Filipino Learners’ Waning Interest on Heroes and Historical Events: a Result of Neglecting the Philippine History in High School

 Billy Joe T. Rosal

Divine Word College of Laoag

Abstract

            Our Forefathers have always utilized nationalism as their rallying cry against colonial and neo-colonial governments. This move eventually led to the brewing of nationalism among Filipinos. Due to recent events of misinformation and historical distortion, the country is facing a great national malady due to bad administration, the failure of the educational system to implement ways on how to advance nationalism and the removal of Philippine History subjects in the high school curriculum. The lack of exposure of learners to historical concepts and events, and a mature forum for discourse makes them more prone to historical revisionism and the exacerbation of historical amnesia. Nowadays, Filipino learners have a waning interest to Philippine heroes and historical events.

Keywords: Philippine History, historical malady, historical distortion, historical revisionism, historical amnesia.

Introduction

It's interesting to remember that two historical films, Mallari and Gomburza, were screened at the previous Metro Manila Film Festival. These films demonstrated the increasing number of Filipino filmgoers who remain enthralled with historical dramas. Not only are these historically accurate films, but they also significantly contributed to the advancement of nationalism, patriotism, and nation-building among young Filipinos. These movies also made us wonder: Who are we as Filipinos? and how ought we to defend our country?

I clearly remember the day that Pinoy Big Brother Teen Edition published a series of recordings that shocked Filipinos all over the world on April 13, 2022. Where the infamous MAJOHA incident occurred after one of the contestants failed to identify the monicker of the three priests in Philippine History - Fr. Mariano Gomez, Fr. Jose Burgos, and Fr. Jacinto Zamora whose executions inspired many key figures of the revolution. The frightening truth of today's youth and their disinterest in and ignorance of our country's past became evident to the Filipino people after this awful incident. These videos opened serious discussions about the Philippine educational system and its effects. On the other hand, the same sentiments were also evident in 2015, when high school’ learners were commenting “Lumpo pala si Mabini”, after watching the movie “Heneral Luna”. if this incidence of historical ignorance becomes widespread among the millennials, the country will be in great trouble. 

In the local context, I usually get erroneous or blank stares in response to my questions regarding national heroes or historical events, which I pose as part of my lesson review before moving on to discussions. I used to nod and grin at it, but deep down I felt sorry for them because these are such simple truths, and I wondered why they didn't know the answer. I can tell from these examples that students' enthusiasm for learning about Philippine history is waning. I am concerned about the future of our country because of this age group's lack of understanding of our country's history. It seems that the study of Philippine History in high school and neglected yet this subject is crucial in nation-building and important in brewing nationalism, patriotism, and sense of identity.

The Filipino Nationalism

Our historical heroes have always utilized nationalism as their rallying cry against colonial and neo-colonial governments. Claro M. Recto once said “The battle cry that animates and sets in motion millions of hearts and minds is nationalism. It is not a passing emotion, not a naïve longing for the trappings of sovereignty. It is persevering, militant and mature. In a speech of Recto as mentioned by Cruz 2021, “What are the basic components of nationalism? One is the growing and deepening consciousness that we are a distinct people with our own character and spirit, our own customs and traditions, our own ideals, our own way of thinking, our own way of life. What sets us apart as a people distinct from any other are the experiences and vicissitudes we have gone through together as a nation in our own environment. A Filipino cannot assert this identity and call himself a nationalist unless he is one with his people’s history and has enshrined in his heart the precepts and example of our heroes and martyrs.”

With this, Filipino Nationalism is a sentiment, a consciousness, an inspiration, a motivation, the nation’s collective conscience, the primal virtue of the citizen, and a manifestation of the national soul or spirit (Abueva, 1998).  As a political ideology, Filipino nationalism embodies the philosophy of national power lodged in and excised by the citizens in a constitutional democracy. In this sense, it is a manifestation of the nation's purposefulness, committed to the goals of attaining progress, development, and national unity as well as economic, social, and political modernization.

Current State of Nationalism and Philippine History

National Artist for Literature, Virgilio Almario, claimed that these incidents previously stated above were a sign of great national malady due to bad administration and failure of the educational system. He also mentioned two reasons why the youth of today has a lack of knowledge and interest in our country’s history, culture, and tradition. First is the removal of Philippine History in High School, and second, in the elementary, the subject is only taught through memorizing facts and very limited analysis. With this current situation, Philippine History is limitedly taught in classes. There is a dearth in establishing meaning, connection, and relevance to the present and life. The use of evidence in history is not only a historical skill but an essential skill in the analytical and critical thinking of the learners.

Almario also said that for learners to learn how to connect to the past and feel a sense of pride in their national identity and patriotism, they need be taught to appreciate prehistoric and ancient history as well as the wisdom and character of our heroes. In this age of disinformation, students may close the gap created by the epidemic and the educational crisis by using their fundamental analytical and critical thinking abilities to check facts, fight disinformation, and do fact-checking.

