Values

 

Values - Important and enduring beliefs or ideals shared by the members of a culture about what is good or desirable and what is not. Values exert major influence on the behavior of an individual and serve as broad guidelines in all situations.

Education in the Philippines 

FILIPINA SCHOOL GIRLS and their FILIPINA TEACHERS in MANILA

Education in the Philippines is based on the education system of the United States, with some variations. Generally, compulsory elementary education runs for 6 years, while secondary education takes 4 years. After high school there are vocational courses or colleges which offer courses for a varying number of years depending on the course. University courses leading to a bachelor’s degree are

usually 4 years long. The school year, which is at least 200 days or 40 weeks long, generally begins on the first Monday in June and ends by the last Friday of March, when the hot, dry season begins. School attendance takes place from Monday to Friday. Contents [hide hide]] 

1 History  History  1.1 Pre-Hispanic period  period  1.2 Spanish colonial era  era  1.3 Malolos Republic  Republic 

 

  1.4 American colonial period period   occupation  1.5 Japanese occupation  1.6 Post-War years  years  1.7 Martial Law period period   present   1.8 From 1986 to the present  education   2 Some perennial issues in education also   3 See also 4 References  References  link   5 External link 6 Citation Citation  

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History

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Pre-Hispanic period

Early Filipinos usually taught their children at home, focusing more on vocational skills than academics. There were also tribal tutors, but there was no structured educational system. Nevertheless, the Spaniards observed that there was an overwhelmingly high literacy rate, finding most of the natives were proficient in their indigenous system of writing. [edit edit]]

Spanish colonial era

With the coming of the Spaniards, missionary teachers replaced the tribal tutors. The focus of education during the  the Spanish Colonization of the Philippines  Philippines was mainly religious education. The Catholic doctrine schools that were set up initially became parochial schools which taught reading and writing along with catechism. In 1863, an educational decree mandated the establishment of free primary schools in each town, one for boys and one for girls, with the precise number of schools depending on the size of the population. There were 3 grades: entrada , acenso , and termino . The curriculum required the study of Christian doctrine, values and history as well as reading and writing in Spanish, mathematics, agriculture, etiquette, singing, world geography, and Spanish history. Girls were also taught sewing. The decree also provided for a normal school run by the Jesuits to educate male teachers in  in Manila Manila.. Normal schools for women teachers were not established until 1875, in  in Nueva Caceres. Caceres. 

 

Despite the Decree of 1863, basic education in the Philippines remained inadequate for the rest of the Spanish period. Often, there were not enough schools built. Teachers tended to use corporal punishment. The friars exercised control over the schools and their teachers and obstructed attempts to properly educate the masses, as they considered widespread secular education to be a threat to their hold over the population. The schools were often poorly equipped, lacking the desks, chairs, and writing materials that they were required to have under the decree. Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout the year, schools were often empty. Children skipped school to help with planting and harvesting or even because their clothes were ragged. For higher education, there were a few reputable private institutions such as the University of Sto. Tomas, Tomas, Colegio de San Juan de Letran, Letran , and and  Ateneo Municipal. Municipal.  Though initially an institute of higher education, UST was required by an 1865 decree to open public secondary schools. [edit] edit] Malolos Republic After the Spanish colonial government was overthrown, the schools established during the Spanish era were closed down for a time by  by Emilio Aguinaldo’s government. They were eventually reopened by the Secretary of Interior on 29 August 1898. The  The Malolos Constitution  Constitution made elementary education compulsory and provided for free schooling. The  The Universidad Literaria de Filipinas, Filipinas, which provided courses in law, medicine, surgery, pharmacy, and notarianship, was established by Malolos  and Aguinaldo on 19 October 1898. He also set up the  the Military Academy of Malolos decreed that all diplomas awarded by UST after 1898 be considered null and void. During this period, other secular institutions which emphasized local geography and history were also established, such as the  the Burgos Institute in Malolos. Malolos.  Except for the emphasis on Philippine history and geography, the curricula of schools were not much different from those under Spanish domination. While Tagalog  the  Constitution of Biak-naTagalog  was established as the national language by the Bato,, reading, writing and literary studies in Spanish were still given emphasis. Bato [edit] edit]

