PHILOSOPHY OF EDUCATION FOR FILIPINOS: AN ANALYSIS
ALFREDO BAUTISTA ANCHETA*
About the Author:
A licensed Professional Public School Teacher and former faculty member of Mondriaan Aura College with the rank of ASSOCIATE PROFESSOR 111 who handled courses both in the undergraduate and graduate levels. Holder of the degrees of Bachelor of Science in Agricultural Education(WLAC, 1984), Master of Management major in Public Management(U.P, 1989) and earned 45 units Doctor of Education major in Educational Management(BSU-WLAC Consortium, then, RMTU). Teaches full time at the Olongapo City National High School, Olongapo City and enjoys the blessings of a permanent appointment with the position of MASTER TEACHER 11; Served as Teacher-in-Charge at Sergia Soriano Esteban Memorial High School, Kalaklan, Olongapo City during School Year 206-2007 then, returned to O|CNHS in School Year 2007-2008 up to date. Took and passed Principal Qualifying Examination on September 30, 2007 at Pulong Elementary School, Angeles City.
He stumbled upon the existence of Rotary International and became a member of Rotary Club of Subic Bay in April, 2009 and served as Editor-in-Chief of the Club’s weekly Bulletin, The Freeport which prompted Dr Lamberto Castillo to describe him as an “acidic writer”. Also, club assistant secretary and eventually, club secretary during the presidency of Sonny B. Almazan.
He believes in the universality of humanity as ingrained in “The World is but One Country and Mankind its citizens”. he is a member of the Baha'i Faith. A husband of only one wife, Pacita and fathered 3 children, two of whom passed away at early ages and the one left Sara Zaynab Ancheta made him a grandfather for Sidfre’. Also, he is a gracious father to Mona Liza and Jun and a grand daddy to their children.
His association and being a new found friend of Sonny B. Almazan made him a stalwart exponent and Editor-in-Chief of Sunrise Zambales Today’s News. Being as such, he had interviewed certain personalities including Congresswoman Ma. Milagros “Mitos” Habana Magsaysay and Congressman Antonio M. Diaz of the First and Second Districts of Zambales respectively.
This philosophical analysis of a “Philosophy of Education For Filipinos” presents a reasonable breakdown of such a philosophy as to its meanings, objectives, components and the quality/ies of its desired product/output. The impregnation of the minds of students of “Philosophy of Education” with the thought of a felt need for” Philosophy of Education For Filipinos” is a clear indication that, there is no definite education philosophy upon which Philippine Education System is rested. This means that, Philippine education is founded largely constitutional provisions on education which are fragmentally implemented through statutory and legislative actions in the forms of various laws, policies, programs and issuances as the needs arise fro time to time; from a certain leadership to another. It is not surprising therefore, to note that, educational programs carry the colors of the leaders responsible of carrying them out as well as they bear the post marks of the time they were put to test on their supposed products/or outputs. Examples: Philippine Education during the Americans, Commonwealth Educational Programs, Roxas, Quirino, Magsaysay, Garcia, Macapagal, Marcos, etc. programs on education: or simply education during the 30s, 40s, 50s, 60s, 70s, 80s, 90s, etc.
With this fashion, I can say that, our educational programs apply to their respective clients/recipients on a piecemeal/fragmentary basis, rather than on a holistic approach. It is likened to a farmer who just plants or sows the seeds because his instincts dictate him so, rather than planting just anything because it is a part of his life. Our educational legislations were formulated only as palliatives
rather than permanent cures for chronically diseased-educational system. Such laws, policies and programs on education have been non cognizant of the negative consequences of the Filipino's blighted, smutted and mutated cultural, historical past and heritage thus,
I would like to present this as to the need for a “Philosophy of Education For Filipinos”.
MEANING AND SIGNIFICANCE OF A “PHILOSOPHY OF EDUCATION FOR FILIPINOS”
A philosophy of education for Filipinos means one that is meant “for Filipinos in their own national context” which suggests that, it is a philosophy that will teach the Filipino people “how to live and love their own country”. One that will inculcate in the Filipino minds the sense of national and making it the prima weave of their education.
A philosophy that will breed an educational system for the Filipino that does not pay lip service to the cause of nationalism and at the same time makes the Filipino entertain and realize the aspirations cultivated, fertilized and watered with foreign ideologies, thus, making him desiring to find his fortunes in foreign lands in terms of brighter intellectual and greener economic horizons.
It is a philosophy of education for the Filipino that will bring about an educational system capable of generating and tempering professionals who will be committed to serve in the country in order to help contribute in the achievement of various goals, objectives and programs for national development and prosperity. A philosophy that will educate the Filipino to become proud of his own capabilities and his achievements. A philosophy that will teach the Filipino to find, “that much sought pride and honor” of being a Filipino which many true Filipino heroes dead or alive have found the “worth of dying”, if not living for it.
