SOUTHERN MINDANAO COLLEGES

GRADUATE SCHOOL
Pagadian City

Ed. 237
(Seminar on the Development of Moral
Values Including Human Relation)

Submited by:
Jezzel Ren
Student
B. Auxtero
Submited to:
Dr. Enjie Kinatac-an Duhilag, RSW
Professor

Approaches to Ethics,
Main Types of Ethical Theory,
and the Human Duties and Rights

Our values, on the other hand, are not the end of the

journey. Our morals aren't self-evident in and of themselves. I

understand that it is common to believe that human life is

intrinsically important, yet these values are not so self-

evident. For example, under a rigorous "all human lives are

fundamentally morally valuable" paradigm, all conflict is plainly

prohibited since intrinsic value cannot be taken away.

An Ethical Theory is something that tries to explain and

defend a concept of the good. It tries to identify the

characteristics of the necessary and sufficient conditions for

something to be morally good. I won’t ask you to invent these

I’ll provide guidance on the major theories that we will

consider. If you seem to be leading in a specific direction, I

may be able to provide you with specific guidance.

Rights and duties will serve as a guide to human conduct and

relationship in the society. Therefore, limits to rights and

duties will enable citizens to control themselves in the society.

If we have a right to life, then we have the obligation to

respect life. If we have a right to security, then we have the

obligation to create the conditions for every human being to

enjoy human security.

Ethics of the Future
The End and Meaning of Human life
Existentialists Ethics on Integrity and Decision Making

Precisely because thinking about the future is the

foundation for action, as a society, we engage more in this

activity usually when we are dissatisfied with the present. A

concept of the future that only predicts predictions and

reactions can be considered incomplete. A future, however, which

also contains goals, a strategic plan and the intention to make

the effort to achieve it is complete and above all useful to the

community.

So, when things do not go as planned, we begin to imagine

how they could be, with the result of inspiring us and moving in

a new direction. Being able to imagine, share and create a better

future for society is a huge choice in terms of the social impact

that can be made by a single pioneer or a multitude of people,

today thanks to the linking capacity offered from technologies.

Here is the second reason why talking about the future is an

ethical choice with social impacts that go beyond one’s own and

individual well-being but can extend to the whole community

defining the fate of human beings. This is also why when we

question ourselves about the future, we can never lose sight of

the values and the centrality of the human being with the aim of
preserving them and taking them with us on our journey towards a

new time.

We have the responsibility and also the opportunity to

reflect on the consequences of our actions, to choose the values

that we want to see in the society as such existentialists

emphasizes that each decision, we make adds to what we are as

human beings, therefore each decision will contribute to the

first layer of moderators termed `individual nature'. Similarly,

other layers will be influenced by individual decisions.

And when we pay attention to circumstances, such as facts,

goals and means, we are employing the situational perspective.

Finally, when we concentrate on the persons involved in making

ethical decisions, we are looking at matters from the existential

perspective. Each of these perspectives contributes to ethical

choices by giving us information about future, about our

situation, and about ourselves. And all of them are closely

interrelated.
Norms of Morality
The Natural Law
Conscience

The ultimate norm of morality is the divine nature. This

assumes that God is the Creator of the universe and the pattern

of all things, that he is Being by essence and the source of all

things, so that whatever either exists or can exist is a

reflection and participation of Infinite Being. This resemblance

between God and creatures--including human beings--should be not

only in nature (who God is) but also in action (how God acts).

Consequently, the ultimate norm of human morality is the nature

and activity of God. A person is as good as his or her character

approximates the perfections of God; and his or her conduct is as

good as it imitates the activity of God.

Natural law theory states that there are laws that are

immanent in nature and the man made laws should correspond as

closely as possible. Man can’t produce natural laws but he can

find and discover through his reasoning. If a law is contrary to

a natural law then it is not a law. Laws should be related to

morality. It is a concept of a body of moral principal that is

same for all the man and it can only be find through human

reasoning alone.

Positivist says that there is no obligation to follow a law

morally. But in some cases for example (MURDER) it is good to

obey law due to its moral content. Another place where it is

good to follow law is to solve a coordination problem for example

(driving on your right side). In most of the cases our own moral

judgements helps us in deciding to obey law or not.

We have to obey the law because we are obligated to be

grateful to the government because of the good things it does for

us, and obeying the law is the best way of showing our gratitude.
Self-Becoming individuals,
Infinite Responsibility as the Basis of a Human Society

Self-becoming individual is being self-aware simply means

that we have a keen understanding of our own personality. That

includes our positive and negative traits, our thoughts and

beliefs, our feelings, and our inspiration.

It would be easier for us to understand others when we are

self-aware. We will also be able to tell how they see us in

return. Most people believe that they have a good sense of self-

awareness, but it would be best to check at a comparative scale

to see where you fall on it in contrast with others. Self-

awareness crates a chance for everyone to make necessary changes

in his/her behaviors and beliefs.

