THE CHANNEL

to
NSTP 1
(NATIONAL SERVICE
TRAINING PROGRAM, 1)

MIDTERM
MODULE

NSTP 1 – MIDTERM MODULE Page 1

CHAPTER 1

Implementing Rules and Regulations of the National Service Training

Program

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National
Service training program (NSTP) Act of 2001, the Commission on Higher Education
(CHED), Technical Education and Skills Development Authority (TESDA), and
Department of National Defense (DND), In consultation with concern government
agencies, The Philippine Association of State Universities and College (PASUC),
Coordinating Council of Private Educational Association of the Philippines (COCOPEA),
Non-Govenmenr Organization and recognized student organization, hereby jointly issue,
adopt and promulgate the following implementing rules and regulation to implement the
provision of the Act.

RULE 1 – Guiding Principles

What is the prime duty of the government to its citizens?

Section 1. Guiding Principle.

While it is the prime duty of the government to serve and protect its citizens, in
turn it shall be the responsibility of all citizens to defend the security of the state, sand in
fulfillment thereof, the government may require each citizen to render personal, military
of civil service.

How does the government recognize the role of the youth

in nation building?

Section 2. Role of the Youth.

In recognition of the vital role of the youth in nation building, the State shall
promote civic consciousness among them and shall develop their physical, moral,
spiritual, intellectual and social well being, It shall inculcate the ideals of patriotism,
nationalism, and advance their involvement in public and civic affairs.

As the most valuable resource of the nation, youths shall be motivated, trained,
organized and get involved in the military, literacy, civic welfare programs and other
similar endeavors in the service of the nation.

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Rule II – Definition of Terms

Section 3. As used in this implementing Rules and Regulations

(IRR), the following terms shall mean:

a. “National Service Training Program” (NSTP) – refers to the program aimed at

enhancing civic consciousness and defense preparedness in the youth, by
developing the ethics of the three (3) Program components specifically designed
to enhance the youth‟s active contribution to the general welfare.
b. “Reserve Officers‟ Training Corps” (ROTC) – refers to the program component,
institutionalized under section 38 and 39 of Republic Act No, 7077, designed to
prove military training to tertiary level students in order to motivate, train,
organize and mobilize them for national defense preparedness.
c. “Literacy Training Service” (LTS) – refers to the program component designed to
train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society which is considerably in need of their
services.
d. “Civic Welfare Training Services” (CWTS) – refers to the program component of
activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of their facilities, especially those
devoted to improving health, education environment, entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services.
e. “Program Component” – refers to the services components of the NSTP as
defined herein.
f. “Clustering” – refers to the grouping of students enrolled in the different school
and taking up the same NSTP component into one (1) group under the
management and supervision of the designated school.
g. “Cross Enrollment” – refers to the system of enrollment where a student is
officially enrolled in an academic program of a school but allowed to enroll in the
NSTP component of other school and
h. “Non-Government-Organization” (NGO) – refers to any private organization duly
accredited by CHED or recognized by TESDA

Rule III – Program Implementation

Who are required to complete one (1) NSTP component

of their choice as a graduation requirement?

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Section 4. Coverage

All incoming freshmen students, male and female, starting School year (SY)
2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational
or associate courses, are required to complete one (1) NSTP component of their choice,
as a graduation requirement.

a. All higher and technical vocational educational institutions must offer at least one
(1) of the NSTP components.
b. State Universities and College (SUCs), shall offer the ROTC component and at
least 0ne (1) other NSTP component.
c. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), Philippine National Police Academy (PNPA), and other SUCs of
similar nature, in view of the special character of this constitution are exempted
from the NSTP.
d. Private higher and technical-vocational education institutions with at least 350
student cadets may offer the ROTC component and consequently
establish/maintain a Department of Military Science and Tactics (DMST), subject
to the existing rules and regulations of the armed forces of the Philippines (AFP).

What are the different components of NSTP?

Section 5. Program Components.

a. The NSTP of shall have the following components which the students can choose
from as those defined in Rule II, Section 3 hereof, the Reserve Officers Training
Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare Training
Service (CWTS).
b. All program components; the ROTC in particular shall give emphasis on
citizenship training and shall instill patriotism, moral virtues and respect for the
right of civilians and adherence to the Constitution. The CHED and TESDA, in
Consultation with the DND, and PASUC COCOPEA and other concerns
government agencies, may design and implement such as other non military
training components as maybe necessary in consonance with the provisions of
R.A 9163.
c. Within thirty (30) days of approval of this IRR, the CHED, TESDA and the DND
shall issue the minimum standards for the three (3) NSTP components, which
shall form part of these guidelines.

What is the duration of the NSTP components and equivalent course per
semester?

Section 6. Duration and Equivalent Course Unit.

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a. Each of the aforementioned NSTP components shall be undertaken for an
academic period of two (2) semesters. It shall be credited three (3) units per
semester, for a duration of fifty-four (54) to ninety (90) training hours per
semester.
b. A one (1) summer program in lieu of the two (2) semester program may be
designed, formulated and adopted by the DND, CHED and TESDA. However, it
will be subjected to the capability of the school and the AFP to handle the same.

How can clustering and cross-enrollment be done?

Section 7. Clustering and Cross-Enrollment

a. Clustering of students from different educational institutions during semestral or

summer periods may be done in any of the NSTP component, taking into account
logistics, branch of service and geographical location. The host school shall be
responsible in managing the program.
b. Schools that do not meet the required number of students to maintain the optional
ROTC and/or any of the NSTP components, or do not offer the components chose
by the students, shall allow their students to cross-enroll in other schools,
irrespective of whether such school is under CHED or TESDA. In the case of
students taking the ROTC components, irrespective of whether the two semesters
is taken from different schools whose ROTC is administered/managed by
different branches of service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and
regulation of the school of origin and the accepting school.

Who will take charge in the management and monitoring of the NSTP
implementation?

Section 8. Management and Monitoring.

a. The school authorities shall exercise academic and administrative supervision

over the design, formulation, adoption and implementation of the different NSTP
components of their respective schools.
b. In the case of ROTC, the school authorities and the DND, based on the policies
and regulations and programs of DND on the military component of the training,
shall exercise joint supervision over its implementation.
c. Schools which have contracted CHED accredited or TESDA recognized NGOs to
formulate of administer training modules for any of the NSTP components shall
jointly exercise such academic and administrative supervision which those NGOs
within forty-five (45) from approval and issuance of this IRR, the CHED, TESDA
and DND shall issue the necessary guidelines for the accreditation of non-
government organizations (NGOs) and training modules to be utilized by these
NGOs.

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d. CHED Regional Offices, TESDA Provincial/Distinct Offices and DND-AFP
(through the Major Service Reserve Commands, shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the training conducted is in consonance with the Act. These offices shall submit
periodic report to the Central Offices of the CHED, TESDA, and DND.

Rules IV - Fees and Incentives

Section 9. Fees.

No fees shall be collected for any of the NSTP component except basic tuition
fees, which should not be more than fifty (50) percent of the charges of the school per
academic unit.

Section 10. Incentives.

a. A program of assistance/incentives of ROTC students shall be provided and

administered by DND, in accordance with existing laws and regulations and
subject to the availability of funds.
b. School authorities concerned, CHED and TESDA shall ensure that health and
accident group insurance is provided for students enrolled in any of the NST
components.
c. Schools that already provide health and accident group insurance, and collect the
necessary fees for the purpose from their students as of the effectivity of this rule,
are deemed to have complied with this requirement.
d. A special scholarship program for qualified NSTP students shall be administered
by CHED and TESDA, with funds for the purpose to be included in the annual
regular appropriations of the two agencies, subject to the availability of funds.

RULE V - Organization of NSTP Graduates

Section 11. Organization of NSTP Graduates.

a. Graduates of the non ROTC components of the NSTP shall belong to the National
Service Reserve Corps (NSRC) that could be tapped by the state for literacy and
civic welfare activities through the joint efforts of DND, CHED and TESDA in
coordination with DILG, DSWD and other concerned agencies/associations.
b. The CHED TESDA and DND, in consultation with other concerns government
and non-government agencies, shall issue the necessary guidelines for the
establishment, organization, maintenance and utilization of the National Service
Reserve Corps.

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c. Graduates of the ROTC program shall for part of the Citizen Armed Force
pursuant to R.A 7077, subject to the requirements of DND.

RULE V1 - Transitory Provisions

Section 12. Suspension of ROTC requirement.

The completion of ROTC training as a requisite for graduation is set aside for
students who have completed all their academic requirements for their respective courses
as certified by the school on or before the Effectivity of the NSTP Act of 2001, which is
March 23, 2002. The concerned students may apply for graduation with their respective
schools.

Section 13. Transitory Provisions

a. Male Students who are not covered by section 12 of this rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare
Service (CWS) or Law Enforcement Service (LES) program shall be covered by
the NSTP Law.
b. Male student who have completed two semesters of the Expanded ROTC
(E_ROTC)/National Service Program (NSP) are deemed to have complied with
the NSTP requirement.
c. Male students who are not covered by section 12 of this rule and have taken only
one (1) semester of Basic ROTC or EROTC? NSP shall take one more semester
of any of the NSTP components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertaken a special program for this purpose.

