MODULE 4

MC VED (GMRC)
BEED II

CECILIA R. VILLAREAL
Instructor
 PREFACE
Module 4 reviews the universal and Filipino values that frame our being as a people. It equips the

students with pedagogical skills to become effective GMRC teachers. All lessons follow the same format

adapting the 4 As of teaching

x
 TABLE OF CONTENT

Page

PREFACE x

Table of Contents xi
PRE-TEST xii
MODULE 4 GMRC in a GLOBAL Context 1
Lesson 1 - The Universal Values and Cultural Behavioral Filipino Values 1
Lesson Objectives 1

Introduction 1

Activity 1

Analysis 2

Abstraction 3

Application 10

Lesson 2 - The Western and Eastern Influence on Filipino Values and GMRC 11

Lesson Objectives 11

Introduction 11

Activity 11

Analysis 11

Abstraction 12

Application 15

Lesson 3 -Innovative Strategies for Teaching and Learning GMRC 17

Lesson Objectives 17

Introduction 17

Activity 17

Analysis 17

Abstraction 18

Application 25

POST-TEST 26

References 26

xi
PRE-TEST
TRUE or FALSE. Write True if the sentence is true and False if it is not.
1. There are six Filipino hierarchy of needs.
2. The highest need of the Filipino is social nobility.
3. The foreign influences on Filipino values contributed in the shaping of a Filipino culture.
4. Transpersonal Approach develop among students a higher level of consciousness and spiritual
upliftment.
5. Inculcation strategy help student use logical thinking and scientific procedures in order to
investigate social issues inherent to their immediate surroundings.
6. Clarification approach develop among students’ opportunities and changes to discover and act on
their values.
7. Analysis of the learning process has two phases; namely affective and content processing.
8. Ter are five steps teaching and learning cycle proposed by Quisumbing.
9. Strategies are important tools that facilitate learning
10. Democracy that called for individual liberty and equality as well as a national political community
to which everybody was supposed to participate through national suffrage was influenced by
Chinese to the Filipinos

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MODULE 4 - GMRC IN A GLOBAL CONTEXT
Lesson 1: The Universal Values and Cultural Behavioral Filipino Values

Learning Outcomes:

At the end of the lesson, the students must be able to:

• Identify the core values as a Filipino

• Compare and contrast the Filipino values with the universal, generic frameworks and
• Formulate ways of developing the desirable behavioral Filipino values of the young.

INTRODUCTION

“Every society needs to be bound together by common values so that its members know what to
expect of each other, and have some shared principles by which to manage their differences without
resorting to violence.”
These words were delivered by the UN Secretary General Koffi Annan in 2003 at Tubingen
University, Germany. In this age of globalization there is a need to examine whether we still value
values: or whether our values are intrinsic (honesty and kindness) or extrinsically driven by fame or
wealth. We oftentimes hear of complaints that our young generation has a distorted value system or
there is the loosening of the moral fiber of society’
Teachers and would-be teachers are key players as values are both caught and taught. The school
is the indispensable partner of the home in reinforcing or strengthening what has been formed at home
especially the positive, desirable values.
We need a Philippine society today which is committed to core ethical values that all people
should strive to achieve such as honesty, kindness, compassion, respect and personal responsibility.

ACTIVITY
1. Determine your core values. From the list below, choose and write down every core value that resonates with you
especially in relation with others such as your family, friends, professors, future learners, etc. Do not over think your
selections. As you read through the list, simply write down the words that you feel like a core value to your personality.
If you think of a value that you possess that is not in the list, feel free to write it down as well.

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 2. Sort the words you selected into themes, placing similar values together in groups.

3. From each grouping, select one word that best represents the overall theme of the group.

4. Add a verb to the representative word to change it into an action statement.

ANALYSIS

The words you choose from among the several words convey your core values.
1. What are the top three or five values that were identified from this exercise?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why are these values important to you?

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 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What factors contributed to the choosing and prizing of these values?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ABSTRACTION
Values are the essence of who we are. Values are the principles that we hold to be of worth in
our life. Values are the moral ideas, general conceptions or orientations. They are basic and fundamental
beliefs that guide or motivate attitudes or actions. Values are not chosen; they are inherent to each
person. They help us to determine what is important to us and they are relatively stable and enduring.
Sociologists use this term in a more precise sense to mean “the generalized end which has the
connotations of rightness, goodness or inherent desirability”.
Values are concepts or beliefs that guide how we make decisions about and evaluations of
behaviors and events. An individual’s values can be ranked according to importance. Most of our values
are formed in our early years-with input from parents, teachers, friends, and others. As children, we are
told that certain behaviors or outcomes are always desirable or always undesirable. Values are basic and
fundamental beliefs that guide or motivate attitudes or actions. They help us to determine what is
important to us.
Values are basic and fundamental beliefs that guide or motivate attitudes or actions. They help
us to determine what is important to us.
Values are socially approved desires and goals that are internalized process of conditioning,
learning or socialization and that become subjective preferences, standards, and aspirations. They are
touched with moral, involving an individual’s judgement of what is right, good and desirable.

Thus, values are important because they

• provide standards of competence and morality
• are ideas that we hold to be important
• govern the way we behave, communicate and interact with others
• transcend specific objects, situations or persons
• are relatively permanent and there is resistance to change them.
• the foundation for understanding the level of motivation
• are our perception to help understand what ought to be or what ought not to be.
• imply that certain behaviors on outcomes are preferred over others.
• allow the members of an organization to interact harmoniously. These make it easier to reach
goals that would be impossible to achieve individually.
• are goals set for achievements, and they motivate, define and color all our activities cognitive and
connective.
• are the guideposts of our lives and they direct us to who we want to be?

Values are transmitted to the child though various media. Values are first developed at home
through the parents as the primary teachers of Filipino values. A child learns his first value from his family.
As the child grows older, the friends and peers, the different institutions and organizations in society, the
school and teachers, media whether print or electronic, religion, and history play a vital role in values

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development. The environment can influence the person to either retain or reject the values taught and
established at home.

