The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.

2. The teaching of
Edukasyon
sa Pagpapakatao

3. The relevance of Edukasyon sa Pagpapakatao
(EsP) as a subject heightened by the urgent need to
strengthen the moral fiber of society.
For national moral recovery, the Departrment of
Education, Culture and Sports introduced the DECS
Values Education Program in 1998 emphasizing social
reform through the inner transformation of the
individual. That was in support of President Corazon
Aquino’s 1988 Moral Recovery Program. The DECS
Values Education Program had as its centerpiece the
offering of Values Education as a subject in all Grade
levels the same subject is offered in the K to 12
Curriculum with a new name Edukasyon sa
Pagpapakatao.

4. Preamble of the 1987 Philippine Constitution
We, the sovereign Filipino people, imploring the aid
of Almighty God, in order to build a just and humane
society and establish a Government that shall embody
our ideals and aspirations, promote the common good,
conserve and develop our patrimony, and secure to
ourselves and our posterity the blessings of
independence and democracy under the rule of law and
a regime of truth, justice, freedom, love, equality, and
peace, do ordain and promulgate this Constitution.

5. The Goals and Scope of the Teaching of Edukasyon
sa Pagpapakatao
Intended Outcomes of Edukasyon sa
Pagpapakatao as a Course (subject)
Effective teaching of EsP begins with a clear
understanding of the expected outcomes or the goal of
teaching EsP.
The K to 12 Curriclum Guide for EsP developed by the
department of Education states:
Tunguhin (goal) nito (EsP) ang paghubog ng
kabataang nagpapasya at kumikilos nang mapanagutan
tungo sa kabutihang panlahat lilinangin at pauunlarin ang
pagkataong etikal ng bawat mag aaral .

6. ` Upang maipamalas ito, kailangang magtaglay siya
ng limang pangunahing kakayahan. (macro skills , pang
unawa, pagninilay, pagsangguni,pagpapasya at
pagkilos).
Nilalayon ng EsP na linangin at paunlarin ang
pagkataong etikal ng mag aaral. Ang EsP ay
naglalayong gabayan ang mga mag aaral na
mahanap/matagpuan ang kabuluhan ng kanyang buhay,
ang papel niya sa lipunang Pilipino upang makibahagi
siya sa pagtatayo ng pamayanang pinaiiral ang
katotohanan, kalayaan , katarungan at pagmamahal.

7. The Learning Area Standard
Naipamalas ng mag aaral ang pang unawa sa konsepto
sa pananagutang pansarili , pamilya , kapwa, bansa, daigdig at
Diyos ; nakapagpapasiya at nakakakilos ng mapanagutan tungo
sa kabutihang panlahat upang mabuhay nang maayos at
maligaya.
The teaching of EsP has cognitive, behavioral
(psychomotor) and affective dimensions. It begins with the
student’s understanding of the concept of responsibility to
himself/herself, his/her family, fellowmen, country, world and
God (pag unawa sa mga konsepto sa kanyang
pananagutan)which lead to decision-making and responsible
action (nakakapagpasaya at nakakakilos ng mapanagutan)

8. Effective EsP touches the minds the hearts and the
hands of the students not just their minds. Effective EsP
makes the student realize that responsibility has a
horizontal and vertical dimension. He/she has to reach
out to his/her fellowmen.
The Program standard of teaching EsP is made more in the
specific key stage outcomes.The key stages in K to 12
are
1) End of Grade 3
2) End of Grade 6
3) End of Grade 10
4) End of Grade 12

9. K-Baitang 3 K-Baitang 7-10K-Baitang 4-6
Naipamalas ng
mag aaral ang pag
unawa sa konsepto
at gawaing
nagpapakita ng
pananagutang
pansarili,
pampamilya,
pagmamahal sa
kapwa/pamayanan
sa bansa at sa
Diyos tungo sa
maayos at
masayang
pamumuhay
Naipamalas ng mag
aaral ang pang
unawa sa konsepto
at gawaing
nagpapakita ng
pananagutang
pansarili,
pampamilya,
pagmamahal sa
kapwa sa bansa/
daigdig at sa Diyos
tungo sa kabutihang
panlahat
Naipamalas ng mag
aaral ang pang unawa
sa konsepto at
gawaing nagpapakita
ng pananagutang
pansarili , pagkatao
ng tao, lipunan,
paggawa at
pagpapahalagang
moral at nagpapasiya
at kumikilos nang
mapanagutan tungo
sa kabutihang
panlahat upang
mamuhay nang may
kaayusan at
kaligayahan.

