Filipino Values (CLMFI 1 Semi-Final Notes) PDF

**CLMFI 1 SEMI FINAL NOTES** **PHILOSOPHICAL FOUNDATION OF FILIPINO VALUES** For the most part, Filipino values are focused on preserving social harmony, mainly driven by a groups willingness to be accepted. The primary sanction against diverging from these values are "Hiya" ideas, approximately t...

**CLMFI 1 SEMI FINAL NOTES** **PHILOSOPHICAL FOUNDATION OF FILIPINO VALUES** For the most part, Filipino values are focused on preserving social harmony, mainly driven by a groups willingness to be accepted. The primary sanction against diverging from these values are "Hiya" ideas, approximately translated as a "sense of shame," and "Amor proper" or "self-esteem," social approval, group recognition, and group membership are significant issues. Caring for what others believe, say or do is a powerful influence on Filipinos social behavior. The Filipino philosophy is basically non-dualistic according to anthropologist Leonardo Mercado. He concludes based on his linguistic analysis of Filipino value terms such as "loob" (Cebuano buot), that Filipinos desire harmony, not only in interpersonal relationships, but also with nature and religion, while remaining non - dichotomous. The Filipino wants to harmonize the object and the subject while keeping both as distinct at the same time. **Models of Filipino values**- F. Landa Jocano - identified two models of the Filipino value system. The first is the exogenous model or the foreign model, while the second is the indigenous model or the traditional model. **The Exogenous model** of Filipino values refers to a theory that attempts to explain the formation of Filipino cultural values as a result of external influences. This model suggests that the values and behaviors of the Filipino people are shaped by historical, cultural, and societal factors that have come from outside the country. The Indigenous model of Filipino values refers to the framework that emphasizes the intrinsic cultural characteristics, traditions, and social structures that have been developed and sustained by the Filipino people over generations. This model focuses on the unique traits that are rooted in the pre-colonial history, indigenous practices, and the rich cultural heritage of the Philippines. **THE FIVE CORE FILIPINO VALUES** Based on Dr. Ramirez‟s study "the Filipino Worldview and Values" and her perspectives as a phenomenological sociologist from centuries of practice, here are the five core values based on a Filipino‟s basic aspirations. **Magpapasalamat** This is based on the aspiration of Filipinos to "Pamumuhay" (life) and "Pananalig sa Diyos At kapwa" (God and people Faith). Filipinos understand how life can be enjoyed. We have plenty of vacations, celebrations occasions, and meeting. Filipinos are cheerful and sociable of course. Even in depressing circumstances, we wear smiles on our faces. That‟s because we‟re always looking at life‟s bright side. **Matatag** Filipinos, being in a nation susceptible to natural disasters, have adjusted and learned to be powerful in moments of need and in difficult circumstances that life throws at us. This power is derived from our love for our family and our belief in the greater being. This is based on Filipino‟s "Kaayusan" (Order) aspiration. **Masigasig** We do everything we can to get it when Filipinos dream of something. We‟re doing it for our loved ones and relatives. This is based on the "Kasaganaan" (Abundance) and "Ginhawa" (Relief) aspiration of Filipinos. Not for himself, but for his family, a Filipino aspires to abundance. Masaganang bagong taon(Bountiful New Year) is the Filipino translation for happy New Year because we match happiness and celebration with abundance. "Ginhawa" in Bisaya implies breath. And the soft breath flow is the soft life flow we cal " Ginhawa.""Ginhawa" is the feeling of well-being in a Filipino, according to lay theologian Dr. Jose de mesa. Overseas Filipino workers (OFWs) would be an instance of enduring being away from home to offer their families a healthy life --abundance and relief from hardships. **Mapagmalasakit** It is because of our family love extended to friends, neighbours and others that naturally sympathetic Filipinos. This compassion allows us to assist others without in exchange asking for anything. This is based on the aspiration of Filipinos to "Loob at Damdamin" and "Kapwa" (other people). "Loob" is the seat of the dignityof the Philippines. Filipino‟s personality is expressed in his "Kalooban". Filipinos tune in the "Kalooban" of each other by checking the situation of each other and talking about the life of each other. **Magalang** The use of po, opo, and pagmamano (hand kissing) are separate methods of regard for Filipino people. We say these phrases and use this gesture to demonstrate our respect and love to elderly. The Filipinos respect is not just limited to the elderly but also to others peoples