Frameworks for Understanding Values

Two frameworks for understanding values:

A. Milton Rokeach’s Two Types of Values.
1. Terminal Values: these are values that we think are most important or most desirable. They
refer to desirable end states of existence, the goals a person would like to achieve during his
or her lifetime. They include happiness, self-respect, recognition, inner harmony, leading a
prosperous life and professional excellence.
2. Instrumental Values. Instrumental values deal with views on acceptable modes of conduct or
means of achieving the terminal values. These include being honest, sincere, ethical and being
ambitious. These values are more focused on personality traits and character.

The table below shows the 18 terminal and 18 instrumental values in alphabetical order

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Hodgson’s Magnificent Seven Universal General Principles (1992)
Hodgson produces a similar list of values to Guy’s which he refers to as ‘The Magnificent Seven
Universal General Principles.’ There is also parallel thinking with Ross’s prima facie duties.
1.Dignity of human life: The lives of persons are to be respected.
Example: not intending or doing harm to others.
2.Autonomy: All persons, including ourselves, are intrinsically valuable and have a right to self-
determination. Examples: acting in ways that demonstrate each person’s worth; acting for one’s
own legitimate needs.
3.Honesty: The truth should be told to those who have a right to know it.
Examples: speaking and acting in ways that reflect the way things are in reality.
4.Loyalty: Promises, contracts, and commitments should be honored.
Examples: honoring confidentiality and keeping proprietary information secret; honoring
written and oral contracts; doing what one says one will do.
5.Fairness: People should be treated justly.
Examples: one’s right to life’s necessities and the duty to ensure them for others; the right of all
to fair treatment under work contracts, company policies, and the law; duty to help those in
deep need, those in danger, and those who are helpless.
6.Humaneness: (1) Our actions should accomplish good; (2) our actions should avoid evil.
Actions should be of benefit to ourselves and others.
Examples: performing good acts, not evil ones; acting and speaking to be of benefit to others;
acting and speaking in ways that benefit one’s own valid self-interest.
7.The common good: Actions should accomplish the ‘greatest good for the greatest number’ of
people.
Examples: speaking and acting, whenever possible, for the welfare for the most people, as long
as individual rights are not violated.

The list includes four major categories and more specific values under each category.
1. Commitment to something greater than oneself To recognize the existence of and committed to
a Supreme Being, higher principle, transcendent purpose or meaning to one’s existence.

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 • To seek the truth
• To seek Justice
2. Self-respect, but with humility, self-discipline, and acceptance of personal responsibilities
• To respect and care for oneself
• Do not exalt oneself or overindulge- to show humility and avoid gluttony, greed, or
other forms of selfishness or self-centeredness.
• To act in accordance with one’s conscience and to accept responsibility for one’s
behavior
3. Respect and caring for others (the Golden Rule)
• To recognize the connectedness between all people
• To serve humankind and to be helpful to individuals
• To be caring, respectful, compassionate, tolerant, and forgiving of others
• To not hurt others (e.g.., do not murder, abuse, steal from, cheat or lie to others)
4. Caring for other living things and the environment
• The list may not be exhaustive but provides us a picture of what are common among the
major religions of the world and does not take a stand or bias in favor of any religion

The Filipino Philosophy of Values

The Filipino people have a reputation for being cultural hybrids. Culturally, the Filipino people
reflect the diversity of external influences; Oriental (Eastern) and Occidental (Western)
There are two models of the Filipino Values system, the first the exogenous model or the foreign
model, while the second is the indigenous model of the traditional model. (F.Landa Jocano in Andres,
1981)
The exogenous model or the foreign model explains that Filipinos have inherited from Western
cultures many of our beliefs, practices particularly from the Spaniards and the Americans.
Of course, there were many foreign influences that reached the Philippines but the country was
under Spanish rule for a long period of time.
The indigenous model or traditional model considered as traditional and non-formal explains that
the Filipino values are deeply embedded in the Filipino subconscious.

The Roots of the Filipino

The roots of the Filipino are Malay, Chinese, and Indian. The Malay temper is the main component
of the Filipino culture. Readiness to adjust to a new situation and desire to be above all nice are the two
strongest strains in the Malay character. The Malay respect for “niceness” is one of a kind. The Malay is
frivolous.
The Chinese mind, a blend of philosophy and pragmatism, has been transplanted to the Filipino
psyche. Patience, perseverance, hardiness and foresight, frugality and thriftiness have been were imbibed
by the Filipinos from the Chinese who came to the Philippines as traders and craftsmen.
The Indian influences can be seen mainly in art, manners, beliefs and language.

The Heart of the Filipino

The heart of the Filipino is Spanish Christian. Christianization and social organizations along
Western lines leading to political unity and to the Western lines leading to political unity and to the
Western institution called nation were contributions of the Spaniards to the Filipinos.

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 The religion of 80% of the Filipinos is Spanish Catholicism. Many of the value judgments are Spanish
in origin. Generosity and arrogance are traced to Spanish roots. Delicadeza is typically Spanish. Gentility
or the emphasis on appearance, reputation, privilege, and status are all Spanish.

The Mind of the Filipino

The mind of the Filipino is American. American influences include the public health system, road
system, mass education. English language, modern mechanics and techniques of Western democracy,
public service and administration, presidential system, congress and municipal government.
The American influence opened up the Filipino thinking to become pragmatic. The docile and
obedient mind of the Filipino became questioning. The Filipino was influenced to developed a system of
thought wherein what matters is concern with things, with quantities, with achievements and not just
feelings and what others would think.
The American brought the Protestant ethics of nationality, of questioning, of independent thinking,
and of direct communication.