It will help us identify our passions and emotions. It will

also show us how our personality can aid us in our daily life. We

can determine where our thoughts and feelings are leading us so

we can make the changes that we need to do. When we are aware of

our thoughts, words, feelings, and behavior, changes in the

direction of our future will become possible.

human being is not a being for-oneself and self-sufficient

in its identity. It is not the same with itself, as it is always

already interrupted by the other. Always already because the

human subject is, from its very beginning, awakened by the

alterity of the other. It is an awakening by the infinity that

originates in the face of the other, the infinity that is

produced in the form of an irresistible, infinite responsibility

for the other.

We infinitely, beyond our capacity to respond, responsible

for the other. We are as well responsible, infinitely, to all the

others beside our immediate other, so that if we devote ourselves

completely to one other, we will be betraying our responsibility

for all other others.

Community Values and Norms

Values reflect our sense of right and wrong. They help us

grow and develop. They help us create the future we want. The

decisions we make every day are a reflection of our values. We

learn most of our values from our parents and extended families.

Our family values stem from our social and cultural values.

Sometimes new life experiences may change values we previously

held.

Individual values reflect how we live our life and what we

consider important for our own self-interests. Individual values

include enthusiasm, creativity, humility and personal

fulfillment.

Relationship values reflect how we relate to other people in our

life, such as friends, family, teachers, managers, etc.

Relationship values include openness, trust, generosity and

caring.
Social values reflect how we relate to society. Social

values include justice, freedom, respect, community, and

responsibility. In today’s world, it may seem our society doesn’t

practice many values. We have a rise in discrimination, abuse of

power, greed, etc. What are we leaving behind for our future

generations? Maybe it’s time society takes a hard look at its

values.

Definition of Values
Moral Values
Four Cardinal Values

Moral values are why a person is drawn to do good or evil by

their definition of what good and evil is. Your moral values are

established by the environment you grew up in, your current

circumstances, and outside influences such as, friends, media,

and even religion. Everyone in the world has a different

definition of what moral values are.

There are four primary moral virtues, which are called

the cardinal virtues: prudence, justice, fortitude, and

temperance. A prudent person looks at the concrete reality of a

situation with a clear, honest objectivity; references and applies the

moral truths (e.g the 10 Commandments or the teachings of the Church);

makes a moral judgment; and then commands an action. Moreover,

prudence also seeks to accomplish the action in a good way– doing what

is good in a good way.

Legal or general justice concerns the individual’s relationship

to the whole community. Every person has the duty to uphold and obey

the just laws that insure the common good. For instance, every

citizen has a duty to support the common good through the defense of

the country or through the payment of taxes (too bad, but true).

Virtues that derive from justice include piety (here the proper

reverence and service to our parents, country, and others in

legitimate authority), obedience, gratitude, veracity, affability (the

proper friendliness and civility among all), and equity.

Virtue of temperance enables a person to keep his passions and

emotions under the control of reason. While temperance moderates a

person’s attraction to pleasures and gives balance in the use of

created goods, it also involves using these goods in a good way. Here

one approaches pleasures and the use of created goods in the light of

faith, of reason, and of one’s own vocation and circumstance of life.

In all, temperance in action is self-preservation, whereas

intemperance in action is self-degradation and self-destruction.

Virtues aligned with temperance include abstinence, sobriety,

chastity, purity, continence, humility, gentleness, clemency, modesty,

and lack of greed. On the contrary, vices opposed to temperance

include gluttony, drunkenness, unchastity, impurity, incontinence,

pride, wrath, and greed.

Contemporary Moral Problems
Abortion and other Problems

We live in a society marked by moral problems. This problems

has deep historical roots and is reflected in our institutions,
practices, laws, norms, and values. The abortion debate taps
strongly held, powerfully experienced moral and political
imperatives. The abortion debate won’t “go away,” nor should it.
For we are, after all, talking about matters of life and death,
freedom and obligation, rights and duties: None of us can dispute
that, and none of us can be nonplussed when we face the dilemmas
that the abortion question poses.

Pro-life and pro-choice are merely a set of principles that

a certain group of people believes in. They seek to answer and
defend their actions or ideas on the morality of abortion. Also,
both are existent in society, we have countries that allow
abortion while others such as the Philippines, prohibits it.
Neither of them is absolutely right or wrong.
While the main difference between pro-life and pro-choice is
their perspective on abortion. Pro-choice thinks that the
ultimate termination of pregnancy lies in the hands of the person
that is in control of it. While pro-life believes that the
determination whether you continue or not the pregnancy is not
even an option since pregnancy is believed to be a gift of God.
It was also observable that pro-life is backed by culture and
religion, which agrees why they believe in their idealisms and
live by it. Pro-choice on the other hand believes that abortion
is an option that is purely yours to decide on and certain
situations or circumstances can affect or influence these
decisions.