RULE VII – Miscellaneous Provisions

Section 14. Information Dissemination.

The CHED TESDA and DND shall provide information on these Act and IRR to
all concerned publics through the different modes of disseminating information.

Section 15. Amendatory Clause.

a. Section 35 of Commonwealth Act NO. 1, Executive Order No. 207 of 1939,

Section 2 and 3 of Presidential Decree NO.1706, and Section 38 and 39 Republic
Act NO. 7077, as well as all laws, decrees, orders, rules and regulations and other

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issuances inconsistent with the provision of the ACT are hereby deemed amended
and modified accordingly.
b. This rule may be amended, modified or replaced joint by CHED, TESDA and
DND in consultation with PASUC, COCOPEA, NGOs and recognized student
organizations.

Section 16. Separability Clause. If any section or provision of this IRR shall
declared unconstitutional or invalid, the other sections or
provision not affected thereby shall remain in full force and
effect.

Section 17. Effectively. These rules shall take effect immediately upon
adoption and issuance.

Adopted and Issued:

Signed By:

ANGELO T. REYES ESTER A. GARCIA LUCITA S. LAZO

Secretary, DND Chairman, CHED Director General, TESDA

GUIDELINES IN THE IMPLEMENTATION OF THE NATIONAL SERVICE

PROGRAM (NSP) AT THE HIGHER EDUCATIONAL LEVEL

A. General:

1. All entering tertiary level students, male and female starting AY 2002-2003,
undertake training in any of the three (3) components (MS, CWS, LES) of the
National Service Program (NSP) of their choice as a requirement for graduation in
any baccalaureate decree.
2. For the second semester of AY 2001-2002 student who passed MS 11 under the
Expanded Reserve Officers Training Corps (E-ROTC), may either continue or opt
to enroll in any of the two (2) components.
3. All male non-freshmen tertiary level students who have not taken the E-ROTC
Program shall be covered by Guideline Number 1.
4. Students shall follow the policies and guidelines governing the program they pot
to undergo, as may be required by the lead agencies DND, CHED and DILG.
5. All freshmen student trainees shall, initially undertake 5 Common Basic Training
Module (CBTM), to a semester for a total of 51 hours. Those who have taken MS

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1in AY 2001-2002 or earlier shall be considered to have complied with the
CBTM requirement s.
6. A preference Survey shall be administered to students trainees towards the end of
CBTM.
7. The office of student services (OSS) of CHED shall serve as the National
Secretariat for the NSP in higher education.
8. CHED Regional Office (CHEDROs) shall designate a Regional Coordinator who
will monitor the implementation In Higher Educational Institution (HEIs) under
the jurisdiction, in coordination with the Regional DND and DILG Offices.
He/she shall render periodic progress report as may be required and necessary to
the CHEDRO in the area.
9. Each HEI shall similarly designate a Program Coordinator who will monitor the
implementation of the NSP in their respective colleges/universities and shall
render periodic reports as may be required and necessary to the CHEDRO in their
area.
10. Establishment of a National Service Program Office (NSPO) in HEIs and
designation of its Over-all Coordinator Commandant shall have the approval of
the DND, through the AFP Chief of Staff.
11. The current DMST facilities of HEIs, which shall henceforth be called the
National Service Program Office (NSPO), shall be made available for use in the
implementation of the NSP Program.
12. Trainors, Coordinators and implementers of the NSP, MS, CWS and LES shall
undergo training for the uniform interpretation and implementation of the
programs to be conducted by DND, CHED, and DILG in collaboration with other
concerned agencies.
13. Orientation and Information campaign shall be conducted by the CHEDROs and
HEIs for the school administration and other concerned program stakeholders, in
coordination with OSS-CHED.
14. Coordination with the Philippine National Police (PNP) and the Armed Forced of
the Philippines (AFP) on matter concerning LES and MS implementation
respectively shall be done by HEIs whenever necessary.
15. All school may charge and collect an NSP from each student trainee equivalent to
1.5 units/semester.
16. Fees collected shall form part of a Trust Fund, which shall be managed by the
school, exclusively for the operation of the NSP and as per its accredited
curriculum/POI.
17. Seventy Percent (70%) of the NSP fee collected shall be proportionately allocated
to the three (3) programs according to its number of enrollees; the remaining
thirty percent (30%) shall be used to cover unprogrammed expenses related to
NSP implementation.
18. Each coordinator shall prepare a Program of Expenses (POE) of their respective
NSP component, to be consolidated by the Over-all Project Coordination
(Commandant) and submitted to the school head of the HEI for the approval.
19. Certificate of the completion shall be issued by the Over-all coordinator
(Commandant) to student trainees who have successfully complied with the

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program requirements upon the recommendation of the respective Program
Coordinators.
20. HEIs shall provide group insurance coverage chargeable to the NSP trust fund for
all student trainees. Parent‟s consent/waivers shall be required when undertaking
off-campus activities.
21. Cross enrollment shall be allowed in the event that the program component
chosen by the student a trainee is not offered in the HEI where he/she is enrolled
in.
22. DND shall remain the Over-all lead agency in the implementation of the NSP.

B. Specific for CWS

1. CHED as lead agency and as part of its Extension Service function shall oversee
the conduct of CWS for tertiary level student, including the formulation of the
basic CWS curriculum in constitution collaboration with DSWD, OCD and other
concerned agencies, the CHEDROs and HEIs.
2. CWS program activities shall be part of the HEIs extension service and shall
focus on those, which help promote the general welfare and development of the
community members, particularly in terms of health education, safety, livelihood,
recreation, environmental protection and the morale of the citizenry.
3. HEIS are given the flexibility, in line with the developmental and deregulation
policy of CHED, to enrich the basic CWS Cirriculum/POI provided however, that
the proposed projects for implementation are duly approved by the school
administration and the CHEDROs are properly informed of the same.
4. Involvement in the community/extension services of the HEIs/curricular
requirements of internship/community immersion/practicum/ on-the-job training
in such courses as education, social work, dentistry, nursing, nutrition and
dietetics and other courses maybe credited in favor of the student trainee taking
the said activity.
5. The evaluation scheme and rating of student trainees shall be devised by the HEIs
based on the quality of their performance, project accomplishments and
attendance, and shall form part of their scholastic records.

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CHAPTER 2

The Philippine Constitution

What is a Philippine Constitution?

Constitution refers to “that body of rules and maxims in accordance with which
the power of sovereignty are habitually exercised.

What is Constitution of the Philippines?

Constitution of the Philippines may be defined as that written instrument by

which the fundamental powers of the government are established limited, and defined
and by which these powers are distributed among the several departments or branches for
their safe and usefulness exercise for the benefit of the people.

Who are Citizens of the Philippines?

Section I of the Philippine Constitution provides that the following are the
citizens of the Philippines:

1. Those who are citizens of the Philippines at the time of the adoption of this
Constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine
Citizenship upon reaching the age of majority; and
4. Those who are naturalized in accordance with law.

What are the duties and obligations of Citizens?

We have to realize that for every right we are enjoying as enumerated in the Bill
of Rights of the Philippine Constitution, it is coupled with corresponding obligation.
There will be no chaos in our society if only everybody will perform his or her duties and
obligations.
Hereunder are the important duties and obligations of every citizen in a
democratic society:

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1. To be loyal to the Republic. This means that we have faith and confidence in the
Republic and love and devotion to the country. We have to be proud being a
Filipino, respect our customs, traditions, language and institutions.

Our country is considered our home, the home of our forefathers who fought for
our country against the invaders, the home of our children and the grand children,
the seat of our affections, and the source of our happiness and well-being.

2. To defend the State. Considering the fact that our country is our home, it is our
prime duty to love and defend the state at all costs regardless of our creed,
religious beliefs, and wisdom.

Loving ones country can be shown not by words but by deeds. It should be a
continuous flame of live considering the fact that we receive benefits and
protection from the State of which we are a part. In turn, it is our primary duty
and honor to defend it against any peril whether from within or from without.
(Art. II, Sec. 3).

3. To contribute to the development and welfare of the State. We are a part of the
State and we directly receive the benefits from the government in the form of
infrastructure, peace and order, etc. In return, how can we contribute to the
development and welfare of the State? We can do this in the form of paying our
taxes willingly and promptly, by helping maintain peace and order, conserving of
the natural resources and the promotion of social justice by suggesting or
supporting measures beneficial to the people as a whole, by patronizing local
products and trades and by engaging in productive work.

4. To uphold the Constitution and obey the laws. It is our prime obligation to
uphold the Constitution and obey the laws. If the people would disregard them,
our country would collapse and we will not have peace and order.

5. To cooperate with duly constituted authorities. In every organization, there is

always a leader to manage the affairs of all the constituents. If the members will
not cooperate, we can never expect to become successful in all the undertakings
that our government would like to do for the good of its citizens.

