LM FTC5 Prelims Lesson 4 PDF

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CAMARINES NORTE STATE COLLEGEJ. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, PhilippinesRet. Judge Antonio C. Entienza CampusCourse: The Teacher And The Community, School Culture And Organizational Leadership Schedule: MWF/4:00-5:00 P. Block: BEEd IILesson 4: The Strengths and Weaknesses...

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Course: Schedule: Block:

The Teacher And The Community, School Culture And Organizational Leadership MWF/4:00-5:00 P.M. BEEd II

Lesson 4: The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural Issue INTENDED LEARNING OUTCOMES: at the end of the lesson, the students must be able to: ✓ Discuss the strengths and weaknesses of the Filipino character; and ✓ Cite ways by which schools can counteract the weaknesses of the Filipino character Introduction Schools are there for society. Their relevance is proven by their ability to address socio-cultural problems. What are these social issues or problems that schools should help Address? We have a number of them but let’s focus on the weaknesses of the Filipino character. The strengths of the Filipino character will also be cited for a balanced presentation. Besides, schools can capitalize on the strengths of the Filipino character to, eliminate the weaknesses. Activity – Let’s Read These Below is an excerpt of the report “A Moral Recovery Program: Building a People, Building a Nation” submitted on April 27, 1988 by the Task Force to President Corazon Aquino, the Senate and the members of the press by then Senator Leticia Shahani, the moving spirit behind the program. Reads then answer the given questions in the ANALYSIS phase of the lesson. The weaknesses of the Filipino Character as cited in the Report are as follows: 1. Extreme family centeredness - excessive concern for family means using one’s office and power to promote family interests and thus factionalism patronage, political dynasties and the protection of erring family members. It results in lack of concern for the common good, and acts as a block to national consciousness. 2. Extreme Personalism - take things personally, cannot separate objective task from emotional involvement. Because of this the Filipino is uncomfortable with bureaucracy, with rules and regulations and with standard procedures. 3. Lack of Discipline - A casual attitude toward time and space, manifested in lack of precision and compulsiveness, poor time management and procrastination. It will result in a lack of standardization and equality control. Impatience results in short cuts, palusot, ningas cogon. Lack of discipline often results to inefficient work systems, the violation of rules and a casual work ethic lacking follow through. 4. Passivity and Lack of initiative - Waiting to be told what to do reliance on others (leaders and government), complacence, lack of sense of urgency. there is a high tolerance of inefficiency, poor service and even violations of one’s basic right. 5. Colonial Mentality - Lack of patriotism, or of active awareness, appreciation, and love of the Philippines and an actual preference for things foreign. 6. Kanya-kanya Syndrome, Talangka Mentality - Done by tsismis, intriga, unconstructive criticism… this results in the dampening of cooperative and community spirit, and in the trampeling upon other’s rights.

Republic of the Philippines

CAMARINES NORTE STATE COLLEGE J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Ret. Judge Antonio C. Entienza Campus 7. Lack of self-analysis and self-reflection - The tendency to be superficial and somewhat flighty. In the dace of serious personal and social problems, there is lack of analysis or reflection, and instead satisfaction with superficial explanations and solutions. 8. Emphasis on porma rather than substance - This lack of analysis and emphasis on form is reinforced by an educational system that is more from than substance. These weaknesses are rooted in many factors: ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢

Home Social Economic Environment Culture and Language History Religion Educational System Mass media Leadership Role Models

Following Goals that proposed to develop in the Filipino: 1. 2. 3. 4. 5.