Mental Reservation
Truth and Art

Mental reservation is a term used to describe an attempt to

evade a perplexing moral situation by restricting the meaning of

words used in an act of communicating. Not wanting to lie, a

person may at the same time not want to tell the truth, because

it would involve him or others in difficulty. Silence would often

be the best solution, but in some cases silence itself would

provide a damaging answer. An alternative to silence, suggested

to extricate the beleaguered conscientious individual from his

dilemma, is the device known as mental reservation.

In the broad sense, mental reservation is the use of

equivocation or ambiguity to conceal the truth. What is said is

not objectively untruthful, but it is phrased in such a way that

it is possible, indeed even probable, that the true meaning of

the words will escape the hearer, and that he will understand

them in a sense in which they are not true.

Moreover, in some circumstances the questioner may have a

strict right to know the whole truth, and when such is the case,

no type of mental reservation is allowable in answering a

question. Consequently, mental reservation, even in the broad

sense, is never tolerable when replying to questions of a

superior in matters pertaining to his jurisdiction.

The Objectives of Elementary Article III, Sec 21 of the Education

Act of 1982

Formal education is the primary learning system. The

corresponding levels are elementary education, which is a

compulsory education primarily composed of basic education, the

secondary education which is the formal education that includes

technical and techno vocational skills and the tertiary education

which a higher degree education from which one can purse a

specific profession or discipline.

The objectives of elementary education under Article III,

Sec 21 of the Education Act of 1982 are: To provide the knowledge

and develop the skills, attitudes, and values essential to

personal development and necessary for living in and contributing

to a developing and changing social milieu; to provide learning

experiences which increase the child's awareness of and

responsiveness to the changes in and just demands of society and

to prepare him for constructive and effective involvement; to

promote and intensify the child's knowledge of, identification

with, and love for the nation and the people to which he belongs;

and to promote work experiences which develop the child's

orientation to the world of work and creativity and prepare

himself to engage in honest and gainful work.

Truth in Human Communication

Secrets

There are some teachers says that it is prohibited to be

vocal about the politics because of the code of ethics. But no,

we can and should speak up especially in this time of information

and disinformation we need to help.

The spread of disinformation and understanding the context

may lead us to misinterpret the communication which can affect us

in making decisions on how to communicate and act ethically

requires access to trustworthy and accurate data. Communicators

are more able to provoke harm or create injustice than to

accomplish good and act fairly if facts are not as dependable and

accurate as circumstances allow. Good intentions are insufficient

for counteracting inaccurate, distorted, or misleading facts and

information. Because reliable and accurate facts and information

play such an important part in human decision-making, true and

honest communication is a necessary for competent and ethical

communication.

Knowledge and Wisdom

Freedom of Will

Wisdom and knowledge are two synonymous terms. We may have

plenty of one but not enough of the other at times. And far too

frequently, we are clueless to the difference. We frequently, and

much too often, confuse knowledge, or the gathering of data, with

wisdom, or the capacity to make sound decisions in life.

We need to know how to put what we know to good use in order

to prosper as people and as a nation. Perhaps this is why our

educational system so frequently fails. Children are offered a

lot of data without being shown how to use them. That can lead to

a gain in knowledge without any gain in wisdom, or it can lead

nowhere at all as the student turns away from what he or she

perceives as busy work designed to fill the mind with useless

facts.

Free will should be analyzed in terms of the knowledge

condition, our ability to know ourselves—specifically to know our

conflicting motivations, to know which of them we really want to

move us, and to know how to act accordingly. The sort of

knowledge required by this theory of free will may be threatened

by empirical theories about human nature. The knowledge required

for free will may also be threatened by certain philosophical

theories about the nature of the human mind.

Foundation of the Moral Life

The Existence of Man

The foundation of a moral life is values and virtues, as

well as interpersonal relationships, and they should be the

primary priorities in developing moral character. The development

of desirable qualities and moral ideals, as well as the

enrichment of individual interpersonal interactions abilities,

are the goals of character education or formation.

The virtues we first get by exercising them, as also

happens in the case of the arts as well. For the things we have

to learn before we can do them, we learn by doing them, e.g. men

become builders too we become just by doing just acts, temperate

by doing temperate acts, brave by doing brave acts.

Diligence, sincerity, personal accountability, courage,

and persistence are virtues behaviors that help us accomplish our

work better and enjoy it more. The benefits of virtue include

self-esteem and the joy that comes with accomplishment. Virtue

must first be developed; it is a way to human satisfaction.

