6/28/22

1 Social Dimensions of Education

2 BASIC CONCEPTS OF SOCIAL DIMENSIONS
• SOCIAL- Characteristics of humans to interact with one another
• SOCIETY- Group of people that is bound by any cultural identity
• SOCIOLOGY- Branch of science that deals with the study of society
• SOCIOLOGY OF EDUCATION- Study on how education affects
society, and vice versa (social life and social change)
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5 THEORIES
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8 THEORIES
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10 FUNCTIONALIST THEORY IN SOCIAL DIMENSIONS

• STRUCTURAL FUNCTIONALISM
TALCOTT PARSON
• A theory which believes that society is made of institutions working
together in cooperation.
• Structure- The society is made up of system/s
• Function- We act and perform our roles based on these/this system/s
• RESULTS: Interdependence, Cooperation, Equilibrium,
CONCENSUS
11 5 MAJOR SOCIAL INSTITUTIONS
12 5 MAJOR SOCIAL INSTITUTIONS
1. Family
2. School
3. Religion
4. Government
5. Economy
13 1. FAMILY
FUNCTIONS:
1. Reproduction

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FUNCTIONS:
1. Reproduction
2. Cultural Transmission
3. Socialization
4. Affection
14 2. SCHOOL
FUNCTIONS:
1. Intellectual
2. Social
3. Economic
4. Political
15 FUNCTIONS OF SCHOOLS
• INTELLECTUAL/EDUCATIONAL
• To teach basic cognitive skills (reading, writing, mathematics)
• To help students acquire higher order thinking skills (analysis,
evaluation, synthesis)
• POLITICAL
• Help students inculcate loyalty and allegiance to the existing political
order and develop love of the country (patriotism)
•
•
16 FUNCTIONS OF SCHOOLS
• SOCIAL
• To familiarize students of their various functions in the society
• To socialize learners
• ECONOMIC
• Prepare students for the world of work
• Enroll students to courses which the industries need
•
17 FUNCTIONS OF SCHOOLS
• CULTURAL
• To store and transmit the cultural heritage of the child
• To develop students creativity, aesthetic awareness and the norms,
values and beliefs of the society.
18 3. RELIGION
CHARACTERISTICS:
A cts & ceremonies

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CHARACTERISTICS:
A cts & ceremonies
B elief in deity
C ode of conducts
D octrine of salvation
S acred stories
19 4. GOVERNMENT

20 5. ECONOMY

21 INTERACTIONALIST THEORIES IN SOCIAL DIMENSIONS

• SYMBOLIC INTERACTIONISM
CHARLES COOLEY
• A theory which believes that people in the society must take others
into consideration and decide if and how to fit their activities to others.
• Interactions involve thinking because it will define who you are.
• You cautiously act and speak to be “in”
• The “looking glass self”- We see ourselves as others see us.
• Ex: Kissing- means to show affection
• You won’t kiss everybody in the lips to show affection. You will think
as much before you kiss anyone.
22 INTERACTIONALIST THEORIES IN SOCIAL DIMENSIONS
• NON-SYMBOLIC INTERACTIONISM
MEAD
• A theory which believes that we learn things by observing how other
people respond to them, that is through social interaction.
• Communication w/out the use of higher thinking
• Ex: Shaking of hands- agreement
• You can shake everybody’s hands without further thinking
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24 THE FOUR PILLARS OF EDUCATION

• UNESCO- United Nations Education, Scientific, Cultural Organization
JACQUES DELORS (1996)
• The Delors Report “Learning to treasure within” of the International
Commission on Education for the 21st Century
25 THE FOUR PILLARS OF EDUCATION
• UNESCO- United Nations Education, Scientific, Cultural Organization
25 THE FOUR PILLARS OF EDUCATION
• UNESCO- United Nations Education, Scientific, Cultural Organization
JACQUES DELORS (1996)
• Each individual must be equipped to seize learning opportunities
throughout life, both to broaden his/her knowledge, skills, attitudes
and adapt to a changing, complex and interdependent world.
• The four pillars relate to all phases and areas of education. They
support and interpenetrate one another and should therefore be
applied as basic principles, cross-cutting themes and generic
competencies for integration in and across subject areas of learning
domains.
26 THE FOUR PILLARS OF EDUCATION
• LEARNING TO KNOW
Acquiring the instruments of understanding
• Implies “learning how to learn”
• Develops concentration, memory and ability to think (thought)
• Develops memory, imagination, reasoning, problem solving skills
ability to think critically, and analyze issues
27 THE FOUR PILLARS OF EDUCATION
• LEARNING TO KNOW
Acquiring the instruments of understanding
• Alvin Toffler
• The true literate are those that can read, write and learn, relearn and
unlearn
• Paulo Fraire (Banking Concept of Education)
• Conceintization- We must develop Critical Awareness through
reflection for personal and social transformation as well as
awareness of contradictions within ourselves.
• Like John Locke (Tabula Rasa) – Students are like Clear account
ready to be filled up
•
28 THE FOUR PILLARS OF EDUCATION
• LEARNING TO DO
To be able to act creatively in one’s environment
• Implies application of what learners have learned into practice
• Develops skills that could be transformed into competence, personal
qualities, aptitude and attitude
• Learning to do is being able to communicate effectively with others,
aptitude towards teamwork, social skills in building meaningful