Numerous requests have been to reinstate Philippine history in high schools since 2014. This was caused by the Department of Education's (DepEd) Order 20, series of 2014, which essentially eliminated Philippine history as a high school elective. In response, clumsy government officials claimed that other Araling Panlipunan (AP) courses, like Asian History, already included elements of Philippine history. There was no need to make it redundant since it was already taught in elementary. This was made painfully clear when, in 2017, current DepEd Secretary Leonor Briones expressed the following in a Philippine Daily Inquirer article entitled, “Not ‘Kuri-kulam’ but ‘Cure-iculum’”. This move from the Department of Education seriously affected the learners because of the lack of scaffolding and opportunity to learn historical concepts and events in the classroom.

The adolescent years during which learners are enrolled in high school are the most formative years, according to developmental psychology theories advanced by Erik Erikson. Erikson feels that a scaffold is necessary. Since learners go from childhood to early adulthood, scaffolding can be used to study Philippine history appropriately. Learners are most socially, developmentally, and politically changeable at this age. Also, during these years, learners develop their critical thinking skills and are better equipped to comprehend, evaluate, and consider historical problems and occurrences.  Their lack of a mature forum for discourse makes them more prone to historical revisionism and the exacerbation of historical amnesia.

In the present educational scene, Social Studies or the Araling Panlipunan subject in high school is only taught for three (3) hours or 3 sessions per week. As compared to other subjects like Math, Science, English and Filipino with 4 contact sessions each week. Thus, it is impossible to integrate Philippine History into Asian Studies, World History, Economics and Contemporary Issues with the crowded curriculum of Araling Panlipunan. With this condition, an elementary learner will study Philippine History next after 6 years as this has a separate subject in college which is the Readings in Philippine History. With this 6-year gap, high school learners might forget the concepts and events of our history resulting in low knowledge and comprehension levels and worst no knowledge at all. This is further worsened by information that is circulated in social media that can cause an explosion of manipulative and distorted historical content. If teenagers start to genuinely believe this misleading content in high school due to a lack of pedagogical guidance, then they will most likely bring that misguided belief and historical revisionism.

From 2018 until now 2024, Historians and Teachers have called for a petition for the return of Philippine History in high school. They also ask the Department of Education to review the AP curriculum in the hopes of returning Philippine history to junior high school and perhaps even senior high school. It likewise urges Congress to enact legislation to make it mandatory to have Philippine History in all tranches of education, especially in high school.

Hurdles to Overcome in Fostering Nationalism

It's true that through education, we can foster nationalism among the learners but before the new generation brews nationalism the following hurdles must be needed to be overcome to foster nationalism among the new generation.

1.    Tribal Mentality - it seems our deepest loyalty is mainly limited to our immediate and extended family. By certain means, the "kumpare/kumadre system" creates a network that grows the extended family. This system was and is put in place for religious purposes when a child is baptized or confirmed, but it is also utilized for nefarious purposes to obtain or gain political and economic power. Our devotion to our hometown, province, or region is another example of this tribal and constrictive thinking in action; as a result, anyone who is not part of our group is largely ignored, seen with distrust and suspicion, and is easily stereotyped.

 

2.    Belief in Determinism - Our belief that all that occurs is the "will of God" has been ingrained in our thoughts throughout the generations by the Catholic religious legacy of Spain. Statements like "bahala na ang Diyos", "ginusto ng Diyos", "oras na", and so forth indicate that we have thus evolved a fatalistic mindset. Even the so-called educated and our impoverished compatriots have this fatalistic mindset. The overall negative effect of fatalism is that it causes people to give up in hopelessness, helplessness, and inaction and turn to wish well and fervent prayers, which essentially only serves to validate Karl Marx's often-quoted statement that "religion is the opium of the people".

3.    Colonial Mindset/English as the Language of Teaching - The four centuries of Spanish domination did not hinder the development of Filipino nationalism throughout the fifty years of American colonization. The native Filipinos were largely kept stupid and uneducated by the Spaniards, but our revolutionary predecessors battled them off skillfully and efficiently, nearly defeating them before the Americans arrived to deceive and take from them in their quest for true independence.

4.    Lack of Social Consciousness/ Selfish Individualism - This Filipino character is the outcome of the tribal mentality. It is also the result of a confluence of the rich and powerful as well as the historical, ongoing, and present desertion by the federal government. The deprivation that followed shaped us into "looking out for ourselves" only. Those who are fortunate enough to inherit land and fortune often harbour contempt and apathy toward the impoverished. The cliche "the rich only get richer or the poor want to only get rich" rings true. Forget the saying "it is more difficult for a rich man to enter heaven...."Oh well, who believes that.

Conclusion

These gaps in the education system are dangerous because it can impact learners’ critical thinking ability which is essential in combating misinformation. Thus, the return of Philippine History in high school curriculum in the country will recalibrate learners’ critical thinking and skills, and digital literacy skills are needed at a time when misinformation is rampant on social media.

This move can also brew nationalism and send of pride among Filipino youth today. This eventually cultivates a country that takes pride in its own unique rich history, culture, and tradition. If this continues, the hardships and sacrifices of our forefathers, our heroes and our fighters will be set aside and put to waste. 

References:

1.    Abueva, J. (1998). Filipino nationalism, nation-building and national development. Quezon City: University of the Philippines Press.

2.    Briones, L. M. (2017). Not ‘Kuri-kulam’ but ‘Cure-iculum’. https://newsinfo.inquirer.net/936395/deped-leonor-magtolis-briones-ferdinand-marcos-marcos-martial-law-ferdinand-marcos-jr-bongbong-marcos-marcos-martial-law-k-to-12-basic-education-philippine-history.