properties, emotions, and ideas. We are polite people. Our language is also respectful because it has no sex bias. For example, the phrases "kapatid: (brother/sister) or asawa (husband/wife) or "biyenan" (father-in-law/ mother-in-law) or "anak" (son/daughter) do not show gender differences. These words are certainly sex friendly Filipino uniquely. Our respect for other is an integral part of our culture and our language. THE PHILIPPINE NATIONAL POLICE CORE VALUES Being a noble profession the police service demands from its members specialized understanding and abilities, as well as great standard of ethics and morality. The members of the Philippine National Police must therefore conform to and internalize the key principles of: Love of God Respect for authority Respect for women Respect for sanctity of marriage Stewardship over material things Responsible dominion Truthfulness The police service in the Philippines is expressed in the acronym SERVICE. The acronym SERVICE stands for: **SERVANT HOOD** As police affirm its unconditional service and love for the nation and individuals, police value a supportive and professional role serves and protects its clientele and community with honesty, utmost devotion and commitment above private concern. **EXCELLENCE** Police are committed in doing and making things occur effectively and efficiently in all of their efforts as they strive to accomplish more consistently and outstandingly with tangible outcomes and far beyond their best. **RESPONSIBILITY WITH ACCOUNTABILITY** Police carry out and execute their responsibilities and tasks as their moral duty is to serve the public with due diligence and always bearing in mind that they are accountable and duty bound to promote the public interest. **VALUING PEOPLE AND RESPECT FOR HUMAN RIGHTS** Police always maintain their fellow human beings dignity whenever they cater their needs and are delicate and cautious in serving and protecting them with compassion and utmost regard for their human rights. **INTEGRITY** Police take an uncompromising and coherent position in the fulfilment of their obligation to live an honest, upright and dignified life according to the highest ethical and moral norms where their advocacy, values and convictions are compatible with their words and actions. **COURAGE** From their moral strength police draw their collective and individual power of approach to always accept difficult duties, and they are courageous enough to speak out against temptation, anomalies, corruption and exploitation and stand firm. **EMPOWERMENT** Police reach out and create bridges of collaboration, nurture volunteerism and operate in harmony with their clientele by training individuals for a better and safer society in the process. **LAW ENFORCEMENT CODE OF ETHICS** As a law enforcement officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the constitutional rights of all to liberty, equality, and justice. I will keep my private life unsullied as an example to all; maintain courageous calm in the face of danger, scorn, or ridicule; develop self-restraint; and be constantly mindful of the welfare of others. Honest in thought and deed in both my personal and official life, I will be exemplary in obeying the laws of the land and the regulations of my department. Whatever I see or hear of a confidential nature or that is confided to me in my official capacity will be kept ever secret unless revelation is necessary in the performance of my duty. I will never act officiously or permit personal feelings, prejudices, animosities, or friendships to influence my decisions. With no compromise for crime and with relentless prosecution of criminals, I will enforce the law courteously and appropriately without fear or favor, malice, or ill will, never employing unnecessary force or violence, and never accepting gratuities. I recognize the badge of my office as a symbol of public faith, and I accept it as a public trust to be held so long as I am true to the ethics of the police service. I will never engaged in acts of corruption or bribery, not will condone such act by other police officers. I will cooperate with all legally authorized agencies and their representatives in the pursuit of justice. I know what I alone is responsible for my own standard of professional performance and will take every reasonable opportunity to enhance and improve my level of knowledge and competence. I will constantly strive to achieve these objectives and ideals, dedicating myself before God to my chosen profession---law enforcement. **GENDER AND DEVELOPMENT** Philippine commission on Women defined Gender and development as the development perspective and process that is participatory and empowering, equitable, sustainable, free from violence respectful of human rights, supportive of self-determination and actualization of human potentials. Gender and development (GAD) approach focuses on the socially constructed basis of