubric focusing on clarity of reflection
formed in guiding one’s and Standard of statements and the use of concepts
choices and decisions in life Values learned about forming value-system

Foundations of Values Education 5

 b. Normative and
Metanormative
Standard of Values
c. Modes of
Participation on Value
Week At the end of the week, the pre-service I. Axiology and  Discussion and analysis of the Collage showing situations that 1.1.1
12-13 teacher (PST) should be able to: Values/Personhood rationale of Values for the describe the role of schools in
Education: Filipino(1997) and EsP values/personhood education
 Describe the role of schools in 1. Man as the Focus of Values Framework (2016). Discussion
values/personhood education 1.1.1 Teaching revolves around: Review the Rubric focusing on the clarity and
[A] 2. Role of Schools in meaning of axiology, significance of collage elements to
Value/Personhood Education pagpapahalaga, describe the role of schools in
a. Values for the Filipino pagpapakatao, good manners values/personhood education
(1997) and right conduct, character
b. The K to 12 education, etc.as it is
Edukasyon sa emphasized/taught in schools
Pagpapakatao
Framework (2016)  Film viewing/ readings of
values education practices in
different schools focusing on
their roles towards the
formation of values among
students
Week 14 At the end of the week, the pre-service J. The K to 12 Edukasyong sa  Lecture discussion Written Quiz to demonstrate students’ 1.1.1
teacher (PST) should be able to: Pagpapakatao Framework knowledge of the general content of the
1. Philosophy  Students analyze and discuss K to 12 EsP framework
 Explain the philosophy 1.1.1 2. Principles the philosophy, principles,
directions, principles, [C] 3. Approaches approaches and scope of the
approaches and scope of the 4. Scope K to 12 Edukasyong sa
K to 12 Edukasyon sa Pagpapakatao Framework.
Pagpapakatao Framework and Students deduce implications
its implication to the values to the future values education
education teacher teacher
Week 15 At the end of the week, the pre-service K. Roles of the Values Education  Small group discussion: Simulations of an ideal situation in 1.1.1
teacher (PST) should be able to: Teacher in the realization of Students identify the role of values education classroom that
the K to 12 Edukasyon sa the future values educator in presents the roles of a future values
 Deduce from the K to 12 EsP 1.1.1 Pagpapakatao Framework for implementing the K to 12 EsP education teacher in students’ personal
Curriculum the implied roles of [C] students personal renewal and curriculum. renewal and social transformation
the future values educator to social transformation
students’ personal renewal  Students illustrate this through Rubric focusing on the clarity of

Foundations of Values Education 6

 and social transformation simulations presentation of the roles of a future
values education teacher in students’
personal renewal and social
transformation; and whether the
situation is realistic or not.
Week 16 At the end of the week, the pre-service L. Values Education in the  Panel Discussion: Students Editorial Article or Advertisements 1.1.1
teacher (PST) should be able to: Disciplines are assigned topics for study illustrating the role of other disciplines in
1. Values Education in the Social (How various disciplines supporting values/personhood
 Discuss how various Sciences support values/personhood education
disciplines support the values/ 1.1.1 2. Values Education the Physical education)
personhood education by [C] Sciences Rubric focusing on the depth and
citing concrete examples 3. Values Education in Science relevance of examples used to support
and Technology one’s discussion of how various
4. Values Education in Arts disciplines support values/personhood
5. Values Education in Teaching education
Language
6. Values Education in Math
Week At the end of the week, the pre-service M. Values Education in the  Interview of teachers in Values PowerPoint Presentation of researched- 1.1.1
17-18 teacher (PST) should be able to: Philippines Education based practices, issues and problems 1.2.1
1. Issues and Problems in in the Philippine Values Education
 Evaluate researched-based 1.1.1 Philippine Values Education  Journal article reading and system and its implications to improve
practices, issues and problems [C] a. Good Manners and review values/personhood education in the
in the Philippine Values Right Conduct country
Education system in view of its b. Character Education  Facilitated Discussion on the
implications for the c. Personhood input of students from their Rubric focusing on accuracy and
improvement of teaching and interviews and readings, and recency of information regarding the
learning practice identification of implications for issue or problem presented; and the
the improvement of teaching logical statement of implications to
and learning in values values/personhood education in the
education in the country. country
Concrete examples should be
cited.
Suggested References

Babor, E. (2006). Ethics: The philosophical discipline of action. Manila: Rex Bookstore.
Bailey, R. (2014). Teaching values and citizenship across the curriculum: Educating children for the world. London: Routledge.
Bauzon,P. (1994). Essentials of values education. Manila: National Bookstore.
Bellofiore, R. (April 2018).The multiple meanings of Marx’s value theory. Retrieved from https://monthlyreview.org/2018/04/01/the-multiple-meanings-of-marxs-value-theory.
Cairns, J., Gardner, R., & Lawton, D. (2013). Education for values: Morals, ethics and citizenship in contemporary teaching. London: Routledge.
Department of Education. (2014). K to 12 curriculum guide. Retrieved from https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

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Dorbolo, J, (2002). Plato II objective values. Retrieved from https://oregonstate.edu/instruct/phl201/module/Philosophers/Plato/plato02_objective_values.htm
Dy, M. (1994). Values in Philippine culture and education. US: Council for Research in Values and Philosophy.
Freakley,M., Burgh,G. & Tilt, L. (2008). Values education in schools: A Resource book for student inquiry. Victoria: Camberwell.
Halstead, M. & Taylor, M. (1996). Values in education and education in values. Routledge Falmer.
Haydon, G. (2007). Values in education: Continuum studies in research in education. London: Bloomsbury Pub.
Hart, S. (1971). Axiology--Theory of values. Philosophy and phenomenological research, 32(1), 29-41. doi:10.2307/2105883
Hennig, R. (1983). Philippine values in perspective:An analytical framework. Philippine sociological review,31 (3/4), 55-64. Retrieved from http://www.jstor.org/stable/23898198
Palispis, E. (1995). Introduction to values education. Quezon City: Rex Bookstore.
Perrin, R. (1991). Scheler’s hierarchy of values. In Max Scheler’s concept of the person. London: Palgrave Macmillan.
Rebollo, M. (2000). Moral education in the school. Manila: UST Publishing House.
Schroeder, M. (2016). Value theory. In The Stanford encyclopedia of philosophy. Retrieved from https://plato.stanford.edu/archives/fall2016/entries/value-theory/.
Smith, T. (1922). Dewey’s theory of value. The Monist,32 (3), 339-354. Retrieved from http://www.jstor.org/stable/27900913
The Philippine Constitution. (1987). Retrieved from https://www.officialgazette.gov.ph/constitutions/1987.
Tiempo, A. (2005). Social philosophy: Foundations of values education. QC. Rex Bookstore.
Tomar, B. (2014). Axiology in teacher education: Implementation and challenges. Journal of Research & Method in Education, 4(2), 51-54.
Vincent, C. (2018). Civic virtue and values teaching in a ‘post-secular’ world. Theory and Research in Education, 16(2), 226–243. Retrieved from https://doi.org/10.1177/1477878518774128

Prepared by: Noted and Recommended by: Approved by:

CRISTOBAL M. CANTOR RAYMOND N. CLARO, PhD GLORIA C. NEMEDEZ, PhD

Instructor, CTE Dean, CTE VP for Academic Affairs / OIC President

Foundations of Values Education 8