3.    Cruz, E. S. (2021). Filipino nationalism. https://www.philstar.com/opinion/2021/04/15/2091234/filipino-nationalism.

4.    Department of Education Order 20, s. 2014.

5.    Ignacio, J. (2019). The slow death of Philippine history in high school. https://www.rappler.com/voices/ispeak/243058-opinion-slow-death-philippine-history-high-school/.

6.    Tomacruz, S. (2019). KWF’s Almario hits universities removing Filipino as a subject. https://www.rappler.com/nation/231617-almario-hits-universities-using-supreme-court-decision-remove-filipino-subject/.

 

A Journey of Doubt: Exploring the Intersection of Illness, Financial Strain, and Faith

 Wilmalyn U. Agudelo

Divine Word College of Laoag

This article was published in this blog after the author granted permission to publish.  

Abstract

The journey of losing faith in God due to heart disease and financial problems is a profound and complex odyssey that plunges individuals into the depths of existential turmoil. This reflective essay focuses on the complex experience of struggling with the loss of faith in the face of physical illness and financial difficulties. Through introspection and philosophical inquiry, it delves into the intricacies of doubt, despair, and eventual realization, illuminating the transformative potential of rediscovery amidst the darkness.

Keywords: faith, hope, suffering

Introduction:

Faith is an inner attitude, conviction, or trust relating human beings to a supreme God or ultimate salvation. In religious traditions that stress divine grace, it is the inner certainty or attitude of love granted by God himself. In Christian theology, faith is the divinely inspired human response to God’s historical revelation through Jesus Christ and, consequently, is of crucial significance. (The Editors of Encyclopaedia Britannica, n.d.) The idea of faith includes confidence, trust, and belief in something without the need for evidence or proof. It frequently entails having a firm belief or confidence in an intangible, such as spiritual truths, religious concepts, or the dependability of a person or concept. There are many ways that faith can appear. Religious faith is the belief in a higher power and the teachings of a particular religion. Personal faith is believing in oneself or others in the face of uncertainty or hardship. Faith has a vital role in forming worldviews, directing behavior, and offering consolation during trying times. It can give people a feeling of meaning, purpose, and hope.

Though it is frequently referred to as a ray of hope and comfort, faith may be severely tested when faced with hardships in one's own life.  Any unforgettable experience characterized by intensely challenging times can push the boundaries of our views and ideas. Severe illness and financial hardship are two of the most heartbreaking experiences that caused man’s trust in a higher power of God to be shaken to its core.

                  The experience of losing faith because of a severe illness is a very intimate and complicated one that is characterized by significant obstacles, existential reflection, and the hunt for purpose in the face of hardship. Man frequently finds himself navigating a maze of uncertainty and misery as he faces the facts of his mortality and wrestles with the uncertainties surrounding his health and family, oftentimes doubting the core of his beliefs.

The Shattered Illusion

                  Man often claims to have faith, but when his faith is put to the test, he must do more than just say the words. Often, man can’t truly exercise the virtue of faith when he has no reason to believe in anything. When things are going well, it is easier to have faith; when they are not, it is far more difficult.  According to Blain (n.d.), losing your faith can involve the loss of connection with the things you believe in, whether it's your religion, your values, or humankind. It can be a devastating feeling that undermines your confidence, convictions, and well-being. Losing your faith can take a toll on your resilience and undermine your sense of belonging. But it can also be an opportunity to grow, build a stronger sense of self-awareness, and cultivate new beliefs that are more closely aligned with your current values, goals, and needs.

The sudden presence of a severe illness now casts a dark cloud over man’s existence, threatening to disrupt everything. The added financial burden only deepened the crisis with mounting expenses creating a sense of despair and engulfing the overwhelming wave. Faith was tested as man grappled with the reality of a health condition and a financial problem. Questions about life’s fairness arose as mortality became a reality. The strain of battling a disease led to doubts, about the benevolence of a power. How could a compassionate deity allow suffering? The disease diagnosis plunged man into uncertainty and fear triggering a crisis. Suddenly, death loomed large, casting its shadow over every aspect of his life. Amid doctor appointments, treatments, and debilitating symptoms, man now finds himself questioning the justice of life and feeling abandoned by an absent God in a time of suffering. Dealing with such a condition brings not just physical struggles but also emotional and psychological weight.

He may occasionally experience disorientation, anxiety, and withdrawal at the strangest moments. Doubt stole into the back of his mind like a robber in the night as he struggled to accept the reality of his situation. Questions like "Why me?" that had before seemed unfathomable were now loud and clear. Why this time? What role does God play in this? He now felt deceived and abandoned, floating in a sea of existential sorrow, by the contrast between his suffering and the idea of a loving god. He now found himself perched on the edge of disbelief as the once-firm foundations of his religion gave way under the pressure of uncertainty.

         In the depths of his despair, doubt became his constant companion, whispering insidious questions about the fairness of life and the existence of a loving God. He questioned the purpose of his suffering, struggling to reconcile the inherent injustice of his circumstances with the teachings of his faith. The darkness of doubt enveloped him, casting a shadow over every aspect of his existence and leaving him feeling utterly lost and alone.