differences between men and women and emphasizes the need to challenge existing gender roles and relations. GAD was developed in the 1980‟s as an alternative to the women in development (WID) approach. Unlike WID, the GAD approach is not concerned specifically with women, but with the way in which a society assigns roles, responsibilities and expectations to both women and men. GAD applies gender analysis to uncover the ways in which men and women work together, presenting results in neutral terms of economics and efficiency. Gender and development (GAD) is concerned with women and her specific roles, responsibilities and expectations in the society. It also analyses the nature of women's contribution within the context of work done both inside and outside the household and reflects the public/private dichotomy that undervalues the work done by women in the home. GAD focuses on the principle that development is for all. Everyone in society, female or male, has the right to equal opportunities to achieve a full and satisfying life. It does not define the following: 1\. Not a war of the sexes 2\. Not-anti male 3\. Both women and men are victims although women more than men. 4\. Both have a stake in the struggle for gender equality. **GENDER AND DEVELOPMENT RELATED LAWS AND ISSUANCES IN THE PHILIPPINES** **Philippine Plan for Gender and Development, 1995-2025** National plan that addresses provides and pursues full equality and development for men and women. Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on September 8, 1995, it is the successor of the Philippine Development plans for women, 1989-1992 adopted by Executive No. 348 of February 17, 1989. **Republic Act No. 9710 (Magna Carta of Women)** Approved on august 14, 2009, which mandates for non-discriminatory and pro-gender equality and equity measures to enable women's participation in the formulation, implementation and evaluation of policies and plan for national, regional and local development. **Memorandum Circular No. 2011 -- 01 dated October 21, 2011** Addressing to all government Departments including their attached agencies, offices, bureaus, State Universities and Colleges (SUCs), government-owned and controlled Corporations (GOCCs) and all other government instrumentalities as their guidelines and procedures for the establishment, strengthening and institutionalization of the Gender and Development (GAD) focal point system (GFPS). **Republic Act 7877 -- Anti-Sexual Harassment Act of 1995.** It is an "Act Declaring Sexual Harassment Unlawful in the employment, education or training, environment and for other purposes" was approved on February 14, 1995, and became effective on March 5, 1995. **Republic Act 9262 -- Anti --Violence Against Women and their Children Act of 2004.** It protects the family and its members particularly women and children from violence and threats to their personal safety and security." **Republic Act 7192 -- Women in Development and Nation building Act.** The act provides guidance and measures that will mobilize and enhance participation of women in the development process in ways equal to that of men. **Memorandum Circular No. 48 Series of 2013** Directing all concerned government agencies to adopt the gender equality guidelines in the development of their respective media policies and implementing programs in order to promote gender mainstreaming. **Republic Act 10354** The responsible parenthood and reproductive health act of 2012 or the RH law. It is a law in the Philippines, which guarantees universal access to methods on contraception, fertility control, sexual education, and maternal care. **1987 Philippine Constitution (Article II Sec.14)** The state recognize the role of women in nation building and shall promote the **FUNDAMENTAL EQUALITY** before the law of women and men. **AREAS OR CHANNEL OF SOCIALIZATION** According to Dr. Ralph G. Perrino (2000), family ,school, peers, mass media, public opinion, and religion play as major role in the socialization and, ultimately, the education process. Each of us proceeds through life in a manner that we often believe is under our immediate control and influence. It seems logical that the actions we take and the impact of those actions is based upon a series of logical, rational, decisions selected and filtered by choice, not chance. Although this seems a reasonable manner in which to assess one‟s lot in life, it is far from reality, particularly in the area of education. One of the most dramatic impacts on a child‟s education is that of the socialization process. 