The Filipino Value Orientation

The Filipino value orientation is more outer than inner-directed. There is the tendency to go for
foreign models to structure thinking, management style, decision making, problem-solving process, and
even establishing confidence and competence.
The outer-directedness of the Filipino value orientation is indicative of an inner inferiority complex.
This sense of inferiority complex. This sense of inferiority can be attributed to more than four centuries
of Spanish domination and other foreign forces which landed and left their marks in the country. In these
present times, the millennials, Generations Z and Alpha Generation have other sources of influence
brought about by various social media platforms.

The Filipino Value System

The Filipino value system is comprised of several layers. According to Clare W. Graves, human
beings exist at different levels of existence and that both individuals and social systems evolve and regress
through these clusters. Thus, an individual operating at a particular predominant level will exhibit the
values, beliefs and behavior that form a consistent package for that level (Andress 1981). The levels of the
Filipino value system include:
I. Subsistence Levels
The first six levels of existence are classified as subsistence levels. The overall goals of these levels
are individual survival and dignity. This would comprise this category:
1. Automatic existence. Filipino value which is within this level is economic security. At the level,
the Filipino seeks for the immediate satisfaction of his/her basic physiological needs.
2. Tribalistic existence. Filipino values which fall in this category are: personalistic view of the
universe, supernaturalistic world view, nonscientific and nonrational beliefs, cyclic and
psychological time orientation, bahala na, suwerte, awa ng Diyos. At the level, the Filipino
defends a life she/he does not understand. He trusts that his tribal ways are inherent in things.
Here is a life based on myth, tradition, and mystical phenomenon full of spirits, magic and
superstitions.
3. Egocentric existence. Filipino values like amor propio, hiya, kaulaw, kaikog, kataha, tayo-tayo
system…, Filipino subservience, ambivalence, non-interference are in this level. There is the
tendency that the raw, rugged, self- assertive individualism of the Filipino surfaces. Both the
authoritarian and the submissive aspects develop standards which they feel will insure them
against threat.

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 4. Saintly existence. Pagtitiis, solidarity, utang na-loob, bayanihan, religiosity are some of the
Filipino values in this level. The Filipino perceives that living in this world does not bring about
ultimate pleasure. Obedience to God will lead to everlasting life someday.
5. Materialistic existence. Filipino values within this level are economic security, social mobility,
palakasan, nepotism, and relation to Filipino concepts of property. At this level, the Filipino
learns trade secrets in order to conquer the world. At this level, the Filipino may use various
methods to meet his/her materialistic needs.
6. Personalistic existence. Filipino values within this level are social acceptance, pagsasarili,
acceptance of the person, fear of rejection, sensitivity to personal affront, smooth
interpersonal relations (SIR), pleasantness, desire to please and not to hurt, pakikisama,
euphemism, the use of go-between. Filipino hospitality and love for affiliations. The Filipino
becomes concerned with knowing the inner self and of others for harmony to exist and for
people to be at peace with self and the world.

II- Being Level

7. Cognitive existence. Filipino values within this level are love for education and self-
development, refinement. The Filipino aspires what he can become and can continue to
become. The Filipino uses intellect, knowledge and rationality to put the world together.
8. Experientialist existence. Filipino values within this level are family, kinship system, barkada,
general social power, region, language, deep sense of personal worth, self-esteem, love, and
respect for life. At this level, humanness is highlighted.

The Filipino Aims, Goals and Aspiration

Fr. Frank Lynch identifies social acceptance, economic security, and social mobility as the three
basic aims that predominantly motivate and control the behavior of the Filipino.
1. Social acceptance is a goal. Social acceptance is defined as being taken by one’s fellow for what he/she
believes to be and being that image. Acceptance is usually enjoyed when it includes an outward
manifestation of approval that makes clear to the individual that he/she is liked by those with whom one
deals or is considered important by others.
Attainment of social acceptance is assisted by two intermediate values, which are:
A. Smooth Interpersonal Relationship (SIR) -the ability to get along with others in such a way as to
avoid outside signs of conflict. The methods used to maintain SIR include pakikisama, euphamisms,
and the use of go-between.
A.1 Pakikisama- giving in or yielding to the wish of the leader of the majority, even if sometimes it
contradicts one’s idea or the common good. More than anything else, most Filipinos would want to
get along with everyone and considers it necessary to maintain good relations. A young student may
give in to the friends’ invitation to go out and have fun at night even. If there is an anticipation of an
important examination the next day.
A.2 Euphemisms- the art of stating unpleasant truth, opinion, or request as pleasantly as possible.
A.3 The go-between- s/he serves to prevent a direct confrontation between individuals or groups.
The intermediary is usually requested assist to avoid shame or embarrassment.

B. Sensitivity to personal affront. The loss of social acceptance is guarded against two sanctions
discouraging behavior descriptive of those relations and this are hiya or shame and amor propio.
B.1 Hiya or shame- a painful emotion arising from a relationship with an authority figure or with
society, inhibiting self-assertions in a situation which is perceived as dangerous to one’s ego.

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 B.2 Amor propio- the sense of self-esteem that protects the person from losing face especially when
his or her highly valued attributes are at stake. It is the sensitivity to personal insult or affront that
motivates the person to protect the self from loss of social acceptance. When the Filipino dignity is
in danger, efforts are done to preserve it.

Filipino Hierarchy of Needs

The Filipino hierarchy of needs is unique. It is reflective of the values of the Filipino. It does not
parallel Abraham Maslow’s theory.
In the Filipino theory, the first need of the Filipino is familism or the need to belong to a family or
group. The family is being looked up as a defense against the hostility of the world, an insurance against
hunger and old Age, an eternal source of food, clothing and shelter. All the basic needs, safety, and
security are met if one belons to a family. The family is the basic economic, social, political, psychological,
spiritual, and moral unit among Filipinos.
The second need of the Filipino is the need to be reciprocated. This is based on the utang-na-loob
value. The Filipino has a high sense of personal dignity. Honor and dignity are everything to the Filipino,
thus if there is any potential of wounding them, the personhood is challenged. The Filipino respects other
people and must also be afforded the same respect.
The third need is social acceptance. This pertains to the need to be taken by one’s fellows for who
the person is and treated according to one’s status. The Filipino needs to be accepted by those who can
help especially in times of need. S/he must cultivate goodwill so as to get along well with them for future
economic, social, political, and religious gains. Conformity is rewarded with cooperation and assistance
while non-conformity may result in withdrawal of support.
The fourth need of the Filipino is social mobility. Social acceptance can contribute to social mobility.
Once social acceptance is satisfied, social mobility arises. The Filipino wants to earn more money in order
to climb the social ladder. The Filipino aims to move upward economically.
The fifth and highest need of the Filipino is pagkabayani (“being a hero”). The values of dignity,
honor, and pride come in. here enters the value of hiya which in the broadest sense is best defined a self-
esteem. In this level of need, what is most important is the Filipino’s image as a person per se and
achievements. S/he wants to be respected and esteemed.
The figure captures the Filipino hierarchy of needs.

