Philippine Constitution, Preamble

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. (Preamble, Philippine Constitution 1987)

Preamble or preparatory statement, derived from the old French “Preambule,” from the Latin “Praembulus” in English translation “going before.”

It is not a source of power or right for any public officers or branches of the government. However, it is very evident that the Preamble is manifestation of the sovereign will of the Filipino people. It lays down the origin, scope, and purpose of the Constitution.

The Supreme Court stated that the preamble does not confer rights nor impose duties. Moreover, it indicates authorship of the Constitution, enumerates the primary aims and aspirations of the framers; and serves as an aid in the construction of the Constitution.

Effects on the Group's Performance

ROSENTHAL EFFECT

The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby higher expectations lead to an increase in performance. The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he had carved (retrieved from: https://en.wikipedia.org/wiki/Pygmalion_effect)

The work of Rosenthal and Jacobsen (1968), among others, shows that teacher expectations influence student performance. Positive expectations influence performance positively, and negative expectations influence performance negatively. Rosenthal and Jacobson originally described the phenomenon as the Pygmalion Effect.

“When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal and Babad, 1985)

In terms of teaching, faculty who gripe about students establish a climate of failure, but faculty who value their students’ abilities create a climate of success. What kind of learning climate are you creating through your expectations?

retrived from:http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/pygmalion

JOHN HENRY EFFECT

The John Henry effect is an experimental bias introduced into social experiments by reactive behavior by the control group.

In a controlled social experiment if a control is aware of their status as members of the control group and is able to compare their performance with that of the treatment group, members of the control group may actively work harder to overcome the "disadvantage" of being in the control group.

For example, if in an educational trial where the school classes who are in the treatment receive an extra support teacher, students who are in the control group may be induced to work harder to overcome that disadvantage.

The term was first used by Gary Saretsky (1972) to describe the behavior of John Henry, a legendary American steel driver in the 1870s who, when he heard his output was being compared with that of a steam drill, worked so hard to outperform the machine that he died in the process.

retrived from: https://en.wikipedia.org/wiki/John_Henry_effect

HAWTHORNE EFFECT

The Hawthorne Effect refers to the fact that people will modify their behavior simply because they are being observed. The effect gets its name from one of the most famous industrial history experiments that took place at Western Electric’s factory in the Hawthorne suburb of Chicago in the late 1920s and early 1930s. However, subsequent analysis on the effect by University of Chicago economists in 2009 revealed that the original results were likely overstated.

retrieved from: https://www.investopedia.com/terms/h/hawthorne-effect.asp#ixzz5H5RuRXfJ