American colonial period

To help win over the Filipinos to the new American colonial government,  government,   General MacArthur  provided $100,000 for Philippine education. New schools were MacArthur established with English as the medium of instruction, with chaplains and noncommissioned officers serving as teachers. Following the surrender of Aguinaldo,

 

President McKinley directed the  the  Second Philippine Commission  Commission  to establish a free secular public school system that would prepare the Filipinos for citizenship. The Department of Public Instruction Instruction  spawned the Bureau of Education under under  Act 477 477..  The establishment of the public school system in 1901 under Act No. 74 required a great number of teachers. Thus the Secretary of Public Instruction, with the approval of the Philippine Commission, brought to the Philippines 1,000 American teachers, Thomasites..  known as the  the Thomasites in  Manila Manila  in 1901 and its Teachers were also trained in the  the Normal School  School founded in branches subsequently established in major towns. Elementary school teachers were trained in English language and literature, geography, mathematics, principles of education, teaching methods, and educational psychology. The free elementary schools that were established consisted of 4 primary grades and 3 intermediate grades. In the first decade, the intermediate grades focused on vocational education, with a special course for those who intended to go to high school. Apart from English language and literature and arithmetic, the elementary schools taught geography, nature study, music, drawing, physiology, hygiene, and physical education. Age-appropriate industrial skills were taught in all levels. In 1902, secular public high schools were established, teaching courses on current events, U.S. history and government, algebra, geometry and arithmetic, general sciences and history, and physics as well as English literature and composition and physical education. Program  was established on 26 August 1903 For the tertiary level, the  the Pensionado Program to enable about 300 chosen Philippine high school graduates to study in American colleges for free, under the condition that they serve the Philippine government upon Philippines  was established. their graduation. In 1908, the  the University of the Philippines Vocational schools, however, were given more emphasis. Many Filipinos still preferred a  a  Catholic Catholic  education. Thus many private private  Catholic schools  flourished, including those established during the Spanish period, like schools Ateneo,, Letran, Letran, and and  UST UST,, and a number of new schools like like  St. Scholastica's Ateneo College  and College and  San Beda College College.. Such schools were preferred by the elite. Some private non-sectarian schools were also founded. Reformists such as  as Felipe Calderon,, Hipolito Magsalin Calderon Magsalin,, Leon Ma. Guerrero Guerrero  and and  Mariano V. Del Rosario Rosario   established the  the Liceo de Manila  Manila and and  Escuela de Derecho Derecho  in an attempt to produce a more nationalistic education, but they did not succeed. In general, education under

 

American colonization led to widespread Americanization of the Philippines, with the emphasis on English language and literature, U.S. history and government, the use of American textbooks, and the emphasis on American values. [edit] edit]

Japanese occupation

II  and had to be closed down. In Most schools were damaged during  during World War II June 1942, the schools were reopened by the Japanese. Their educational policies, as detailed in  in Military Order No. 2, 2, mandated the teaching of Tagalog, Philippine history, and character education to Filipino students, with emphasis on love for work and dignity of labor. [edit edit]]

Post-War years

After the War ended, schools that had been closed during the war years were reopened amidst the reconstruction of their facilities. The Americans recruited Filipino educators to help in the re-establishment of their public school system. For the first time, indigenous languages as well as in English were used as the medium of instruction. In 1947, the Department of Instruction was renamed the  the   Department of Education..  Education edit]] [edit

Martial Law period

During the  the Martial Law era era,, education as well as media was utilized for progovernment propaganda. The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978, and with the  the Education Act of 1982, 1982 , the Ministry of Education, Culture, and Sports. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino. edit]] [edit

From 1986 to the present

The bilingual policy in education was reiterated in the  the  1987 Constitution of the Philippines.. The Ministry of Education, Culture, and Sports was renamed once more, Philippines this time as the Department of Education, Culture, and Sports (DECS). Following the report of the  the Congressional Commission on Education Education  (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating the  the  Commission on Higher Education  Education (CHED) and the the  Technical Education and Skills Development Authority  (TESDA). The institute governing basic education was thus renamed in Authority Education  (DepEd). 2001 as the  the Department of Education

 