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 THE FILIPINO HIERARCHY OF NEEDS
Our values from part of our identity as Filipinos and serve as our trademark wherever we may be. May
these values lead us to achieve our potentials as a people and a nation.

APPLICATION
Answer the following questions:
1. Why are values important?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What Filipino values do we need to mobilize to help the country cope and heal in times of
crisis like calamities and the pandemic? Expound on how they can be of help.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why is there a need for the citizens of the world to adhere to some universal, global beliefs
like the Golden Rule?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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LESSON 2: The Western and Eastern Influence on Filipino Values and Good Manners and Right
Conduct

Lesson Outcomes:
At the end of the lesson, the students must be able to:
• Discuss the western and eastern influences on Filipino values and Good Manners and
Right Conduct (GMRC)
• Identify and positive and negative Filipino values and their implications to economic
development and
• Appraise one’s personal values and understood its implications to being an GMRC
teacher.

Introduction

This module focuses on the Western and Eastern influences on Filipino values and Good Manners
and Right Conduct (GMRC). It has three parts. It begins with the discussion on the contributory factors to
Filipino culture highlighting on the different foreign influence that contributed in the shaping of a Filipino
culture. The second part deals with the belief and value system of the Filipinos with emphasis on the
description of the different Filipino values. The end part contains the list of positive and negative Filipino
values identified by Corpuz at al (2019)

ACTIVITY

WHO IS A FILIPINO?

Cut out pictures or illustrations from magazines and newspapers that show the Filipino values and good
manners and right conduct. Paste them below

ANALYSIS
Answer the questions below in relation to what you have posted in the previous activity’

1.How do the pictures remind you of being a Filipino?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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2.Are you proud of being a Filipino? Why and why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3.Who are the colonial influencers of these Filipino values and good manners and right conduct?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

ABSTRACTION
Contributory Factors to Filipino Culture
Let us take a look at the contributory factors to Filipino culture and the foreign influences on our
Filipino values.

The Filipino culture is a summation of indigenous forces and foreign influences that had come to
bear upon the people in varying degrees during the last centuries. These foreign influences that
contributed in the shaping of a Filipino culture.

*The Malays- the basic of component of Filipino culture is the Malay temperament which could be
best described by “niceness and pleasantness” to others rather than by virtue of law- abiding features.
In its fluidness of culture, the Malay family clan or unit is the world’s best security system.

*Chinese -Filial piety between parents and children, the flexibility to go along with other people
and the “sageliness within the kingliness without” of the Filipino is believed to be due to Chinese
influence.

*The Indian influence- Indian influence is found in the languages, mode of dressing, architectural
art, folk, beliefs, brass and copper-ware.

*The Hindu influence -it is the most pervasive in the Filipino belief system. For instance, is the
prediction of Filipino newspaper readers for horoscope and fortune telling sections.

*The Spanish heritage – It is reflective of more developed societies at their point of contact,
broadened the outlook of the Filipino. Spain introduced a community-oriented rather than a family-
oriented religion in the form of Christianity. It contributed to an elite class. A social and political
organization, according to Western institutions, was brought to the Philippines.

*The Americans – the United States further broadened this heritage by introducing a democracy
that called for individual liberty and equality as well as a national political community to which
everybody was supposed to participate through national suffrage.

The Filipino Culture

Let us take a closer look into our belief and value system.

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Belief System
Filipinos are religious. They believe so much in supernatural powers and view themselves as only
a speck in this wide universe.

The Filipino belief in the supernatural powers taught them to trust prayers rather than hard work
in the realization of their dreams. Success is considered a blessing from above, a result of good luck and
faith. It is also taught him/her to value traits like perseverance, patience and endurance. Good is
considered relative. What is considered good to one may not be good to another. Elders, parents and
superiors are respected and obeyed. Hospitality is one practice Filipino believe in because it is their way
of implementing the golden rule: “Do unto others what you want others do unto you.”

Value System
Cultural values are shared assumption of what is right. Values actually guide a person’s behavior
and action as he/she relates himself in most situations in life. The Filipino values can best be seen from
the aspects of personal and social relationships. Personally, the Filipinos value more their honor and
status than anything else. Majority of them take care of their honor (karangalan) rather than wealth.

In decision making, the Filipinos usually consult and take into consideration the consensus of the
family members and the feelings of those who are to be affected. Socially, the Filipinos give more
emphasis on social relationships. This can be seen through the hospitality they give to their visitors and
friends. They love to mingle with people particularly with friends and relatives. They engage themselves
in mutual cooperation, which is best pictured through the “bayanihan”.

In terms of emotion, the Filipinos are friendly. They smile at people, even with strangers when
they are approached. They are warm and simple. Women in the Philippines are highly regarded and
respected and can be relied upon when it comes to family affairs.

