Introduction
Philosophy is the rational investigation of the truths and principles of being, knowledge, or conduct (reference.com). It is an investigation of thought for further support one’s thinking. My philosophy as an educator is presented on this paper.
This paper discusses my personal educational philosophy in life. It contains the following as I perceived: i) Philosophy, ii) Human Nature, iii)Task of Education, iv) Role of the School, v) Role of the Teacher/Principal/Coordinator, vi) Teacher-Student Relationship, vii) How Students Learn, viii) Curriculum Emphasis, ix.) Professional Ethics and Societal Contexts, x.) Curriculum Emphasis, xi) Who is to be educated?
For nine years in the field of education, I have acquired beliefs and ideas that support my teaching and these are presented in this paper.
Personal Philosophy of Education
“If you want to change the things around you, start from where you are.” This is my personal philosophy in life and it supports my ideology in teaching which is, “I myself, as a teacher will teach with whole heart, with all my strength to help each student to discover their potentials and enlighten their minds to the importance of their existence here on earth.” Every teacher is looking forward for the improvement of his/her students; it can only be attained if the teacher is an inspiring person for the students to be influenced.
Human Nature
Inside every person there are seeds of greatness. The responsibility of parents and leaders is to nurture and cultivate those seeds (Something to Smile About, Zig Ziglar, p. 117).
Every single person has abilities and talents that are valuable. If you will acknowledge the good in others, you will free them to be all they can be. When people are acknowledged for who they are and for what they do well, their abilities are elevated. You can bring out the best in others by saying what you see in them that is good. All the time we are thinking good thoughts about others. Maybe it’s how smart someone is, how beautiful they look or how we admire their abilities. And then we fail to speak those thoughts to them. Make it a goal to speak words of support and acknowledgment. Every day make it a commitment to share something that you see that is good in someone else. Don’t miss the opportunity to sew a seed of support.
People are so used to criticism. They have become so addicted to criticism that they even believe they need it to grow. In our classes, we sometimes have actors and speakers who complain because we acknowledge their gifts and abilities rather than criticizing. Some people have become so accustomed to criticism that they often find it difficult or impossible to receive support and acknowledgment. They actually put up barriers to taking in love, acceptance and support. I am here to tell you that people do not grow through criticism. Criticism rips the strength out of people, so they sink into negativity. Criticism takes people down into what is wrong. It makes them focus on trying to be right instead of being real.
If you want to make a difference in the world, bring out the best in others through love rather than criticism. When you honor the potential in someone by seeing what they can be, they start to change. No one can stay the same under a barrage of loving acknowledgment. This is how we transform others; this is how we transform the world. So tell others the good you see in them. Sew a seed of support. They will respond by coming up to your vision for them. You will be people builder and world healer.
Task of Education
Education is the best solution to poverty-even most of the world’s problems! Education is the key to the country’s progress. Countless studies have pointed out the need for government resources to be concentrated on improving basic education and reducing drop-out rates. Education must be the most effective economic ‘equalizer’, but with the present disparity in educational standards between the good and expensive private schools, on one hand, and the poorly equipped public schools, on the other, the gap between the rich and poor cannot be reduced.” (Quality Teachers, vol.8, no.2, p.9)
Education is for all. It fills up one’s mind from ignorance. Education is the solution to every problem arising around us.
A true education not only teaches facts, practical applications but also values. A teaching that misses any of the three areas is half-full, it doesn’t meet the exact meaning of education. A teaching without facts produces unguided person because they work without knowing the reason behind of their actions. A teaching without practical applications produces inexperience person because he/she cannot apply what is in their mind, knowledge is not enough, application of knowledge is important. A teaching without values produces an unfocused person because he/she doesn’t know where, when to apply his/her knowledge and skills in life. I am saying that values are the most important part of teaching. A quality outcome of students from school is for them to become good citizen of this country.
The responsibility of educating the youth, as far as this generation is concerned, will never shift. Teachers, the living and breathing kind, will still be the most compelling indications of this world’s knowledge.
Role of the School
Vision of the school must be clearly defined because it outlines what the organization wants to be, or how it wants the world in which it operates to be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria (wikipedia.org). A vision statement is sometimes called a picture of the school in the future but it’s so much more than that. The vision statement is an inspiration, the framework for all your strategic planning.
A vision statement may apply to an entire school or to a single division of the institution. Whether for all or part of an organization, the vision statement answers the question, “Where do we want to go?”
Schools should be seen as a resource for the larger community. In this sense, teachers and members of the community become co-owners of the school and in doing so collectively determine what is taught, how the school is organized, and what role the school might play in the affairs of the community and neighborhood agencies.
School can be used as a strategic site for addressing social problems and helping students understand what it means to exercise rights and responsibilities as critical citizens actively engaged in forms of social learning that expand human capacities for compassion, empathy, and solidarity.