6. To exercise rights responsibly and with due regard for the rights of others.
No man is an island and we have to live with others. In the exercise of our rights,
we have to see to it that we also respect the rights of other people. If we do this,
we can expect harmonious relationship between members of the society.

7. To engage in gainful work. It is stated in the Bible that if we want to eat, we

have to work. It is our obligation as a citizen of our country to become productive
by engaging in a gainful work so that we can provide the basic needs of our
family and ourselves as well. As cited by de Leon (1989), “The essence of life is
work. Every citizen should bear in mind that only by hard and sustained work can

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men and nations live and survive. National greatness never springs from the cult
of ease or self-complacency, but from the crucible of grim struggle and patient
industry.”

8. To register and vote. It is our prime duty as a citizen of the Philippines to

register and vote. Suffrage is both privilege and a duty, which every qualified
citizen must perform.

It is not sufficient to just register and vote; it must be coupled with intellectual
judgment during election. We have to consider the different political issues by
different candidates, so that at least we can choose the right person to manage
government affairs.

How can we become Good Citizens?

We can become good citizens by living in accordance with good citizenship
values which we can derive from the preamble of the Constitution such as: Faith in God,
Unity, Patriotism, Work, Respect for Life, Respect for Law and Government,
Truth,, Justice, Freedom, Love, Equality, Peace, Promotion of the Common Good,
Concern for the Family and Future Generations, Concern for the Environment, and
Order

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.

The Basic Values of the Filipino People

The Filipino people possess certain values, shared perceptions on what we hold dear,
what we regard as important to us. These sixteen values are enshrined in the above
Preamble of our 1987 Philippine Constitution. These are unity, patriotism, faith in
Almighty God, respect for life, respect for law and Government, work, truth,
justice, freedom, love, equality, peace, promotion of the common, concern for the
environment, and order. These values of the Filipino people serve as the guiding
principles in our life as a nation and provide the underlying framework for all the
provisions of the Constitution.

For adults, his basic values can be seen in his outward manifestations as well as in
decision – making. There is always a consistency on what he thinks, what he feels and
what he says.

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Every Filipino child needs to be helped to form his own values consistent with basic
Filipino values, if he is to grow into a citizen who is “maka-Diyos, maka-tao, maka-
bayan, and maka-kalikasan”

Hereunder are the different Good Citizenship values together with the different verses
from the Bible as well as quotations from notable persons.

The Good Citizenship Value of Faith in the Almighty

Jesus said to them “Have faith in God. Whoever says to the mountain, „Be lifted up and
thrown to the sea,‟ and does not doubt in his heart but believes that what he says will
happen, it shall be done for him.”

Mark 11:22-23

“For just as a body without a spirit is dead, so also faith without work is dead”.
James 3:26
The only limit our realization of tomorrow will be our doubts of today; Let us move
forward with strong and active faith.

Franklin D. Roosevelt

Every Filipino should recognize their unique Faith in God. Everybody should reflect on
the blessings of God in their lives as well as the unique gift of faith and how they can
continue to live a life of faith in God.

The Good Citizenship Value of Respect for life

God created a man in His image; in the divine image He created him; male and female
He created them.

Genesis 1:27

Do you know that your body is a temple of the Holy Spirit within you, whom you have
from God, and that you are not your own? For you have been purchased at a price.
Therefore glorify God in your body.

Corinthians 6:19-20

I have come that they may have life, and have it to the full.

John 10:10

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Life is a raw material. We are artisans. We can sculpt our existence into something
beautiful, or debase it into ugliness. It‟s in our hands.

Cathy Better

The Good Citizenship Value of Order

Then Jesus entered the temple area and proceeded to those who were selling things
saying to them, “it is written, „My house shall be a house of prayer, but you made it a den
of thieves.”

Luke 19:45-46

God is not the God of disorder but of peace.

I Corinthians 14:33

Order is the Sanity of the mind, the health of the body, the peace of the city, the security
of the state. As the beams of the house, as the bones of the body, so is order to all things.

Southey

The Good Citizenship Value of Work

Six days you shall labor and do all your works; on the seventh day you shall rest.
Exodus 20:9-10

If a man will not work, he shall not eat.

2 Thessalonians 3:10

Give a fish to a man and have food to eat for a day; teach him how to fish and he shall
have food to eat throughout his lifetime.

Confucius

The Good Citizenship Value of Concern for the Family and Future Generations

From the beginning, the Creator „made them male and female‟ and said „for this reason
a man shall leave his father and mother and be joined with his wife, and the two shall

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become one flash.‟ So they are no longer two but one flesh. Therefore, what God has
joined together, let no man put asunder.

Matthew 19:4-7
When his parents saw Him, they were astonished, and his mother said to him, „Son why
have you done this to us? Your father and I have been looking for you with great anxiety
…‟ He went down with them to Nazareth, and was obedient to them; and His mother kept
all these things in her heart.

Luke 3:48-49, 51-52

Pilipino na sino man ang hindi marunong lumingon sa pinanggalingan ay hindi

makararating sa paroroonan.

Francisco Balagtas

The Good Citizenship Value of Love

Love is patient and kind; love is not jealous or boastful; Love is not ill mannered or
selfish and irritable; love does not keep a record of the wrongs: love is not happy with
evil but delights in the truth. Love never gives up: its hope, faith and patience never fail.
Love is eternal … There are faith, hope and love and the greatest of these is Love.

I Corinthians 13

Love is the fulfillment of the law.

Romans 13:10

When man has love, he is no longer at the mercy of forces greater than himself for he,
himself becomes the powerful force.

Leo Buscaglia

Love is the will to extend to the purpose of nurturing one‟s own or another;s spiritual
growth.

M. Scott Peck

The Good Citizenship Value of Freedom

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For you were called for freedom, brothers, but do not used this freedom as an
opportunity for the flesh; rather, serve one another through love.

Galatians 5:13

Freedom consists not in doing what we like, but in having the right to do what we ought.

Pope John Paul II

The great gift from being a human being lies in our freedom to continuously correct our
wrong and make new persons of ourselves.

Wang Yang Ming

He that would make his own liberty secure, must guard even that of his enemies; for if he
violates this duty, he establishes a precedent that will reach himself.

Thomas Paine

The Good Citizenship Value of Peace

Glory to God in the highest and on earth peace to men of goodwill.

Luke 2:14

Blessed are the peacemakers, for they will be called children of God.

Mt. 5:19

Since wars begin in the minds of men, it is in the minds of men that the defenses of peace
must be constructed.

UNESCO Constitution

The Good Citizenship Value of Truth

If you remain in my world, you will truly be my disciples, and you will know the truth,
and the truth will set you free.

John 8:31-32

But whoever lives the truth comes to the light, so that his good works may be clearly seen
as done in God.

John 3:21

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The truth can be hidden for a time, but it cannot be overcome.

St. Augustine

The Good Citizenship Value of Justice

Treat others the way you have them treat you.

Matthew 7:12

But Zacchaeus stood there and said to the Lord, “behold, behalf of my possession, Lord,
I shall give to the poor, and if I have extorted anything from anyone, I shall repay it four
times over”. And Jesus said t him, “Today, salvation has come to this house”.

Luke 19:8-9

You Lord, are just in all your ways, faithful in all your works.

Psalm 145:17

The law is not the private property of lawyers, nor is justice the exclusive province of
judge and juries. In the mind analysis, true justice is not a matter of courts and law
books, but of a commitment in each of us to liberty and mutual respect.

Jimmy Carter

Injustice anywhere is a threat to justice everywhere.

Martin Luther King, Jr.

The Good Citizenship Value of Unity

Behold how good and pleasant it is for brethren to dwell together in unity.

Psalms 133:1

If a kingdom is divided against itself, that kingdom cannot stand. And if a house is
divided against itself, that house will not be able to stand.

Mark 3: 24-25

Make my joy complete by being of the same mind, maintaining the same love, united in
spirit, intent on one purpose.

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Philippinians 2:2

Remember upon the conduct of each depends the fate of all.

Alexander de Great

The Good Citizenship Value of Equality

Injure not the poor because they are poor, nor crush the needy at the gate; for the Lord
will defend their cause…

Proverbs 22: 22-23

We hold these truths to be self evident: that all men are created equal; that they are
endowed by their Creator with inalienable rights; that among these are life, liberty, and
the pursuit of happiness.

Thomas Jefferson

Now is the time to open the doors of opportunity to all of God‟s children. Now is the time
to lift our nation from the quick sands of injustice to the solid rock of brotherhood.

Martin Luther King, Jr.

The Good Citizenship Value of Respect for law and Government

They show that the demands of the law are written in their hearts, while their conscience
also bears witness and the conflicting thoughts accuse or even defend them.

Romans 2:15

Let every person be subordinate to the higher authorities, for there is no authority except
from God, and those that exist have been established by God. Therefore, whoever resists
authority opposes what God has appointed, and those that oppose it will bring judgment
upon themselves. For rulers are not a cause of fear to good conduct … for it is a servant
of God for your good.