POSITIVE and NEGATIVE CULTURAL FILIPINO VALUES

1. Bahala na. This fatalistic outlook can be viewed in two ways. First, as a kind of fatalistic resignation
which represents withdrawal from engagement or crisis or a shirking from personal responsibility.
Second, it involves dependence and deep abiding faith in the supernatural spirits which will take
care of everything and will provide good fortune for one’s struggle against difficulties.
2. Utang na loob. – This refers to a ‘debt of gratitude’ which is difficult or almost impossible to
quantify. The Filipino feels obligated to return a favour or help given to him.
3. Amor propio. It is a feeling of high self-esteem and is shown in the sensitivity of a person to hurt
feelings and insults, real or imagined. This is manifested in hiya, utang na loob, and balat-
sibuyas (onion skin) predisposition, that is, overly, sensitive feelings.
4. Fatalism – It refers to the belief that all events are naturally and supernaturally predetermined;
the mental attitude of submission to the inevitability of the power of fate or the acceptance of
one’s fate with, stoicism or lethargy. Use of phrases such as itinalaga ng Diyos, iginuhit ng
tadhana, gulong ng palad, malas, napasubo.
5. SIR – It refers to smooth interpersonal relationships, such as the use of polite language, soft voice,
gentle manner, euphemisms and ambiguous expressions, all of which are intended to avoid
directness or frankness.

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6. Use of euphemisms – These are circumlocutory remarks to avoid frankness; Example: Use of
expressions such as kuwan, marahil, tila nga, siguro, baka nga and pipilitin ko or susubukan
ko instead of a direct “no” which may hurt the feeling of another.
7. Pakikisama – If refers to good public relations or the avoidance of open disagreement or conflict
with others. Pakikisama for national good is wanting among many Filipinos.
8. Hiya or shame – It refers to a painful emotion of being disgraced or losing one’s face. The Filipino
is shame-oriented; that is, his major concern is social approval, acceptance by the group, and
belonging to the group.
9. Paggalang – It is respect toward elders and superiors. It is manifested in the use
of po and opo when talking with elder people.
10. Pakikialam – This refers to the tendency of the elders and superiors to be officious or to meddle
in the business of their children and subordinates, sometimes under the pretext of guidance and
wisdom.
11. Tungkulin ng panganay sa pamilya. This refers to the responsibility of the eldest child in the family
to act and think like the parents. Thus, the eldest son or daughter may postpone his or her marriage
or remain single just to fill up the role of his or her departed parents for his or her younger brothers
and sisters.
12. Use of intermediary or go-between. This refers to the use of a third party to intercede on one’s
behalf in order to gain a favour or to assuage a bruise or avoid a direct quarrel between individuals
or groups.
13. Segurista attitude – This refers to the predisposition to ask or demand another of anything that
would demonstrate assured success. For example: prenda muna bago utang; Kasal muna bago
siping; Your credit is good, but we need cash.
14. Gaya-gaya. It refers to the Filipino imitativeness which gives rise to emphasis on façade, palabas,
pakitang-tao, pagyayabang.
15. Pagmamay-ari – This is the tendency to place a high regard on possession and attainment.
Expressed as a positive value, this results in thriftiness, to value education and value one’s home.
16. Pagkatitulado – The Filipino looks up to people with high education. They value the acquisition of
titles and degrees to improve their lot.
17. Lack of sportsmanship – The Filipino places high regard in victories or success in sports and other
competitive endeavors. He feels disgraced and shamed once he loses or fails. There is a tendency
to sulk and offer all sorts of excuses for defeat, which he considers as a dishonour.
18. Particularism – This refers to the Filipino attitude wherein he prefers to be loyal to a particular
group or center his concerns on a particular group rather than the nation. It gives rise to
regionalism, nepotism; tayo-tayo system, and the we-feeling.
19. Filipino time - This is an aphorism to indicate the Filipino attitude on always being late at an
appointed time or place. For the Filipino, time is a succession of moments without a starting point
nor an end. Pinoy starts when he wants and ends just the same.
20. Mañana habit – It refers to procrastination, the disposition of shelving off responsibility to another
day, the tendency to escape from duty and obligation as much as possible – It is manifested in the
expressions at saka na, mamaya na, or bukas na lang.
21. Ningas cogon tendency – If refers to the Filipino attitude towards work which has resemblance to
the cogon grass. The cogon burns with engulfing flames at the start but instantly dies down. The
Filipino is full of energy and enthusiasm at the beginning of an endeavour but such enthusiasm
instantly ebbs down as the work progresses.
22. Hele-hele- bago quiere, or pakipot. This refers to the behaviour that a person initially refuses an
offer even if he or she is subjected to more prodding. (aayaw-ayaw pero gusto)
23. Delicadeza – It means conformity to the ethical practices or expectations of the group.

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 24. Palabra de honor – It means keeping one’s word or doing what has been promised (Pagtupad sa
sinabi o pangako)
25. Colonial mentality – It refers to the mental attitude of preferring imported goods or ideas over
locally made ones.
26. Compadre system – It refers to the practice of choosing well-known or powerful affluent persons
to act as godparents (ninongs or ninangs) in the wedding or baptism of one’s son or daughter.
27. Lakad system – It means to fix things for someone. It refers to the use of an influential third party
in getting things done. It leads to palakasan system.
28. Lagay system – It refers to the practice of giving lagay or padulas or grease money to get what one
wants at the earliest and fastest possible time.
29. Querida or kabit system – It refers to the practice of keeping two or more paramours, concubines,
other-women, kabit or mistress.
30. Kamag-anak system – It refers to the practice in government wherein close relatives are appointed
to juicy positions with or without the required qualifications and experiences.
31. Walang bigayan, walang lamangan mentality – Lamangan is the practice of putting one over
someone else. This negates the principle of brotherhood and equality.
32. Relax lang mentality – It refers to the Filipino idea where man has to work without anxiety assuring
that he can twist the situation in just a snap of the finger.
33. Pagkamatiisin – If refers to a mental attitude of patient and silent suffering during times of crisis
and hardship.
34. Crab mentality – It refers to the mental attitude of putting down other people to prevent them
from reaching the top or attaining success.
35. Baka – Sakali attitude – It refers to the mental attitude of relying on swerte or tsamba in some of
our undertakings. We are so obsessed by this attitude that, in most cases, we do not resort to
deliberate and careful planning. It can also explain the Filipino penchant for gambling.
36. Status consciousness – It refers to the Filipino predisposition to value their honor and status more
than anything else. To many of them, karangalan is far more important than material wealth.
37. High regard for women – Women are highly regarded and respected and relied upon when it
comes to family, as well as politics and business affairs.
38. Authoritativeness – It refers to the patriarchal nature of the Filipino family. The father is an
authoritative figure who makes major decisions affecting the family.
39. Fiesta syndrome - Fiesta is a celebration in honor of a town’s patron saint. The celebration is
highlighted by the preparation of sumptuous foods in every home. Many Filipinos even borrow
money to spend for the fiesta.
40. The “awa” mentality – This refers to pitying someone in the name of charity to shield
incompetence and irregularities.
41. Bata system – It means a patronized individual, a “portage,” a close friend, or one who you can
call when need arises.