1\. Family 2\. Church 3\. Mass Media 4\. School 5\. Peers A. FAMILY In the context of human society, a family is a group of people related either by consanguinity (by recognized birth), affinity (by marriage or other relationship), or co-residence (relatives and servants). It is also known as the basis unit for raising children. In most societies, the family is the principal institution for the socialization of children. **TWO TYPES OF FAMILY** **1. Immediate family** -- may include spouses, parents, brothers, sisters, sons, and daughters. **2. Extended family** -- may include grandparents, aunts, uncles, cousins, nephews, nieces, and siblings -- in-law. Sometimes these are also considered members of the immediate family, depending on an individual‟s specific relationship with them. **GENERAL CLASSIFICATIONS OF FAMILY STRUCTURES** **1. Matrifocal family** -- this kind of family occurs commonly where women have the resources to rear their children by themselves or where men are more mobile than women; opposite of patrifocal family. **2. Patriarchal family** -- is a family in which the father is considered head of household; this is true regardless of which parent is the primary breadwinner (in a household with a working mom and stay-at-home dad; also known afather centered family or father dominated family; opposite of matriarchal family. **3. Conjugal Family / Nuclear Family / single Family** -- traditional forms of family that includes only the husband, the wife and unmarried children who are not of age. **4. Avuncular Family** - a family composed of a grandparent, a brothers, his sister and her children. **5. Childless Family --** is sometimes the "forgotten family," as it does not meet the traditional standards set by society. Childless family consist of a husband and wife living and working together. **6. Extended Family** -- family that extends beyond the nuclear family, including grandparents, aunts, uncles, and other relatives, who all live nearby or in one household. **7. Family of Choice / Chosen Family** -- is common within LGBT community, both in academic literature and in colloquial vocabulary. It refers to the group of people in an individual's life that satisfies the typical role of family as a support system. **8. Blended Family or Stepfamily** -- describes families with mixed parents: one or both parents remarried, bringing children of the former family into the new family. **9. Monogamous Family --** in this case an individual has only one (official) partner during their lifetime or at any one time. **10.Polygamous Family** -- a family composed of a marriage that includes more than two partners (polygamous). **a. Polygamy** - a man is married to more than one wife at a time which is common in some parts of Middle East and Africa and is often associated with Islam. **b. Polyandry** -- when a woman is married to more than one husband at a time; traditionally practiced in areas of the Himalayan Mountains, among Tibetans in Nepal, in parts of China and in parts of Northern India. **c. Fraternal polyandry** -- where two or more brothers are married to the same wife. **d. Polyamory** -- if a marriage includes multiple husbands and wives; group or conjoint marriage **PROCESSES INVOLVED IN GENDER SOCIALIZATION IN THE FAMILY** (Ruth Hartley) **1. Manipulation** - means that people handle girls and boys differently as infants. a\. Mothers tend to use more physical stimulation on male infants and more verbal stimulation on female infants. b\. Boy babies are tossed in the air. c\. Girl babies get more delicate handling. **2. Canalization** -- means that people direct children‟s attention to genderappropriate object. a\. Choice of toys, boys are given toy cars and machines. b\. Girls are given dolls and tea sets. c\. Toys teach children what their prescribed roles in life will be **3. Verbal Appellation** -- telling children what they are and what is expected of them. a\. Brave boy, pretty girl b\. Boys don‟t cry, girls don‟t hit playmates **4. Activity exposure** -- familiarizing children to their gender -- appropriate tasks a\. Girls help their mother with housework. b\. Boys are encouraged to play outside the house. **B. CHURCH / RELIGION** It is a collection of cultural systems, belief systems, and worldviews that relate humanity to spirituality and moral values. The practice of religion may also include rituals, sermons, commemoration or veneration of a deity, Gods or goddesses, sacrifices, festivals, feasts, trance, initiations, funerary services, matrimonial services, meditation, prayer, music, art, dance, public service or other aspects of human culture. Gender roles in Christianity vary considerably today as they have during the last two millennia. This is especially true with regards to marriage and ministry. **EEFECTS OF RELIGION** 1\. Regular attendance at religious services is linked to healthy, stable family life, strong marriages, and well-behaved children. 2\. Religious worship also leads to a reduction in the incidence of domestic abuse, crime, substance abuse, and addiction. 