The biggest responsibility of a human being is to look for

the meaning of his or her life. The philosopher thought that the

purpose of a human being could be found in doing something

important, showing love and care for another person and having

the courage to overcome hardships

The Human Community,

and Society

The society is a place where we live into. We share our

life experiences with other individuals. The society helps us to

interact with different types of people and learn from them. It

is a platform that enhances our personality and teaches us how to

live in a community.

As a part of a strong community, we are a part of a group

of people who want to help each other, whether that is socially

or professionally. What makes a community strong is its unanimity

towards a common goal. A strong community can help support your

small business by shopping locally and choosing your services

over a chain. A community can help with your home care or lawn
care, whether that is providing expert service for your needs, or

simply walking over to a neighbor’s and helping with a project.

A strong community is a place of opportunity. Big or small,

a community can provide countless opportunities for growth and

experience. With a community of people looking out for your best

interests and working together for a common goal, there is no

shortage of opportunities to strive for something that you want.

Whether that is looking for your first job or starting your own

business, a strong community can give the support you need to

succeed.

Political Authority
Morality of Election

We all know that the election is one of the controversies

that people talk to. Almost every we can hear some people talking

about the politician and compares the accomplishment and

achievement of each candidate. The supporters of each political

parties are ready to debate to the other parties just to depend

the parties that they supported.

If one person asked another person if who they will be going

to vote then if they don’t have the same candidate to vote they

will cancel each other. In those instances, they lost their

morality. Why it is they need to cancel to each other, why it is

they don’t respect everyone decision. We have our different

perceptions and freedom to choose who do we think is the most

capable in the position.

Talking back about the Code of Ethics that some people think

it is the reason why teachers are not sharing their opinion about

politics or telling if who candidate they will be voting. Some

says that it is prohibited for the teachers to talks about the

candidate because of the code of ethics. Now, is it really

prohibited? Then the answer is NO. It is not forbidden to us to

mention the name of the candidate we want or to share our

political stan. Teachers are having all the rights to tell if who

they are voting for. In the section 5 and section 7 code of

ethics under the Article II – The Teacher and the State are

usually used to intimidate teachers to express their political

views. In section 7 - A teacher shall not use his position or

official authority or influence to coerce any other person to

allow any political course of action. This means that we are not

allowed to use our profession as a teacher to coerce someone. So,

what is that coerce? Coerce is to persuade someone to do

something by force or threat. For example, a teacher told his

students that they will be fail if they don’t vote the candidate

that the teacher want. This is coercion because the teacher

threats his students and this is prohibited and the teacher who

will engage this will be given a disciplinary action.

The “New” Christian Morality
Human Sexuality and the Family

Christian morality helps us discover how we should live our

lives as a result of our faith in God’s word which has been

revealed to us. Christian Morality can be summarized in the word

responsibility. Christian life is a response to God’s freely

given love and gift of salvation offered to us through Jesus

Christ. ‘Following Christ is thus the essential and primordial

foundation of Christian morality. Christian morality comes to the

forefront when people say yes to God, when they freely respond to

God’s love.

Among the many difficulties parents encounter today, despite

different social contexts, one certainly stands out: giving

children an adequate preparation for adult life, particularly

with regard to education in the true meaning of sexuality.

Aware of this family dimension of education for love and for

living one's own sexuality properly and conscious of the unique

experience of humanity of the community of believers, our Council

wishes to put forward pastoral guidelines, drawing on the wisdom

which comes from the Word of the Lord and the values which

illuminate the teaching of the Church. Therefore, above all, we

wish to tie this help for parents to fundamental content about

the truth and meaning of sex, within the framework of a genuine

and rich anthropology.

Marriage and Family Planning

Whenever we think about marriage, the first thing that comes

to our mind is the long-lasting relationship. Also, for everyone,

marriage is one of the most important decisions in their life.

Because you are choosing to live your whole life with that 1

person. Thus, when people decide to get married, they think of

having a lovely family, dedicating their life together, and

raising their children together. The circle of humankind is like

that only.

Family planning is important for the health of the mother

and her children. Frequent pregnancies often result in serious

health consequences for both the mother and her child. And the

financial consequence of having children involves the medical

costs of pregnancy and birth and the high costs associated with

actually bringing up children.

Since parents are responsible for providing food, clothing,

shelter and education for their children, family planning has an

important long-term impact on the financial situation of the

family. Limiting the number of children will make it possible

even for scarce family resources to adequately provide the

children's needs. The idea appears very sensible for a poor

country like the Philippines.

The Teacher and the Teaching Profession

Creating space for a new future

The certificated teacher is the essential element in the

delivery of instruction to students, regardless of the mode of

instruction. A teacher has professional knowledge and skills

gained through formal preparation and experience. Teachers

provide personal, caring service to students by diagnosing their

needs and by planning, selecting and using methods and evaluation

procedures designed to promote learning.