APPLICATION
Activity 1

1.Write an essay about the Western and Eastern Influences on Filipino values and Good Manners and
Right Conduct (GMRC)

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Activity 2

1.Name 10 Filipino values (both positive and negative) and explain their relevance to GMRC Teacher.
Filipino Values Personal Relevance

Activity 3
Name five negative Filipino values and explain how these values hinder and development and unity.
Write your answers on the table provided.
Negative Cultural Filipino Values Personal Relevance

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LESSON 3- INNOVATIVE STRATEGIES FOR TEACHING AND LEARNING GMRC
Lesson Outcomes:
At the end of the lesson, the students must be able to:
• Discuss different approaches and strategies in teaching GMRC
• Give tips on how to process the activities effectively and
• Demonstrate appreciation and value effectiveness of these strategies.
Introduction
This lesson will make a would-be teacher better equipped with tools that s/he will be using to carry out
the ideas and concepts they have learned from the different modules and put them into action. This is
where creativity comes in.

ACTIVITY

Read the short story answer the questions answer the questions under analysis.

SHORT STORY
SAVED BY THE DOLPHINS

Uncle Greg and Uncle Tony went finishing one day. They used a banca (an outrigger boat) which did
not have a motor because they did not plan to go too far from shore.
However, they saw a lot of fish that day. They became too busy catching them that they did not know
they were slowly being drifted farther and farther away. By the time they realized it, the wind and the
waves had taken them very far from the shore.
But they were happy because they had filled half of their boat with fish. They started paddling toward
the direction of home. But the wind was strong and the waves were even stronger. Since their banca was
heavy, too, their paddling was not getting them anywhere.
They felt helpless. They were tired, too. It was getting dark and they seemed all alone in the middle of
the big ocean with no one to help them. They looked at each other. Then they raised their faces toward
the sky. They must have thought of God for they both bowed their heads.
That was when they noticed a big fish swimming close to their banca.
At first, they thought it was a shark. The hair on their skin stood. Earlier that day, when Uncle Tony
had already caught a fish as big as his arm, a shark had snapped up half of the fish, it circled back and
tried to snap up what was left on line. But Uncle Tony was quicker and had reined his catch in quickly.
Failing to get the remaining half, the shark swam away. It must have returned. In the midst of darkness,
both men imagined the worst for a really big fish could overturn their small banca. It must have other
friends, maybe bigger and hungrier. In the dark, Uncle Greg and Uncle Tony could only hear movements in
the water. They prayed because they were afraid.
But it was not a shark. It was different. It looked like a dolphin. It was a dolphin.
And there were many more of its kind gathering around the boat. They must have smelled the fish in
the banca.
The two men looked at each other. But it was Uncle Greg who first got a handful of fish and began
feeding each dolphin close to him. Uncle Tony did the same. After some time, they saw that the biggest
dolphin had in its mouth the rope which was hanging loose from their banca. So they took hold of their
paddles and paddled with all their strength. And from behind them, all the other dolphins gathered and

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seemed to be exerting pushes and shoves, that they felt they were moving quite fast, faster than when just
the two of them paddled.
They now lost their fears and rowed faster than ever. Soon they could see lights blinking ahead. They
could not be far from shore now.
They never felt happier. Before they could think of thanking, they both saw all the dolphins swimming
happily away.

ANALYSIS

1.What is the moral of the story?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2.How would you relate the story to your role as a future GMRC teacher?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Who is represented by Greg and Tony?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Who do the dolphins represent?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

What significant learnings did you gather from this activity?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ABSTRACTION

Strategies are important tools that facilitate learning. They involve creativity so that educators
can look at things in different light, to think outside the box, and to chance paradigms. More than anything,
teaching strategies call for flexibility and creativity for not all strategies bring out desired result. The
following approaches and strategies in values education are the same strategies used in teaching Good
Manners and Right Conduct.

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MAJOR APPROACHES IN VALUES EDUCATION
Here are the major approaches and strategies for values development namely: inculcation,
moral development, analysis, values clarification, action learning. Each of the approaches to values
education has a view of human nature, as well as purposes, processes and methods used in the approach.
For example, the inculcation approach has a basic view of human nature as a reactive organism. The
analysis and values clarification approaches, on the other hand, view the human being as primarily active.
The moral development approach views human nature as going back and forth between active and
reactive, whereas the action learning approach views human nature as interactive. The following table
provides an outline of the most important features for each of the approaches.