The quality of public school education is generally considered to have declined since the post-war years, mainly due to insufficient funds. The Department of Education aims to address the major problems affecting public education by 2010. Private schools are able to offer better facilities and education, but are also much more expensive. There is a wide variety of private schools, including all-bo ys’ and all-girls’ schools, religious schools, non -sectarian schools, Chinese schools, special schools, and international schools. Due to economic difficulties, there has been a recent increase in the popularity of  of home schooling and open universities in the Philippines..  Philippines [edit] edit]

Some perennial issues in education

 – with insufficient budget and large Lack of facilities in public schools – numbers of students, public schools lack classrooms, books, and supplies for their students. The lack of classrooms leads to prohibitively large class size, as many as 60 students in some schools, making for an undesirably high studentteacher ratio. In some schools it also translates to the shortest possible class periods, to allow for morning, afternoon, and even evening sessions so that as many students as possible may be accommodated. School year - Because of the frequent interruption of classes during the rainy season, the issue of changing the school year to September-June from the current June-March has been raised again and again over the years. Number of years - (not counting Pre-school, of course) The required number of

years of basic education was reduced over the years to 6 in the elementary level. With 4 years of high school, the total number of years of basic education in the Philippines is 10, one of the lowest in the world and generally considered to be one of the factors in the inadequacy of basic education in the Philippines. Medium of instruction –  – There is constant debate over which language should

be used in educating Filipinos: English, Tagalog, or local dialects. The use of English for teaching math and science as well as English language and literature subjects has endured for many years, however.

 – The number of subjects increased for some years, making it difficult Subjects – to give enough class time to each subject, including the core areas of English,

 

Filipino, math, and science. There has frequently been contention on which subjects are essential, especially with the controversial lumping together of home economics, technology, physical education, health, art, and music with social studies in a subject called Makabayan. Opponents of the scheme contend that less time will be given to the more important of these subjects, especially social studies. Some of the subject areas are also difficult to integrate with the core subject of social studies. Gender issues –  – There used to be differences in the subjects taught to boys and girls, especially vocational training. There has been standardization in the requirements of subjects for both genders in recent years, though some schools still adhere to a traditional curriculum with different vocational skills taught to boys and girls.

 – Many students drop out due to poverty before completing basic Drop-out rate – education, even at the elementary level. Though schooling is free, there are other expenses which poor families have difficulty in meeting, such as school supplies, uniforms, and transportation. Philippine girls at all levels have been found to be more persistent in their schooling, whereas boys tend to drop out of school earlier. More than half of college students are female and larger numbers of women than men finish advanced degrees. he Department of Education Culture and Sports (DECS) provides and promotes values education at all three levels of the educational system for the development of the human person committed to the building "of a just and humane society" and an independent and democratic nation. 

 

THE DECS VALUES EDUCATION PROGRAM  Framework and Rationale  VALUE

A thing has valued when it is perceived as good and desirable. Food, money, and housing have a value because they are perceived as good and the desire to acquire them influences attitudes and behavior.  Not only material goods but also ideals i deals and concepts are valuable, such as truth, honesty, and justice. For instance, if truth is a value for one, it commands in one an inner commitment which in turn translates itself in to one‟s daily speech and action. Truth is good and desirable; it influences attitudes and behavior.  Values are the bases of judging what attitudes and behavior are correct and desirable and what are not. It is therefore of crucial importance that there be an appropriate framework as well as strategy for providing the context and operational guidelines for implementing a values education program. The values education framework hereby suggested is designed to translate values from the abstract into the practical. The importance of  this is underscored by the fact that values, when defined in a book or in i n the classroom or discussed at the family table, tend to be abstract. Values such as discipline and concern for the poor are ineffective unless they are internalized and translated into action. Therefore, there is need for values education that is meaningful and effective.  VALUES EDUCATION

Values Education as a part of the school curriculum is the process by which values are formed in the learner under the guidance guida nce of  the teacher and as he interacts with this environment. But it involves not just any kind of teaching-learning process.  First of all, the subject matter itself, values, has direct and immediate relevance to the personal life of the learner.   Second, the process is not just cognitive but involves all the faculties of the learner. l earner. The