         Another struggle was how to project the idea that a man is strong and appears to embody the epitome of professionalism and competence in his workplace. Despite my inner turmoil, he needs to maintain a facade of normalcy for the outside world. He needs to show a smile on my face and go through the motions of my daily routine, all the while concealing the struggles that threaten to consume him. He needs to bury his pain beneath a mask of perfection.

 Finding Meaning Amidst the Chaos

Yet, amidst the darkness, man began to glimpse rays of light illuminating a path toward rediscovery and renewal. Kabatebate (n.d.) said that when we are facing problems in life, it can be difficult to believe that God has a plan for every challenge that we face. We can be tempted to believe that God is more interested in punishing us than in helping us. We can be tempted to believe that God would rather see us struggle than conquer. However, it is important to learn from Jeremiah 29:11 that God does not purpose in His mind to harm you. God loves His creation and you are created in His image. God is not sadistic. God will therefore never create you so that He can spend His time ensuring that only bad things happen in your life. God has great plans for you. God plans to “prosper you” and “give you hope and a future.”.

As man navigates the challenges of life, he can discover unexpected sources of meaning and purpose in the most unlikely of places. His sufferings act as a trigger for existential analysis and contemplation. During difficult times, man was forced to ask himself about the big issues of life and look for purpose in the face of hardship. Through this process, suffering turns into a means of learning about oneself, one's relationship to the divine, and the larger human situation. Through acts of kindness and compassion, man found solace in the interconnectedness of humanity and the profound beauty of human connection. He learned to find joy in the small moments of everyday life, and to appreciate the inherent richness of existence, even amidst the most challenging circumstances.

Embracing Resilience and Hope

Suffering, according to Friedrich Nietzsche, is a blessing in disguise. His theory is that people who can endure difficult circumstances and pain are stronger individuals who are better prepared for life’s challenges. For him, those who can suffer and persevere have a greater capacity for meaning and purpose in life (Dutt, 2022).  The experience of pain puts man’s faith to the test and disproves beliefs about God's kindness. He struggled with emotions of abandonment or uncertainty at difficult times, doubting God's goodness in the face of what seemed to be pointless suffering.

Nevertheless, suffering serves as a refinement, a deepening, and ultimately a strengthening of faith. Through the crucible of suffering, man emerged with a renewed sense of resilience and hope, determined to embrace life's challenges with courage and integrity. Though the road ahead remains uncertain, he walks it with a newfound sense of purpose. Man has come to realize that faith is not a destination to be reached, but a journey to be embraced—a journey marked by uncertainty, doubt, and eventual realization.

The moment man recognized the power of God and renewed his faith in Him, everything became easier. God used different people to show that every day is a blessing. In God’s hands, everything will be possible just stay faithful to him.

Conclusion:

The journey of losing faith in God due to severe illness and financial struggles has been a profound and transformative odyssey, marked by moments of despair, doubt, and eventual rediscovery. Through the darkness of doubt, man has learned to find meaning amidst the chaos and to embrace the inherent beauty of existence. There will be a newfound sense of purpose and an unwavering commitment to living a life guided by courage, resilience, and compassion.

Yet, in the depths of despair, man began to realize that faith is not synonymous with certainty. It is a journey fraught with doubt and ambiguity, a journey that demands courage and resilience in the face of life's greatest challenges. As he grappled with the erosion of my beliefs, he found solace in the resilience of the human spirit and the beauty of human connection. Regaining faith after going through hardship is a powerful and life-changing event. It's a journey filled with periods of uncertainty, hopelessness, and, at the end, a deep spiritual awakening. A man emerged from the depths of sorrow with fresh insights and a stronger bond with his faith through introspection and reflection.

Through the support of loved ones and the guidance of the Lord, man began to explore new avenues for finding meaning amidst the chaos of circumstances. He discovered strength he never knew he possessed and resilience that transcended the confines of belief.  In relinquishing his faith in a higher power, man discovered a deeper connection to the world around him and a profound appreciation for the inherent beauty of existence. He learned that meaning can be found not in the absence of suffering but in our capacity to endure and grow amidst adversity. And though he may never fully reconcile the mysteries of faith and suffering, he walks forward with a renewed sense of hope and a deep-seated belief in the transformative power of the human spirit. Losing faith in God due to an illness and financial struggles was a painful yet enlightening journey that ultimately led man to rediscover the beauty and meaning inherent in the human experience. Though the road ahead may be fraught with uncertainty, he will walk it with a newfound sense of purpose and an unwavering commitment to embracing life's challenges with courage, resilience, compassion, and a stronger faith in God.