Roman 13: 1-3, 4

Where law ends, there tyranny begins

William Pitt

The Good Citizenship Value of Patriotism

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For whoever wishes to save his life will lose it, but whoever loses his life for my sake will
save it.

Mark 8:35

The Filipino is worth dying for.

Sen. Benigno Aquino, Jr.

Patriotism is not a short outburst of emotions but a lifetime of dedication.

Adlai E. Stevenson

The willing sacrifice of the innocent is the most powerful answer to insolent tyranny that
has yet been cancelled by God and man.

Mahatma Gandhi

The Good Citizenship Value of Promotion of the Common Good

All who believed were together and had all things in common; they would be sell their
property and possessions and dived them among all according to each one‟s need.

Acts. 2:44-45

Common God is a substantial and extremely fertile estate; no crowding or diminishment

as it is shared with others.

St. Augustine

The Good Citizenship of Concern for the Environment

Let them have dominion over the fish of the sea, the birds of the air, and the cattle, and
over all the wild animals and all the creatures that crawl on the ground.

Genesis 1:26

You visit the Earth and water it; make it abundantly fertile. God‟s stream is filled with
water; with it you supply the world with grain. Thus do you prepare the Earth; you
drench plowed furrows and level their ridges. With showers you keep the ground soft,
blessing it young sprouts.

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Psalm 65:10-11
How long can men thrive between walls of brick, walking on asphalt pavements,
breathing the fumes of coal and of oil, growing, working, dying, with hardly a thought of
wind, and sky, and fields of grain, seeing only machine-made beauty, the mineral-like
qualify life?

Charles A. Lindbergh

For 200 years we‟ve been conquering Nature. Now we‟re beating it to death.

Tom McMillan

The Basic Building Blocks

OUR BASIC VALUE WHAT IT MEANS

1. Unity We want to be one as a people. We cherish

oneness- as co-citizens of our country, as
members of our family, as co-workers in an
institution.
2. Patriotism We want the best for our country. We want
our country be respected and honored by its
citizenry and the whole world.
3. Faith in Almighty God We want to have God present in our lives.
We want to have a relationship of trust in
him. We want to ask for God‟s help beyond
what we ourselves can do.
4. Respect for life We want all human life to be preserved,
natured, and safeguarded
5. Respect for law and Government We want that the rule of law be upheld by
all and at all times, that Government be
accorded respect and all laws be complied
with
6. Truth We want that we ourselves and others be
true; that truth reigns in our land.
7. Justice We want that everyone be given what is
due him/her as a human being, and that
what govern all relationships is morally and
legally right.
8. Freedom We want that each one of us be able to
exercise our freedom of will
9. Love We want that each one of us desire to love
and be loved. Love begets love. If love
reigns in our hearts, harmonious

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relationship of all the people with prevail
10. Equality We want that each one of us have the
opportunity to be fully human, and that no
one be the victim of prejudice or biases of
any kind, and that the interests of one not
be sacrificed against his will for the good
of another.
11. Peace We want to live in a serene and a secured
community, with a harmonious relationship
with our neighborhood. A place, which is
tranquil, could expect harmony between
others, and us as well as with the
environment.
12. Promotion of the common good We want all Filipinos to meet their basic
minimum needs and to have opportunities
to develop and use our God given potential.
13. Concern for the family and future We want what is best for our family and for
generation every single member in the present and
future generations.
14. Concern for the environment We want the environment to be preserved
and nurtured, and for ourselves and others
to be good stewards of the environment.
15. Order We want organization, system, and
predictability in all aspects of our daily life
and life as a nation.
16. Work Everybody wants to have a job to support
the basic needs of his family

State Policies

Just and Dynamic Social Order

Section 9. The State shall promote a just and dynamic social order that will ensure
the prosperity and independence of the nation and free the people from poverty through
policies that provide adequate social services, promote full employment, a rising standard
of living, and an improved quality of life for all.

This implies that the government is pursuing eradication of mass poverty, which causes
social problems such as: criminality, social unrest, diseases, ignorance, breakdown of
family and low productivity.

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Social Justice

Section 10. The State shall promote social justice in all phases of national
development.

It is the concern of the state to pay attention to the general welfare of the masses – the
poor, the under privileged, those who are less in life or the less fortunate members of the
community.

Human Dignity

Section 11. The State values the dignity of every human person and guarantees full
respect for human rights.

Every human person has to be respected because each one should enjoy the rights
accorded to every individual. Our Philippine Constitution in Article III mandates these
rights. The rights of all citizens of the Philippines cannot be modified or taken away by
the lawmaking body.

The extent of respect for human rights is measured by the value accorded to human
dignity.

Rearing of the Youth for Civic Efficiency and Development of Moral Character

Section 12. The State recognizes the sanctity of family life and shall protect and
strengthen the family as a basic autonomous social institution. It shall equally protect the
life of the mother and the life of the unborn from conception. The natural and primary
right and duty of parents in rearing of the youth for civic efficiency and the development
of moral character shall receive the support of the government.

The Philippines is a Christian Country, hence the sacredness of family life and
strengthening the family relationship are being given emphasis.

Even our Civil Code sustains the solidarity of the family not only for the guidance of the
courts and administrative officials, but also for their wholesome influence upon the
members of every family.

Role of the Youth in Nation Building

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Section 13. The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. It
shall inculcate in the youth patriotism and nationalism, and encourage their involvement
in public and civic affairs.

It is the duty of the State to promote their general welfare considering the fact that the
youth constitute a rich reservoir of productive manpower. It is made the Constitutional
duty of the State to promote and protect their holistic development for them to be able to
develop physically, spiritually, morally, intellectually, psychologically and socially. With
these developments, it could be expected that they grow healthy, upright, intellectual and
productive citizens of the country and potential community leaders.

Labor as a Primary Social Economic Force

Section 18. The State affirms as a primary social economic force. It shall protect the
rights of workers and promote their welfare.

The State recognizes the fact that human labor is not merely an article of commerce or a
factory of production to be similarly treated as land, tools or machinery. It is the
obligation of the State to give more concern to the protection of the rights of workers and
the promotion of their welfare (De Leon: 2001)

Rights of Workers

1. Right of self-organization – Everyone who works in the public or private sector

has the right to self-organization which can be in the form of trade of labor union
of his choice for the protection of his economic and social interest subject to the
policy of the state;
2. Right to collective bargaining. Collective bargaining means representative of the
organization negotiating with the employer with respect to wages, hours, and
other terms and conditions of employment;
3. Right to collective negotiation. This happens when there is a dispute to be
resolved between the employer and employees;
4. Right to peaceful and concerted activities including right to strike. This is a
mass or group action to enjoy their special form of freedom of expression
guaranteed in the Bill of Rights.

The protection of the workers by the State ceases when their action is no longer
within the bounds of the law;
5. Right to security of tenure. The State has an obligation to protect the workers in
terms of security of tenure. The employees can only be terminated with a just
cause. If the State protects the workers, the employers have to be protected, too.

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The employer should not be compelled to continue with the employment of a
worker guilty of malfeasance or misfeasance and whose continuance in the
service with the employer can be inimical to the former‟s interest;
6. Right to just and humane conditions of work. The State should see to it that the
employers provide safe and healthful working conditions, equal opportunity to
promotion and rest leisure and reasonable limitations of working hours, A worker
has a right to be protected against unfair labor practices;
7. Right to a living wage. This means that the employer should provide sufficient
and lawful wage to enable the worker and his family to live in reasonable and
frugal comfort, provide education for his children and make some saving to meet
the unexpected expenditures; and
8. Right to participate in policy and decision-making process. For the protection
of the interest of the employees, the employer should exercise participatory
management.

Section 22. The State recognizes and promotes the rights of indigenous cultural
communities within the framework of the national unity and development.

Indigenous cultural minorities refers to those non-dominant groups in our country who
wished that their preserved ethnic, religious, or linguistic traditions or characteristics
markedly different for the rest of the population be respected.

In the formulation of the policies, the State sees to it that the customs, traditions, beliefs
and interests of the indigenous cultural minorities are taken into consideration.

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CHAPTER 3

SELF – AWARENESS AND FILIPINO

VALUES

Introduction

In the course of your life, you have developed a personality. This is brought by your
upbringing, school, training, but also in normal interactions with the people around you.
This personality reacts to signals from your surroundings according to a pattern that is
successful to you, and you try to get and maintain a certain position in that world.
Success can be either positive or negative, negative attention is also a form of success for
a personality.

Within you, there is still a part that is being hidden and that is your inner Self. It is a quiet
, which will draw attention to itself. However, it is only you by your free will that its
awareness will come to mind. So, do not expect your inner Self to blow its horn in the
midst of stressful situations, loss, etcetera, to “save” you. It requires a conscious decision
to change the focus of your attention.

Your inner Self is a natural part of you, and by recognizing it; you start to actively
influence the balance that has so heavily leaned towards the part of your personality.
Your priorities in life will change when you start to give time and attention to your inner
Self.