Schools should foster public values and not merely advance excessive individuals, competitiveness, and intellectual consumerism.
The existing systems of schooling must give teachers more power to control their own work conditions and to implement educational programs with the universities and other social groups in which they work in dialogue in order to address the various problems of society.
School buildings should be limited in size to permit teachers and others to provide a sense of democratic community for themselves and their students.
Schools should provide teachers an opportunity to exercise power over the conditions of their work. They should not lose their connection to the neighborhoods they are intended to serve.
Another thing to consider is the provision of the school to its employees to help as much as possible to meet the Maslow’s hierarchy of needs. In this sense, once the employee meets its personal needs, he/she can perform well. A teacher who is disturbed because of personal problems cannot be an educator for the students to learn but an influence that students will not benefit.
Role of the Teacher/Principal/Coordinator
It is a famous quote that teaching is the noblest profession. The late Secretary Ricardo T. Gloria, DepED secretary from July 1994 to June 1998 after being appointed by then President Fidel V. Ramos. His slogan, “Be proud, you are a teacher, the future depends on you,” was his way of uplifting the self-esteem of the Filipino teachers. To keep uplifted with this slogan, selection of teachers at the start of their study must be very tight. St. Thomas Aquinas depicts three things in the character of those who are to teach: stability, clearness, and purity of intention. With stability, the teacher may never stray from the truth; with clearness, he is to teach without obscurity, and the purity of intention, he may seek God's glory and not his own. (Specimen Pages from the Summa Theologica of St. Thomas, p. 2).
Base on Stoneyhill research in 2007 about the primitive ego theory of human social and spiritual sevelopment© (or PETHSSD©), without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other.
It is clearly stating that as teacher, one must develop first self-awareness and spiritual growth before emerging with the education field. Christ said, “A student is not above his teacher, but everyone who is fully trained will be like his teacher”
(Luke 6:40, NIV). No one can give what one’s doesn’t have. A teacher in the classroom is not perfect human being but a person with fully developed, professionally and personally.
The role of every individual in the educational system is to work together to make quality education a reality. Education is the key to personal, community, national and global progress. (Quality Teachers, vol. 8, no. 2, p.9)
Teacher-Student Relationship
Inspiring teachers produce inspired students. More of us need to get involved in working with our young people instead of being so quick to criticize. (Something to Smile About, Zig Ziglar, p.117). The youngsters are like clay that is molded through the environment surrounded them and teachers play the most important role in this part. “Whatever you have learned or received or heard from me, or seen in me—put it into practice” (Philippians 4:9). Every interaction in the classroom, teachers serve as models, in every action makes, directly or indirectly, teachers influence students. As educators, be very careful in everything that comes into mind, for thoughts become words; be very careful in everything that comes out from the mouth, for words become actions. Words have power, be careful what to say, it can make or break a person. Raymond S. Sanchez, in his interview in Quality teacher magazine says, “The quality of education and of students depends much on the quality of teachers. More than just being concerned about intellectual development, he believes that teachers must strive for the overall development of their students and of themselves.” A student development relies on the hand of the teacher, making a difference to the life of a student is a huge responsibility in each and every educator in the field. Teachers are therefore expected to build a strong character with moral values herself and inevitably help her students achieve the same thing.
How Students Learn
"The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways." (Howard Gardner, 1994)
NOT ALL LEARNERS ARE ALIKE. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and to adjust the curriculum and presentation of information to learners rather than expecting students to adapt themselves to the curriculum.
In a differentiated classroom, teachers begin where their students are, not where they feel she should be or as the curriculum dictates. Instructional methodologies vary and are adapted to meet the needs of individual and diverse learners.
To ensure effective teaching and learning, teachers need to link tightly three key elements of the curriculum: content, process, and product. By definition, differentiated instruction is consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and the interests of academically diverse learners.
1. Content: what students should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given segment of study.
2. Process: describes activities designed to ensure that students use key skills to make sense of the content.
3. Product: vehicles through which students demonstrate and extend what they have learned as a result of a considerable segment of learning.
Students inside the classroom are different in many ways. Teacher should be aware of the uniqueness of his/her students. Differentiated instruction and activities must be implemented in the classroom. In this way the teacher is catering the needs and capabilities of the students; it is a way of helping each child to develop to what he/she can be.
Curriculum Emphasis
The curriculum is the heart and soul of the school system, as it “gives meaning and direction to all educational effort and constitutes a potent instrument for linking education and development” (Quality Education, vol. 8, no. 2, p. 8). The concept of Understanding by Design (UbD) constructed by Jay Magtighe and Grant Wiggins in 2004 and together with the Differentiated Instruction (DI) are very ideal. It supports the philosophy of John Dewey that says, “is problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience.” This can be done by starting small and taking one step at a time, sacrifice comes in the part of the teacher because of lot of preparation but what we are here for, for our students who are longing for knowledge and to strengthen with values.