References

Blain, T., MA. (n.d.). What to Do When You Feel You Are Losing Your Faith. Verywell Mind. Retrieved February 22, 2024, from https://www.verywellmind.com/losing-faith-definition-suggestions-and-take-away5214137#:~:text=For%20example%2C%20divorce%2C%20job%20loss,a%20person's%20sense%20of%20faith

Dutt, S. (2022). Nietzsche: Why Suffering Is Valuable? (1/13) - Nietzsche’s Philosophy - Medium. Medium. Retrieved February 25, 2024, from https://medium.com/nietzsches-philosophy/nietzsche-why-suffering-is-valuable-ed6b729bb727

Faith: Contemporary Perspectives | Internet Encyclopedia of Philosophy. (n.d.-c). https://iep.utm.edu/faith-contemporary-perspectives/

Kabatebate, S. (n.d.). Why does God allow problems in my life? - InspiredWalk.com. InspiredWalk.com. Retrieved February 25, 2024, from https://www.inspiredwalk.com/1103/why-god-allows-problems-in-your-life

 

The Editors of Encyclopaedia Britannica. (n.d.). Faith | Beliefs, Practices & History. Encyclopedia Britannica. Retrieved February 21, 2024, from https://www.britannica.com/topic/faith

 

 

 

 

 

 

 

 

 

Embracing Wisdom: Acknowledging Limits and Embracing Mistakes for Intellectual Humility

 MARLON D. MACALMA

Divine Word College of Laoag, Ilocos Norte, Philippines

 Abstract

 

In this paper, I will argue in affirmation that a life without thinking about yourself can become boring and not satisfying. Socrates, a wise philosopher, reminds us that life becomes more meaningful and interesting when we keep asking questions, learning new things, and growing. The paper begins with a review of the literature on the profound philosophy that a meaningful and purposeful existence necessitates continuous self-reflection, intellectual inquiry, and the conscious exploration of one's beliefs and values, challenging individuals to embrace a life of thoughtful examination to unlock the true depth of human experience.

 

Keywords: unexamined life, life not worth living, self-reflection, introspection

 

Introduction

 

Socrates, one of the most well-known figures in Western philosophical thought, popularly declared, "The unexamined life is not worth living." This deep statement, though not directly quoted from any written work, has become symbolic of Socratic philosophy. Its significance lies not only in its historical background but also in its enduring significance to modern society. Socrates' emphasis on self-examination and intellectual humility challenges individuals to explore into the depths of their beliefs, values, and actions, fostering personal and intellectual growth. This reflection aims to explore the profound implications of Socrates' assertion, drawing insights from both historical sources and contemporary scholarship.

 

Socrates' statement serves as a uniting call for individuals to engage in introspection and serious inquiry. While its origins can be traced back to Plato's "Apology," where Socrates defends himself during his trial, the implications of this statement reach well beyond the confines of the courtroom. Socrates believed that true wisdom arises from recognizing the limits of one's knowledge and being open to recurrent learning and self-improvement. In a society commonly characterized by unwavering beliefs, Socrates' encouragement for self-examination prompts individuals to adopt intellectual humility and recognize the possibilities for personal development.

 

Building upon Socrates' foundational ideas, contemporary scholars like Woodruff explain the practical consequences of Socratic ethics. According to Woodruff (2023), Socratic ethics asks you to change your life, value justice over happiness, and examine yourself all your life. In making moral decisions, you should use a kind of judgment that is not limited by theory and does not fall for false images or doubles of the virtues, such as fearlessness for courage. You should promote virtue also in your community, fostering a collective commitment to moral excellence.

 

Reflecting on Socrates' perspective, one is prompted to consider how self-reflection and the willingness to challenge norms contribute to personal and intellectual development. Embracing Socratic ideals encourages individuals to cultivate open-mindedness, pursue knowledge persistently, and engage in meaningful dialogue with others. By questioning their beliefs and values, individuals can deepen their understanding of themselves and the world around them, surpassing artificial appearances to expose deep truths.

 

Intellectual Humility and Continuous Learning:

 

Socrates' call for self-examination serves as a powerful reminder to acknowledge the boundaries of our knowledge, urging us to embrace intellectual humility. This concept gains further support from the insights of Porter (2015), who emphasizes that individuals with intellectual humility are conscious of the potential errors in their thinking. Intellectual humility, as she describes it, involves recognizing that our beliefs and opinions may not always be accurate. In essence, it requires a willingness to accept the imperfection of our intellect. Porter goes on to highlight a crucial aspect of intellectual humility, pointing to the influence of "identified beliefs" about intelligence. This suggests that our perceptions and beliefs regarding our own intelligence play an essential role in shaping intellectual humility. By intervening at the level of individuals' beliefs, there is an opportunity to cultivate intellectual humility and its associated positive outcomes. Simply put, developing intellectual humility involves being aware of the natural boundaries in our understanding and recognizing the possibility of making mistakes. Intellectual humility and continuous learning are like two good friends that help us become better thinkers and learners. Being intellectually humble means understanding that we don't know everything and being open to the idea that we can make mistakes. It's about recognizing that our thoughts and beliefs might not always be right.

 

Continuous learning is about never stopping the process of gaining new knowledge and skills. It's like a lifelong adventure of discovering new things and understanding the world better. When we're intellectually humble, we're more open to learning because we accept that there's always more to know. Together, intellectual humility and continuous learning create a powerful duo that guides us to approach life with an open mind, always ready to explore, question, and grow. This mindset not only helps us become wiser individuals but also fosters a positive and curious approach to the ever-changing world around us.

 

Self-Reflection for Personal Growth:

 

Socrates' focus on looking at our own life connects with what modern psychology tells us. Thinking about yourself regularly is important for getting better and growing. It helps you to know yourself more, your good and not-so-good parts, and what makes you want to do things. When you explore and think about yourself, you can find areas where you can become better and take steps to make yourself stronger and improve. Reflecting on yourself makes you more aware of who you are, which is really important for growing as a person. It helps you figure out why you react or act in certain ways and gives you insights into how you usually behave. When you recognize these habits, you can make choices on purpose and get better at making good decisions (source: https://esoftskills.com/importance-self-reflection-growth/).