The key to your inner Self is: awareness. Be consciously aware of the things you do, but
do not judge or act on them. Just be aware of the thoughts and feelings, but do not believe
that they are a reality in itself. Let them go by. Do not hurry this process, because too big
a step in one time will induce fear and resistance with your personality.

Your inner Self is subtler; it can easily be overpowered by your personality due to its
nature of defenselessness. It will wait until you return to it by free choice. It also takes
experience to be able to tell the difference. So do not underestimate the skills of your
personality to disguise itself as your Self.

Nature of Self and self – awareness

According to Birch (1997), one of the most crucial processes in the early years of the
child‟s life is the development of sense of self. Gardner (1982) suggests that there are a
number of factors that the children should know. They should:

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be aware of their own body, its appearance, state and size (body-size);
be able to refer to themselves appropriately through language ad be able to distinguish
descriptions which apply to self and which do not;
be aware of their own personal history, experiences they have had, skills and abilities
acquired, their own needs and wishes.

We have self – awareness if we can see ourselves by taking account of the attitudes and
perspectives of others. Self – esteem is that part of self – concept in which we judge our own
competence in comparison to others.

Emotional Self Awareness

It is the ability to recognize our emotions and their effects on us. This means that we are
aware of how we react to environment factors and how our emotions affect our
performance. The person who possesses competency of emotional self – awareness is one
who:

is aware of his own feelings;

knows why feelings occur;
understands implications of our emotions;
pays attention to the physical signs that are aroused in stressful situations (high blood
pressure, sweaty palms; and
knows his own strengths and weaknesses and understanding his own emotions and the
impact of his behavior on others in diverse situations.

Accurate Self – Assessment

It is the ability to know our inner resources, abilities and limits and to be aware of our
strengths and weaknesses. We can only know our potentials and limitations if we are
positive to constructive criticisms. We have to develop new perspectives about ourselves
and must always be motivated for professional growth. Hence, we have the ability to
target areas for personal change and improvement.

The person who possesses the competency for Accurate Self – Assessment should:

have a sense of humor about him or herself;

be aware of own strengths and weaknesses; and
be open to feedback.

Self – Confidence

This is the belief in your own self, your capability to accomplish the task. This
competency is an acknowledgement of your potentials that you are the best for the job. It

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is also about conveying your ideas and opinions with self – confidence and having a
positive impact on others.

We can develop self-confidence if we are equipped with sufficient knowledge and sure of
what we are doing and try to act decisively. We can improve ourselves if we accept
feedback positively. By doing so, we can be sure that we can change for the better.

The Meaning of Man as a Person

The term “person” cannot be exclusively attached to human beings since not all persons
are considered human being and vice-versa . A business enterprise is a person, although,
it is not a human being. On the other hand, a slave is a human being, but he is not a
person by virtue of his being divested of his rights as a human being – although he is still
a human being. In this case, a slave is not considered as an existing subject but a mere
object.

To speak of man as a being – with – others is to speak of man as a person. Consiquently,

ample consideration is rendered in an inquiry on personalism.

Personalism, as a philosophical movement, was founded by Borden Parker Browne and

was developed later by Max Scheler, Emmanuel Mounier, Henri Bergson, and Martin
Buber. As a philosophical movement, personalism is a study of man as a person. Thus,
it pays much interest on the personhood of man and not so much on the nature of man.

Since personalism takes man as its main concern, it rejects the legalistic connotation of
the term person as that which refers to any thing or any reality which is endowed with
rights since this definition treats of persons both in the context of things, establishments,
or institutions ad human beings. Thus, in personalism the term person is solely attributed
to man in as much as it requires freedom and rationality as defined by Beothius.

Man as a person, then, means that man is unique, a who, a subject, and a self, man is
never alone in his existence in the world; man has that indelible trademark of his “ being-
with” existence in the world.

Since man is a person, his “being-with” existence should not be confused with a “being-
for” kind existence. “Being-for” is the opposite of “being-with” in the sense that the latter
is a heading to a direction of treating man a person. Thus, in man‟s intersubjectivity, man
is called to treat his fellowman as a person; this is made possible only in the context of
man‟s “being-with” existence.

Man‟s personhood should not be contrasted to man‟s humanity and individuality. The
personhood (pagkatawo or pagkatao). And man‟s individuality (pagka siya sa kanyang
pagkatawo or pagiging siya sa kanyang pagkatao) manifests man‟s individual unique
personhood, inasmuch as the individual is the person, and the person in the individual.

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Man‟s “being-with-others” can be viewed from two standpoints, viz.: general and
specific. Generally man‟s being-with –others as a person is man‟s intrinsic “being-with”
both things and man‟s fellow human person . Specifically, man‟s being-with-others as a
person is man‟s irrefutable “being-with” his fellowmen only because in the specific
sphere man‟s “being-with” is treated in the existential perspective. Because things do not
exist man alone has the capacity to co-exist with fellow human persons.

Man‟s co-existence or intersubjectivity, in the one hand, does not require a learning
process or experience, since man‟s “being-with” is a priori and intrinsic in his being a
person. On the other hand, man‟s “being-with-others” requires a learning process in the
context of the quality or made of man‟s being-with since human relatedness is not
immediately given but needs to be established.

Man establishes a relationship with his fellowman in three levels: I-it, I-He/She, and I –
thou.

Love of God, of Oneself, of Neighbor, and of Country

Biblical Basis

Matthew 22:35 – 40 TEV

35
and one of them, a teacher of the Law tried to trap him with a question.
36
”Teacher,” he asked, “which is the greatest commandment in the Law?” 37Jesus
answered, “Love the Lord, your God with all your heart, with all your soul,
and with all your mind.” 38This is the greatest and the most important
commandment. 39The second most important commandment is like it: Love your
neighbor as you love yourself.” 40 The whole Law of Moses and the teachings
of the prophets depend on these two commandments.

Romans I:19-20 NKJV

19
because what may be known of God is manifest in them, for God has shown it
to them. 20 For since the creation of the world His invisible attributes are clearly
seen, being understood by the things that are made, even His eternal power and
Godhead, so that they are without excuse.

The Self

Every one of us has an obligation to ourselves, but there are times that we are facing
difficulties in understanding these obligations. One of the reasons is how we understand
exactly what “self” is.

One way to understand this selfhood, is to conceive it as a personal role that one plays in
the general drama of life. In the totality of human history, I have my own unique role to

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play because of the presence of individual differences. It is a role that includes
responsibilities that are to be faced, decisions that are to be made, relationships and
involvements that are to be lived and work that is to be performed.

In understanding our selfhood, there are certain moral obligations that arise. If a person
has a particular life to live then he has a basic responsibility toward that life. He has the
obligation to see that life is “lived” to its fullest. He should play his role as well as he can
and not neglect it.

The Many Faces of the Filipino

We cannot deny the fact that nobody is perfect. All human beings possess strengths and
weaknesses. Many of our strong points are also the sources of our limitations.

We are social beings and we have to interact with one another, since we are person-
oriented. Our relationship with others brings a very important part of our lives. Thus we
are capable of caring and having concern for others. Our person orientation leads us to be
concerned for people, and yet unfair to some.

Our family orientation is the source of our strengths and weaknesses. It gives us a sense
of rootedness and security, both very essential to any form of reaching out to others.

Our flexibility, adaptability and creativity are our strength that allows us to adjust to any
kind of environment and to make the best of the circumstances.

Our sense of joy and humor serves us well in ups and downs in our lives. It makes life
more pleasant, but serious problems need also serious analysis, and humor can be
destructive.

Our faith in God and our religiosity are sources of strength and courage, but they also
lead to become passive to external forces.

There are other conflicts in the many faces of the Filipino. We find pakikipagkapwa-tao
and the kanya-kanya mentality, which are the opposite, yet so many of us are living
comfortably with these contradictions. We are other-oriented and capable of severe
empathy, and yet we are self-serving, envious of others or with crab mentality, and
unconstructively critical with one another.

We are also noted for being hardworking and lazy as being portrayed by Juan Tamad.
Indeed, we see that we are capable of working long and industrious and efficient in any
job. However, our casual work ethics as well as our basic passivity in the work setting is
also apparent as we wait for instructions and orders rather than taking our own initiative.

Roots of the Filipino Character

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These are factors that greatly affect the roots of the Filipino strengths and weaknesses.
These are: 1) the home environment, 2) social environment, 3) culture and language, 4)
history, 5) the educational system, 6) religion, 7) the economic environment, 8) the
political environment, 9) mass media, and 10) leadership and role models.

The family and home environment. The home plays a vital role in the development of
the character of individuals. The childbearing practices, family relations, and family
attitudes and orientation are the main components of the home environment. The child
grows in the family, which is full of love, high nurturance, low independence training,
and low discipline. With this kind of environment, the child learns security and trust, but
dependent on the other hand. In the indulgent environment where rigid standards of
behavior have to be observed or performance are not imposed, there is lack of discipline.