3\. In addition, religious practice can increase physical and mental health, longevity, and education attainment. **C. MASS MEDIA** These are diversified media technologies that are intended to reach a large audience by mass communication. It has an immense impact on young minds. With the advent of the internet, television now has a partner in the role of visual stimulant of young minds. The culture portrayed by the mass media emphasizes glamour, sexual satisfaction and promiscuity, comedic vulgarity, violence, and immediate gratification of needs. **EFFECTS OF MASS MEDIA IN SOCIALIZATION** 1\. Media's sexualization of young female celebrities. 2\. Video games that promote violence and negative stereotypes. 3\. Music lyrics and music videos and promote negative stereotypes and violence. 4\. Sex stereotypes in kids TV program **DIFFERENT TYPES OF MASS MEDIA** 1\. Broadcast Media -- such as radio, recorded music, film and television transmit their information electronically. 2\. Print Media -- use a physical object such as a newspaper, book, pamphlet or comics to distribute their information. 3\. Outdoor Media -- is a form of mass media that comprises billboards, signs or placards placed inside and outside of commercial buildings, sports stadiums, shops and buses. Other outdoor media include flying billboards (signs in tow of airplanes), blimps, and skywriting 4\. Public Speaking and event organizing -- can also be considered as forms of mass media. 5\. Digital Media -- comprises both internet and mobile mass communication. Internet media provides many mass media services, such as email, websites, blogs, and internet-based radio and television. **D. SCHOOL** It is an institution for educating children, any institution at which instruction is given in a particular discipline, a group of people. It is an artificial institution set up for the purpose of socialization and cultural transmission. The school can be regarded as a formally constituted community as opposed to mutual communities. **HOW THE SCHOOL PERFORMS THE FUNCTION OF SOCIALIZATION?** 1\. Through the curriculum, the school in a formal way provides the child with: a\. Knowledge of basic intellectual skills such as reading, writing, verbal expression, quantitative and other cognitive abilities. b\. Education teaches languages and allows people communicate with each other according to positions in society. c\. Cultural achievements of one's society. d\. Opportunities to acquire social and vocational abilities which are necessary to make one social, useful and economically productive member of the society. e\. Gender roles as perceived as suitable roles by the society. 2\. Educational systems socialize students to become members of society, to play meaningful roles in the complex network of independent positions. 3\. Education helps in shaping values and attitudes to the needs of the contemporary society. 4\. Education widens the mental horizons of pupils and teaches them new ways of looking at themselves and their society. 5\. Education offers young people opportunities for intellectual, emotional and social growth. Thus, education can be influential in promoting new values and stimulating adaptation of changing conditions. 6\. Informally and especially through social clubs, the school enables the child to learn several other social roles and skills which are also important for his / her overall development as a member of society. a\. Education teaches the laws, traditions and norms of the community, the rights that individuals will enjoy and the responsibilities that they will undertake. b\. Education teaches how one is to behave toward his / her playmates and adults. c\. Education teaches how to share things and ideas d\. Education teaches how to complete responsibility e\. Schooling teaches how to cooperate f\. Schooling instils the community's pattern of respect; thus, how to relate to others well and obey rules. g\. Schooling enables one to internalize the culture of one's society. h\. Education leads toward tolerant and humanitarian attitudes. For example, college graduates are expected to be more tolerant than (high school graduates in their attitudes toward ethnic and social groups **E. PEER GROUPS** These are both social group and primary group of people who have similar interest (homophily), age, background or social status. The members of this group are likely to influence the person's beliefs and behavior. Peer groups contain hierarchies and distinct patterns of behavior. **POSITIVE EFFECTS OF PEER GROUPS** 1\. Serve as a source of information 2\. Teach gender roles 3\. Serve as a practicing venue to adulthood 4\. Teach unity & collective behavior in life 5\. Identity formation -- is a developmental process where a person acquires a sense of self. **NEGATIVE ATTRIBUTES (DISADVANTAGES) OF PEER GROUPS INFLUENCE** 1\. Peer pressure -- often used to describe instances where an individual feels indirectly pressured into changing his/her behavior to match that of his/her peers. Taking up smoking and underage drinking are two of the best-known examples. 2\. Future problems 3\. Risk behaviours 4\. Aggression and pro-social behaviour 5\. Sexual promiscuity