 

teacher must appeal not only to the mind mi nd but the hearts as weell, in fact, the total t otal human person.  Third, one learns values the way children learn many things from their parents. Children identify with parents, and this identification becomes the vehicle for the transmission of  learning, be it language or the values of thrift and hard work. Hence, the teacher‟s personal

values play an important role in values learning.  GOALS AND OBJECTIVES

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. l aw. 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)  In the pursuit of this thrust, t hrust, the DECS has embarked on a Values Education Program with the following goal and objectives.   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:    

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are self-actualized, integrally developed human beings imbued with a sense of  human dignity;  are social beings with a sense of  responsibility for their community and environment;  are productive persons who contribute

 

 

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to the economic security and development of the family and the nation;  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  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:   It must be oriented toward the total person of  the learner-mind, heart, and entire being.  It must take into consideration the unique role of the family in one‟s personal development

and integration into society and the nation.   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.  VALUES CONCEPTUAL FRAMEWORK

The Values Education Framework, herein described, is intended as a guide and form of  teaching aid in the implementation of the Values Education Program.  WHAT IT IS NOT 

 

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It is not prescriptive: values cannot be imposed. It is not exhaustive; it does not purport pu rport to be a complete list of human values. It makes no statement on regional, local, and institutional needs and priorities. WHAT IT IS 

 

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It is descriptive: it is an attempt at an orderly description of a desirable value

 

 

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system on the a basis of an understanding of the human person. It is conceptual: it lists ideals which have to be internalized in the educational process. It is intended to be applicable in varying degress to all three levels of the educational system. It is broad and flexible enough for adaptation to specific contexts.

ITS USES

It is desirable that regions, localities, and institutions construct their own values map, with clearly defined priorities, suited to their peculiar context and needs, This DECS framework should be of help in such a task.   Classroom teachers, syllabi constructors, and curriculum planners may use it to identify which values are to be targeted in specific courses and programs.  The DECS framework may also serve as a frame fo reference in the reform and revision of operative Filipino values. For instance, against the background of the framework, pakikisama should be seen as something to be prized but not at the expense of personal integrity, likewise, as a Filipino value, it should be compatible with the much-needed productivity and should even become a bridge to national solidarity. Similarly, utang na loob should have wider applications in society so that it can propel other values such as concern for the common good and social justice.   PHILOSOPHY  THE 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 various in statements of the Constitution andthe expressed the

 

following summary manner: 

 

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. society. The human person is multidimensional. 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.  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 mixed as oil and water, but he is an embodied spirit. Hence, his physical, intellectual,is moral, and spiritual well-being recognized by the State. (Art. II. Sec.13).   The human person, however, does not live in isolation but in community with other personsphysical, intellectual, moral and spiritual like himself. He is inevitably social (Art. II, Sec. 13).  He belongs to a family, the basic unit of society or, in the words of  the "theSec.1) foundation of  the Constitution, nation" (Art. XV, 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.  He is also economic. Life in a community involve the concerns of  livelihood, sufficiency, production, and consumption.  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) 

 

Philippine Core Values  Philippine Values is defined by the way of people live their life as an influence of Philippines,, having been an archipelago, has not become a hindrance one’s culture.  culture. Philippines towards having a single values system throughout the country. In whatever part of

the country you may be, one will find the same hospitality that the Filipinos are known for as well as many other values that have originated from our forefathers. The values of Filipinos have been looked upon by foreigners as a weakness instead of strength due to the nature of how they may be abused and manipulated due to these values. But values are what make up a certain nation both in growth and unity. Some may see that Filipino values as a hindrance to the growth of the country and yet others may say that his is what makes our country powerful. In order to understand these concepts, let us look into the different values of the Filipinos and how they may be of influence to a person’s gro wth. Contents hide]]  [hide

Values   1 Filipino Values 1.1 Family Family   Politeness   1.2 Politeness 1.3 Hospitality Hospitality   Gratitude   1.4 Gratitude 1.5 Shame Shame   1.6 Flexibility, Adaptability, and Creativity  Creativity   1.7 Loyalty  Loyalty  1.8 Hard work and Industry  Industry  1.9 Resignation  Resignation  2 Reference  Reference  Citation   3 Citation