10. The Grade Level Standards and Themes of EsP
Grade Grade Level standards
K
Naipamalas ng mag aaral ang pag unawa sa pagkakaroon ng
kamalayan sa paggalang at pagmamahal sa sarili, kapwa at sa
Diyos bilang gabay sa maayos at masayang tahanan
1
2
Naipamalas ng mag aaral ang pag unawa sa mga paraan ng
paggalang sa sarili, kapwa, bansa at sa Diyos bilang gabay sa
maayos at masayang tahanan at paaralan.
Naipamalas ng mag aaral ang pag unawa sa pagpapakita ng
mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa
kanyang mga nilikha bilang patnubay sa maayos at masayang
paaralan at pamayanan.

11. Naipamalas ng mag aaral ang pag unawa sa mga gawain
na nagpapakita ng pagpapahalaga tungo sa maayos at
masayang pamumuhay na may mapanagutang kilos at
pagpapasiya para sa sarili, kapwa, pamayanan, bansa at
Diyos.
3
4
Naipamalas ng mag aaral ang pag unawa sa mga makabuluhang
gawain na may kaakibat na pagpapahalaga tungo sa wasto,
maayos, masaya at mapayapang pamumuhay para sa sarili kapwa,
bansa at Diyos.
5
Naipamalas ng mag aaral ang pag unawa sa masusing
pagsususri sa pagpapahayag, pagganap ng tungkulin na may
pananagutan at pagsasabuhay ng mga ito tungo sa masaya
mapayapa at maunlad na pamumuhay para sa sarili, mag anak,
kapwa,pamayanan, bansa daigdig at Diyos.
6
Naipamalas ng mag aaral ang pang unawa sa mga gawain na
tumutulong sa pag angat ng sariling dignidad, pagmamahal sa
kapwa na may mapanagutang pagkilos at pagpapasya tungo sa
maayos, mapayapa at maunlad na pamumuhay para sa kabutihang
panlahat.

12. 7
Naipamalas ng mag aaral ang pag unawa sa mga angkop at
inaasahang pagbabago sa panahon ng pagdadalaga at pagbibinat,
sa kakayahan at talento , hilig at pagkatao ng tao tungo sa
pagtupad ng tungkulin sa sarili, sa kapwa, sa bansa/ daigdig at sa
diyos sa pagtatakda ng mithiin upang mapanagutan ang
kahihinatnan ng mga pasya at kilos.
8
Naipamalas ng mag aaral ang pag unawa sa layunin at kahalagahan
ng pamilya at pakikipagkapwa upang maging mapanagutan sa
pakikipag ugnayan sa iba tungo sa makabuluhang buhay ng lipunan
9
Naipamalas ng mag aaral ang pag unawa sa konsepto tungkol sa
lipunan at paggawa bilang paglilingkod tungo sa tamang pagpili ng
kurso o hanapbuhay na magiging makabuuluhan at kapaki
pakinabang sa kanya at sa lipunan.
10
Naipamalas ng mag aaral ang pag unawa sa mg konsepto tunngkol
sa pagkatao ng tao, makataong kilos, pagpapahalagang moral at
mga isyung moral at nagpapasya at kumikilos nang may
preperensya sa kabutihan upang maging matatag sa gitna ng mga
isyung moral at impluwensya ng kapaligiran.

13. The Enhance Basic Education Act of 2013 (R.A.
10533) states that the K to 12 Curriculum (that includes
EsP) is developed based on the principle of spiral
progression. The use of spiral progression means basic
concepts, big ideas, and important tasks are revisited in
every grade level in an ever deepening inquiry and
increasingly complexity through engaging problems and
applications.
The outcome of EsP teaching is a student who
grows in his pagkataong etikal pag unawa , pagninilay
nilay , pagsang guni, pagpapasya at pagkilos and a
kabataang makikibahagi sa pagtatayo ng pamayanang
pinairal ang katotohanan, kalayaan, katarungan at
pagmamahal.

