There are two perspectives on moral values - idealism and relativism. Idealists believe in universal transcendent values of love, care and concern that exist beyond time and space. Relativists believe values depend on time and place and differ between cultures. Values are both taught through instruction and caught through example, with living examples having greater influence. Values have cognitive, affective and behavioral dimensions - they involve understanding, feeling, and acting upon values. True value formation requires developing all three dimensions through intellect and will.

2. By : Jade Balingit

3. Introduction
As mention in lesson 4, to be moral is to be human.
Living by the right values humanize.

4. There are two varied answers to the question, depending
on the camp where you belong.
If you belong to the idealist group, there are unchanging
and universal values. The values of love, care and
concern for our fellowmen are values for all regardless
of time and space.
They are called transcendent values, transcendent
because they are beyond changing times, beyond
space and people.

5. They remain to be value even if no one values them.
They are accepted as value everywhere.
On the other hand, the relativist claim that there are no
universal and unchanging values. They assert that
values are dependent on time and place. The values of
forefathers believed in are not necessarily the right
values for the present.
What the British consider as values are not necessarily
considered values by Filipinos.

6. Values are taught and caught
Another essential question we have to tackle is:
Are values caught or taught?
Our position is that values are both taught and caught. If they
are not taught because they are merely caught, then there is
even no point in proceeding to write and discuss your values
formation as a teacher here!
Values are also caught. We may not be able to hear our father’s
advice “ Do not smoke” because what he does (he himself
smokes) speaks louder than what he says.
The living examples of good men and women at home, school
and society have far greater influence on our value
formation than those well-prepared lectures on values
excellently delivered by experts who may sound like “empty
songs and clanging cymbals.”

7. Values have cognitive, affective and
behavioral dimensions
 Values have a cognitive dimension. We must understand the
value that we want to acquire. We need to know why we have to
value such.
 This is the heart of conversion and values formation. We need to
know how to live by that value. These are the concepts that
ought to be taught.
 Values are in affective domain of objectives. In themselves they
have an affective dimension. For instance, “ It is not enough to
know what honesty is or why one should be honest. One has to
feel something towards honesty, be moved towards honesty as
preferable to dishonesty.” ( Aquino, 1990)
 Values also have a behavioral dimension. In fact, living by the
value is the true acid test if we really value a value like honesty.

8. Value formation includes formation
in the cognitive, affective and
behavioral aspects
Your value formation as teachers will necessarily
include the three dimensions.
You have to grow in knowledge and in wisdom and in
your “sensitivity and openness to the variety of the
value experiences in life.” (Aquino, 1990)

9. Values formation is a training of
the intellect and will
Your value formation in essence is a training of your
intellect and will, your cognitive and rational
appetitive powers, respectively.
Your intellect discerns a value and presents it to the will
as a right or wrong value.
Your will wills to act on the right value and wills to avoid
the wrong value presented by your intellect.
As describe by Saint Thomas Aquinas.
“ The intellect propose and the will disposes”

10. It is clear that “ nothing is willed unless it is first known.
Thought must precede the intellect and proposed to the
will as desirable and good. Hence, the formal and adequate
object of the will is good as apprehended by the intellect.”
(William Kelly, 1965).
Therefore, necessary to develop that you develop your
intellect in this three functions, namely:
Formation of ideas
Judgment
Reasoning
(William Kelly, 1965)

11. Virtuous versus vicious life and
affect on the will
In short, a virtuous life strengthens you to live by the
right values and live a life of abundance and joy while a
vicious life leads you to perdition and misery.

12. Max Scheler’s hierachy of values
 Pleasure Values - the pleasant against the unpleasant
the agreeable against the
disagreeable
* sensual feeling
* experience of pleasure and pain
 Vital Values - values pertaining to the well being
either of the individual or of the community
* health
* vitality
- values of vital feeling
* capability
* excellence

13.  Spiritual values - values independent of the
whole sphere of the body and
of the environment;
- grasped in spiritual acts of
preferring, loving and hating
* aesthetic values: beauty
against ugliness
* values of right and wrong
* values of pure knowledge
 Values of the Holy - appear only in regard to objects
intentionally given as “absolute
objects”
* belief
* adoration
* bliss

14. Values clarification
The advocates of value clarification asserts that we must
clarify what we really value. The term value is reserved for
those “individual beliefs, attitudes and activities … that
classify the following criteria:
 Freely chosen
 Chosen from among alternatives.
 Chosen after due reflection.
 Prized and cherished.
 Publicly affirmed.
 Incorporate into actual behavior.
 Acted upon repeatedly in one’s life.

15. Thank you and
Goodnight