Professional Ethics and Societal Contexts and Expectations
In the preamble of Code of Ethics for Teachers says, “Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.” Teaching as the noblest profession indicates that teachers as the most cautious work as you could ever have. Here, you are not only molding young minds but also living what you teach. Where ever you are and whatever you do you must be always a teacher as you can be.
Who is to be educated?
I was inspired by St. Augustine’s philosophy on who is to be educated. According to him, education is a passion and a process of opening up the mind to ideas and critical thinking ("skeptical philosophy"). In that sense, all people, regardless of class should be given the opportunity to be educated. Certainly no elitist, not one to reserve his time and energy for those he considered worthy of a reply.
The government must support the life-long education of each citizen in the country. The state is responsible to the intellectual development of each individual because human resource is the key to national development.
Preparing Education students in the best possible way for their future roles as teachers is very vital. It is then very important that the curriculum for teachers designed in such a way that it equips education students with substantial knowledge of subject content, expertise in executing teaching methodologies, and adequate exposure to and experience in actual teaching, all aimed at encouraging student learning (Quality Teacher, vol.8, no. 2, p.25).
After earning a degree in doctoral study, hopefully in five year time, I am planning to move to tertiary education to teach in the college of education where the future teachers are there. I believe that quality education entails quality teachers; quality teachers produce quality students. I believe that teacher entails to the performance of students. There are lots of strategies that can be used to cater the individual differences of students. What students are looking for is a teacher who can touch their lives through everyday delivery of the lesson. Much time must really be devoted in planning to make differentiated instruction inside the classroom.
I believe, in stepping a higher level of taking responsibility, I can make a difference in the quality of education for the future teacher of this country. My philosophy in life is:
“If you want to change the things around you, start from where you are.”
If every teacher inside the classroom is developed not only professionally but also personally with spirituality, I know that we will develop quality and competent students who can help our developing country to move on to a progressive and sooner to a developed country.
Bibliography
Education in the Philippines Forum. February 13, 2010. cCopyright © 2002-2010
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
http://eduphil.org/forum/code-of-ethics-for-teachers-in-the-philippines-t-449.html
DepED mourns the death of Dr. Ricardo Gloria. February 11, 2010. Copyright 2010. http://www.deped.gov.ph/e_posts.asp?id=476
Staff Development for Educators. February 11, 2010. Copyright 2006. http://differentiatedinstruction.com/
Scott Chester. Be Careful What You Think. February 11, 2010. Copyright 2010. http://www.schester.com/2007/12/02/be-careful-what-you-think/
The Educational Theory of Augustine of Hippo. February 11, 2010. Copyright 2010.
http://www.newfoundations.com/GALLERY/Augustine.html
Monday, April 12, 2010
NATIONAL BASED COMPETENCY BASED TEACHER STANDARDS
(NCBTS)
8th Key Area: SPIRITUAL GROWTH
I. INTRODUCTION
This paper discusses the Spiritual Growth as the seventh key area of National Based Competency Based Teacher Standards (NCBTS). It also shows a paradigm structure how the other key areas of NCBTS are related with each other and how they must be structured based on the understanding of the reporter. The Primitive Ego Theory of Human Social and Spiritual Development© of Stonyhill University in August 2007 is used as the theoretical based of this report to explain how Spiritual Growth is necessary as one of the key areas of NCBTS.
II. THEORETICAL BASIS
OUR HUMAN SPIRITUAL JOURNEY:
THE PRIMITIVE EGO THEORY OF HUMAN SOCIAL AND SPIRITUAL DEVELOPMENT©
STONYHILL INSTITUTE
August 2007
The Primitive Ego Theory of Human Social and Spiritual Development© (or PETHSSD©) is a post-modern theory of human social and spiritual development; a relational developmental theory, not a psychodynamic psychological theory. It assumes that without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. PETHSSD© describes in detail the evolution of human consciousness from the primitive ego of our inner-child to the enlightenment of a middlepath evolutionary spirituality. The term middlepath which is used in the Primitive Ego Theory of Human Social and Spiritual Development© is essentially the Buddhist “middle way” practice of ego emptiness and the skill of not knowing, integrated with modern psychological knowledge and insights. The middle way was a concept developed by the Buddha prior to his own enlightenment. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other.
Parker Palmer once said, "What transforms education, is a transformed being in the world." Every action we do inside the classroom for the benefit of our students can be considered a small act but if every educator try to do this simple act, it is a sure off that we will achieve a transformative education.
IV. SPIRITUAL GROWTH
A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourages students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet. A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.
SCHOOL: INDICATORS
1. Provide to the community a detailed description of the Catholic character/identity of the school and its mission, including student outcome expectations.
• Publish the Mission, Values, and Student Outcome
• Indicators in publications and in poster form to be exhibited throughout the school.