 

Cultural Competence:

 

Cultural competence is about the ability to relate to people who may be of different cultures to oneself, including all aspects of cultures such as race, gender and sexuality. Russell, G. (2020) also stressed in his book “Reflecting on a Way of Being: Anchor Principles of Cultural Competence” that to relate to difference effectively, it is fundamental that one knows oneself. Each of us is made up of many different parts that make us who we are. How we show these parts through our actions and the way we live is really important in figuring out our true selves. It's not just about the obvious things like the food we like, the holidays we enjoy, the clothes we wear, or the languages we speak. It goes deeper – understanding who we are at a more profound level. This involves not only knowing what we think about the world but also understanding how those thoughts came to be. It means trying to be clear about how we learned things while growing up, what ideas we hold, and where those ideas came from. It's like looking closely at how we were influenced by our surroundings, recognizing our preferences, and figuring out where our biases come from.

 

 

 

 

Conclusion

 

To sum it up, the reflection on Socrates' thought, "The unexamined life is not worth living," illuminates the consistent themes of intellectual humility, continuous learning, self-reflection for personal growth, and cultural competence. Socrates' call for self-examination serves as a foundational principle, urging individuals to embrace intellectual humility by acknowledging the limitations of their knowledge. Porter's insights further emphasize the importance of recognizing potential errors in thinking and fostering a willingness to accept the imperfection of one's intellect.

 

The discussion on self-reflection underscores its significance for personal growth, drawing parallels between Socratic philosophy and modern psychological perspectives. Regular self-examination is portrayed as a crucial tool for understanding oneself, identifying areas for improvement, and making conscious choices to enhance decision-making skills. The emphasis on self-awareness aligns with the broader notion of Socratic wisdom, emphasizing a continuous process of self-discovery and improvement.

 

Cultural competence emerges as a vital dimension, highlighting the understanding that effective relations with individuals from diverse cultures require a foundational knowledge of oneself. The reflection delves into the complexity of personal identity, urging individuals to explore deeper aspects beyond observable traits, such as food preferences or language spoken. Russell's insights further reinforce the idea that cultural competence involves recognizing and understanding one's own cultural influences, preferences, and biases.

 

In summary, Socrates' timeless wisdom serves as a guiding thread, weaving together intellectual humility, self-reflection, and cultural competence into a cohesive narrative. This reflection encourages individuals not only to examine their lives but also to cultivate a continuous willingness to learn, grow, and engage with the complexities of their personal and cultural identities.

  

References:

 

 

Porter, Tenelle Joan (May 2015). Intellectual Humility, Mindset and Learning (Thesis). Stanford University.

 

Russell, G. (2020). Reflecting on a Way of Being: Anchor Principles of Cultural Competence. In: Frawley, J., Russell, G., Sherwood, J. (eds) Cultural Competence and the Higher Education Sector. Springer, Singapore. https://doi.org/10.1007/978-981-15-5362-2_3

 

Woodruff, Paul, 'The Spirit of Socrates', Living Toward Virtue: Practical Ethics in the Spirit of

Socrates (New York, 2023; online edition, Oxford Academic, 15 December 2022), https://doi.org/10.1093/oso/9780197672129.003.0002

 

https://esoftskills.com/importance-self-reflection-growth/.

 

 

 

The Urgency of Teaching Moral Values to the Students in the Philippine Setting

 RICKY MARK L. ANCHETA

Divine Word College of Laoag

Abstract

Moral values are ideals or virtuous principles to which people adhere to distinguish between right and wrong. These ideals or virtues are considered to be beneficial in the formation of a person's character. Moral value encompasses a range of virtuous attributes, such as honesty, integrity, veracity, compassion, helpfulness, love, respect, and diligence, among others. A collection of governing principles known as moral values aids in differentiating between good and evil. Environmentally and nationally responsible individuals who are also intelligent, skilled, morally virtuous, self-reliant, and religious are the products of national education. Education and the transmission of moral principles are therefore indispensable for the production of human capital possessing such attributes. The obligation to impart moral values extends beyond governmental jurisdiction and has far-reaching consequences for all facets of society and the nation at large. This study pertains to the following topics: values introduction, the meaning of moral values in the life of a learner, and the importance of moral values. What benefits do strong moral values provide? Programs for international school-based values education and the integration of moral values to the different disciplines in the Philippines. Is teaching moral values to the students important?

Keywords: Values Education, Moral Values, International Vales Formation Program, National Values Education, Morality

Introduction

Education, in a broad sense, refers to a process of acquiring knowledge, developing skills, and instilling habits among a collective of individuals through instruction, training, research, or self-directed study. By education, people’s moral values can be improved, especially students’. I think education is the best way to teach people about moral values. One of the programs in the department is the implementation of the Moral Recovery Program (MRP) which refers to the national campaign for moral renewal which includes the objectives, strategies, and cumulative experiences generated in the course of implementing Presidential Proclamation No. 62 dated 30 September 1992.