The processes of teaching include understanding and adhering

to legal and legislated frameworks and policies; identifying and

responding to student learning needs; providing effective and

responsive instruction; assessing and communicating student

learning; developing and maintaining a safe, respectful

environment conducive to student learning; establishing and

maintaining professional relationships; and engaging in

reflective professional practice.

The educational interests of students are best served by

teachers who practice under conditions that enable them to

exercise professional judgment. Teachers have a right to

participate in all decisions that affect them or their work, and

have a corresponding responsibility to provide informed

leadership in matters related to their professional practice.

Idealism in Education with the Pupils

The Pupils is in the Process of Becoming

Idealism highlights the function of the teacher, a skilled

questioner, who also should be a model for the person we want

children to become. As the lecture technique is still significant

in an idealist’s education program, it is considered more of a

way to convey information and to help students understand ideas.

Self-realization and self-education are very significant in

idealism.

Teachers should support pupils to learn texts intended for

ideas regarding the functions of your life, family the nature of

peer demands, and the complications of developing up. Idealists

believe that ideas can change lives and that classical literature

can be used and discovered to help resolve problems in today’s

community. Creativity will be encouraged whenever pupils involve

themselves inside the creative thinking of others and when they

can be encouraged to reflect.

The strengths of idealism contain encouraging thinking and

experience, promoting social learning, and providing to get

character progress pupils. Teachers should make an effort to

provide a complete, systematic, and holistic method to learning

that stresses home realization.

Objectives of Education in Idealism

The education Process in Education

According to idealism aim of education should be related to

preserve, promote and transmit culture from time to time, person

to person and place to place. Moral, intellectual and aesthetic

activities of man help in preserving, promoting and transmitting

culture from generation to generation.

Idealist philosophers advocate that education should be

religious, moral, intellectual, aesthetic and physical. Education

should aim at developing child into a complete man with full

mental, intellectual, moral and cultural uplift.

Educational process is based on the principles of science,

humanism, democracy, lifelong and degree education. It is aimed

at bringing up an educated, well-balanced personality capable of

lifelong learning, employability, fast adaptation in the

conditions of transition period of agriculture and forestry.

The first part of the education process is to set goals or

objectives for what you want to achieve in the class. In general,

you want the students to understand the information, are able to

use or apply it, and retain what they have learned. However, your

objectives must be with a specific outcome in mind. Then you

follow steps to provide education to the students. Finally, you

evaluate how well you use the process in succeeding to achieve

your goals.

The Method of Teaching in Idealism

The Educational Curriculum in Idealism

The method of teaching used by the idealist teacher is not

based on logic of facts the main objective of the idealist

teacher is to help the student to obtain a deeper insight than

what he already possesses, and to realize that behind all his

experiences there are attractive and inviting depths which he can

attain for himself leading to further insights.

In the educative process, the idealist emphasizes experience

rather than nature, the self rather than facts. Therefore, to

him education is always the development from within. He regards

the classroom as a meeting ground of personalities.

By the intercourse in the classroom the less mature self is

stimulated to participate in the experience of the more mature

self the idealist teacher issues an invitation to the pupils to

come and share in the wider and deeper and more interesting

experiences and thereby become broader, and deeper “selves”.

For curriculum, idealist concepts come through when people

believe that learning is mostly an intellectual process. Teaching

connects ideas together when teaching the students. The education

is highly structured and one of the best examples of this is

the liberal arts education.

The Major Approaches in Community Schools

Four Methods of Approaches in Community Schools

The community schools’ approach is specific structures and

practices that are replicated across multiple contexts. Rather,

it is grounded in the principle that all students, families, and

communities benefit from strong connections between educators and

local resources. These strong connections support learning and

healthy development both in and out of school and help young

people become more confident in their relations with the larger

world.
The potential of a community school approach can be examined

on three levels: the macro level, reflecting the effects of a

community school on the society as a whole; the meso level,

including the potential outcomes of a community school approach

at the level of the neighborhood or community and; the micro

level, reflecting the effects of a community school approach on

the educational achievement of students.

Using the community as a learning tool helps students apply

what they learn at school to their daily lives. Understanding

these dimensions of a community helps to notice the possible

influences of educational environments on student development,

including how the social climate, the school as well as other

institutional settings affect student performance, aspirations

and attitudes towards school and other behavioral and cognitive

outcomes.

The Philippine School Laws

In our country there are laws that helps everyone to be

educated one of that is the EDUCATIONAL DECREE OF 1863: The

decree provided for the establishment of primary school for boys

and girls in each town of the country, REPUBLIC ACT 6655 OF 1988:

Popularly known as the Free Public Secondary Education Act of

1988, the Act created a system of free education in public high

schools.
Educational Development Decree of 1972: It is hereby

declared to be the policy of the government to ensure, within the

context of a free and democratic system maximum contribution of

the educational system.

