LESSON 4 READINGS & WORKSHEET

CHAPTER 4. The Strengths and Weaknesses of the Filipino

Character:
A Socio-Cultural Issue

Instructions: 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. Read then answer the given questions given in
the ANALYSIS phase of this document.

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. 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 given preference to family and friends in hiring
services and even voting. Extreme personalism leads to 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 shortcuts, palusot, ningas kugon. 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 a
sense of urgency. There is high tolerance of inefficiency, poor
service, and even violations of one’s basic rights. 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

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 LESSON 4 READINGS & WORKSHEET
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 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 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.

ANALYSIS

1. Do you agree with the findings? Why or why not? Explain your
answer.

2. 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 from 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?

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 LESSON 4 READINGS & WORKSHEET
*Be ready to share your answers with the group in our next
session.*

ABSTRACTION

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) hard work 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 do not know. In
our flexibility, we compromise precision and discipline. We are a joyful
people with a sense of humor, but we cannot 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 easily empathize, but we can at the same

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 LESSON 4 READINGS & WORKSHEET
time be envious of others. We can be hardworking, and yet can bee lazy
and passive in the workplace.

VALUES 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 by

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 the 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 (DECS) in
1988-1990. The Values Education Framework was conceptualized in 1987.
In 2002, the Basic Education Curriculum (Grade 1-6, and First to 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 Personal
Development, are in essence, Values Education subjects themselves.

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 LESSON 4 READINGS & WORKSHEET

APPLICATION

INSTRUCTIONS: Reflect on the readings that you have read and apply
the ideas you have gained in order to give a comprehensive and justified
response for each of the questions below.

1. A teacher observes that when students submit their reports, the

more ornate and artistic the folder is, the less substantial is the
report. Which weakness in the Filipino Character is pointed to. If you
were the teacher how do you counteract such?

2. 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 rites mark a milestone in the life of
the learners, 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. No. 2, s. 2019).

Which of the weaknesses of the Filipino dies this DepEd

Order wish to help eliminate? Explain.

3. In a post-observation conference, a school head cites points for

improvement for the teacher observed. It happens that there are
more points for improvement than positive points. The teacher
concludes that the school head is biased against her. Which
Filipino weakness is revealed? What should be done?

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 LESSON 4 READINGS & WORKSHEET
4. What should be done in the Philippine Basic Education system so
that it is more substance than form?

5. Cite instances where 1) extreme family centeredness, 2) lack of

discipline, 3) passivity and lack of initiative, 4) colonial mentality, 5)
kanya-kanya syndrome, talangka mentality, 6) lack of self-analysis
and self-reflection are manifested in Philippine Society. Explain how
schools can help counteract such negative traits.

6. Based on Sen. Shahani’s report, Chapter IV as written by Patricia B.

Licuanan, once Chair of the Commission on Higher Education
(CHED) of the Philippines, schools have contributed to the
development of Filipino passivity and lack of critical thinking:

Aside from the influences of the formal curriculum, there are the
influences of the ‘hidden curriculum’, i.e. the values taught
informally by the Philippine School System. Schools are highly
authoritarian with the teachers as central focus. The Filipino student
is taught to be dependent on the teacher, so he attempts to record
verbatim what the teacher says and to give this back in its original
form with little processing during examination.

Teachers reward well-behaved and obedient students and are

uncomfortable with those who ask questions and express different
viewpoints… Critical thinking is not learned in school.

Does this picture still hold true today? Why or why not?

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