Social Environment. We are social beings and we cannot live without the support of one
another, for “no man is an island.” No one can survive without depending on another
person.

Culture and Language. Filipinos have been noted as warm and our being person –
oriented, devoted to family, and with sense of joy and humor are part of our culture and
reinforced by all socializing forces such as the family, school, and the peer group.

Filipino culture is also characterized by being open minded to the outside forces which
easily accepts foreign elements without being conscious of cultural core. This is brought
by our colonial mentality I which we feel the white Americans are superior to us, hence
the acceptance of the English language as the medium of instruction in schools.

The introduction of the English language being used in the Philippine schools de-
Filipinized the youth and taught them to regard American culture as superior. This
implies that the Filipinos have no self-confidence. At our early age, we develop our self-
esteem the moment we have the mastery of something foreign.

History. Our mentality is the product of our colonial history, which is regarded as the
culprit for our lack of nationalism. Colonialism developed a mind-set on us, to think of
the colonial power as superior and more powerful. With the invasion of the Spaniards and
Americans, we developed a sense of dependence on foreign powers that made us believe
that we are a second class citizen to them and we are not responsible for our country‟s
fate.

The Educational System. Going back to our history, our curriculum was patterned from
the American educational system. Problems cropped up because the textbooks being used
are still dependent on foreign sources. The knowledge derived from these books is not
relevant to the Philippine setting. At present, we still lack suitable local textbooks.

Schools are highly authoritarian, with the teacher as the central focus. The Filipino
student is taught to be dependent on whatever the teacher says. As it is, everything should
be written verbatim by the students during the examination.

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With the introduction of innovation in our educational system the central focus now in
the teaching-learning process is the pupil. The teacher should be aware of inborn
tendencies of the pupils in her class, respect individual differences and be knowledgeable
on the laws of learning, principle and methods of teaching, as well.
Religion. It plays a vital role in the spiritual and moral development of an individual. We,
Filipinos, believe in life after death, hence we practice what the religion teaches. It is the
root of Filipino optimism and its capacity to accept life‟s hardships.

The Economic Environment. Poverty is the number one felt problem in our society and
it serves as an excuse for graft and corruption in our bureaucracy. It is also the vital factor
in the crime incidence in our country as well as all over the world.

Our Filipino traits are rooted from poverty and hard life. Our economic difficulties drive
us to take risks, impel us to work very hard and develop in us the ability to survive.

The Political Environment. Our government is obliged to deliver the basic services to
the people and in return, we pay our taxes.

Our Philippine political government is characterized by greed and power during election.
There are those who are killed if they actively participate in political campaigns. The
political power and authority are concentrated in the hands of the elite and the
participation of the people is limited only to voting in elections.

Mass Media. They have strong impact on the moral development of the youth. The
children idolize young actors and actresses. If they portray negative values, it is
internalized in our children‟s mind.

Strengths of the Filipino Character

There are some of the strengths of the Filipino character:

1. Pakikipagkapwa-tao (regard for others) This is manifested in a basic sense

of justice and fairness, ability to empathize with others, helpfulness and
generosity in times of need (pakikiramay) in the practice of bayanihan or
mutual assistance, in the famous hospitality and in concern for others.

Pakikipagkapwa-tao results in camaraderie and feeling of closeness to one

another. It is the foundation of unity as well as sense of social justice.
Filipinos possess sensitivity to other‟s feelings (pakiramdam), pagtitiwala or
trust, and a sense of gratitude or utang na loob.

2. Family Orientation. This pertains to the concern for the family, which is
manifested in the honor, and respect for parents and elders. This is further
manifested in the care given to children, even up to the extent of extended
family, where married children still reside in their parents‟ house. This sense

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of family orientation results in a feeling of belongingness and rootedness and
in a basic sense of security.

3. Joy and humor. Filipinos by nature are fond of social celebrations. We

inherited this character from the Spaniards. We have a positive attitude to our
ups and down in our lives because despite the odds, we still have the capacity
to laugh even at the most trying times and laughing is an important coping
mechanism. Often playful, sometimes cynical, sometimes disrespectful, we
laugh at those we love and at those we hate, and make jokes about our fortune,
good and bad.

4. Flexibility, Adaptability, Creativity. Filipinos have a great capacity to

adjust, become creative, resourceful, adept to learning and have the ability to
improvise and make use of whatever is on hand in order to create and
produce anything.
These characteristics of Filipinos are manifested in their ability to adapt
themselves to a change of environment in any part of the world, in their ability
to make new things out of scrap and keep old equipment running. We are
open to changes or innovations.

5. Hard work and Industry. This pertains to the desire to raise one‟s standard
of living by working very hard, given proper conditions and to possess the
essentials of a decent life for their loved ones. This is manifested by their
courage to go abroad, and take the risk or even work at two or three jobs.

6. Faith and Religiosity. Filipinos are noted for deep faith in God because of the
belief of life after death. Their ultimate goal is to go to heaven and they are
afraid of the ball of fire or otherwise known as hell.

Filipinos live very intimately with religion and that is very tangible in our
everyday lives. Before you sleep, eat and go to school or work, we pray
because we believe that whatever bad omen we may face, we will always be
saved by HIM.

The Filipinos‟ faith results in courage, daring, optimism, inner peace, as well
as the capacity to genuinely accept tragedy and death.

7. Ability to Survive. We are known for our ability to survive despite the
economic difficulties we are encountering. Filipinos make the most with
whatever is available in the environment, e.g. by eking out a living from a
garbage dump. This is a survival instinct of the Filipinos, which is related to
basic optimism, flexibility, and adaptability.

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Weaknesses of the Filipino Character

1. Extreme Personalism. This is manifested in the tendency to give personal

interpretation to actions, e.g. pakiusap (request), lagay and regalo (fixing),
palakasan (power and influence), nepotism and favoritism and to “take things
personally.” Further, Filipinos become personal in their criticism and praise.
Personalism is also manifested in the need to establish personal relationship
before any business or work relationship can be successful. It is very difficult
to turn down something when personal contacts are involved. In hiring,
delivery of services and even in voting, preference is usually given to family
and friends. Extreme Personalism thus leads to graft and corruption, which is
very evident in the Philippine society.

2. Extreme Family Centeredness. While it is true that concern for the family is
one of the Filipinos‟ greatest strengths, in the extreme it becomes a serious
flaw. (E.g. use of one‟s office and power as a means of promoting the
interests of the family members, in factionalism, patronage, and political
dynasties and in the protection of erring family members). Excessive
concern for the family could be detrimental to the common good and acts as
a block to national consciousness.

3. Lack of Discipline. This is manifested in relaxed attitude towards time,

tagged as “Filipino time” and space which in itself is lack of precision, in
compulsiveness in poor time management and delays of work, and in
procrastination. We are impatient and unable to delay gratification or
reward, resulting in the use of short cuts, skirting the rules (the palusot
syndrome) and in foolhardiness. We are also noted of “ningas cogon”,
starting the projects with full vigor and interest which abruptly die down,
leaving the things unfinished.

4. Passivity and Lack of Initiative. Filipinos are generally passive and lacking
of initiative. One has to be told what has to be done. This is related to a
hammer (an authority), Filipinos need for a strong authority figure and feel
safer and more secure if the things that they are going to do come from the
instructions of the superior. Filipinos are submissive to those in authority,
and are not likely to raise issues or to question decisions. There is a high
tolerance for inefficiency, poor service, and even violation of one‟s basic
rights. In other words, Filipinos are too patient and can bear long suffering.
(matiisin) Hence, we are easily oppressed and exploited.

5. Colonial Mentality. This pertains to the openness of the Filipinos to the

outside – adapting and incorporating the foreign elements into our image of
ourselves. This is manifested to our acceptance of modern mass culture,
which is often Western.

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Such mentality is made up of two dimensions: first is lack of patriotism or
an active awareness, appreciation, and love of the Philippines; the second is
an actual preference for foreign things.

6. Kanya –kanya Syndrome. Filipinos have a selfish, self-serving attitude that

generates a feeling of envy and competitiveness towards others. These
characteristics could be described as “crab mentality” (referring to the
tendency of crabs in a basket to pull each other down), using the leveling
instruments of gossips or “tsismis”; intrigue or “intriga” and unconstructive
criticism to bring others down. There is a tendency to pull down those are on
top because of personal ambition.

8. Filipino Indolence. The Filipinos were called by the Spaniards as indolent

which means lazy and lack of iniative and ambition, but Rizal refuted this
negative description and explained that:

1. It is unhealthy to work in the Philippine hot climate;

2. The industries during the Spanish era proved that they were not lazy, but
instead the invaders forced labor and closed down the industries;
3. The Spaniards were the ones who taught gambling to Filipinos;
4. The Filipinos were discriminated and discouraged to pursue their
studies.

9. Mañana Habit. This negative attitude was inherited from the Spaniards. This
means putting off for tomorrow what can be done today or procrastination. It
has the element of fatalism and is linked with “bahala na” attitude.