The objective of national education is to produce intelligent, skilled, morally upright, self-reliant, and religious individuals who are also environmentally and nationally accountable. As a result, education and the imparting of moral principles are crucial for producing human capital with such qualities. Teaching moral values is not solely the responsibility of the government; it also affects every aspect of society and the nation as a whole.

Value education is the process through which individuals impart moral principles to one another. It is a process that can occur in any human organization wherein individuals are assisted by others, who may be more experienced and in a more experienced state, in making their ethics explicit.

The purpose is to evaluate the effectiveness of these values and the behavior associated with them for the long-term well-being of both oneself and others. Participants also reflect on and acquire alternative values and behavior that they perceive as more effective for the long-term well-being of oneself and others. The concepts of literacy and education are distinct.

Meaning of Moral Values

            Moral values are virtuous principles or ideals that individuals adhere to to differentiate between right and evil. These ideals or virtues are regarded as valuable in the development of an individual's character. Moral value pertains to virtuous qualities including but not limited to honesty, integrity, veracity, compassion, helpfulness, love, respect, and diligence. Moral values are a collection of guiding principles that assist in distinguishing between good and evil.

Moral values comprise a collection of accepted beliefs or principles that direct an individual toward holding lofty views and adhering to the path of morality. Moral values play a crucial role in discerning whether a pupil possesses a good or bad character. Moral values are an effective means of promoting peace and harmony, since there is no room for violence or catastrophe when all individuals conduct themselves well.

Importance of Moral Values

Moral values serve as the foundation of our actions, decisions, and interactions with others. They shape our personal character, guide our behavior, and ultimately contribute to the overall well-being of society. Likewise, moral values play a crucial role in discerning whether a pupil possesses a good or bad character. Moral values are an effective means of promoting peace and harmony, since there is no room for violence or catastrophe when all individuals conduct themselves well. Morally upright students are bestowed with privileges and gifts by the administration, particularly during honors ceremonies.

Additionally, they ensure that immature pupils remain upright before the law, since having sound morals signifies that one is consistently abiding by the law. Whether or not you attract decent friends is contingent on your moral principles. As the evil will always seek evil, so too will the virtuous desire good company. Moral values enable one to determine what is right and wrong for oneself. Thus, you acquire the capacity to make decisions by relying on moral values.

Moral values reveal an individual's true nature. The spirituality and character of an individual are shaped by his moral values. A student is guided in accordance with moral values, given that they are learners. They are the most indispensable learners because their impact endures a lifetime. The fact that one cannot learn from exam deception is one way in which moral values are beneficial. Particularly moral values, values establish a foundation for one's life and dictate one's future. Being guided by moral values is essential for avoiding deviance. Moral values inspire in students a sense of appreciation for life and, in particular, for their educators, which garners them the recognition they merit. Good relationships with others are predicated on moral principles.

Moral values are able to eradicate issues such as deceit, envy, violence, and dishonesty, among others. They can be eliminated through the acquisition of excellent moral values. Students who adhere to moral principles demonstrate sincerity, which is critical in this era of education. Moral values bestow upon one a mental fortitude that endures numerous adversities throughout one's lifetime. Possessing and applying moral principles endows students with a form of mental fortitude that inspires fearlessness and enables them to surmount a multitude of challenges.

Students who exemplify moral values and recognize their significance are more inclined to develop into responsible global citizens who will steer society in the correct direction. Those who possess high moral standards will demonstrate reverence for women and abstain from engaging in abusive conduct. Having strong moral principles enables one to persevere through a variety of difficult circumstances. The pupil is exposed to the world progressively. Because the actual world is so vast, the student is confronted with numerous temptations to acquire a great deal too quickly. Virtuous principles restrain this insatiable inquiry. Along the path to development, pupils who possess sound moral values not only have the humility to seek the appropriate guidance but also the insight to recognize their own need for it. Respect is accorded to a pupil who upholds his moral principles in all circumstances. His views are valued, and he carries himself with dignity.Moral values facilitate the cultivation of honesty in one's life, which is invariably advantageous for the future since a promising future cannot be achieved through deceit.

The Benefits of Moral Values

Individuals are provided with a framework for personal growth and development by moral values. They influence our actions, define our beliefs, and shape our identities. Through the observance of ethical values including honesty, compassion, and integrity, people foster a sense of personal value, develop trust, and forge significant connections. Moral values serve as a guiding principle, enabling people to make decisions that are consistent with their conscience and promote their general welfare.

Social welfare and stability are promoted by a community founded upon moral principles. By upholding principles such as fairness, empathy, and respect, individuals foster an atmosphere that promotes cooperation, understanding, and empathy. Community members develop stronger interpersonal bonds, fewer conflicts arise, and a greater sense of belonging as a result of their mutual regard. Moral values facilitate the convergence of individuals from various social and cultural contexts, thereby promoting solidarity and social cohesion.

The influence of moral values on the processes of ethical decision-making is crucial. In the midst of intricate decision-making processes, moral values furnish individuals with a guiding principle to maneuver through ethical quandaries. By maintaining values such as honesty, accountability, and justice, individuals are empowered to make choices that are in the best interest of society as a whole and adhere to ethical principles. Through the incorporation of moral principles into the process of making decisions, individuals actively participate in the establishment of an ethical society that advocates for principles of equity and impartiality.

