UP DISP Values Ed. Summer '09 Class

Hi there! I'm still fixing the video. Send me some more pictures that you want me to include in our final output. See you, thanks!

"ATLAS SHRUGGED" THE MOVIE: WHO'S GOING TO BE DAGNY?

Hey! I've been hearing that Angelina Jolie will portray the character of Dagny Taggart, but I've been hoping too that it's nothing final yet. It's quite a relief thus to hear that other actresses have been recently considered for the role: Charlize Theron, Julia Roberts, and Anne Hathaway. Check it out here. Well, I just don't think that Jolie has the required character depth to play Taggart. Roberts? Nah. Hathaway? I don't think so either. Maybe, Theron. Perhaps, Jodie Foster. Well, I just can't wait to see this Randian piece in motion picture.

VALUES AND MORAL EDUCATION: AIMS, CONTENT, AND PEDAGOGY (Part 2)

Values and Moral Education: an independent subject

I must be absolutely clear now about one thing: Values and Moral Education should be an independent subject like Math and Science. It ought to be as it is a legitimate equal of Math and Science. Unfortunately, many stakeholders in education tend to regard the language of Values and Moral Education as less meaningful than the language of Science and Math. This, I believe, explains why Values and Moral Education in public school has been relegated to the lower rung of academic activities as it is no longer considered an independent subject like Math and Science. There are, of course, those who tend to believe otherwise, but rarely will we hear them laying down their arguments as to why the language of Values and Mroal Education, even if it is non-cognitive, is no less meaningful than the cognitive language of Math and Science. Part of my task, therefore, is to show why the language of Values and Moral Education is no less meaningful than the language of Math and Science.

In the past, I encountered a number of people who are quick to say that there is no more need to do this as what they expect me to say is already self-evident. But when I pressed them to proceed and give a summary of what they believe I am trying to say, their silence, to my mind, is an indication that they know very little, if not absolutely nothing, about what I wanted to say regarding the meaning of the language of Values and Moral Education.

Furthermore, some of my critics have been always quick to ask the question, Why is addressing the issue on meaning so important? It is very important because the non-argumentative or non-rational aspect of the language of Values and Moral Education is the very reason why it continues to be viewed as a lesser subject when compared to Math and Science. TAKE NOTE THAT I DID NOT SAY, ‘IRRATIONAL.’ Today, Values and Moral Education is an inferior area of academic interest, especially in public schools, because it is has no independent existence as a subject. It is an area of study that does not bear equal weight as Math and Science.

What seems to be the problem then? We ask this question. Much of the problem could be traced to our problematic conceptions of Values and Moral Education. NOTE HERE THAT ‘CONCEPTIONS’ IS INTENTIONALLY IN PLURAL AS WE HAVE VARIOUS CONCEPTIONS OF VALUES AND MORAL EDUCATION. More shall be said on this later.

VALUES AND MORAL EDUCATION: AIMS, CONTENT, AND PEDAGOGY (Part 1)

THIS IS FOR VALUES ED. TEACHERS WHO WISH TO GET A GLIMPSE OF MY THOUGHTS ABOUT VALUES EDUCATION FOR YOUNG FILIPINOS

In spite of our differences as regards the meaning of education¹, we can agree that there are certain requirements that every human being has to meet to be considered educated. This means that someone who counts as a schooled person may not readily qualify as an educated person.

We can further agree that no person is born educated. The popular view seems to be that human beings are born, whereas educated people are made. It is often thought that a person becomes educated with the assistance or direct supervision of the school, church, media, family, and so on. Meaning, no one could possibly avail of education for him-/herself without the aid that may be obtained from such institutions, which, again, are agencies other than the self of the learner. We, therefore, question the meaning of the expression “self-educated person.” For within the context of the modern education for the citizen, the learner has to tap certain resources in order to meet the requirements, whatever those are, that were set by the society so that one can belong to the league of the so-called educated.

The idea of “requirements,” that is the societal criteria, brings us to the question of educational program that could help transform the student from a simple human being to an educated person. Specifically, this leads us to the question, What sort of things must a human being have in order to count as an educated person? We know that a widely accepted answer to this question will give us an idea of the things that a given society prescribes in order to count as an educated person. Unfortunately, this question proved to be difficult as it continuously gives rise to a wide variety of educational programs that had been inspired by different world views.