10. The Fiesta Syndrome. This is still being celebrated in the rural areas.
Filipinos celebrated so many occasions like feast of the Patron Saint of their
place, birthdays, baptismal and confirmation of their child, marriage,
anniversaries, etc.

11. Hospitality. The Filipino families are very much well known for hospitality.
The visitors are welcomed warmly with full of enthusiasm. They are offered
the best food and even to the extent of depriving themselves just only to
please their visitors.

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CHAPTER 4

Leadership Challenges for the Youth of Today

Introduction

In every organization, a leader is an essential person. He is the one that leads co-students
to attain the goals that they have set. An essential part of directing the people to work is
leadership. Several authors give different definitions of leadership to: 1)
distinguished people in an organization or group; 2) an ability; or 3) a relationship. In the
first sense, leadership refers to those who provide direction and guidance.

In the second sense, the leadership has been defined, among others, as “the art of
inducing subordinates to accomplish their assignments with zeal and confidence. (Koontz
& O"Donnell, 1981).

In the third sense, it has been defined as the relationship in which one person (the leader)
influences others to work together willingly on related tasks to attain goals desired by the
leader and, or group.” (Terry & Franklin, 1982).

Further, it is a planned process, which results in the following:

1. Challenging people to work collaboratively toward an ever-expanding,

vision of excellence in the achievement of organizational and
personal/professional goals and objectives.

2. Creating a treat-free environment for growth, so that the creative talents

and skills are used to the best knowledge.

3. Encouraging and building working relationships that are individually and

organizationally satisfying, unifying and strengthening in the realization of
mutually determined goals and objectives. Such relationship results in
effective group problem solving.

4. Optimizing available material and human resources.

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Definition of Leadership

Leadership is the process of influencing individuals or groups to achieve goals. It can be

correlated to the following: authority, direction, motivator, reinforce, persuasion,
cheerleader, coach, nurturer and delegate.

Function of Leadership

Villamargo as cited by Coloma & Herrera (2004) give three functions of Leadership,
such as:

1. Providing vision

As a leader, it is expected of you to develop a vision for the organization through

participatory management. It is also better for you to involve your teammates,
because several heads are better than one.

2. Achieving Goals

To make your vision a reality, it is very essential that you and your co-workers set
goals or objectives. It is your task to see to it that the objectives you have to set
are achieved. Your team members will have a good performance if you know how
to motivate them Through this, you can expect quality output.

3. Initiating camaraderie and smooth relationship

All organization cannot avoid conflicts or disagreements, because of the presence

of individual differences. It is the task of the leader that this misunderstanding be
immediately resolved, so that it will not become worse. Through the effort of the
leader in solving this conflict, we can expect a harmoniously relationship between
them or among members of your organizations.

Three Types of Leadership

There are three types of leadership:

1. Authoritative type of leadership through fear;

2. Persuasive or democratic type of leadership – the one that practices the
philosophy of management; and
3. Free-rein type, wherein the leaders just allows his followers to do what they
want. (also called “laissez-fair)

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Traits, which a leader should possess:

1. adaptability – adjustable to changing situations

2. considerateness – thoughtful and kind
3. dedication – devotion, especially to duty
4. dignity – quality of being honorable or excellent
5. faith – a belief without evidence; confidence or dependence on a person
6. experience – something undergone
7. honesty – trustworthiness
8. initiative – first move; does not wait to be told, but does what is proper under
the circumstances
9. integrity – uprightness of character
10. judgment – decision reached
11. justice – impartiality, righteousness
12. kindness – gentleness of heart, humanness
13. knowledge – knowledgeable
14. loyalty – constancy and faithfulness
15. strong personality – that which distinguishes and characterizes a person as
having strong characteristics that could easily influence others
16. persuasiveness – power to move others to do something by inducement
17. poise – dignity in bearing or carriage
18. resourcefulness – capacity for finding or adapting means in any situation
19. tact – a quick or intuitive appreciation of what is fit, proper, or right,
especially to avoid offending or disturbing other people.
20. thoughtfulness – manifesting regard for others
21. Unselfishness – not regarding self more than others.

The Christian Leader

According to Mark Fillingham “Christian leadership springs from discipleship, is rooted

in character, centered in service, corporate in nature and must be empowered and directed
by the Holy Spirit. The qualities of character of a Christian leader, as indicated in I
Timothy 3:1-15 and Titus 11:5-9 are:

1. Above reproach (I Timothy 3:2)

Some whose immaculate life attracts people to Jesus. Just the sort of person that was
chosen by the early church (Acts 6:3); people who were of good reputation and
therefore trustworthy.

2. Husband of one wife (I Timothy 3:2)

This emphasis is not so much on whether his relationship with the opposite sex is
above reproach. Christian leadership is costly and no Christian who aspires to
leadership can afford to heed worldly rather than Biblical attitude to sex relationship.

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3. Temperate (I Timothy 3:2)

This is less a matter of moderation or lack of self-indulgence but more than of having
clear perspective. Walking in the light of God, rather than the darkness of men, gives
a wholly different perspective on matters, which to the world are of vital importance.
The Christian leader should be led and influenced by those things on which God
places high priority.

4. Prudent (I timothy 3:2)

Prudence is a key characteristic of maturity and is related to good judgment, which is

at a premium in all kinds of leadership. Prudence starts with a clear appreciation of
one‟s own worth, balanced by a healthy complete dependence on God.

5. Respectable (I Timothy 3:2)

Literally one whose behavior, life-style, appearance and attitudes command respect
even from those who do not share his Christian commitment.

6. Hospitable (I Timothy 3:2)

A practical sphere in which the love of the leader is demonstrated sacrificially. It

should be recognized that this is not limited to married people; single Christians can
be demonstrate practical loving care in hospitality both to other singles and to
couples.

7. Able to teach (Timothy 3:2)

The overflow of „teachableness‟. There is a strong link between teaching and leading
(Timothy 5:17 & 1 Thessalonians 5:12 where individually applied and corrective
teaching is embraced in ‘admonishing’). Christian leaders must invest time and energy
in learning so that they can teach; learning is as much a heart activity as a head
activity!

8. Not addicted to wine (I Timothy 3:3)

This is not a command to total abstinence but rather that nothing should have the sort
of hold on us that alcohol has for the drunkard; sports, hobbies, or even, can demand
and gradually achieve too high a place in our time and attention.

9. Not self-willed (Titus 1:7)

To be self-willed is to be unsubmissive. Self-will leads to self-pleasing, vanity and

pride.

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10. Not quick-tempered (Titus 1:7)

“The fruit of the Spirit is … long -temperedness” -people and situations that
confront the Christian leader will frequently impose frustration. Only a Christ-like
response will achieve a Christ-like outcome.

11. Not pugnacious (Titus 1:7)

This refers not only to physical violence but also to verbal violence (gossip, bitter
criticism, etc.). We are blessed, according to Jesus, when people maltreat us for His
sake, so we have no need to respond aggressively. If we are tempted to be pugnacious
for any other reason, it is an almost certain sign of sin in ourselves.

12. Uncontentious (I Timothy 3:3)

This is vital to corporate leadership. Some who are successful leaders in professions,
where they always have the final say, revert to being quarrelsome when place in a
team. No one has a monopoly of God‟s knowledge and wisdom.

13. Gentle (I timothy 3:3)

“Blessed are the gentle for they shall inherit the earth”, say Jesus. A leader is much
more effective, even in a secular context, when he treats his subordinates gently
rather than harshly. Gentleness inspires affection, commitment and a willingness to
be led.

14. Free from the love of money ((I Timothy 3:3)

“Where your treasure is, there will your heart be also”. When money, possessions,
promotion, public recognition and the like tie us to our life on earth, we have
disqualified ourselves from leadership of God‟s people. If anything tempts us to say,
“Come back Lord Jesus, but not just yet”, we should beware.

15. One who manages his own household well (I Timothy 3:4)

Christian leadership, like charity, begins at home. If one is ineffective as a leader in

the context of home and family, how can one expect to lead God‟s people?

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CHAPTER 5

Personality Development

Introduction

Personality is the sum total of one‟s traits and characteristics. There are other definitions
and most of these falls under one of two headings. The first is equated to the social skill.
The personality of an individual could be assessed by the effectiveness with which he
deals with other persons. The second considers personality of the individual to consist of
the salient impression that he creates on others. A person may be described your attribute
or characteristics based on his perceptions to the over-all impression.

Components of Personality

Hereunder are the personality components and traits:

1. Spiritual and moral values. This pertains to the relationship with God. These are
piety, religiosity, honesty, generosity, sincerity, responsibility, keeping of
promise, punctuality, devotion to duty, absence of anti-social tendencies, etc.

2. Psychosocial traits. These traits refer to the ability to adjust to the society,
dominance-submissiveness, generosity, good manners, extroversion-introversion
lifestyle.

3. Temperament. This refers to self-control, emotional maturity and stability,

ability to cope with stress and strain and cool when he feels irritable, etc.