A sense of patriotism and national pride A sense of the common good A sense of integrity and accountability The values and habits of discipline and hard work The value and habits of self-reflection and analysis

Based on the report titled “A Moral Recovery Program: Building a People, building a Nation” of Senator Leticia Shahani submitted to the senate, these are the strengths of the Filipino character: • • • • • • •

Pakikipagkapwa-Tao Family Orientation Joy and Humor Flexibility, Adaptability and Creativity Hard work and Industry Faith and Religiosity Ability to survive

Analysis - Let’s Analyze 1. Do you agree with the findings? Why of why not? Explain your answer. 2. According to the report, one weakness of the Filipino character is the lack of analysis and emphasis on the form (Porma). The report states that this lack of analysis and emphasis on form are reinforced by an educational system that is more form than substance. • What is meant by an educational system that is more form than substance? • Do you agree that the Philippine education system is more form than substance? If yes, why? If not, why not? Abstraction – Let’s Conceptualize The Filipino Character: Strengths and Weaknesses In 1998 Senator Leticia Shahani submitted to the Senate this art titled "A Moral Recovery Program: Building a People, Building a Nation". This report cites the strengths and weaknesses of the Filipino character. The strengths of the Filipino character are: 1) pakikipagkapwa-tao, 2) Family

Republic of the Philippines

CAMARINES NORTE STATE COLLEGE J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Ret. Judge Antonio C. Entienza Campus orientation, 3) joy and humor, 4) flexibility, adaptability and creativity, 5) hard work and industry. 61 faith and religiosity and 7) ability to survive. The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of self-analysis and self-reflection, and 8) emphasis on porma rather than substance. There is so much good in the Filipino but so much needs to be changed, too. Many of our strengths as a people are also sources of our weaknesses. Shahani's report ( 1988) explains that family orientation becomes in-group orientation that prevents us from reaching out beyond the family to the larger community and the nation. In our personalism, we are warm and caring but this leads us to lack of objectivity. We are concerned with people we know but unfair to people we don't know. In our flexibility, we compromise precision and discipline. We are a joyful people with a sense of humor but we can't take things with humor all the time for serious problems need serious analysis. Our faith in God is our source of strength but this makes us dependent on forces outside us, do nothing that makes us submissive to God's will. We are good at pakikipagkapwatao and so we can easily empathize but we can at the same time be envious of others. We can be hardworking and yet can be lazy and passive in the workplace. Value Education in Schools Senator Shahani's Report was given in 1988. But its findings as reported may still be true today. The Department of Education has as its vision to help develop... "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation." It has as its core values - maka-Diyos, maka- tao, makakalikasan and makabansa. This can be an uphill battle for Philippine schools to realize these considering the: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-kanya syndrome, talangka , and 8) emphasis in Senator Shahani's Reflection and values education in the curriculum. In Report, Values Education nou12 Curriculum, was into education curriculum under program of Dr. Lourdes Quisumbing, talangka mentality, 7) lack of self-analysis and selfand 8) emphasis on porma rather than substance. So that it will not be "more form than substance" as described to Shahani's Report, Philippine schools have to intensifation in the curriculum. In fact, in response tothis Values Education now Edukasyon sa Pagpapakatao in K to 12curriculum, was introduced as a separate subject in the basic on curriculum under the Values Education Framework on of Dr. Lourdes Quisumbing, then Department of Education. Culture, and Sports Secretary in 1988-1990. The Values Dramework was conceptualized in 1987. In 2002, the Basic Education Curriculum (Grade 1-6, and First-Fourth Year High School) integrated values in the major learnin areas or subiects. inning with the K to 12 Curriculum in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (ESP) for Grades 1-10. In the Senior High Curriculum (Grades 11-12), there is no course with the title, Values Education or Edukasyon sa Pagpapakatao but more courses such as Introduction to the Philosophy of the Human Person and Personal Development, are in essence, Values Education subjects themselves. Application – Let’s Apply 1. In line with the government’s austerity program, DepEd reiterates the following policies: a. Graduation rites should be simple but meaningful to encourage civil rights, a sense of community and personal responsibility. While these rights mark a milestone in the life of the learner, these should be conducted without excessive spending, extravagant attire or extraordinary venue; b. Moving up or completion ceremonies should be simple, involving only the learners, their parents and the school; and c. Non-academic projects such as attendance to field trips, film showing, Junior-Senior Promenade, and other school events should not be imposed as requirements for graduation or completion (D.O. #02, s. 2019)...