“Army Vision: By 2028, a world-class Army that is a source of national pride”.
Honor. Patriotism. Duty
• SELF DEVELOPMENT
• VALUES EDUCATION
• FORCES THAT SHAPES CONTEMPORARY VALUES
• THEORIES OF VALUES FORMATION
• ETHICS AND MORAL EDUCATION
• MORALITY AND OUR CONSCIENCE
• SELF DEVELOPMENT
• VALUES EDUCATION
• FORCES THAT SHAPES CONTEMPORARY VALUES
• THEORIES OF VALUES FORMATION
• ETHICS AND MORAL EDUCATION
• MORALITY AND OUR CONSCIENCE
• Perceived Self- is composed of a set of self-cognitions
regarding one’s traits, competencies and values. It is
reinforced through feedback.
• The Ideal Self- represents the set of traits,
competencies and values an individual would like to
possess.
• Self Identities- are those aspects of the individual’s self-
concept that are derived from the social categories to
which he or she perceives him/herself as belonging to.
Social identities link individuals to reference groups,
which establish a set of role expectations and norms
that guide the individual’s behavior within each of the
social identities.
• Self Esteem- is the evaluative component of the self-
concept. It is the function of the distance between the ideal
self perceived self.
• Values- are the beliefs, which we hold to be true - those
noble ideals we struggle to attain and implement in our daily
lives.. Derived from the natural and moral laws and not from
an individuals opinions and feelings.
• Values Education - is based on a rational
understanding of the human person, specifically on
understanding of the Filipino as a human being in society
and his/her role in the shaping of society and the
environment.
• 1. Psycho-Analytic Theory (Sigmund Freud) suggest
that unconscious forces act to determine personality
and behavior. To Freud, the unconscious is that part of
the personality about which a person is unaware..
•2. Behaviorist View (John B. Watson). The
behavioral perspective suggest that the keys to
understanding developing are observable behavior and
outside stimuli in the environment. If we know the
stimuli, we can predict the behavior.
• 3. Social-cognitive learning theorist Albert Bandura,
when we see the behavior of a model being rewarded,
we are likely to imitate that behavior. Behavior is
learned through observation and imitation, not
conditioning through reinforcement or punishment.
• 4. Cognitive Theory. The cognitive perspective focuses
on the processes that allow people to know, understand
and think about the world. The cognitive perspective
emphasizes how people internally represent and think
about the world.
• 5. Socio-cultural theory (Russian psychologist Lev
Vygotsky) proposes that a full understanding of
development is impossible without taking into account
the culture in which children develop.
• 6. Ecological Theory. The Ecological model, the major
proponent of which is Urie Bronfenbrenner, seeks to
explain individual knowledge, development, and
competencies in terms of the guidance, support, and
structure provided by society and to explain social
change over time in terms of the cumulative effect of
individual choices (Berger, 2000).
• 7. Humanism Theory. The humanistic perspective
contends that people have a natural tendency to make
decisions about their lives and control behavior.
• 7. Humanism Theory. The humanistic perspective
contends that people have a natural tendency to make
decisions about their lives and control behavior.
• 8. Evolutionary Theory. The Evolutionary Theory
stresses that behavior is strongly influenced by biology,
is tied to evolution, and is characterized by critical or
sensitive periods (Santrock, 1999).
Ethics – comes from the Greek word ethos, meaning character or custom.
Morality
The term morality can be used either:
• 1. Descriptively to refer to a code of conduct put forward by a society and
that it is used as a guide to behavior by the members of that society.
• 2. Normatively to refer to a code of conduct that, given specified conditions,
would be put forward by alL rational persons for governing the behavior of all
moral agents.
Morality affects our daily choices, and those decisions
are guided by our conscience. The purpose of morality is
to provide a frame work of optimum human survival. The
standard of morality, however, is absolute and immutable
– long-term optimum human survival.
SELF DEVELOPMENT
VALUES EDUCATION
FORCES THAT SHAPES CONTEMPORARY VALUES
THEORIES OF VALUES FORMATION
ETHICS AND MORAL EDUCATION
MORALITY AND OUR CONSCIENCE
END OF PRESENTATION
