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FUNDAMENTAL PRINCIPLES, METHODS, & STRATEGIES IN CURRICULUM DESIGN FOR ELEMENTARY VALUES EDUCATION IN THE PHILIPPINES

Greg Tabios Pawilen, M.A.


College of Education, University of the Philippines, Diliman, Quezon City, DISP 2009
Lecturer

Legal Basis for Values Education in the Philippines

Article XIV Sec. 3 (2)

They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.

Article XIV Sec. 3(3)

At

the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in public elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, without additional cost to the Government.

Objectives of Elementary Education

Article III, Sec. 21 of the Education Act of 1982 states the objectives of elementary education. These are to:

provide the knowledge and develop the skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing social milieu;

provide learning experiences which increase the childs awareness of and responsiveness to the changes in and just demands of society; and to prepare him for constructive and effective involvement;

promote and intensify the childs knowledge of identification with, and love for the nation and the people to which he belongs; and

promote work experiences which develop the childs orientation to the work of work and creativity and prepare himself to engage in honest and gainful work.

Objectives of the Elementary Education Curriculum

Elementary

Education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitudes necessary for enlightened, patriotic, upright and useful citizenship.

To achieve these objectives, Elementary Education Curriculum shall provide for the:
Inculcation

of spiritual and civic values and the development of a good Filipino based on an abiding faith in God and genuine love of country;

Training

of the young citizen in his right, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life;

Development

of basic understanding about Philippine culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity;

Goals of the Values Education Curriculum

At the Basic Education level, the goal of Values Education across the curriculum is to provide the Filipino adolescent learners with the appropriate knowledge base necessary in developing a value system which will guide them in dealing with the self, relating with their family and peer group, serving others, country and God and dealing with issues and problems posed by the environment.

Characteristics of the Values Education Curriculum in the Philippines

It

provides the explanation for the thinking which forms the basis for and leads to behavior, thus developing in the learners skills of rational thinking and value judgment.

Issues

and moral dilemmas are discussed vis--vis a universal frame of reference.

It

involves the formation of the will-the faculty which moves a person to spend his/her energies on possessing the goods he/she needs for physical and spiritual maturity.

It

addresses the goal of the Revitalized Homeroom Guidance Program (RHGP)-guiding students in the choice of a career or vocation that match their interests and aptitude.

What alternative curriculum designs can be use to improve Values Education in the Philippines?
(Murray Print, 1988)

Subject-centered
Subject

design Academic disciplines design Integrated design Broad fields design

Learner-centered Designs
Activity/Experience Humanistic

design

design

Problem-centered Designs
thematic

design problem design

Core Learning Design

THANK YOU!