• Prepare and deliver regular talks on the Catholic identity of school and the hallmarks of Catholic education to parents and alumni.
• Develop a faculty-parent committee to recommend catechetical standards and practices in the school.
• Collaborate with the diocease in implementing the diocesan standards for Catholic education.
• Prepare and implement an annual evaluation of the implementation of our mission through questionnaire and other evaluative processes.
2. Identify and preserve clear written descriptions of the school tradition of education, its major themes and standards of quality.
• Participate in the yearly orientation.
• Encourage all school’s religious people to preach a contemporary devotion to school’s patron.
• Encourage the bringing of rosary as a sign of devotion and dedication.
• Encourage vocations to priesthood and religious life.
3. Continue to provide and improve opportunities for students to express their faith in action.
• Include diocesan agencies and programs into our volunteer service program.
• Encourage more students to participate in religious programs.
• Expand the planning and opportunities for our religious activities.
• Evaluate and improve the class retreat days.
• Expand the support for the church and adapted community.
• Promote a policy of prayer at the beginning of each class.
4. Promote better identity and participation between students and their local parish communities.
• Invite local pastors to celebrate the Eucharist and reconciliation with the Carmelites.
• Provide opportunities for pastors and associates to meet with students from their parishes if they so desire.
• Encourage students to join youth groups, find ministerial opportunities and receive the sacraments in their own parishes.
5. Promote the acceptance and appreciation of diversity within the student/parent community through education and interaction.
• Continue to celebrate cultural days of remembrance with events and symbols proper to that culture.
• Sponsor speakers and educational programs dealing with issues of minority and diversity.
TEACHERS: INDICATORS
In planning the professional development program for a Christian school, special attention must go to continually promoting the spiritual growth of the staff. If there is spiritual depth and maturity in the teaching staff, there will most likely be a corresponding development of maturity evident in the lives of the students. To ignore this relationship is to ignore one of the most compelling aspects of Christian leadership.
“A student is not above his teacher, but everyone who is fully trained will be like his teacher”
(Luke 6:40, NIV).
Paul urged the Christians in Corinth, “Follow my example, as I follow the example of Christ”
(1 Corinthians 11:1).
And to the Philippians he said,
“Whatever you have learned or received or heard from me, or seen in me—put it into practice”
(Philippians 4:9).
Teachers cannot take their students to a level of spiritual development that they themselves have not experienced. Therefore, there must be a strong focus on the ongoing spiritual development of the administrative and teaching staff. The best integration of biblical values and a biblical worldview into the curriculum results from the teacher having a biblically integrated worldview and lifestyle.
The following are the indicators for teachers in practicing spiritual growth in the school for the students:
respects the Catholic and Christian spiritual values of the students
aids in the students’ Catholic and Christian formation
exemplifies in his/her own actions the characteristics of Christian living
conducts him/herself and lives in accordance with Catholic principles and doctrines and is outstanding for his/her correct doctrine and integrity of life;
complies with the applicable Canon Law of the Roman Catholic Church
Professional and spiritual development of the teaching staff must be a continual and integral part of a vibrant Christian school.
STUDENTS: INDICATORS
Participates in spiritual development activities with students, faculty, and staff
retreat program,
sacraments,
liturgies,
clubs,
Mission trips and community service
Understands, respects, and encourages awareness of various traditions of culture, race, gender, religion, and ethnicity as well as humankind’s shared heritage and environment
Searches and shapes one’s destiny
Tries to establish a closer relationship with God and humanity as a top priority in Life
Strives to be a caring and responsible individual
Supports and nurtures the needs of people in the community, nationally, and internationally using mathematical and scientific models of research
Strives to define one’s spirituality and mission in life
Stays connected with one’s source of energy
Shares time, heart, and treasures with God and the world God created
Utilizes God-given resources and gifts
Contributes to a shared vision of creating a better world which promotes peace and harmony among societies, cultures, and nations
Promotes living life with truth, loyalty, service, and ethical decision making in an atmosphere of academic freedom, open inquiry, and freedom of expression for all
Reflection
Spiritual Growth as defined in the discussed theory is, only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. This definition is far from what I have known about Spiritual Growth which is something religious and towards to holiness. I learned that everything that we are hoping and wishing for the world outside can only happen if we alone will start within. A change in personal feelings, thinking and perception is a big help to change the way we see the world we live in.
Once I started Spiritual Growth inside of me, then it is the only time I can ask other people to start doing it especially with the teachers in my area. If only each of them experience self-awareness within, there will be a positive effect to the teachers within the area and these teachers will bring the influence to the students that will also experience positive changes once they see that their teachers possess the good quality of a person.
What a perfect place it to be when each teacher within an area starts self-realization through self-awareness and spiritual growth. It will be very easy for our students to adopt changes and bring all their learning at home.