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Filipino Values

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Family

The Philippines is known to be a family centered nation. The Filipinos recognize their family as an important social structure that one must take care of. They give

 

importance to the safety and unity of one’s family. The Filipino family is so intact that

it is common for members of the same family work for the same company. It is also common to find the whole clan living in the same area as that the Filipinos are afraid to be too far from their own family. People get strength from their family, thus a child may have several godparents to ensure his future in case his parents will not be there for him. They also do not let their elders live too far away from them. The Filipinos take care of their elders by taking them into their homes. Unlike the Westerners, the Filipinos do not send their elders to nursing homes to be taken care of. They believe that when their elders are unable to live alone, the time has come for them to pay their respects and to be able to serve their parents just as they were cared for when they were younger. [edit] edit]

Politeness

Filipinos are taught to become respectful individuals. This is mainly due to the influence of Christianity that tells us to honor both our parents and our elders. The use of ‘’po’’ and ‘’’opo’’’ when in conversation with an elder or someone who is older  is a manifestation of how Filipinos respect their elders. edit]] [edit

Hospitality

The Filipinos are very hospitable when it comes to their fellowmen. They will invite their visitors to come into their homes and offer them treats such as snacks and drinks after a long journey. There are also instances when the Filipinos will serve only the best to their visitors even if at times they may not be able to afford it. They also go the extremes as to give up the comfort of their own bedrooms for their guests and to the point of sleeping on floor just to ensure that their guests are comfortable. edit]] [edit

Gratitude

Gratitude or ‘’’utang na loob’’’ is a very popular Filipino characteristic. One does not

forget the good deeds that others may have done to him or her especially at times of great need. This debt of gratitude are sometimes abused by those who have done well to others as they may ask favors or things that may either be unreasonable or beyond the means of the one in debt. [edit edit]]

Shame

Shame or ‘’’Hiya’’’ is a very common Filipino value. It is said that Filipinos would go to great lengths in order for one not to be ashamed. Hiya has a great influence on

 

one’s behavior for one will do everything, even if it is beyond his means just to save

his reputation as well as the family’s. Filipinos feel pressured to meet the status quo of the society when it comes to economic standing. One indication of this might be a willingness to spend more than they can afford on a party rather than be shamed by their economic circumstances. edit]] [edit

Flexibility, Adaptability, Adaptability, and a nd Creativity

Filipino's sense of joy and humor is evident in their optimistic approach to life and its travails. The ability to laugh at themselves and their predicament is an important coping mechanism that contributes to emotional balance and a capacity to survive. These are manifested in the ability to adjust to often difficult circumstances and prevailing physical and social environments. Filipinos have a high tolerance for ambiguity that enables them to respond calmly to uncertainty or lack of information. Filipinos often improvise and make productive and innovative use of whatever is available. These qualities have been repeatedly demonstrated in their capacity to adapt to living in any part of the world and in their ability to accept change. [edit] edit] Loyalty Loyalty or ‘’’Pakikisama’’’ is another Filipino value. Filipinos are said to be loyal to

their friends and fellowmen in order to ensure the peace in the group. This is manifested in their basic sense of justice and fairness and concern for other's well being. Filipinos recognize the essential humanity of all people and regard others with respect and empathy. With this orientation, Filipinos develop a sensitivity to the nature and quality of interpersonal relationships, which are their principal source of security and happiness. [edit edit]]

Hard work and Industry

The related capacity for hard work and industry among Filipinos is widely recognized. Filipinos are universally regarded as excellent workers who perform well whether the job involves physical labor and tasks or highly sophisticated technical functions. This propensity for hard work, which often includes a highly competitive spirit, is driven by the desire for economic security and advancement for oneself and one's family. This achievement orientation is further accompanied by typically high aspirations and great personal sacrifices. edit]] [edit

Resignation

 

-used time and again. Trust in God or the concept of ‘’’Bahala na’’’ has been over -used This ideal is used when a person does not know what to do or is to lazy to do anything at all. This belief to put fate in God’s hands may be a sign of how religious Filipinos may be at the same time, it may show that the Filipinos are free-spirited and that they put their life in fate’s hands.