Let’s now turn back to our first concerns. Am I an educated person? If yes, why yes? What criteria have I satisfied to say that I am predisposed to claim that I am an educated person?

It would be an embarrassment for us, students and teachers of education alike, to say that we are hardly educated. But what sort of criteria have we satisfied to say that we are, indeed, an educated class of humans? If we are not sure about our possible answers to this question, then, perhaps, we are not clear about our notions of education.

So far, in effect, we are also asking the question, What constitutes education? We should like to answer this question so that we could tell, if indeed, we are an educated person, if not universally, at least within the range of the accepted standards of the society in which we belong.

Having an infinite amount of learning in Solid State Physics, Advanced Algebra, and in other such-like sciences is far from enough in order to count as an educated person. A great deal of knowledge and training in all the physical and formal sciences will not suffice to say that a person is educated while he/she could be so dumb when it comes to dealing with his/her own aging parents, siblings, young children, or fellow human beings. I am using the expression “dealing” here in its moral sense as I am suggesting that aside from the learning that one could get in Science and Mathematics, in order to count as an educated person, one must also be morally educated. To put it more poignantly, expressions like Ph.d., M.A., Attorney, Dr., Judge, Justice, Chief Justice, or even Honorable, are mere titles before or after a person’s name; they are not a sure-fire sign that one is educated if any of such titles is attached to his/her name. One could still be considered maleducated despite his/her profession.

For now, you must be starting to get a grip of my drift. Science and Math education, though they had been tested to be reliable instruments in obtaining higher learning and education, they are by no means sufficient.

Values and Moral Education is a vital component of the concept of education. And it is as important as Math and Science education. From here on, I shall be talking about Values and Moral Education, its problems, and some possible solutions, as it is a necessary part of a process that is aimed at turning out educated people. But before I proceed, allow me to say that I am not suggesting that Art Education is not as important. To my mind, it is an equal of Values, Moral, Mathematics, and Science education, but it is not my place to justify the role of Art Education in the production of an educated person. Just allow me to focus on Values and Moral Education and leave the other task to the specialists in Art Education and Aesthetics.

Now, one who wishes to be considered educated cannot just turn his back on matters of values. Life would be boring—and I doubt if it is worth living--if it is nothing but proving scientific and mathematical claims. The truth is, hardly would we end a day without confronting a number of value-related issues or problems. Should I remain loyal to a friend who is betraying me? If there is such a thing as just punishment, when can I say that a punishment is just? Should I return the extra change that I received from an ill-mannered vendor? Should I also issue defamatory statements against an acquaintance who is spreading slanderous rumors about me? Can I blame a wrongdoer who claims to be a creation of his environment rather than by his own mind? Is death penalty right? How should I regard the Filipino politician and why? Is it wrong to break a promise? If not all the time, when can it be right, if it could be right, to break a promise? And why is it right? What does it take to be a good citizen? When can I say that I am not only a good citizen but also a good individual? Which is nobler, if any, the good of the citizen or the good of the individual? Whose good should we pursue first and foremost—the good of the individual or the good of the citizen? Most of these problems, aside from being important, are as perennial as the grass. It is for these and other similar problems and for the RATIONAL manner with which we should address them that Values and Moral Education should exist.

So, again, the value aspect of our education is evident in Values and Moral Education and I wish to be concerned with this area alone at this point. In sum, what I had been trying to say was that an educational program, without Values and Moral Education, is in no way sufficient.

My next blog will be on Values and Moral Education as an independent subject.

ENDNOTE

1 Education for me is the product of the human beings interaction with certain elements and forces in his/her environment. This product comes in the form of acquired valuable knowledge and skills. I share the belief that to be educated is being able to function effectively in different areas of worthwhile human activities, being able to exercise good judgment in addressing evaluative or moral issues, and being creative and imaginative in analyzing and solving problems. Knowledge and skills in education are tools that the educated could use to achieve his/her individual ends without sacrificing the interest of other human beings. It is possible that in the process of one’s utilizing his/her knowledge and skills, his/her fellow humans will benefit from such use. In any case, education for me, first and foremost, is something that one can use to live a better life. This definition, of course, is still very general but our time and space won’t allow me to get down to the finer details of my notion of education.