MA. EDYLYN L.

NOGUERRA
PROGRAM OUTCOMES Instructor

In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary Education are as
follows:
1. acquire basic level literacy, communication, numeracy, critical thinking, learning and ICT skills needed
for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching assistance,
practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching profession;
6. facilitate learning of diverse types of learners, in diverse types of environment, using a wide range of
teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches and evaluate the
effectiveness of such approaches in improving student learning

(Please insert the program outcomes for BSEd)

COURSE TITLE

The Teacher and the Community, School Culture & Organizational Leadership

COURSE DESCRIPTION

This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to the society as a foundation of schools and schooling shall be emphasized.
Further, principles and theories on school culture, and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers. The last part of this course focuses on the
essential concepts and principles of peace education. Active engagement in the planning, implementation
and documentation of service-learning project via the celebration of International Day of Peace shall be this
course’s culminating activity.

COURSE OUTCOMES (CMO)

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understanding of the influence of school culture on the roles of teachers and student
learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society.

Course Requirements

-Compilation of Required Readings

-Quizzes
- Reflection Journal
-Case Analysis and Presentations
- Quarterly Projects
-Major Examinations
 MODULE 4- THE STRENGTHS AND WEAKNESSES OF THE FILIPINO
CHARACTER: A SOCIO –CULTURAL ISSUE

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.

PRE-ASSESSMENT

Let’s Read These

Instruction. 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 Presidential Corazon Aquino, the Senate and the
members of the press by then Senator Leticia Shahani, the moving spirit behind the program.

Read then answer the given questions.

The weakness 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 – Takes 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. He uses personal contacts, and gives preference to family
and friends in hiring, services and even voting. Extreme personalism leads to the graft and corruption
evident in Philippine society.

3. Lack of discipline- A casual attitude toward time and space, manifested in lack of precision and
compulsiveness, in poor time management and procrastination. Aversion to following procedures
strictly results in 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 initiatives- Waiting to be told what to do, reliance on others (leaders and
government), complacence, lack of a sense of urgency. There is high tolerance of inefficiency , poor
service, and even violations of one’s basic right. Too patient and matiisin, too easily resigned to his
fate, the Filipino is easily oppressed and exploited.

5. Colonial mentality- Lack of patriotism, or of an 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…it

is evident in the personal ambition that is completely insensitive to the common good, e.g., the lack of
a sense of service among people in the government bureaucracy. This results in the dampening of
cooperative and community spirit, and in the trampling upon other’s rights.

7. Lack of self-analysis and self-reflection – The tendency to be superficial and some what 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 and economic environment; culture and
language; history; religion; educational system; mass media; leadership and role models. Change is
possible, however, and the following goals are proposed to develop in the Filipino: 1.) a sense of
patriotism and national pride; 2.) a sense of the common good; 3.) a sense of integrity and
accountability, 4.) the values and habits of discipline and hard work.; 5.) the value and habits of self-
reflection and analysis; the internalization of spiritual values and the emphasis on essence rather than
on form. (Shahani, Leticia. (1988). A Moral Recovery Program: Building a People, Building a Nation.

Question: Do you agree with the findings? Why or Why not? Explain your answer.
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LESSON MAP

The Weaknesses of the Filipino Character The Strengths of the Filipino Character

THE STRENGTHS AND WEAKNESSES OF THE FILIPINO

CHARACTER: A SOCIO-CULTURAL ISSUE

Values Education in School

The Lesson Map shows the strengths and weaknesses of the Filipino Character which are socio-cultural
issues and the values education in the school that capitalizes the strength of the Filipino character to
eliminate the weaknesses.

Lesson Learning Outcomes

At the end of this module, the students should be able to:

1. Discuss the strengths and weaknesses of the Filipino Character;

2. Cite ways by which schools can counteract the weaknesses of the Filipino character; and
3. Give importance to the values learned in the school in order to capitalize one’s strength and
eliminate one’s weaknesses.
CONTENT

ENGAGE

Let’s Analyze This

According to the report, one weakness of the Filipino character is lack of analysis and emphasis on
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.

Question.

1. What is meant by an educational system that is more form than substance?

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2. Do you agree that the Philippine education system is more form than substance? If yes, why?

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EXPLORE Let Let’s Reflect

Instruction. Answer the question briefly.

Question. Which of the weaknesses of the Filipino character applies to you? Have schools helped you to
counteract such weakness?
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EXPLAIN Let Let’s Conceptualize

The Filipino Character: Strengths and Weaknesses

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 humor, 4) flexibility, adaptability and creativity, 5) hardwork and industry, 6) 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
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 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 mentality, 7) lack of self-analysis and self-reflection, and 8)
emphasis on porma rather than substance.
So that it will not be “more form than substance” as described in Senator Shahani’s Report, Philippine
schools have to 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 education curriculum under the Values Education Framework 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 (Grades 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 and Personal Development , are in essence , Values Education subjects themselves.

EXTEND Let’s Check your Understanding

Instruction. Read the given situations and answer the questions briefly.

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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2. In a post-observation conference, school head cites points for improvement for the teacher observed.
It happens that there are more points for improvement than positive points. Teacher concludes the
school head is biased against her. Which Filipino weakness is revealed? What should be done?
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EVALUATE LETLET CLINCHERS

Instructions.

1. List the weaknesses of the Filipino character. Explain in a sentence.

2. List the strengths of the Filipino then in a phrase or clause, explain when that strength becomes a
weakness.
3. Write your answers inside the table.

Strength It becomes a weakness when

TOPIC SUMMARY

There are many weaknesses of the Filipino character which are rooted in many factors: home, social and
economic environment; culture and language; history; religion; educational system; mass media; leadership
and role models. The schools in the Philippines have to intensify values education in the curriculum in order
to minimize these weaknesses and capitalize the Filipino Strengths which are the 1) Pakikipagkapwa-tao,
2) family orientation, 3) joy and humor, 4) flexibility, adaptability and creativity, 5) hardwork and industry, 6)
faith and religiosity and 7) ability to survive.

POST-ASSESSMENT

Instruction. Select the correct answer by writing the letter on the space provided.

__1. How can schools help fight the Filipino lack of analysis?

A. Do teaching-to-the test
B. Give out –of-context drills.
C. Make students solve problems
D. Let students write their observation

__2. When does the Filipino’s faith and religion become a weakness?
A. When he does nothing to help himself and waits for God to save him
B. When he totally submits himself to God’s will after having done all he could
C. When he forgives his enemies and so appears weak.
D. When he prays everyday and everynight.

__3. What’s wrong with the Filipino sense of humor?

A. When he is always joyful
B. When even serious things are not taken seriously
C. When he takes things lightly
D. When his jokes are corny

__4. Which Filipino weakness is proven in his penchant for diploma?

A. Porma over substance or essence
B. Love for education
C. Desire for upward mobility
D. Fatalism
__5. What does teacher encourage when she looks at students’ questions in class as indicator of
inattentiveness?
A. Critical Thinking
B. Love for study
C. Passitivity
D. Pakikisama

REFERENCES

Teacher-community-4-6.docx. Retrieved from www.coursehero.com

The Filipino Character: Strengths and Weaknesses. Retrieved from www.scribd.com>The-Teacher-and-
Community