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.

Activity – Let’s Read These

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.
Reads then answer the given questions in the ANALYSIS phase of the lesson.
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 - take 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.
3. Lack of Discipline - A casual attitude toward time and space, manifested in lack of precision and
compulsiveness, poor time management and procrastination. It will result in a 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 initiative - Waiting to be told what to do reliance on others (leaders and
government), complacence, lack of sense of urgency. there is a high tolerance of inefficiency,
poor service and even violations of one’s basic right.
5. Colonial Mentality - Lack of patriotism, or of 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… this results in the dampening of cooperative and community spirit, and in the trampeling
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
➢ Economic Environment
➢ Culture and Language
➢ History
➢ Religion
➢ Educational System
➢ Mass media
➢ Leadership
➢ Role Models
Following Goals that 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
Based on the report titled “A Moral Recovery Program: Building a People, building a Nation” of
Senator
Leticia Shahani submitted to the senate, these are the strengths of the Filipino character:
• Pakikipagkapwa-Tao
• Family Orientation
• Joy and Humor
• Flexibility, Adaptability and Creativity
• Hard work and Industry
• Faith and Religiosity
• Ability to survive
Analysis - Let’s Analyze
1. Do you agree with the findings? Why of why not? Explain your answer.
2. According to the report, one weakness of the Filipino character is the lack of analysis and
emphasis on the 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.
• 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?
Abstraction – Let’s Conceptualize
The Filipino Character: Strengths and Weaknesses
In 1998 Senator Leticia Shahani submitted to the Senate this art 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. 61
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 pakikipagkapwatao 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 , and 8) emphasis in Senator
Shahani's Reflection and values education in the curriculum. In Report, Values Education nou12
Curriculum, was into education curriculum under program of Dr. Lourdes Quisumbing, talangka
mentality,
7) lack of self-analysis and selfand 8) emphasis on porma rather than substance.
So that it will not be "more form than substance" as described to Shahani's Report, Philippine
schools have to intensifation in the curriculum. In fact, in response tothis Values Education now
Edukasyon sa Pagpapakatao in K to 12curriculum, was introduced as a separate subject in the basic on
curriculum under the Values Education Framework on of Dr. Lourdes Quisumbing, then Department
of
Education. Culture, and Sports Secretary in 1988-1990. The Values Dramework was conceptualized in
1987. In 2002, the Basic Education Curriculum (Grade 1-6, and First-Fourth Year High School)
integrated
values in the major learnin areas or subiects. inning 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
more courses such as Introduction to the Philosophy of the Human Person and Personal
Development,
are in essence, Values Education subjects themselves.
Application – Let’s Apply
1. 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 rights mark a milestone in the life of
the learner, 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. #02, s. 2019)
Which of the weaknesses of the Filipino does this DepEd Order wish to help eliminate? Explain.
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 weaknesses is revealed? What should be done?
3. What should be done in the Philippines basic education system so that it is more substance than
form?
4. 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 the Philippine Society.
Explain how schools can help counteract such negative traits.
5. Based on Sen. Shahani's Report, Chapter IV as written by Patricia B. Licuanan, once Chair of
the Commission on Higher Educationof 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 tecahers as central focus. The Filipino student is taught to be dependent on
the teacher, so he hempts 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 the true today? Why or why not?

How can schools help fight the Filipino lack of analysis?

a. Do teaching-to-the best
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 religiosity become a weakness?
a. When he does nothing to 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 every day and every night
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 take things lightly
d. When his jokes are corny
4. Which of the 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. Passivity
d. Pakikisama