Higher Education Act of 1994.Sec. 2. The State shall

protect, foster and promote the right of all citizens to

affordable quality education at all levels and shall take

appropriate steps to insure that education shall be accessible to

all.

As one Filipino columnist wrote “Education has become part

of the institutional mechanism that divides the poor and the rich

in our country.” Poverty should never be a hindrance to learning.

Quality and formal education should be made more accessible to

everybody, I believe that having quality education leads to

better future, better job and more opportunities. Education

supposed to be an individual right, after all, and not a

privilege.

God the Absolute Being

Fundamentals of Moral Experience

We Christians believe in God as Absolute Being, and our

faith is rooted in the Scripture that revealed God: Who created

the universe and owns all that is in it (Genesis 1:1, 1

Chronicles 29:11); whose greatness, power, glory, victory, and

majesty know no bounds. (1 Chronicles 29:11); with whom there is

no variation or shadow due to change (James 2:17); who exists

from everlasting to everlasting, before the mountains were

brought forth, or the earth and the world had been formed (Psalm

90:2); who introduced Himself to the people as “I am who I am”

(Exodus 3:14).

Simply speaking, God exists from everlasting to everlasting.

God is not only good and just but loving, graceful and forgiving.

And God’s love for us never changes. I don’t think anyone of us

want to believe in such a God who exists but may disappear

tomorrow, who is good and just at times, who is loving, graceful

and forgiving most of times, or whose love may change tomorrow.

The human interrelatedness serves as the foundation for

moral experience, human rights and duties. While the believer

considers the foundation of moral order to be God, there are

others who take human relatedness and freedom to be the

foundation of the moral order.

Mass Media

It cannot be doubted that media is an enterprise that always

involves and takes into consideration the public. It considers

the welfare of the public utmost and this is where it draws its
satisfied audience and beneficiaries, which provides little

profit that it generates for continued and sustained operations.

Today’s post postfactual era may not only provide more

pressure on journalists’ profession as it affects their routines

of news making, mis- or disinformation can also be a rhetorical

device to silence the media. In the United States, Trump, for

example, frequently shifts blame to the ‘Fake News’ media as the

‘enemy of the people’. By doing so, he can discredit media

sources that oppose him, while using his own controlled social

media channels to provide an unchallenged image of reality. Here,

the difference between mis- and disinformation is relevant to

highlight: accusations of deliberately distorting reality can be

seen as the discursive framing of disinformation, whereas blaming

the media for being imprecise or inaccurate does not involve

accusations of goal-directed deception or manipulation

(misinformation).

Education as a Social Institution

Education as a social institution is a set of patterns,

norms, roles meant to provide an environment of learning skills

and cultural values to live a prosperous life. Education is a

social institution through which a society’s children are taught

basic academic knowledge, learning skills, and cultural norms. It

is the social institution through which society provides its

members with knowledge, including basic facts, job skills, and

cultural norms and values.

Education can be acquired in a school which is an

educational institution designed to provide learning spaces and

learning environments for the teaching of students under the

direction of teachers. As an educational organization, the

school provides the students to gain knowledge, ability and

attitude in accordance with the aims and principles of the

educational system. The school is a social organization on its

own as well as it can be handled within the context of the

relations and its place within the society.

Education plays a large part in the socialization of

children into society. Most of a child's day through these years

is devoted to activities involving school such as attending

classes, doing homework, and participating in extracurricular

activities.

The Characteristics of Good Elementary

The Characteristics of Good Secondary School

Children need a sense of security to feel comfortable with

learning and taking risks within the classroom. Organization of

the materials within the classroom allows for efficient use of

time by both students and teachers. Access to picture books,

updated textbooks and hands-on learning materials, such as

science-experiment tools, creates a positive learning environment

for young children.

Every elementary school has a general curriculum used to

guide classroom instruction at each grade level. This curriculum

incorporates the state standards for each subject area. Some

elementary schools offer very little beyond this basic

instruction. The overall level of involvement affects the climate

of the elementary school.

For good secondary school, it has good quality leadership.

Having high expectations of students as well as teachers. Another

characteristic of a good school is the existence of goals and

direction, the successful school principal actively constructs

goals and then effectively communicates them to appropriate

individuals. And lastly, of a successful school is the extent to

which the school is secure and organized.

The School and Community Relations

School community relationship is a mutual understanding

through which the school and the community link with each other
for the achievement of goals of the community and school too.

School is a social organization functions properly on the

effective interrelationship within it and with its associate

communities. An issue in a school affects the community likewise

to what happens in the community affects school.