(NCBTS)
8th Key Area: SPIRITUAL GROWTH
I. INTRODUCTION
This paper discusses the Spiritual Growth as the seventh key area of National Based Competency Based Teacher Standards (NCBTS). It also shows a paradigm structure how the other key areas of NCBTS are related with each other and how they must be structured based on the understanding of the reporter. The Primitive Ego Theory of Human Social and Spiritual Development© of Stonyhill University in August 2007 is used as the theoretical based of this report to explain how Spiritual Growth is necessary as one of the key areas of NCBTS.
II. THEORETICAL BASIS
OUR HUMAN SPIRITUAL JOURNEY:
THE PRIMITIVE EGO THEORY OF HUMAN SOCIAL AND SPIRITUAL DEVELOPMENT©
STONYHILL INSTITUTE
August 2007
The Primitive Ego Theory of Human Social and Spiritual Development© (or PETHSSD©) is a post-modern theory of human social and spiritual development; a relational developmental theory, not a psychodynamic psychological theory. It assumes that without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. PETHSSD© describes in detail the evolution of human consciousness from the primitive ego of our inner-child to the enlightenment of a middlepath evolutionary spirituality. The term middlepath which is used in the Primitive Ego Theory of Human Social and Spiritual Development© is essentially the Buddhist “middle way” practice of ego emptiness and the skill of not knowing, integrated with modern psychological knowledge and insights. The middle way was a concept developed by the Buddha prior to his own enlightenment. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other.
Parker Palmer once said, "What transforms education, is a transformed being in the world." Every action we do inside the classroom for the benefit of our students can be considered a small act but if every educator try to do this simple act, it is a sure off that we will achieve a transformative education.
IV. SPIRITUAL GROWTH
A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourages students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet. A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.
SCHOOL: INDICATORS
1. Provide to the community a detailed description of the Catholic character/identity of the school and its mission, including student outcome expectations.
• Publish the Mission, Values, and Student Outcome
• Indicators in publications and in poster form to be exhibited throughout the school.
• Prepare and deliver regular talks on the Catholic identity of school and the hallmarks of Catholic education to parents and alumni.
• Develop a faculty-parent committee to recommend catechetical standards and practices in the school.
• Collaborate with the diocease in implementing the diocesan standards for Catholic education.
• Prepare and implement an annual evaluation of the implementation of our mission through questionnaire and other evaluative processes.
2. Identify and preserve clear written descriptions of the school tradition of education, its major themes and standards of quality.
• Participate in the yearly orientation.
• Encourage all school’s religious people to preach a contemporary devotion to school’s patron.
• Encourage the bringing of rosary as a sign of devotion and dedication.
• Encourage vocations to priesthood and religious life.
3. Continue to provide and improve opportunities for students to express their faith in action.
• Include diocesan agencies and programs into our volunteer service program.
• Encourage more students to participate in religious programs.
• Expand the planning and opportunities for our religious activities.
• Evaluate and improve the class retreat days.
• Expand the support for the church and adapted community.
• Promote a policy of prayer at the beginning of each class.
4. Promote better identity and participation between students and their local parish communities.
• Invite local pastors to celebrate the Eucharist and reconciliation with the Carmelites.
• Provide opportunities for pastors and associates to meet with students from their parishes if they so desire.
• Encourage students to join youth groups, find ministerial opportunities and receive the sacraments in their own parishes.
5. Promote the acceptance and appreciation of diversity within the student/parent community through education and interaction.
• Continue to celebrate cultural days of remembrance with events and symbols proper to that culture.
• Sponsor speakers and educational programs dealing with issues of minority and diversity.
TEACHERS: INDICATORS
In planning the professional development program for a Christian school, special attention must go to continually promoting the spiritual growth of the staff. If there is spiritual depth and maturity in the teaching staff, there will most likely be a corresponding development of maturity evident in the lives of the students. To ignore this relationship is to ignore one of the most compelling aspects of Christian leadership.
“A student is not above his teacher, but everyone who is fully trained will be like his teacher”
(Luke 6:40, NIV).
Paul urged the Christians in Corinth, “Follow my example, as I follow the example of Christ”
(1 Corinthians 11:1).
And to the Philippians he said,
“Whatever you have learned or received or heard from me, or seen in me—put it into practice”
(Philippians 4:9).
Teachers cannot take their students to a level of spiritual development that they themselves have not experienced. Therefore, there must be a strong focus on the ongoing spiritual development of the administrative and teaching staff. The best integration of biblical values and a biblical worldview into the curriculum results from the teacher having a biblically integrated worldview and lifestyle.
The following are the indicators for teachers in practicing spiritual growth in the school for the students:
respects the Catholic and Christian spiritual values of the students
aids in the students’ Catholic and Christian formation
exemplifies in his/her own actions the characteristics of Christian living
conducts him/herself and lives in accordance with Catholic principles and doctrines and is outstanding for his/her correct doctrine and integrity of life;
complies with the applicable Canon Law of the Roman Catholic Church
Professional and spiritual development of the teaching staff must be a continual and integral part of a vibrant Christian school.