Character formation for future generations is inextricably linked to moral values. We provide children and young adults with the necessary tools to develop into responsible, compassionate, and ethical individuals by imparting moral values in them. Moral development in young individuals is significantly influenced by education, family, and community. An early inculcation of values such as respect, integrity, and empathy fosters a generation that recognizes the significance of ethical behavior and actively participates in bettering society.

Moral values serve as the bedrock of a just, compassionate, and harmonious society. They guide our actions, shape our character, and foster social cohesion. Upholding moral values is not only essential for individual well-being but also for the collective progress and sustainability of society. By prioritizing moral values in our personal lives, education systems, and institutions, we can create a world that embraces empathy, fairness, and integrity, paving the way for a brighter future for all.

Integration of School-based Values Education in the International Setting

Character Education

Character education is a comprehensive concept that typically encompasses the instruction of children to foster their growth as individuals and as members of society. Further investigation is necessary to elucidate the precise meaning of the phrase "personal and social being" as given in this definition. Social and emotional development, moral reasoning and cognitive growth, health education, life skill instruction, violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation are all encompassed within this category.

Indian Government

In its institutions, the Indian government is presently promoting values education. The Ministry of Human Resource Development has implemented significant measures to instill values in teacher preparation programs and educational institutions. India is also recognized as the land that introduced values. Under the guidance of B. Shaji Kumar, the New Golden Education Trust (NGET) has been advancing value-based education in institutions across India, from pre-primary to twelfth grade.

Japan Education

Students in the first through ninth grades of elementary and secondary school will be instructed on the significance of life, the value of tolerance towards differing viewpoints, the virtues of fairness and nationalism, and knowledge of foreign cultures.

Singapore Education

The curriculum for teaching civics and moral education programs is uniform across teacher training institutions in Singapore; however, due to the absence of assessment, students fail to adequately consider these programs. It has been suggested that the dearth of innovative teaching methods, such as discourse pedagogy, is the cause.

Thailand Education

Historically, values have been imparted in Thailand through the medium of Buddhist religious education. Applied values as an extracurricular pursuit that is inclusive of Buddhist, Muslim, and Christian students has been revived since 1982 to better equip Thai students for the repercussions of globalization.

United Kingdom Education

Since 1988, the British government has promoted and respected values under the guise of spiritual, moral, social, and cultural development (SMSCD), without recognizing or labeling its values education. Rather, individual schools have been tasked with determining how values education standards should be met. There is ambiguity regarding the existence of values education standards.

Integration of Moral Values in the Philippines

In the Philippines, values education is promoted through various subjects across different grade levels. The following are some of the subjects that focus on values education:

Edukasyon sa Pagpapakatao (EsP)

Edukasyon sa Pagpapakatao, which translates to "Education in Character," is a subject specifically designed to inculcate values and develop students' moral character. It is taught from Kindergarten to Grade 12 and covers topics such as self-awareness, respect for others, empathy, social responsibility, and moral decision-making.h

Araling Panlipunan (Social Studies)

Araling Panlipunan is a subject that encompasses history, geography, economics, and civics. It includes lessons on national identity, cultural heritage, citizenship, and social responsibility. By studying the history and society of the Philippines, students are exposed to values like patriotism, nationalism, and social justice. 

Science and Health

Subjects such as Science and Health incorporate values education by emphasizing ethical behavior and responsible decision-making. Students learn about environmental conservation, health and hygiene, and the importance of scientific integrity. These subjects promote values like respect for nature, responsible use of resources, and the significance of honesty and accuracy in scientific research.

Physical Education and Music

While Physical Education and Music subjects focus primarily on physical and artistic development, they also contribute to values education. These subjects promote teamwork, discipline, perseverance, and appreciation for cultural diversity. Students learn the value of cooperation, respect for rules, and the importance of self-expression through physical activities and artistic endeavors.

English and Filipino

Language subjects like English and Filipino also play a role in promoting values education. Through literature, poetry, and stories, students are exposed to moral dilemmas, ethical issues, and lessons on empathy, compassion, and integrity. Analyzing literary works provides opportunities for students to discuss and reflect on values and moral lessons.

Conclusion

Values education should be interwoven throughout the curriculum, not confined to specific disciplines. The aim is to promote comprehensive development and moral growth in pupils, providing them with the values and ideals needed to become accountable and ethical individuals.

Students represent the Philippines's future. As students, they are exposed to moral principles that will determine the course of our nation's future. They will attain significant positions and become physicians, politicians, businesspeople, engineers, scientists, and more. Moral instruction must be systematically instilled in students attending schools and colleges. Moral principles bestow upon us joy, self-assurance, and profound gratification. These values mold us into gentle, internally attractive beings.

REFERNCES:

1. Farrer, F. (2000) A Quiet Revolution: Encouraging Positive Values in Our Children

(London, Rider). p. 35

2. Lickona, T. (1996) Eleven Principles of Effective Character Education, The Journal of

Moral Education, 25(1), pp. 93–100.

3. Sanjoy Roy (2013) Paragraph on Moral Values: Its Meaning and Benefits

4. Thornberg, R. (2010). A student in distress: Moral frames and bystander behavior in school.

The Elementary School Journal, 110, 585–608

5. Thornberg, R. (2010). School democratic meetings: Pupil control discourse in disguise.

Teaching and Teacher Education, 26, 924–32.