The student use skills acquired at school to entertain and

serve members of the community. For instance, student’s drama

clubs can perform some interesting drama to entertain senior

citizens at their homes or on any special occasion.

The partnership may involve use of school or neighbors

facilities and equipment, sharing other resources, collaborative

fund raising and grant applications, volunteer assistance,

mentoring and training from professionals and others with special

expertise, information sharing and dissemination, networking,

recognition and public relations, shared responsibility for

planning, implementation and evaluation of programs and services,

expanding opportunities for internships, jobs, recreation and

building a sense of community.

The Characteristics of Good Tertiary School

A “good” tertiary school typically depends on what you value

most as a student and desire to get out of your post-secondary

experience. For example, some students might want to have lots of

research opportunities, library resources and courses in a

particular discipline, while another might prefer networking,

socializing, and exploring a wide variety of courses.

Characteristics of tertiary school are application and

practice. To stand out with its own characteristics rather than

"academic education", industry-university cooperation should be

strengthened; majors should be set according to the actual needs

of economic and social development; making of teaching plans,

choices of curriculum contents and implement of teaching

activities should follow the needs of job positions.

The characteristics of the industry-university cooperation

model for this type are: training talents in applied technology

on a market-oriented basis is the main task of higher vocational

colleges, therefore specification and market-orientation are

especially important; establishing "factory-firm joint programs"

and setting off-campus practice base with specific enterprises

are common forms of college-firm cooperation.

The Absence and Philippine Law

We, peoples of the Philippines, give highest value to the dignity

and fullness of life of the human person and share a common

aspiration for human rights—even as we speak different languages

and dialects, profess different spiritual beliefs and uphold

different ideologies.

Ours is a history of revolutionary struggle against all forms of

oppression for national freedom, justice, equality and peace. The

same struggle and aspirations for freedom and respect for human

rights have inspired our collective spirit to become a nation

proud of our heritage and diverse culture. Today, we rekindle the

same revolutionary spirit in our struggle against the negative

effects of globalization, debt burden, environmental destruction,

social inequality and poverty. These make human and peoples’

rights our foremost concern.

We assert that human and peoples’ rights are our fundamental,

inherent and inalienable rights to life, dignity and development.

We recognize that these rights are universal, interdependent and

indivisible and are essential to fulfill and satisfy our civil,

political, economic, social, cultural, spiritual and

environmental needs. They are what make us human.

Marital Problems
Family Disorganization

Each marriage relationship is unique in many ways. It is not

always possible to find an appropriate replacement for the

missing partner. Apparently, in all societies, the death of a

spouse creates an obligation for kinfolk and friends to help the

bereaved person, to offer solace and to make small or large

gestures of support.

Family disorganization in the external manifestation may

take the form of desertion, separation, divorce, physical

violence or use of abusive language. But these manifestations are

only the superficial symptoms of a breakdown in the intimate

relationships within the family. The legal or social function of

a normal family life may be maintained even when these personal

relationships are at a minimum. Family may continue to live under

the same roof because of religious beliefs or economic or social

motives. Similarly, the duty towards children or fear of

disapproval of parents may keep them together.

At the same time, we must recognize that every normal family

experience difference conflict, which it is expected to manage

and overcome. However, as it has been pointed out earlier,

tension in the family life is growing in the modern age because

of rapid changes in the ideas about the role and status of the

partners.

Postulates of Ethics and Morality

The first postulate is God whose existence is not revealed

through religious experience but lies in our own reason. This

awkward need of God arises because the relationship between moral

law and happiness is not guaranteed in this world. By introducing

God as an idea, as opposed to a reality. The necessary

compatibility between virtue as a motivating ideal and the

practical realization of the highest possible moral good.

The postulate of immortality is very much interwoven with

the postulate of God. Taking into account the sensuous nature of

human beings, Kant states that it is very difficult for a man to

be righteous without hope. Immortality guarantees this hope and

ensures that there is a place sufficient for the reckoning of

happiness in proportion to worthiness to be happy.

Finally, the postulate of freedom is given a special

position among the other two postulates. Freedom is an a priori

that we cannot fully grasp but we know it as the condition of the

moral law which is within us. It is because of freedom that God

and Immortality gain objective reality and legitimacy and

subjective necessity. The ideas of God and immortality are not

conditions of the moral law, but only conditions of the necessary

object of a will which is determined by this law.

Existentialists Ethics and Existentialism

Humans are born as nothing and then become who they are

through their choices and actions. Sartre noted that there is no

basis for making these choices; we just have to make them. Humans

do not have a set purpose because we spend our lives creating who

we want to be. We create who we are through our choices and

actions. Humans are nothing more or less than what they make

themselves to be.

People who oppose existentialism may argue that we can't

choose who we are since there are certain parts of life that we

can't control because we're born with them. We cannot, for

example, control the fact that humans will eat, sleep, breathe,

and die. Our culture, class, age, and family history are all out

of our hands.