The valuing process, page 1 

Pages: ATS Members have flagged this thread 0 times  Topic started on 3-4-2010 @ 04:14 PM by RobertPaulsim 

When trying to understand the decisions of one person in their life, there is this first question coming to mind: what are the reasons for f or doing that? But before the reasons of actions can be understood, it’s best to know the trail back from the fork in the road we are trying to perceive. One of the obvious things is the way people select their experiences and the internal/external influences. Not  some profound logical decisions, but the everyday little things that interests us and we want to check it out that can ca n start a chain reaction for change.  This first layer of conscience, the “valuing process”, can be perceived as the outer shell from its basic and common decisions in the daily life, which anyone can see it with a little observation. This layer acts initially as an “interface receiver of information”.

As detailed below in figure 1, any logical mental process [2] is paused or abruptly terminated when we fail to control feelings and desires in the moment by sensations on our physical body [3]. This “break” event potentially obstructs any higher project or life aspiration decisions made before, as we refer here as spirituality [1]. The same could be said about mental processes filtering our experience of the spiritual, but we will deal with this concept later.

 

 

On the “value process”, the work of Carl Rogers was used as foundation for perceiving this unit, as he describes infant valuing in proximity to “do what you fell like doing” disregarding consequences with anything related to conscious

decisions [2]. This mirror theas way mostly by the internal readings of their organisms, he infants noted inresponds his experiments. As a child grows up intellectually, she diminishes this primitive animalistic behavior [3] in exchange for a well social reception and the love of her parents. pa rents. But be aware: this apparently “mental breakthrough” from childhood comes with a serious catch in the form of introjections from a beneficial obedience, verified exactly in terms of animal training. By the commands given and by compliance to the terms accorded in them, the child (or adult) performs the solicited actions, and usually implies receiving rewards of things related to the body function (food, sex, affection) and the instant acquisition of objects of interest (money, possessions, advantages) who are normally much more appealing than long term projects that require constant attention, focus and mental stability. For this change in the filters of  the interface, Rogers claims the term “adult valuing”, which we will see the real impact in another processing units of conscience later. The alternate mode of “valuing” goes on enduring long range projects, where the individual re-evaluates the starting idea as time passes by. This mode operates in detail over teenagers caught between going to a party or studying for an exam. In their terms of maturity, this situation can lead to an existential crisis coming either from the guilt of pleasure from satisfying the first and failing

 

the last or really empowering the mind to pass the exam managing the body urges. Problems later arise when students discover afterwards that their lives are “pointless” (poor interests reward), “with no fun” (fewer body sensations) and the classic line that “life has no meaning”, falling complete back to immaturity and being completely unoriginal, unauthentic, another copy c opy of  collective influence. Following again figure 1, at stage [1] lays the “spiritual abstract concepts” or schemata‟s for what the person defines as “reality” inside i nside her subjectivity. In this unit, this feeling is processed from a general “bland” fast recognition of  belief system received from childhood with absolutely no filters from the parents or the family structure of the individual. This is a major issue reviewed later, but the “system” reference can be read properly as “programmed”, “dogmatic”,  “indoctrinating”. Parents repeat repeat what they had received received from their own program, mixed with their updated world views.

Based on the propositions so far, the arrival of new ideas for consciousness (in this perception) must travel through: • The level of maturity to uphold the body feelings and emotions; • The reason or logic inside i nside the “reward system” constructed by the process of   “adult valuing”, all the way from infancy and refined outside the family by creating rewarding bonds with the collective; • The stronger beliefs of any religion or spiritual tradition that is already placed by the slow processes of mind indoctrination from family interests, cemented in the infant phase when acquiring social skills to t o be loved by their parents and accepted by his peers; Refining our understanding, this “valuing” processing from this unit of  conscience filters out any new aspiring “difficult” project by figure 2.

