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his page is aimed at showing us that values development may be achieved
Approaches through integration in the different subject areas. Find out the approaches in
theintegrationofvaluesandthestrategiesintheintegrationofvalues.
Strategies
V.E.IntegrationLinks ClickOn!
IntegrationMain

ApproachesinIntegrationofValues

VALUESINTEGRATION

Values Development may be achieved through integration in the different

subjectareas.

Values integration involves the development of the values system of the

learnerasapartofthetotalityofhiseducation.Thelearningprocessinany
subjectareacoverstheacquisitionnotonlyofconceptsandskillsbutalsoof
values.Theidentificationofvaluestobeintegratedarisesfromthenatureof
the discipline and its content. For example, learning science concepts and
acquiring scientific skills should lead to the development of the scientific
attitudeintellectual honesty, respect for the emergence of new knowledge
and system in phenomenal patterns, and preciseness and discipline in work
performance. The experience of the decisionmaking process in the social
sciences should develop objectivity, appreciation of knowledge and its
MAYLALANG: application to the choicemaking activity, truthfulness, and the valuing of
HANDUGANNG historical experience of aesthetic values. Health and physical education
KABUTIHAN shouldbringaboutarespectforlifeandthehumanbody.
Edukasyonsa
PagpapahalagaIV In general, the success of the integration of values in the different subject
areas depends on the teachers creativity in making use of situations to
facilitatethestudentsvaluesdevelopment,aswellasonhisperceptiveskills
to identify points in a lesson that would serve as entry points for specific
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values

Reference:ValuesEducationfortheFilipino
1997RevisedVersionofthe
DECSValuesEducationProgram
UNESCONationalCommissionofthePhilippines
EducationCommitteeProject

ADMINISTRATIVEAPPROACHESTOTHEINTEGRATIONOFVALUES

Valuescanbeproperlyintegratedintheschoolcurricula.Inthisregard,there
are several approaches to integrating values in the school curricula across
levels. One of them is the socalled verticalintegrationapproach, wherein
the value concepts are integrated from the lowest to the highest level of
education. Under this scheme, we have what we call totalvertical and
partialverticalintegration.Theformermeansthatvaluesareintegratedin
allsubjectsandinalllevelsofeducation.Ontheotherhand,thelatteristhe
integrationinsomeselectedsubjects/coursesinalllevelsofeducation.

Anotherschemeiswhatwecallthehorizontalintegrationapproach. Under
thisarrangement,integrationisonlydoneinonespecificgradeoryearlevel.
Forinstance,intheelementarygrades,shoulditbedoneonlyingradeoneor
ingradesix?Inhighschool,shoulditbeobservedonlyinthefirstyearorthe
third year? In the tertiary level, in what year level should it be appropriate?
The scheme likewise uses the totalhorizontal and partialhorizontal
integration. The former means that integration should be done in all
subjects/courses in the selected grade/year level while the latter applies the
processonlyselectedsubjects/coursesinthegrade/yearlevelsingledoutfor
suchpurpose.

Natural and unnatural integration are also common approaches used in

integrationconceptsintheeducationalsetting.Theformerutilizesthesubject

matter or activity undertaken to emphasize concepts or values the teacher

wishestobringabout.Theteacherdoesnotneedtothinkofpreparinganew
subject matter or activity just to teach a value he wants the learners to be
aware of. Practically all lessons have values already infused in them.
Activitiestoundertaketoaccomplishtheobjectivesofthelessonarealsorich
invalues.Whattheteachershoulddoistoidentifythe values properly using
the discovery strategy. On the contrary, the unnatural integration is one in
whichtheteachersareaskedtoaddanactivitytotheirlessonplansuchthat
aparticularvalueistouched.Thismaybecomeartificial,especially when the
specificvaluetobetakenupdoesnotjibewiththesubjectmatteronhand.It
is unfortunate that some administrators are resorting to this scheme just to
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comply with the directives on values education. Obviously, the former

schemeisamuchbetterschemethanthelatter.

Eclectic integration is not a new arrangement in the educational scene. It

means using two or more schemes in integrating concepts in the curricular
offerings.Itisnotjustamatterofcombiningapproachestobeusedbutmore
importantly, identifying those approaches that would best bring fruitful
results.Inintegratingvaluesinalllevels,itappearsthattheuseofthetotal
verticalandhorizontalintegrationplusnaturalintegrationwillbringaboutthe
desiredgoalsandobjectives.Oneortwoofthevaluescanbefusedtogether
and be integrated in a subject taught. For example, patriotism and
nationalism can easily be fused together in social studies, literature and in
other subjects. Justice, equity, economic development can all be fused
togetherundersocialresponsibilitywhichcanbeintegratedinallthesubjects
acrosslevels.

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