Value and value system in education

Value and Value System in
Education – EDUC 212
Andres O. Magallanes Jr., Ph.D.

What are values?
In social science research, “the term ‘values’
has been used variously to refer to interests,
pleasures, likes, preferences, duties, moral
obligations, desires, wants, goals, needs,
aversions and attractions, and many other
kinds of selective orientations” (Williams,
1979, p. 16).

• Rokeach (1973)

“A value is an enduring belief that a specific
mode of conduct or end-state of existence is
personally or socially preferable to an
opposite or converse mode of conduct or end-
state of existence” (p. 5).

Schwartz (1994)
A value is “a belief pertaining to desirable end
states or modes of conduct that transcends
specific situations; guides selection or
evaluation of behavior, people, and events;
and is ordered by the importance relative to
other values to form a system of value
priorities” (p. 20).

Kluckhohn (1951)
A value is “a conception, explicit or implicit,
distinctive of an individual, or characteristic of
a group, of the desirable which influences the
selection from available modes, means, and
ends of action” (p. 395)

Guth & Tagiuri (1965)
“A value can be viewed as a conception,
explicit or implicit, of what an individual or a
group regards as desirable, and in terms of
which he or they select, from among
alternative available modes, the means and
ends of action” (pp. 124-125).

Hutcheon (1972)
“…values are not the same as ideals, norms,
desired objects, or espoused beliefs about the
'good', but are, instead, operating criteria for
action…” (p. 184).

Braithwaite & Blamey (1998)
“Values…are principles for action
encompassing abstract goals in life and modes
of conduct that an individual or a collective
considers preferable across contexts and
situations” (p. 364)

Friedman, Kahn, & Borning (2006)
“A value refers to what a person or group of
people consider important in life” (p.349).

• Max Scheler as cited by Dy

 Values are objects of our intentional feeling.
 Values are essentially qualities and should not
mistaken as goods.
 Values generate an ought-to-be and an ought-
to-do.

 Values are experienced… in the dialogic
relationship of the human being as a
person.
 Values call for a free response from the
person.
 Values are not created but discovered by
the person in involvement with the world

The person is the unity of diverse acts:
• The act of reflection
The act of making oneself the object of
one’s thinking.
• The act of ideation or abstraction
An act of deriving an essence from
existence.
• The act of loving

Hierarchy of values
• Sensory Values – the values of pleasant and
unpleasant, technical values, and luxury
values.
• The values of Civilization – the vital values of
noble and vulgar,
• Spiritual Values - the values of justice/
injustice; truth/ falsehood; beauty / ugliness
• The values of the holy/unholy

What is man?
• Time • Economic Wellness
• Heredity • Rationality
• Environment • Spirituality

Body
Unique
Mind
Individual
Spirit

Purpose
Social
Mission
• Social Norms • A being of the world
• Social Interactions • A being in the world
• A Paradox

Values flow on how we see the nature
of man
Elements The call (Ought-to-be; Ought-to-do)
Unique Individual Makatao ; Respectful to the Individuality
of persons – Respect of person’s
uniqueness

Body, Mind and Spirit Matulungin – helpful to the physiological
needs of people; Makatarungan,
Makatotohanan – provision of right
information; Makadios –respect of the
faith of other persons

Purpose, Mission Maunawain, May intigridad, May
Paninindigan, Mapagmahal, Maypananaw
Social Makabayan, makatao,

Value and value system in education

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