 

 

When drug abuse or recurrent substance use is in place [3], the situation gets far from worse than normally is for an adult control his emotions and feelings. An addicted person looses any mental coherent conscience returning to the raw  “infant valuing” ways of living unconscious, while functioning intensively in the misleading “adult” reward system to finance and keep his hi s lifestyle going on. As consequence, social interaction is in closed loop by the same people who share the same collective objective: loosing “conscience” or the “annoying part” of  their lives that condemns them from having the infant experiences. In the same light, higher aspiring (humanitarian?) projects in life could be suppressed by failing over social compliance or with lower results i n the current “reward”  system. Thus conscience in this model must have a strong will and determination. Lastly, changing “what is real” is the hardest of tasks, since you must have success at the physical level, then at the mind level of compliance and then remove and insert new beliefs.

But not everything is this quicksand of manipulation and deception!

reply posted on 3-4-2010 @ 04:15 PM by RobertPaulsim 

Carl Rogers, by observing human behavior, argues that maturity valuing happens when an individual ruptures his default selective filters by going back to “infant mode”, but

this time around using a rational and unique mind as he eventually finds out again how he truly feel about things, thus becoming more aware of his decision making and creating resistance by not entirely going for all compliances of social behavior. At this point, the mature individual stays away from trying to “live out the expectations of 

 

others”, trying to be free of the man ipulative collective influence.

This indicates a broader perception that goes far out the family unit, reaching out new ways to experience and be reconnecte r econnected d to their “real you”, not striving anymore for rewards, but to live in balance to the “Self” (watch out for the ego thought; we will

check that later). Not surprisingly, this mature individual can make some efforts to change the collective  “adult” blunt and manipulative manipulative pressure over over immature persons, persons, as he realizes realizes the

mischievous con he was once locked in. As anyone can see, this is a very simplistic model, or a more crude way of processing the input coming from the interaction with the world. If someone tries to understand a complex state of transcendence it will be very difficult to achieve success inside this  „box‟ of thought. thought. As a side note, it is interesting to perceive some „manipulations‟ „manipulations‟ of the mental “adult valuing” that can cause corruption of values in people to return to immature ways, as

one can perceive [ritualistic] [ri tualistic] grouping behaviors towards substance use (or abuse) and even more intensive sex experiences (fetishes, swinging, orgies). Also, immaturity can be completely dismissed by the person using the trick of “self -rewarding” logics of  social conditioning as “everybo “everybody dy does, everybody deserves”, contributing to a vicious

cycle towards heavier drug experimentation and eventually addiction. We can see this unit operating at full speed when confronted to a severe new condition in the life of the person. Losing a family member for instance, will cause deep feelings runs rampant over the individual, and life projects fails to have meaning until the grief  process diminishes. Also, a new find love or affection can postpone several mind endeavors, as these affairs need time and the obvious body feelings and urges that come with them. Interesting enough, we can see patterns of “smart infant valuing” in this unit. This Th is

happen when the child, obsessed by the object of her interest, goes rampant with excessive levels of output feelings in the forms of shouting, screaming, crying until it gets what it wants. Some parents, with no maturity, just give in when the “noise” 

starts. In this very adult (as in manipulative) behavior, the child now controls the parents as she sees her selection of interest change, keeping the animalistic part of the conscience more and more influent. This later can grow into substance abuse, immense loss of intellect (the animal part gets the job done), and more profound “adult valuing”  to always fulfill their animalistic desires that weren‟t understood as a child, not matured

as the family unit expanded towards the collective environment.

 

[]´s RP

reply posted on 3-4-2010 @ 04:54 PM by lagenese 

All perceptions are manipulative in nature. To better understand the "valuing process", one must first understand the human psyche and all of its inner workings. If someone believes he's in charge of his destiny through his decisions, then the valuing process is acceptable. But if someone else believes that he's not in charge of his destiny, in other words, that he's following an astrological program, then the valuing process is worthless. Just my 2 cents.

Filipino values  From Wikipedia, the free encyclopedia

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 Antipolo by the Filipino national artist  artist Fernando Amorsolo, Amorsolo, depicting Filipinos celebrating a town   fiesta town fiesta. 