Major Values Development In Values Education

Approach Purpose Methods
• To instill or internalize • Modeling;
certain values in • Positive and negative
students; reinforcement;
• To change the values • Manipulating
Inculcation of students so they alternatives;
more nearly reflect • Games and
certain desired values simulations;
• Role playing

• To help students • Moral dilemma

develop more complex episodes with small-
moral reasoning group discussion;
patterns based on a • Relatively structured
higher set of values; and argumentative
• To urge students to without necessarily
discuss the reasons for coming to a "right"
Moral Development
their value choices and answer
positions, not merely
to share with others,
but to foster change in
the stages of reasoning
of students

• To help students use • Structured rational

logical thinking and discussion that demands
Analysis scientific investigation application of reasons
to decide value issues as well as evidence;
and questions • Testing principles;

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 • To help students use • Analyzing analogous
rational, analytical cases;
processes in • Research and debate
interrelating and
conceptualizing their
values

• To help students • Role-playing games;

become aware of and • Simulations;
identify their own • Contrived or real value-
values and those of laden situations;
others; • In-depth self-analysis
• To help students exercises;
communicate openly • Sensitivity activities;
and honestly with • Out-of-class activities;
others about their • Small group
Values Clarification
values; discussions
• To help students use
both rational thinking
and emotional
awareness to examine
their personal feelings,
values, and behavior
patterns

• Those purposes listed • Methods listed for

for analysis and values analysis and values
clarification; clarification;
• To provide students • Projects within school
with opportunities for and community
personal and social practice;
action based on their • Skill practice in group
values; organizing and
Action Learning • To encourage students interpersonal relations
to view themselves as
personal-social
interactive beings, not
fully autonomous, but
members of a
community or social
system

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Values Clarification Strategies
The following strategies are examples that illustrate how the valuing process could be facilitated.

1.Values Voting
This strategy is a rapid method to check the learner’s stand in various issues and to affirm it to
others. E. g. “How many of you would be willing to stand up for what you believe in, even if it means
losing your job? Raise your hand.”
2. Values Ranking
This strategy challenges the learner to thoughtfully consider decisions among alternatives and
clarify priorities. E. g. “Which of these are you more inclined to…. PEOPLE?... IDEAS? … THINGS?
3. Forced Choices
This strategy is a variation of values ranking, but compels the learner to make decisions between
two competing alternatives. E. g. “Which are you more of: a leader or a follower?”
4. Values Continuum
This strategy provides the learner with a greater range of choices on certain issues that are not
purely black or white, but with shades of gray. E. g. “How do you look at work in general?” As
compensation__________________ As Fulfillment
5. Strongly Agree/ Strongly Disagree
This strategy helps the learner examine the strength of their feelings about a given value or issue.
E. g. “Circle the response that indicates how you feel about this statement: A person does not live by
bread alone”.
SA-Strongly Agree
AS-Agree Somewhat
DS- Disagree Somewhat
SD -Strongly Disagree
6. Value Whips
This strategy poses questions and issues for the learner to consider. The questions are normally
items that the learner takes for granted. E. g. “What would you consider as an ideal workplace?
7. Unfinished Sentence
This strategy surfaces some indicators of the learner’s value as manifested in one’s attitudes,
interests, convictions, likes, dislikes, goals, etc. E. g. “Five years from now, I hope to…”
8. Autobiographical Questionnaires
This strategy facilitates the awareness of the learner’s life patterns. E. g. “Recall the various works
that you have engaged in and the benefits that these have contributed to you.”
9. Pictures Without Caption/ Freedom Board
This strategy allows the learners’ freedom of expression and the same time explores their current
thinking and feeling processes. E. g. “On this manila paper is a newspaper headline today, write your
reactions about it in the space provided.” Or “Feel free to write on this board anything that you wish to
express. There shall be no reprisals for whatever you have written.”
10. Coded Papers
This strategy teaches the learners to become critical in their reading. E. g. “This is an article
featured in a magazine recently, read through it and indicate a plus (+) sign to signify ideas that you favor
and a negative (-) sign to signify ideas that you do not favor. Then we will discuss your coding afterward.”
It is important for the educator to remember that these strategies are tools to achieve the purpose of
helping the learners clarify their values.

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THE ACES METHODOLOGY AND PHASES OF VALUE LEARNING
The ACES teaching approach employs both the inductive as well as the deductive methods in
the conduct of the lessons although the former is given more emphasis since certain principles and
conditions of learning that activate the learner and make learning personal and meaningful are easier
achieved through the inductive method. The uniquely personal and subjective nature of learning is best
attained through having the learner undergo the experiences by himself and also the other group. The
learning approach is commonly called ANDRAGOGY or the experiential learning approach. Generally, the
experiential learning process develops through four stages- activity, analysis, abstraction, and application.
(PRODED’s 4A’s) and follows four phases of value learning.

The ACES Teaching Approach is based on the confluent theory of education. The theory provides for the
flowing together and interaction of the affective and cognitive elements in individual and group learning.

Affective refer to the feeling or emotional aspect of experience and learning, while cognitive refers to the
activity of the mind towards knowing an object, or its intellectual functioning in the full grasp of the reality
(thing, person, or circumstance).

A. Learning Trigger Phase

Learning is a triggered by a carefully planned activity such as individual disclosure or self-

inventory, group discussion, case study, listening to vignettes, role-playing, song analysis, panel
discussion, moral dilemma strategy and others.

These are structured learning activities or experiences from which learning both cognitive and effective
wil spring. Strategies used here are mostly values clarification, value analysis and moral dilemma
strategies. In this phase the student starts to clarify or understand his own feelings, ideas or thoughts
about specific situations contained in the activity. He starts the value clarification or analysis with himself
through introspection, and further clarifies with other students through group dynamics, if provided for
in the activity.

B. Values Clarification Phase

The clarification process takes a more in-depth analysis in the second phase of value learning.
With the help of the teacher as the facilitator, the students further go through the value clarification
process mainly through clarifying responses of both the teacher and fellow students. Learning obtained
from self-analysis and/or group discussions are analyzed and processed by the teacher-facilitator.

Analysis of the learning process has two phases: affective processing and cognitive/ content
processing. The first involves personal reflections and insights which become part of the learner’s affective
development while cognitive analysis of the experience is done through eliciting information and studying
the content and concepts relevant to the lesson. Values clarification, e. g., clarifying response, dialogue,
and moral dilemma strategies are employed to process affective learnings and insights. It is this phase of
the lesson where the student gets a better understanding about his options. His values are better clarified
to him.