For human beings, the essential concept of existentialism is

that existence precedes essence. For things, essence precedes

existence. The purpose of an object is always known before it is

created, and this purpose is always known before it is created.

Humans, on the other hand, are not born with a clear goal in

mind.

Presupposition of Situationism
Ethics and Values Theory
One of the most powerful influences on our curriculum
decisions is our subtly and subconsciously formed presupposition
about how good, reliable, trustworthy or the opposite human
nature is. The presupposition that human nature is typically
good, leads to the belief that people will incline to do good if
unconstrained 'good' being used here for whatever one approves
of, pro-human behavior generally or learning physics in
particular.

Thus, people who hold this presupposition tend to blame

environmental conditions, formal constraints, institutions for
anything 'bad' that occurs-whether it be anti-human behavior, or
not learning physics or how to read, or whatever. With regard to
curriculum, this presupposition leads to the range of positions
that favor lack of constraint on children, and trust in their
instincts: if children will move naturally towards the good, and
if learning physics and how to read are good, then, if not
prevented by some external condition, they will choose to learn
those things of most value to them.

Holding this presupposition leads to feeling no sense of

risk or danger in removing constraints and providing greater
freedom. Indeed, quite the reverse--change and innovation are
favored, almost regardless of their nature, not just because they
may involve the removal of constraints, but because they provide
moments when the freedom for 'good' human nature to express
itself is at a maximum. Even innovations designed to provide
greater freedom tend to become formalized and rigid, so it is the
freedom involved between the breaking up of one structure and the
closing in of another that is valued--with the result that more
or less constant change tends to be preferred.
Philosophy in Classroom

The guiding principle behind my teaching practice is that

all students bring strength and capabilities into the classroom

and it is my duty to guide them to access and build upon those

attributes of which they already have. In classroom, in order to

illustrate this philosophy, students must be able to trust their

own abilities and see themselves as capable and successful

learners.

First, is to create a safe learning environment for all of

the students. This includes developing trust and building

community. Students grow and push themselves when they feel safe

to take risks and try out new ideas.

Additionally, as a teacher, we should strive to

incorporate collaborative experiences into our lessons and units.

Having teamwork, cooperation, and respect for difference are all

benefits to including partner-work and group-work in a classroom.

Being able to reach and connect to all students academically

is also important as their teacher. In order to allow all

students to be confident in their own abilities and believe that

they are smart, units, lessons, and activities must meet their

diverse needs.
Values and Characters Education

Children with an education that is enriched with character

development will be better equipped for the trials of adulthood,

which requires more than just academic knowledge to flourish. I

cannot claim that character education will lead to all children

achieving better grades but it is within reason to think that

children who have a language of virtues reinforced through their

daily school routine will be all the more likely to see those

virtues as important and to exemplify those virtues themselves.

If pupils are more virtuous, then they will be more likely to

strive to reach their full potential and to make themselves and

their communities’ better places.

A recurring concern is that the introduction of character

education will just add to the workload of teachers. However, the

reality is that many teachers are already doing many aspects of

character education, even if it is not realized. If you work in

a school and you monitor pupils’ behavior on a day-to-day basis,

embed values in lessons, run form-time activities, adhere to a

school ethos or model good behavior, then you are already doing

part of what constitutes character education.

Understanding our Personal Values

We only have one set of values. They do not change based on

context, even if some values are expressed more prominently. This

does not mean that we are always living or working in a way that

is aligned with these values. Whenever our work is in conflict

with our values, we must seek change, either by actively evolving

our work or our organizations, or recognizing that the two are

incompatible, and moving on to a new opportunity that is more

aligned with our values.

When our values and our work are not aligned, it can lead to

intense feelings of frustration, anger, disconnection, and even

depression. If we are not explicitly aware of our values, we may

not even know why we are experiencing these strong feelings. But

when we have identified the values that drive us, we can see when

our work and our values are misaligned, and take concrete steps

to remedy the situation. We can use techniques like Nonviolent

Communication to make specific requests to address our needs.

This is empowering and can keep destructive emotions and

behaviors at bay.

When someone shares their values with you, you want to

understand the reasoning, motivation, reactions, and guiding

principles behind those values. As much as possible, avoid your

own interpretations and focus on listening for deeper meaning. As

a leader with a deeper understanding and connection—a manager, a

mentor, a teammate, a friend—we can then guide and support our

colleagues in their values, and they can do the same for us.

Developing our awareness of our values can help us be true

to our values, reducing conflict, providing agency, and making

our work more enjoyable and fulfilling. Developing an

understanding for the values of our colleagues means we can

support each other in our shared or complimentary values, and it

provides the foundations for a psychologically-safe and high-

performing team.