PM LEESON 4 CCT ED ENG PDF

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1Consolatrix College of Toledo City, Inc.6038 Magsaysay Hills, Poblacion, Toledo CityAugustinian Recollect Sisters – PhilippinesPROF ED 15 The Teacher and the Community, School Culture andOrganizational LeadershipLESSON 4The Filipino Character: Strengths and WeaknessesObjectives: Identify the streng...

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Consolatrix College of Toledo City, Inc. 6038 Magsaysay Hills, Poblacion, Toledo City Augustinian Recollect Sisters – Philippines

PROF ED 15 The Teacher and the Community, School Culture and Organizational Leadership LESSON 4 The Filipino Character: Strengths and Weaknesses Objectives: 1. Identify the strengths and weaknesses of the Filipino character; 2. Recognize the importance of understanding of the Filipino character; and 3. Develop an action plan to optimize the Filipino character to real life challenges. In 1998 Senator Leticia Shahani submitted to the Senate this Report 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 orientation, 3) joy and hunor, 4) flexibility, adaptability and creativity, 5) hard work and industry, 6) faith and religiosity and 7) ability to survive. The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extra 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 selfreflection, 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 (1998) 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 dependent on forces outside us, do nothing that makes us submissive to God’s will. We are good at pakikipagkapwa-tao 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 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 its core valuesmaka-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 peronalism, 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 selfreflection, and 8) emphasis on porma rather than substance. So that it will not be “ more from than substance” as described in Senator Shahani’s Report, Philippine schools have intensify values education in the curriculum. In fact, in response to this Report, Values Education now Edukasyon sa Pagpapakatao in K to 12 curriculum was introduced as a separate subject in the basic program of Dr. Lourdes Quisumbing, then Department of Education, Culture and Sports Secretary in 1988-1990. The Values Education Framework was conceptualized in 1987. In 2002, the Basic Education Curriculum ( Grade 1-6, and First-Fourth Year High School) integrated values in the major learning areas or subjects. Beginning 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 (Gardes 11-12), there is no course with the title, Values Education or Edukasyon sa Pagpapakatao but core courses such as Introduction to the Philosophy of the Human Person and Personal Development, are in essence, Values Education subjects themselves. 1. Teacher observes that when students submit report, the more ornate and artistic the folder is, the less substantial the report. Which weakness in the Filipino character is pointed to? If you were the teacher how do you counteract such?

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