STUDENTS: INDICATORS
Participates in spiritual development activities with students, faculty, and staff
retreat program,
sacraments,
liturgies,
clubs,
Mission trips and community service
Understands, respects, and encourages awareness of various traditions of culture, race, gender, religion, and ethnicity as well as humankind’s shared heritage and environment
Searches and shapes one’s destiny
Tries to establish a closer relationship with God and humanity as a top priority in Life
Strives to be a caring and responsible individual
Supports and nurtures the needs of people in the community, nationally, and internationally using mathematical and scientific models of research
Strives to define one’s spirituality and mission in life
Stays connected with one’s source of energy
Shares time, heart, and treasures with God and the world God created
Utilizes God-given resources and gifts
Contributes to a shared vision of creating a better world which promotes peace and harmony among societies, cultures, and nations
Promotes living life with truth, loyalty, service, and ethical decision making in an atmosphere of academic freedom, open inquiry, and freedom of expression for all
Reflection
Spiritual Growth as defined in the discussed theory is, only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. This definition is far from what I have known about Spiritual Growth which is something religious and towards to holiness. I learned that everything that we are hoping and wishing for the world outside can only happen if we alone will start within. A change in personal feelings, thinking and perception is a big help to change the way we see the world we live in.
Once I started Spiritual Growth inside of me, then it is the only time I can ask other people to start doing it especially with the teachers in my area. If only each of them experience self-awareness within, there will be a positive effect to the teachers within the area and these teachers will bring the influence to the students that will also experience positive changes once they see that their teachers possess the good quality of a person.
What a perfect place it to be when each teacher within an area starts self-realization through self-awareness and spiritual growth. It will be very easy for our students to adopt changes and bring all their learning at home.
An Analysis in Article XIV of Philippines Constitution
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS, CULTURE AND SPORTS
(1987 Philippine Constitution)
EDUCATION
The State must provide quality education for all and does everything to reach out the farthest community to educate each citizen of the country for free as much as possible. Provision for formal and informal education in all kinds of citizen must be offered to respond to the needs of each individual and the society. All educational institutions public, private, sectarian or non-sectarian must include the study of constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-teaching personnel have their own role to be educator on their own way. Everybody is free to choose the course to be taken up in college as long as it is within its ability and capacity.
Reflection
The program of GMA which is “Biyaheng Totoo” last December 2009, shown the ten poorest places here in the Philippines and these are the rural places which are the farthest communities. It seems that these places are not known anymore by the government because they even do not know what is happening to the city because of lack of electricity to be updated to what is happening around them; no school or if there is, two or more hours are needed to reach it through walking. How can they still think to be educated if the basic food they need is also a problem.
In other countries especially in Japan, Great Britain and Russia, the state is the one responsible for the education of the students unlike here in the Philippines, although they claim that education is free but it’s not. They provide very low budget for education and after that leave the responsibility to each school to support their program which they call decentralization. Yes, it’s true that every employee in the school is considered educator but still, self and spiritual growth must be within each individual to be a good educator to every student inside the classroom.
Everybody is free to choose any course as long as it’s within their capacity but it is not controlled by the government because the state is not strict to the policy of colleges and universities. It is very easy to get a license to put up a school. The government is very lax on the criteria to meet before building up an educational institution. The outcome of the students predicts the condition of the country in the future. I think it’s better if the national test like National College Achievement Examination (NCAE) will be used to identify the students who are capable to a certain course to take in college.
Updates
The Philippine commitment to EFA global movement was translated into Philippine National Plan of Action to Achieve Education for All By Year 2015. The country’s National Plan of Action was approved by Social Development Committee composed of several government agencies in 2006.
The focus of this document is on basic education that will provide basic learning needs towards the achievement of functional literacy. This stretched the scope of education to formal and nonformal systems.
This further encompasses the entire society, including the national and local government agencies and civil society organizations as responsible for the provision of the basic learning needs. Therefore, education is made as a societal responsibility, debunking the notion that education rests solely upon the Department of Education.
Philippine EFA is a vision
EFA envisions that by 2015, the Philippine is an educated nation where citizens are functionally literate. Functional literacy is indicated by the ability to communicate, to solve problem, to sustainably use resources, to develop oneself and to see the world through a broad perspective.
Specifically, Philippine EFA 2015 aims to make:
• All youth and adults functionally literate
• Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3
• All pupils and students complete the basic education with satisfactory achievement level
• Education be made a societal responsibility
Philippine EFA is a program of reform
To attain EFA, quality of and access to education must be improved. This requires a holistic program of reform. This reform can be achieved by performing nine urgent and critical tasks.
