when an anti-establishment hippie is established...

My Philosophy of Education

 

 

“Ours is a world where we have science without humanity; knowledge without character; politics without principles; religion without sacrifice; pleasure without conscience; wealth without work and business without ethics.”

                                                                                                Mahatma Ghandi

 

“It seems that the more civilized we become, the more incapable of maintaining civilization we are.”

                                                                                                F.S. C. Northrop

 

 

Educational Aim

 

To form in students a desire to learn not with profit as the end goal nor to merely assimilate unquestioningly into the status quo, but to create students who will vigilantly seek to build a social order that is nationalistic, humane and just, anchored firmly in profound human values that espouse genuine solidarity and love for earth, spirituality and fellow man.  

 

Key Ideas

 

My educational philosophy takes concepts structured by existing philosophies such as Social Reconstructionism, Romantic Naturalism, Marxism, and by teachers and philosophers such as John Locke, Jean Jacques Rousseau, Mahatma Ghandi and Paulo Freire. It is a philosophy that has as its end goal the reformation of society, by transforming the values people consider valuable; a shift from a selfish attitude to a thinking and questioning one, absorbed not with the mission of landing a high-paying job, but with the healing of a world fraught with misplaced priorities and inequalities.

This philosophy rests upon German philosopher’s description of reality as a continuous state of “becoming,” therefore schools must do its part in helping society change into what is ideal--- in this case a social order that is egalitarian in nature. I adhere to the Marxist theory of truth which states that “knowledge helps society unfold its authentic possibilities and become ever more humane and just.”

            This philosophy therefore recognizes the Philippines as a nation plagued by social injustices and class struggles, and believes that only a complete overhaul in man’s frame of thinking and moral values could bring about needed change.

This philosophy also aims to break away from our neo-colonist mindsets, and create a new breed of citizens who are passionate and sincerely proud of their Filipino heritage. Societal change would then be effected because of love for the country, and the ardent desire to elevate it from oppression. The goal is to remove wrongly held beliefs of inferiority to foreigners, and emphasize rather the independent greatness of

 

 

 

the Filipino people. From this, dependence on foreign employers/ investors should be reduced, and the country’s resources should be responsibly allocated to its rightful

benefitors: the Filipino people. (There is an emphasis on responsibly because this philosophy also espouses an urgent and proper response to ongoing environmental degradation by instilling in students an inherent love for the earth, at the same time exposing them to the inevitable realities and consequences of man’s insatiable but modifiable greed).

This educational philosophy places man and the value of humanity back at the center, overthrowing longstanding but grossly misplaced priorities such as adapting quietly into a system of often abusive profit-making. The goal, as I see it, is not just to create socially aware students, but to create socially active graduates who will  act and effect discernible and genuine changes against the status quo. The goal is to create real leaders, intelligent and immersed in the social realities, fervent in their desire to build a society rid of ills and injustices.

Students must be boldly oriented and engaged in the values of compassion, integrity, truth, love, justice, and in an understanding of what it truly means to be human---one above selfish desires and materialism, and rooted fervently in morality and a deeper spiritual context.

 

Curriculum 

 

The curriculum will still provide for the holistic competence of the student, and will not remove anything from the basic program of studies as prescribed by the Department of Education. Greater emphasis, though, should be dedicated to the critical assessment of social realities, social history and current events in the Philippine setting.

Theology and Values Formation must take precedence over other subject matter, and be practically integrated in all lessons, especially in the Social Studies context. Theology must include the moral principles of Christianity, Buddhism, Confucianism, and other world religions, from which should stem not conflict but a harmony of core human values.

Extensive studies in Philippine history, culture and nationalism should also be firmly rooted in the student’s subjects, along with global education and environmental studies, with focus on the students’ thinking, critical thinking, problem-solving, leadership and oratorical skills, especially. All other subjects must integrate with what considerably are the more significant ones, namely Philippine history and appreciation, social studies, environmental consciousness and proper values.

The curriculum should be both Essentialist and Progressivist: a thorough study of the great masters’ contributions to concepts such as human rights, social justice, freedom, society and nature must be balanced with practical applications and solutions relevant to pressing Philippine needs.

This curriculum does not take away from students the ability to excel in their chosen fields, only that they will practice these vocations and occupations with integrity and spiritual and nationalistic values intact, so they should not fall passively into the system but work courageously at finding ways to bring the system closer to what is morally just and ideal. It is in fact expected that students use their chosen professions to direct the needed moral transformation and social change.

 

 

 

 

 

Role of Teacher

 

The teacher must him/herself be a true advocate for social change and the environment, deeply nationalistic, credible and learned in the field of social realities, with strong moral and convictions and a belief in the potential of his/her students, with the ability to motivate, inspire, encourage and lead.

