FUNDAMENTAL PRINCIPLES, FUNDAMENTAL PRINCIPLES, METHODS, & STRATEGIES IN METHODS, & STRATEGIES IN CURRICULUM DESIGN FOR CURRICULUM DESIGN FOR

ELEMENTARY VALUES ELEMENTARY VALUES EDUCATION IN THE EDUCATION IN THE

PHILIPPINESPHILIPPINES Greg Tabios Pawilen, M.A. Greg Tabios Pawilen, M.A.

LecturerLecturerCollege of Education, University of the College of Education, University of the

Philippines, Diliman, Quezon City, DISP 2009Philippines, Diliman, Quezon City, DISP 2009

Legal Basis for Values Legal Basis for Values Education in the Education in the

PhilippinesPhilippines

Article XIV Sec. 3 (2)Article XIV Sec. 3 (2)

They shall inculcate patriotism and They shall inculcate patriotism and nationalism, foster love of humanity, nationalism, foster love of humanity, respect for human rights, appreciation respect for human rights, appreciation of the role of national heroes in the of the role of national heroes in the historical development of the country, historical development of the country, teach the rights and duties of teach the rights and duties of citizenship, strengthen ethical and citizenship, strengthen ethical and spiritual values, develop moral spiritual values, develop moral character and personal discipline, character and personal discipline, encourage critical and creative encourage critical and creative thinking, broaden scientific and thinking, broaden scientific and technological knowledge, and technological knowledge, and promote vocational efficiency.promote vocational efficiency.

Article XIV Sec. 3(3)Article XIV Sec. 3(3)

At the option expressed in writing At the option expressed in writing by the parents or guardians, by the parents or guardians, religion shall be allowed to be religion shall be allowed to be taught to their children or wards in taught to their children or wards in public elementary and high schools public elementary and high schools within the regular class hours by within the regular class hours by instructors designated or approved instructors designated or approved by the religious authorities of the by the religious authorities of the religion to which the children or religion to which the children or wards belong, without additional wards belong, without additional cost to the Government.cost to the Government.

Objectives of Elementary Objectives of Elementary EducationEducation

Article III, Sec. 21 of the Article III, Sec. 21 of the Education Act of 1982 Education Act of 1982 states the objectives of states the objectives of elementary education. elementary education. These are to:These are to:

provide the knowledge and provide the knowledge and develop the skills, attitudes, develop the skills, attitudes, and values essential to and values essential to personal development and personal development and necessary for living in and necessary for living in and contributing to a developing contributing to a developing and changing social milieu;and changing social milieu;

provide learning experiences provide learning experiences which increase the child’s which increase the child’s awareness of and responsiveness awareness of and responsiveness to the changes in and just to the changes in and just demands of society; and to demands of society; and to prepare him for constructive and prepare him for constructive and effective involvement;effective involvement;

promote and intensify the promote and intensify the child’s knowledge of child’s knowledge of identification with, and love identification with, and love for the nation and the people for the nation and the people to which he belongs; andto which he belongs; and

promote work experiences promote work experiences which develop the child’s which develop the child’s orientation to the work of orientation to the work of work and creativity and work and creativity and prepare himself to engage in prepare himself to engage in honest and gainful work.honest and gainful work.

Objectives of the Elementary Objectives of the Elementary Education CurriculumEducation Curriculum

Elementary Education shall aim Elementary Education shall aim to develop the spiritual, moral, to develop the spiritual, moral, mental and physical mental and physical capabilities of the child, capabilities of the child, provide him with experiences provide him with experiences in the democratic way of life, in the democratic way of life, and inculcate ideas and and inculcate ideas and attitudes necessary for attitudes necessary for enlightened, patriotic, upright enlightened, patriotic, upright and useful citizenship.and useful citizenship.

To achieve these objectives, To achieve these objectives, Elementary Education Curriculum shall Elementary Education Curriculum shall provide for the:provide for the:

Inculcation of spiritual and Inculcation of spiritual and civic values and the civic values and the development of a good development of a good Filipino based on an abiding Filipino based on an abiding faith in God and genuine love faith in God and genuine love of country;of country;

Training of the young Training of the young citizen in his right, duties citizen in his right, duties and responsibilities in a and responsibilities in a democratic society for democratic society for active participation, in a active participation, in a progressive and productive progressive and productive home and community life;home and community life;

Development of basic Development of basic understanding about Philippine understanding about Philippine culture, the desirable tradition culture, the desirable tradition and virtues of our people as and virtues of our people as essential requisites in attaining essential requisites in attaining national consciousness and national consciousness and solidarity;solidarity;

Goals of the Values Goals of the Values Education CurriculumEducation Curriculum

At the Basic Education level, the goal At the Basic Education level, the goal of Values Education across the of Values Education across the curriculum is to provide the Filipino curriculum is to provide the Filipino adolescent learners with the adolescent learners with the appropriate knowledge base appropriate knowledge base necessary in developing a value necessary in developing a value system which will guide them in system which will guide them in dealing with the self, relating with dealing with the self, relating with their family and peer group, serving their family and peer group, serving others, country and God and dealing others, country and God and dealing with issues and problems posed by with issues and problems posed by the environment.the environment.

Characteristics of the Values Characteristics of the Values Education Curriculum in the Education Curriculum in the

PhilippinesPhilippines

It provides the explanation It provides the explanation for the thinking which for the thinking which forms the basis for and forms the basis for and leads to behavior, thus leads to behavior, thus developing in the learners developing in the learners skills of rational thinking skills of rational thinking and value judgment.and value judgment.

Issues and moral dilemmas Issues and moral dilemmas are discussed vis-à-vis a are discussed vis-à-vis a universal frame of reference.universal frame of reference.

It involves the formation of It involves the formation of the will-the faculty which the will-the faculty which moves a person to spend moves a person to spend his/her energies on his/her energies on possessing the goods he/she possessing the goods he/she needs for physical and needs for physical and spiritual maturity.spiritual maturity.

It addresses the goal of the It addresses the goal of the Revitalized Homeroom Revitalized Homeroom Guidance Program (RHGP)-Guidance Program (RHGP)-guiding students in the choice guiding students in the choice of a career or vocation that of a career or vocation that match their interests and match their interests and aptitude.aptitude.

What alternative curriculum What alternative curriculum designs can be use to designs can be use to improve Values Education improve Values Education in the Philippines? in the Philippines?

(Murray Print, 1988)(Murray Print, 1988)

Subject-centeredSubject-centered

Subject designSubject designAcademic disciplines Academic disciplines designdesign

Integrated designIntegrated designBroad fields designBroad fields design

Learner-centered DesignsLearner-centered Designs

Activity/Experience Activity/Experience designdesign

Humanistic designHumanistic design

Problem-centered DesignsProblem-centered Designs

thematic designthematic designproblem designproblem design

Core Learning DesignCore Learning Design

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