NINE EFA Tasks
Production Tasks
a. Make every school continuously perform better
b. Make expansion of Early Childhood Care and Development (ECCD) coverage to yield more EFA benefits
c. Transform non-formal and informal interventions into an alternative learning system (ALS) yielding more EFA benefits
d. Promote practice of high quality teaching
e. Adopt a 12-year program for formal basic education to the existing 10-year basic education schooling.
f. Accelerate articulation, enrichment, development of the basic education curriculum in the context of the pillars of new functional literacy
Enabling Task
g. Provide adequate and stable public funding for country-wide attainment of EFA goals.
h. Create a network of community-based groups for local attainment of EFA goals.
i. Monitor progress in efforts towards attainment of EFA goals. Of particular importance is the development and implementation of indicators of “quality education”.
LANGUAGE
The national language of the Philippines is Filipino and it must be learned further than other language evolves within the country. English is provided to facilitate instruction and further communication. Other languages such as Spanish and Arabic shall be promoted on a voluntary and optional basis. Researches must lead to development and preservation of Filipino and other languages.
Reflection
I agree to the part of this article that as Filipino, every citizen must be a master of his/her own language. English must be a must for every Filipino for globalization; it opens communication to other places around the world. I suggest that at early age of the students especially in their pre-primary years additional Asian language must be taught because we are part of the continent.
Updates
On December 2007, Philippine president Gloria Macapagal Arroyo announced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008.
Last June 2009, the Spanish language was included in the curriculum of secondary schools as an elective. The 15 pilot schools were selected by DepEd regional offices based on Mean Percentage Score in English, ability to provide substitute teachers to take over the classes of teachers in training, and availability of classrooms and support facilities and equipment.
SCIENCE AND TECHNOLOGY
Science and technology are essential for national development and progress. The State has to give priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. It must support indigenous, appropriate, and self- reliant scientific and technological capabilities, and their application to the country’s productive systems and national life.
Reflection
I read an article on the Internet during my research recently and it was posted on September 8, 2008. It discusses about Neglect of RP science and technology holding back progress. It says that the government should invest heavily in science and technology development, as well as education, to lay the foundation for the country’s long-term progress. Solita Monsod, a University of the Philippines economics professor and the director general of the National Economic and Development Authority during the Aquino government, made the pitch for science and technology as awards were given to 10 of the government’s outstanding scholars in the field. Monsod lamented the perennially low budget of government for research and development (R&D) despite its potential as a key to the country's econmic growth.
"Science and technology is about the most powerful tool, probably at least equal to education, in addressing the problems of development," said Monsod.
"Unfortunately, like education, science and technology in the Philippines is not really given the importance that it should have," she said at the event marking DOST's 50th anniversary.
This is the reality that happened two years ago and today. Nothing change; the government has its personal undertakings why science and technology cannot be given priority. Advancement and development of a country lie in research. Many Filipinos have potentials in this field but the government cannot support them. Researchers go abroad to get support in other country that benefit in their intelligence.
May the next president of the Philippines set behind personal intentions to see clearly what our country really need to move on and start going farther for global development.
Updates
As one of the responds of DepEd to the continuous development of in the area of Science and Technology, the Department of Science and Technology (DOST) take its part in the Research Activities for Manpower Development and Planning. Projects to continuously upgrade the research capabilities of science and mathematics teachers are undertaken. Grants are provided to teacher-proponents who develop successful modules and/or instructional materials to improve the learning of science and mathematics in schools. The results of the research projects are documented, published and distributed as ready reference materials for teachers.
ARTS AND CULTURE
The State must foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression. Arts and letters will enjoy the patronage of the State. The State has to conserve, promote, and popularize the nation’s historical and cultural heritage and resources, as well as artistic creations. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and must under the protection of the State which may regulate its disposition. The State has to recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop their cultures, traditions, and institutions. The State must ensure equal access to cultural opportunities through the educational system, public or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and other public venues. The State shall encourage and support researches and studies on the arts and culture.
Reflection
Even that the Philippines is influenced by western culture but it is still very rich in the national arts and culture that is why the Philippines has been named "cultural capital" of the 10-member Association of Southeast Asian Nations (Asean) for 2010 and 2011, according to presidential adviser on culture Cecile Guidote-Alvarez.
The major cultural agencies of government are the Cultural Center of the Philippines, the National Historical Institute, the National Museum, The National Library, the Records Management and Archives Office, and the Commission on the Filipino Language. The Heads of these cultural agencies are all ex-officio members of the NCCA Board and all except the Commission on the Filipino Language are together under the National Commission on Culture and Arts are working hand in hand with the Department of Education to openly show how rich is the culture and arts of the Philippines to the Filipino students for them to be proud and continually preserve and enrich the Filipino national culture.