He/ She must engage the class in activities, group investigations and discussions intended to draw out the students’ leadership and critical-thinking and problem-solving skills, through analyses of present social conditions, with nationalism and values used as main guiding principles.

He/She must lead by example, and encourage students to aim for spiritual and social nobility, and to find fulfilment not in monetary rewards and through unjust means, but through goodness and acts based on respect for the earth and humanity.

For this, the teacher must be well-versed in the religions and philosophies rooted in spiritual and social transformation, such as Confucianism, Buddhism and Christianity.

The teacher must be open and innovative, able to ask questions and facilitate discussions and discourses that should ultimately shape students into becoming brilliant speakers and intelligent leaders bound by integrity.

The role of the teacher is to facilitate the birth of ideas and opinions, and to work with the students on a level of mutual respect and understanding directed at societal change.

 

 

Role of Student

 

As the teaching method used is largely the “dialogue method,” meaning the teacher “does not think for the students, but thinks with them,” then the students are expected to generate new ideas and moral insights from the lessons.

Students should be encouraged to reflect on religion and values, and on how moral order can be attained first within themselves and then by the greater humanity.

They must understand present social realities clearly, including cultural and environmental issues, and be able to formulate realistic plans of action.

They should effect change through unyielding values, which should be used as the ultimate foundation for learning and leading, in living and working harmoniously with others, and in acquiring and using knowledge necessary to transform the social world.

Students must be vigilant and inquisitive leaders who are morally strong, ready to solve problems and take courageous action as citizens pursuing a humane, just, and nationalistic Philippine society. 

 

Weaknesses

 

There is a danger for this educational philosophy to be misconstrued as overly radical, as with any ideology that questions the status quo. In the Philippine setting, radical thinking is often dismissed as illogical conspiracies hatched by “rebels” and

 

 

“dissidents” that seek only to disrupt social order. As such, people with vested interest in the current status quo will obviously oppose an intention meant to distribute wealth and resources equally, and will work at interfering and deterring the school’s mission.

There is also the considerable difficulty in formulating an effective methodology to use in teaching resolute core values to students. Unless the students themselves willingly enter a solid and mature frame of mind---and this is rare at a young age---the instruction of values usually become contrived and theoretical at most, rarely embodied seriously unless the student voluntarily undergoes a complete reformation, and even this does not guarantee a total adherence to good morality. (Spiritual strength, as we know, takes years, even a whole lifetime to achieve).

The same issue could be raised in the teaching of genuine environmental consciousness and nationalism. So deeply embedded is the culture of disposability, recklessness and colonial mentality in our people that it would take a severe (and extensive) cultural overhaul to succeed.  

            Lastly, there is the visibly overwhelming task of the entire philosophy itself: to work at breaking down the status quo and building a completely new one is a dream pursued since the rise of civilization. The premise sounds completely utopian, and therefore unrealistic, even with the most genuine of intentions. It seems as if mankind has fallen into a collective acceptance of existing social norms---rising against what has long been established as “proper” is a challenge not many might want to risk taking.

Given the above weaknesses, critics may write off this philosophy as purely idealistic and merely a hindrance to our nation’s real “progress.”

 

Strengths

 

This philosophy’s main strengths lie in its clear potential for genuine change. Educators and leaders can not continue to pretend the dreadful social inequalities of the Philippines do not exist. Without action, the gap between the classes and the masses will continue to widen, the inhumane conditions will continue to worsen, resources will continue to be exploited, and humanity will be another step closer to becoming “God’s most unsuccessful experiment” on planet Earth.

It being a real and honest response to man’s apparent moral and social decay is this philosophy’s biggest strength. It appeals to man’s romantic and idealistic aspirations and encourages actual plans of action. It is a call for hope, which for some is a good enough reminder to not give up. And if there is one thing this country could not afford to lose, it is that.

This philosophy is grounded on the belief that education, if properly ministered, could and should change how society is run. If the young are educated early enough, then positive change, however little, is inevitable. At the risk of

 

 

 

sounding trite, it must be remembered that these young people are the future leaders of this country. If taught real leadership based on integrity, nationalism, love for earth and positive values, then our future has a fighting chance.

The strength of this philosophy lies on the very concepts that constitute it. These are age-old sentiments of some of this world’s greatest philosopher-teachers---great thinkers who were able to positively contribute to man’s intellectual and emotional evolution.  And because this is a philosophy that draws from universal truths and virtues, it should appeal to man’s innate goodness and continual search for meaning and spirituality.

The goal of this ideology is clear enough: to effect a social and moral change in man. How this will be done exactly is an answer only education could provide.

 

 

 

“Education today is the most valuable repository of hope not just for the Philippines but for all developing nations. It embodies their deepest aspirations for survival, for development and for the creation of just and contented societies.”

 

                                                                                    Carlos P. Romulo

 

Posted by: Hoon at 05:03 | link | comments