14. 1. Values are both taught and caught. The EsP teacher
must teach the cognitive aspect of virtue intentionally
and must live to
Guiding Principles in the Teaching of Edukasyon sa
Pagpapakatao (EsP)
2. Values cannot be separated from understanding
although values and attitudes relate to the affective
dimension.
3. At young age, a child may not yet be capable of
understanding his/her true personhood but can be
taught to lead a virtuous life that early for him to
develop good character. The book of Proverbs states

15. “ Train up a child in the way he should go, even when he is
old he will not depart from it.” (Proverbs 22.6)
4. Value education is about developing virtues, good
habits, and dispositions which had students to
responsible and mature adulthood. Effective value
education must promote the development of virtue.
Virtues are developed through learning and through
practice. As Aristotle taught, a person can improve his or
her character by practicing self discipline, while a good
can be corrupted by repeated self-indulgence.
The virtuous person is the ethical person. Margaret Thatcher
said:

16. “Watch your thoughts for they become words.
Watch your words for they become actions.
Watch your actions for they become habits.
Watch your habits for they become character.
Watch your character for it becomes your destiny.”
5. Values Education is concerned with relationships,
Personhood is rooted in relationships. We develop our
personhood in relationship with others. One’s
development is inseparably related to others. No one
attains his/her personhood without others.

17. 6. An effective values education takes place in an
atmosphere of respect, tolerance and genuine
understanding. The EsP teacher shares and offers
his/her value system with the students or students also
share their value systems in class without imposing them
on others.

18. Approaches, Methods and Techniues in Edakasyon
sa Pagpapakatao
Approaches in teaching EsP
The K to 12 Curriculum Guide identities ethical
decision making (pagpapasyan etikal as the main
teaching approach in the teaching of EsP. The
curriculum Guide further explains; “Ang paggawa ng
pagpapasyang etikal o moral ay ang pagbuo ng pasiya
na may preperensya sa kabutihan na kinapapalooban ng
(a pag alam ng mga detalye sa sitwasyon at (b) maingat
na pagsa alang alang ng mga moral na pagpapahalaga
na sitawasyon mahalaga sa isang sitwasyon. Mahalaga
rin dito ang pagiging sensitibo sa mga aspetong moral
ng mga stwasyon sa pang araw araw na buhay at ang
kamalayan sa mga tao pangkat na maapektuhan ng
pasiya.

19. Six different approaches in teaching EsP
1) Values inculcation –instill desirable and pre-chosen
values to students;
2) Moral development approach- used primarily to stimulate
students to advance their powers of moral reasoning
through a series of increasingly advanced and conflict
stages.
3) Analysis approach- rests on helping the students
develop logical thinking and using scientific inquiry
procedures in solving value issues;
4) Value clarification- helps students clarify and actualize
personal values;

20. 5) Action learning- develops students’ abilities to directly in
personal and social situations so that they might try out
their personal values and;
6) emotional-ratio approach – attempts to help students
understand and adopt a lifestyle based on care and
consideration for others as well as self.

21.  Values Inculcation Approach
Teaching methods under values inculcation
approach module explanation positive and negative
reinforcement and modeling.
Modeling as a method is applied when instances of
modeling behavior are drawn from history, literature or
more directly from teachers and students and
themselves.

22.  Moral development approach
The most popular method under this approach is the
moral dilemma. It is may be presented through activities
and skit. The focus in moral dilemmas is on the moral
reasoning not the choice to determine students moral
development stage based on Kohlberg’s theory.
Self-reflection is a prime requisite of moral development
approach. This self-reflection is stimulated by three types
of student dialogic; (1)student dialogue with teacher
(2)students dialogue with other students (3) student
dialogue with self.

23.  Analysis approach
Valuing is “guided not dictates of the heart and
conscience but by rules and procedure of logic”. This
approach makes the use of problem analysis and
decision making methods.
 Value clarification approach
The purpose is to help students and actualize
values. Value clarification advocates assert that it is
valuing process the students must be taught, not
values. Here are the seven outline process of valuing ;

24. 1. Choosing from alternatives
2. Choosing after careful consideration of the
consequences of each alternative.
3. Choosing freely;
4. Prizing , being freely glad of one’s choice
5. Prizing being willing to affirm publicly one’s choice
6. Acting upon one’s choice, incorporating choices into
behavior
7. Actingbupon one’s choice repeatedly, overtim
(Rath, et.al. 1966)

25. Action Learning approach
This develops students’ abilities to act directly in
personal and social situation that express their personal
values.
Emotional-rational approach
this attempts to help students understand and adopt a
lifestyle based on care and consideration for others as
well as themselves. This teaching approach can help
students know and experience “love in action”.

26.  This method also include;
1. expressive and communication techniques such as
speaking, writing prose, poetry, plays ad photography.
2. discussion techniques, such as small group and
entire class discussion.
3. drama techniques with students writing and acting
4. role playing based on situations of common students
experience.
5. simulations involving family, school and community
problems and;
6. real life involvement such as helping individuals
within the community.