4. Physical or biological traits and characteristics. These refer to the general

physical attribute, height, weight, size of the body, color of the hair, manner of
walking health, etc.
5. Capacities. These refer to the mental capacity, or intelligence, education,
expertise, noted achievement and multiple intelligence like talents in art, music,
etc.

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Structure of Personality

According to Birch (1998), personality consist of the three major structures

presented by Freud. these are the id, the ego, and the superego. Each of the three parts
has its own function, producing a well-balanced and well-integrated behavior.

Id. this is the most primitive part of the personality. It represents all the instinctual drives
such as: sexual, aggressive and those concerned with the satisfaction of bodilu needs. it
operates on the “pleasure principle”. In the new born baby, all mental processes are id
processes.

Ego. It operates on the “reality principle” which means gratification of needs are
postponed until the appropriate time and place. For example, the young child learns that
hunger will only be satisfied when someone is available to prepare food.

The go is open said to be the “executive” or “manager” of the personality which

attempts to strike a balance between the realities of the outside world and the irrational,
self-seeking drives of the id.

It does not concern with what is “right” or “bad.”

Superego. This is equivalent to conscience. It represents the individual‟s own internal

framework of what is “right” and ”wrong” as represented by the moral sanctions and
inhibitions which exist in the surrounding culture.

The superego merges around age 4 to 6.

Freud claims that these three parts are always in conflict with one another, with one
another, with the id trying to attain gratification of impulses and the superego setting,
often-unreasonable high moral standards. The ego is obliged to maintain an appropriate
balance between the two opposing forces and the external demands of social reality.

Theories of Personality

There are outstanding characteristics of individual, which are by-product of heredity and
environment. The theories explain the development and emergence of these personality
traits and characteristics. These theories by Hilgard (1962) as cited by Calderon are:

1. Physique (Body Types). this is a bodily constitution, health and vigor, associated with
temperament.

a. Kretschemer’s classification

1. Asthenic. A person is described as tall, thin body associated with schizophrenia

or schizothyme temperament, a mental disorder, characterized by splitting of
personality dissociation, emotional deterioration, and out of ideational content.

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2. Pyknic. He is described as short, fat body with cyclothymic temperament, a
mild manic-depressive psychosis involving recurring cycles of exhilaration and
depression.

3. Dysplastic. A bodily defective and handicapped person.

4. Normal. There is only mild form of asthenic and pyknic characteristics and
bodies and temperaments are appropriate and accepted as normal by the majority.

b. Sheldon’s classification

1. Endomorphic (endomorph). This person is characterized by prominence of

the intestines and visceral organs around the body, but weak muscles and bones.

2. Mesomorphic (mesomorph). He is an athletic type of person with strong and

rippling muscles, broad shouldered and narrow-hipped.

3. Ectomorphic (ectomorph). He could be described as tall, thin, and stoop-

shouldered, with delicate skin, fare hair and sensitive nervous system.

2. Temperament Types ( Physiology: typed based on body chemistry and endocrine

balance)

a. Sheldon’s temperament are:

1. Viscerotonic. This is characterized by predominantly endomorphic, loves to

eat, seeks bodily comport, sociable, relaxed in posture and movement, and slow in
reactions.

2. Sonatotonic. He is described as predominantly mesomorph, energetic, like

exercise, direct in his manners and loves competitive aggressiveness.

3. Cerebrotonic. He is predominantly described as ectomorphic, sensitive and

emotional, worries much, does not like groups and loves solitude.

b. Greek classification is usually attributed to Hipprates.

Temperament is dependent upon the predominant body fluid

1. Sanguine – is described as warm-hearted, pleasant, quick to react,

balanced emotional excitement. Predominant body fluid is blood.

2. Melancholic – he suffers from depression and sadness, unpleasant, calm

emotion. Predominant body fluid is the black bile.

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3. Choleric – is described as easily gets angry and quick to react, irritable,
easily excited emotionally. Predominant body fluid is the yellow bile.

4. Phlegmatic – listless, slow, apathetic, clam, emotionally weak. Permanent

body fluid is the phlegm.

3. Behavior: Psychological Types (These are Jung‟s theories)

1. Introvert. He is a person who prefers to be alone, loner, shy,
withdrawn, but may be a leader in a discussion if his level of
intelligence is high.

2. Extrovert. He is a person who tends to be very sociable, egocentric,

emotional, orthodox, outgoing, well dressed and who prefers to work
that deals with people like sales representatives.

3. Ambivert. This is a normal type of person who is in-between the two

extremes of introversion and extroversion.

Development of Personality

In the course of development, the children pass through a series of stages according to
Freud. During each stage, satisfaction is gained as the libido (or sexual energy) is directed
towards a different part of the body. He referred to as “sexual instincts” which means
“physical pleasure” for children. In the later development, each stage entails problems
to be overcome. If there is a failure to negotiate satisfactorily a particular stage results in
fixation or halting of development of the stage. Fixation causes the individual to retain
some of the characteristic of that stage in later life and in severe cases result in neuroses
in adult life.

Freud’s Psychosexual Stage

1. Oral Stage (birth to 1 year)

The id is dominant. Libidinal energy is centered on the mouth and the

child gains satisfaction from sucking and biting. Freud proposed that:

1.1 The oral stage can be subdivided into the:

passive
receptive
sucking sub phase of the earlier months; and
the later stage, active, aggressive, biting, sub-phase.

1.2 Fixation may be caused either by the over-indulgence or the

frustration of child‟s oral needs.

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A child whose oral needs are not satisfied with exhibit fixation in
the later life in the form of addiction, such as: smoking, gluttony or
alcoholism, nail biting, excessive use of sarcasm.

2. Anal Stage (second year of life)

This stage focuses on pleasurable sensations experienced in the mucous

membranes of the rectum. The child starts to control some bodily
functions like gaining satisfaction from expelling and withdrawing faeces.

He can please his parents by being “clean” or can thwart them by making
a mess. A significant event in the child‟s life is the parents‟ efforts to
impose toilet training.

Fixation at the anal stage may result to a personality that is exceeding

preoccupied with cleanliness and orderliness.

3. Phallic Stage ( )

In this stage, the libidinal energy centers on the genitals and feeling
become overtly sexual. Describing first the sequence of events for the
male child, Freud defined important issues arising from the Oedipus
Complex. The boys‟ fantasies include wishes for sexual intimacy with his
mother. He envies his father‟s intimacy relationship with his mother and
fears punishment in the form of castration for his forbidden wishes. The
Oedipus complex is resolved when the child identifies with his father in
order to appease him and to become like him in as many ways as possible.

In the Electra Complex, there is a girl‟s identification with her mother,

the former believing herself to be already castrated, since she does not
possess a penis, suffers a penis envy. This leads her to seek a strong love
attachment to her father, the possessor of a penis, and finally to identify
with her mother in order to become like her mother according to Freud, as
cited by Birch (1998).

Birch (1998) stated further the satisfactory resolution of the

Oedipus/Electra parent. Two important consequences stem from this
identification:

1. The child adopts the gender-role, which will assume through life.
2. The child adopts the parents‟ moral standards, attributes and
prohibitions, together with the moral norms of the society they
reflect. Thus the superego is born and the values and beliefs of a
culture are passed on from one generation to the next.

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4. Latency Period (6 to puberty)

This is a stage, which is characterized by calmness, following the turmoil

of the phallic stage. During this time, the libido is submerged and does not
center upon any bodily area. It is a time of ego-development, particularly
in relation to social and intellectual skills.

5. Genital Stage (puberty)

There is a renewed interest in sexual pleasure and all previous sexual

drives Associated with particular regions of the body which come together
in an integrated set of adult attitudes and feelings, since the hormonal
changes now stimulate the re-emergence of the libido.

Personality Development

The progress in and insistence on quality of education, coupled with rapid strides in
spread of knowledge calls for equally developed and able recipients. Thus a definite need
is felt for well-developed personality and character in our life. The Vedantic concept of
personality development is based on the concept of perfection of each soul and self-
confidence for realization and manifestation of this inner knowledge.

Five dimensions are involved in forming the human personality. These are:

1. physical self;
2. energy self;
3. intellectual self;
4. mental self; and
5. blissful self.

A well-integrated personality is the sum total of harmonious expression of these five

dimensions.

 Physical self- relates to our senses. Proper nourishment and growth of physical
faculties is essential by way of balanced diet, recreation, music, and care and
concern from near and dear ones. Self confidence could be developed by just
merely patting on the back or shoulder for any achievement in life.

 Energy self- relates to metabolism and the gross manifestations of energy

(prana),e.g. act of breathing. The control of prana is achieved by control of anger,
anxiety and restlessness

 Intellectual self- pertains to discrimination power and knowledge or the cognitive

domain.

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 Mental self- is related to stress and psychology, selflessness and control,
concentration and calmness and mind plays essential role.

 Anandamaya Kosha or blissful self- is the function of state of being. It calls for
remaining calm and unaffected, nay for remaining happy, in all the frivolities of
world, in all neck-breaking competition and struggle, failure and success.

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