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 C. Directive Phase or Inculcation Phase
In this phase, the teacher becomes directive in his leading questions or remarks. At this
point in the lesson, he/she should already have highlighted the value focus of the lesson- the value
he/she would expect the students to uphold. She/ He reinforces the students construct system
by an abstraction or generalizations and inferences. Cognitive development is further reinforced
in the abstraction phase where generalization or inferences are made about experiences. It is this
phase that the facilitator enriches the learning which were processed in the analysis phase
through cognitive and affective inputs, e. g., in a lecturette that the facilitator may share with
his/her students. He/ She thinks are universally acceptable.
D. Action Phase Practical
Application is done where the learner is expected to transfer his affective and cognitive
learnings into actual situations. This could be development of an action plan or assignments for
internalizing the concepts learned, or an extended learning activity in the home where he may be
asked to discuss value issues taken up in the classroom with the other member of the family.

The following illustrates the phases of learning in the ACES methodology diagram

Evaluation: Closing Activity

Two auxiliary but significant activities are the mood setting and closing activities. The mood
setting in the ACES methodology is not just motivational statement but a mini-activity related to the
content of the lesson. Its purpose is to create a conducive psychological climate for learning. It is a
pleasurable activity to free the students from hang-ups, tension, fears or passivity. It helps create an
atmosphere of comfortability with one another, openness or initial attempt for self-disclosure. It is an
affective way of building good rapport in the class.

The closing activity may be a song, quotation, philosophical thought, recitation of a verse that should
capture the essence of the lesson. It gives an added impact to the affective learnings the student may have
obtained, and keeps them in high spirits for whatever commitment they may have resolve at the end of
the lesson.

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A Model of the Valuing Process in the Context of the Teaching and Learning Cycle
Since our emphasis for values education is one of a holistic and integrated approach, all human facilities
of the learners must be tapped and developed. In this light, the four-step Teaching and Learning Cycle
proposed by Quisumbing is most appropriate both as reference and a model.

Step One: Cognitive Level- KNOWING

Valuing does not exist in a vacuum. It has to have a knowledge base from which values will be
explored and discerned. The level basically introduces specific values that are to be subject area to look
into and examine. How these values affect the self and others, our behavior at work, our work ethic, our
lifestyle are suggested for the learners to consider. Knowing, however, is only within the parameters of
facts and concepts. This level should, therefore, move into a second step.

Step Two: Conceptual Level-UNDERSTANDING

In the proposed cycle, distinction is made between knowledge and wisdom. Knowledge without
understanding may lead to insult, but knowledge with understanding leads to insight. This is why the
conceptual level is divided as two separate steps. Knowledge could be easily explained by the educator
and in turn quickly memorized by the learners. For the learners however to understand and thereby gain
insight requires wisdom. Brian Hall in “Readings in Values Development” refers to wisdom as “intimate
knowledge of objective and subjective realities, which converge into the capacity to clearly comprehend
persons and systems and their relationships.” Concepts that are made concrete for the learners could be
grasped more fully and easily by them.

Step Three: Affective Level: VALUING

As discussed in previous sections, knowing and understanding are not guarantees that values
would be internalized and integrated. The third step, therefore, ensures that the value concepts are
filtered through one’s experiences and reflections and are eventually affirmed in the affective dimensions.
In short, these concepts will flow through the three processes: chosen, prized and acted upon. Since
teaching and learning is conducted on a group level, the additional benefit of this step is the appreciation,
acceptance and respect of both one’s own value system and those of others.

Step 4- Active Level: ACTING

The value concepts that are valued ultimately lead to action. Whether the action is expressed
in improved communication skills, better decision-making, greater teamwork, non-violent conflict
resolution, etc. the value concepts find their way into our behaviors. The learners are thereby challenged
to see through the spontaneous flow of the concept and effective dimension into behavioral
manifestations. Sometimes, this is automatic. Other times, it involves further skills enhancement in the
particular area.

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APPLICATION
1.SELF WORTH AND SELF-RELIANCE

Self-worth Self reliance

Positive Strength Qualities I Possess Skills and Talents I Can Depend On
___________________________________ _____________________________________

___________________________________ _____________________________________

____________________________________ _____________________________________

____________________________________ _____________________________________

_____________________________________ _____________________________________

2.Fill in the chart below:

3.Concerns in applying the Values/ GMRC strategies

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.Important insights regarding processing of the Values/ GMRC activities
_____________________________________________________________________________________
_____________________________________________________________________________________
1 greatest learning from this activity
_____________________________________________________________________________________
_____________________________________________________________________________________
.

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POST-TEST
TRUE or FALSE. Write True if the sentence is false give the correct word or group of words
that will make the sentence correct.
E. There are six Filipino hierarchy of needs.
F. The highest need of the Filipino is social nobility.
G. The foreign influences on Filipino values contributed in the shaping of a Filipino culture.
H. Transpersonal Approach develop among students a higher level of consciousness and spiritual
upliftment.
I. Inculcation strategy help student use logical thinking and scientific procedures in order to
investigate social issues inherent to their immediate surroundings.
J. Clarification approach develop among students’ opportunities and changes to discover and act on
their values.
K. Analysis of the learning process has two phases; namely affective and content processing.
L. There are five steps teaching and learning cycle proposed by Quisumbing.
M. Strategies are important tools that facilitate learning
N. Democracy that called for individual liberty and equality as well as a national political community
to which everybody was supposed to participate through national suffrage was influenced by
Chinese to the Filipinos.

REFERENCES

Marte, N.C. Values Inculcation -creative approaches and strategies in teaching values. Retrieved
Feb. 26, 2020, from://https:nmarteinstructionalmaterials.weebly.com/values-inculcation.htm
Miranda, J. (2015). Western influence. Prezi.https://prezi.com/yfpqmc_qot8/western-influence/
Rebate, D. M. (2011). Society and culture_the filifino values and culture . Slideshare.
https://www.slideshare.net/mhaee/society-and-culture-the-filipino-values-and-culture

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