Updates
In accordance to the support in the Philippine Constitution in preserving the cultural and artistic traditions the Department of Education is continuously releasing DepEd Orders and the recent is DepEd Order No. 71 a. 2007 constituting a special committee on culture and arts. The following committee shall have the following functions:
a. Develop, strengthen, and implement an integrated Culture and Arts program in line with the Education for All program of the Department;
b. Formulate guidelines in the development, implementation, and strengthening of the integrated program;
c. Conduct or cause the conduct of capacity-building activities, trainings, workshops, seminars and conferences;
d. Recommend policy/program intervention and/or issuances;
e. Establish partnerships/linkages with stakeholders in government and the private sector;
f. Monitor, assess, and evaluate the implementation of the integrated program;
g. Perform such other functions as may be assigned to it by the Secretary.
SPORTS
The State must promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert formulation of national plans and policies. All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.
Reflection
Einstein no doubt had an excellent sense of humor. He formulated a formula of success which is: SUCCESS=WORK + PLAY + KEEPING YOUR MOUTH SHUT!! I want to focus on PLAY; Albert Einstein as a scientist and philosopher also recommend that play is part of success. Having fun and making some relaxation after hard work complete a person. This is the reason that is why the DepEd still takes care of the physical activities of the students through sports.
The result of the 2009 South East Asian Games held in Vientiene, Laos shows that among eleven countries, the Philippines ranked number fifteen. The senate is not satisfied with this kind of performance that is why they take a closer look to this issue. January 7, 2010, the Senate committee on Games, Amusements and Sports held a public hearing to discuss various concerns in Philippine sports. Discussions will touch on the "dismal" performance of Filipino athletes in international events and how the Philippine Sports Commission and the Philippine Olympic Committee plans to rectify that in future stints abroad.
For me the, the standing of our athletes are fine as long as we excel in other areas like academics, culture and arts. As developing country we have to take one step at a time, develop our human resources wherein we know we can excel so that we can take pride to even one area of competions abroad.
Updates
This November 28, 2009, Education Secretary Jesli Lapus called for public and private sector teamwork to advance sports research and integration of sciences in the training of coaches and athletes.
Lapus is batting for the creation of a Sports Academy to institutionalize and professionalize training in sports. He keynoted today the ”Seminar on New Trends and Innovation on Coaching Athletic Sports” organized by the Private Schools association of Parañaque (PSAP), held at the Olivares College Stadium in Sucat, Parañaque.
Lapus strongly pushed for students’ well-rounded development involving physical, mental and spiritual growth. He cited the importance of a sound mind and sound body. He pointed out that the people’s champion Manny Pacquiao is the poster boy of DepEd’s Alternative Learning System.
UNIVERSITY OF REGINA CARMELI
Catmon, City of Malolos
Second Trimester S.Y. 2009-2010
AN ANALYSIS OF ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS, CULTURE AND SPORTS
(1987 Philippine Constitution)
Submitted by:
JOSELINE M. SANTOS
Student –
Ph.D. major in Educational Leadership and Educational Management
Submitted to:
DR. BELEN DE JESUS
Professor
February 2010
References
Department of Education. Press Release. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/dec21-spanish.pdf
Department of Education. DepEd Order. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20No.%2076,%20s.%202007.pdf
Department of Education. Press Release. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/nov19-sports.pdf
Allison Lopez. Philippine Daily Inquirer. Neglect of RP science and technology holding back progress. February 8, 2010. First Posted 09/11/2008. http://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011
Education For All 2015. © 2010 Philippine Education For All 2015
http://efa2015.ph/efa/index.php?option=com_content&task=view&id=32&Itemid=48
GMA News TV. February 8, 2010. Copyright 2007.
http://www.gmanews.tv/story/179927/biyaheng-totoo-explores-rps-ten-poorest-provinces
Jerry E. Esplanada. RP named Asean culture capital for 2010, 2011. February 8,2010.
ttp://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011
Seeds of Success. February 8, 2010. Copyright 2010
http://www.successmagazine.com/article?articleId=130&taxonomyId=19
Senate panel to hold hearing on RP sports. Sports. February 10, 2010. Copyright 2007.
http://www.gmanews.tv/story/182631/senate-panel-to-hold-hearing-on-rp-sports
Southeast Asian Games. February 10, 2010. Copyright 2010.
http://en.wikipedia.org/wiki/2009_Southeast_Asian_Games#Medal_tally
Introduction
This paper summarizes the Article XIV - Education, Science and Technology, Arts, Culture and Sports of 1987 Philippine Constitution. After each section a reflection and analysis was done together with the update.
This paper shows how the Department of Education implements different programs to support the underlying statements in each section of the constitution. The updates came from the DedEd memos, orders and press release. Others came from the news article of the different online news sites such as GMA News TV, Philippine Inquirer and Manila Bulletin. There are also article came from blogs and website of a certain organization.
Reflection was carefully implied by including information that supports the idea presented idea and suggestions.
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