The Filipino value system or Filipino values refers to the set of  values  values or the  the value system system  that a majority of  Filipino people  people have historically held important in their lives. This Philippine value codes, ethical system includes their own unique assemblage of consistent  consistent  ideologies, ideologies, moral codes, practices,, etiquette practices etiquette,, and  and cultural and personal values  values that are promoted by their society. As with

 

any society though, the values that an individual holds sacred can differ on the basis of religion, upbringing and other factors. As a general description, the distinct value system of  Filipinos  Filipinos  is rooted primarily in personal alliance systems, especially those based in kinship, obligation, friendship, religion (particularly Christianity Christianity)), and commercial relationships. relationships.[1] 

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basis  1 Philosophical basis  2 Models of the Filipino values values   composition   3 Elements and composition 4 Gender-specific values values   also   5 See also References   6 References links  7 External links 

edit]] Philosophical basis [edit Filipino values are, for the most part, centered at maintaining social harmony, motivated primarily by the desire to be accepted within a group. The main sanction against diverging from these values are the concepts of " Hiya", roughly translated as 'a sense of shame', and " Amor  [2]  propio" or 'self-esteem'.  'self-esteem'.   Social approval, acceptance by a group, and belonging to a group are major concerns. Caring about what others will think, say or do, are strong influences on social behavior among Filipinos. Filipinos.[3]  According to the anthropologist Leonardo Mercado, the Filipino worldview is basically ), he 'nondualistic'. Basing on linguistic analyses of Filipino value terms like  like  loob (Cebuano buot ), concludes that filipinos desire harmony, not only interpersonal relationships, but also with nature and religion, while still remaining nondichotomous. nondichotomous.[4]  "The Filipino wants to harmonize the object and the subject, while at the same time holding both as distinct."  —   Elements of Filipino Philosophy (1974), Leonardo Mercado,  Mercado, SVD  SVD  Florentino Timbreza, a cultural philosopher, concludes in his book  Pilosopiyang Pilipino (1982) that Filipino values are based on the significance of the world to man. Life experiences dictate the philosophy of the Filipino, augmented by other sources like proverbs, folk sayings, folk tales, [4] and the like. like.  

 

[edit] edit] Models of the Filipino values F. Landa Jocano identified two models of the Filipino value system. The first is the exogenous model or the foreign model, while the second is the indigenous model or the traditional model. The foreign model is described to be a "legal and formal" model, while the indigenous model is described as a "traditional and non-formal" model or guide but is deeply embedded in the  subconscious  the subconscious  of the Filipinos. The foreign model was inherited by Filipinos from  from Western cultures, particularly from the  cultures, the Spaniards  Spaniards and the  the Americans. Americans. An example of a foreign or [3] exogenous influence is  is bureaucracy  bureaucracy exhibited in the  the government of the Philippines Philippines..  

edit]] Elements and composition [edit Based on studies, surveys, opinions, anecdotes, and other literatures made by experts and researchers in relation to Filipino social values or Filipino core values, along with the  the Filipino character  or  character or Filipino identity  identity of a person or an individual known as the Filipino, the Filipino optimism  about the value system are found to possess inherent key elements. Among them are  are  optimism future,  pessimism  future, pessimism  with regards to present situations and events, the concern and care for other people, the existence of friendship and friendliness, the habit of being hospitable, religious nature, respectfulness to acts self of andcheating others, respect for theThe female society, specifically the fear of  God, and abhorrence of and thievery. coremembers values ofofFilipinos upholds the following items: solidarity of the family unit, security of the Philippine economy, orientation to small-groups, personalism, the concepts of " loob" or "kalooban" (meaning "what’s inside the self", the "inner-self", or the "actual personal feelings of the self"), existence and maintenance of smooth  smooth interpersonal relationships, relationships, and the sensing of the feelings or needs of  others (known as pakikiramdam ). In a larger picture, these values are grouped into general clusters or "macroclusters": namely, the relationship cluster, the social cluster, the livelihood [5] cluster, the inwardness cluster, and the optimism cluster. cluster .  

edit]] Gender-specific values [edit In relation to parenthood, bearing male and female children depends on the preferences of the parents based on the expected roles that each gender would assume once grown up. Both genders are expected to become responsible members of the family and their society.  society.  Women in the Philippines  are expected to become caring and nurturing mothers for their own children. Female Philippines Filipinos are also expected to lend a hand in household work. They are even anticipated to offer men  are expected to assume the role assistance after being married. On the other hand,  hand, Filipino men [6] of becoming the primary source of income and financial support of his family. family .