PURPOSES AND OBJECTIVES OF A PHILOSOPHY OF EDUCATION FOR FILIPINOS
Certainly, there are purposes and objectives underlying the formulation of a philosophy of education for the Filipinos. Firstly, to untangle the Filipino minds out of their colonial molds and imprints. Having this objective makes the Filipinos realize the need to evolve a national culture distinct of their own. A culture which makes and develops the personality distinct of Filipinos. Secondly, to reconcile situations/conditions typical of Filipinoswith new concepts and ideas resulting from the dynamism of an ever changing world. This means that, through such a philosophy, the Filipinos are to be taught about all what they need as a people of a single nation and at the same time become keen and open to understand and accept concepts and ideas of foreign origins that will be of use for the promotion and enhancement of their well-being as a people be it, individually or collectively. Developing this liberal mode of thinking among the Filipinos will help them feel a deep sense of nationalism within a borderless outlook of internationalism. Thirdly, a philosophy of education Filipinos is t correct and straighten out the seemingly distorted and corrupted Filipino behavior. It aims to “transform the Filipino from the selfish, indolent, grasping, uncaring man into the independent, hardworking and concerned ma”. A Philosophy that will erase from the Filipino minds the notions of PUWEDE NA or OKEY LANG, PAKIKISA and AYOS and bring the Filipino to a sense of achieving anything within the standards of EXCELLENCE. A Philosophy that teaches the Filipino to become investigative and imbibe good sense of responsibility by doing away with blinding, mind veiling trail of AKALA KO response and irresponsible alibi of AKALA KO.
Lastly, the purpose of a philosophy of education for Filipinos is to transform the KANYA-KANYA or “ME FIRST MENTALITY” into THINK-OTHRS. In the words of the Philippine Civil Service Commission, MAMAMAYAN MUNA. BAGO ANG SARILI, which inculcates in the Filipino minds the unselfish commitment to servitude to the extent of sacrificing SELF for the welfare of OTHERS.
COMPONENTS OF A PHILOSOPHY OF EDUCATION FOR FILIPINOS
As to the components of a philosophy of education for Filipinos, the following elements must be adequately provided for namely: nationalism national cultural identity, patriotism, personal discipline & moral character, love of work, sense of excellence in every endeavor, unfettered attitude to investigate/search for knowledge/or truth, value judgment and value action.
Nationalism teaches the pupil/student patriotism, love of country good citizenship, and awareness about people/culture outside national boundaries. National cultural identity makes the learner become aware of a culture common to all Filipinos which they must be proud about. Personal discipline and moral character instill in the child the necessity of good manners and right conduct be at home, school and community at large that, in the final analysis makes the learner a peace-loving and law-abiding citizen. Love for work inculcates in the child the importance of being able to prepare oneself for life. Such preparation will enable the learner to assume responsibilities fro productive and gainful occupation in his/her years ahead and enjoy the dignity attached to one,s own capability of being able to support oneself economically/financially without dependence from anyone else. Excellence in every endeavor makes the learner realize the great potentials in himself/herself and that he/she has to unleash such capabilities for his/her total human development. Unfettered search for truth trains the learner to see with his/her own eyes, hear with his/her own ears and to understand with his/her own mind; not with the eyes , hears and minds of others, thus, the child is freed from blind following, imitation, ignorance and able to make use of his/her God-given faculties for understanding, acting, behaving and valuing.
When a philosophy of education such as this, is translated into a school curriculum and implemented properly, then, we can expect the product/output to be processed in th mold described in this commentary. We can then, say that, education has achieved its goal which is to effect change and develop the child intellectually, socially, economically, morally and spiritually. The roles of the educators in the realization of such a philosophy, nevertheless, cannot be discounted in the whole process. Elevazo** pointed out, the philosophy of Philippine education is meant to challenge Filipino educators to be clear, firsst of all, about the philosophy of what they do with the growth and development of the Filipino youth. He further explains, educators are builders of the mind and life of growing boys and girls who, themselves, have minds with which to think. They should think with them rather than think for them. They are to liberate the creative energies of young minds to interact with the living present rather than,imprison them in outdated cells of thoughts from the dead past. They are to open their innate curiosity to the unlimited possibilities of the present and the future.
*refers to and same dhreff of Central Luzon, Philippines and is a Reported for ALLVOICES
**Aurelio Elevazo & Rosita A. Elevazo, Philosophy of Philippine Education,
National BookStore,INC., Metro Manila, Philippines