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 • Learning to do is being able to communicate effectively with others,
aptitude towards teamwork, social skills in building meaningful
interpersonal relations, adaptability to changes in work and social life,
competency in transforming knowledge into innovations and
readiness to manage conflicts.
29 THE FOUR PILLARS OF EDUCATION
• LEARNING TO LIVE TOGETHER
To participate in and cooperate with other people in all human activities
• IMPLIES :
• Finding peace within oneself,
• appreciation of diversity of the human race and awareness of the
similarities between,
• interdependence of all humans,
• empathy, caring and sharing,
• respect for other people and their culture and value system,
• capability of encountering others and resolving conflicts trough
dialogue, and
• values enabling and contributing factor to a peaceful and just society.
30 THE FOUR PILLARS OF EDUCATION
• LEARNING TO BE
To develop one’s personality and to act with greater autonomy,
judgment and personal responsibility
• Implies the role of education in developing all the dimensions of the
complete person (holistic development)
• Developing means on how to be human through acquisition of
knowledge, skills and values conducive to personality development in
its intellectual, moral, cultural and physical dimensions.
• Implies a curriculum aiming at cultivating qualities to acquire
universally shared human values
31 PILLARS OF LEARNING FOR REORIENTING CURRICULUM
OBJECTIVES
• Curriculum should promote lifelong learning
• Curriculum should provide much stronger linkage between school
and world of work.
• School curriculum should be balanced to develop all rounded
(holistic) individual learners.
• School curriculum should highlight inter-cultural and inter-national
understanding, peaceful interchange and harmony to resolve and
manage conflicts.
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 understanding, peaceful interchange and harmony to resolve and
manage conflicts.
32 UNESCO’s EFA- Education for All
• A Global movement which aims to meet the learning needs of
children, youth and adults
–Education is basic right
–Education should be inclusive
• EFA in the Philippines:
–ECE- Early Childhood Education
–SPED- Special Education
–ALS- Alternative Education
–Multi-Grade Schools in remote areas (Two or more combined grade
levels)
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34 GLOBALIZATION AND EDUCATION

• GLOBALIZATION
Increasing interconnectedness and convergence of activities and forms
of life among diverse cultures throughout the world
• Implies the interconnectedness in all aspects of life, from cultural to
criminal, the financial to the environment, from local to global and the
speedy flows of communication and migration.
The Global Teacher
• A teacher who acts and thinks both locally and globally.
35 GLOBALIZATION AND EDUCATION
The Global Teacher
• A teacher who acts and thinks both locally and globally.
CORE VALUES:
Borderless thinking and interconnectivity
IMPACTS:
• ECONOMIC- Commercialization and corporate takeover of education
• POLITICAL- Reduced autonomy of education system
36 GLOBALIZATION AND EDUCATION
• THE PHILIPPINES AND THE ASEAN INTEGRATION
• Teachers should be reoriented of the trends in global education aside
from learning competency of other language.
• NOTE: The Philippines adapted the Philippine Qualifications
Framework- A quality assured national system for the development,
recognition and award of qualifications based on standards of

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 Framework- A quality assured national system for the development,
recognition and award of qualifications based on standards of
knowledge, skills and values acquired in different ways and methods
by learners and workers of the country..
•
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38 CULTURE VS. SOCIETY

• CULTURE
• The totality of man
• The way of life
• The complex set material and non-material identity that distinguish
man from one another
• Complex whole which includes knowledge, belief, art, law, morals,
customs, and any other capabilities and habits acquired by man as
member of society.
• SOCIETY
• Group of people living together with one culture or common way of
life
–COMMUNITY- Group of people living together that is bound by
proximity/distance, neighborhood (small scale society)
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40 MISCONCEPTIONS ABOUT CULTURE

• The term “culture” equates to “civilization, therefore when one is
“cultured” he is civilized.
• NOTE: All people are cultured
• Culture equates to things that are colorful, customs, food, clothing,
dancing, music, etc.
• NOTE: Everything is culture, even those that are usual (done and
seen daily)
• Culture pertains to “traditional” material or non material objects, the
less are less “cultural”
• NOTE: There is no such thing as less cultural. Everything makes up
the society, and each is important.
•
•
41 MODES OF ACQUIRING CULTURE
• IMITATION- Duplication of culture
• ENDOCTRINATION- Culture is formally taught
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• IMITATION- Duplication of culture
• ENDOCTRINATION- Culture is formally taught
• ENCULTURATION- Learning own culture for necessity
• ACCULTURATION- Learning other culture trough long contacts
• CONDITIONING- Culture is learned trough rewards and punishments
• AMALGAMATION- Intermarriage
• IMMERSION- New mode of acquiring culture through exposure
• SOCIALIZATION- Fitting into the organized way of life
42 MODES OF ADAPTING TO CULTURE
• ACCOMODATION- You have learned a new culture and added it to
your culture without losing your true cultural identity
• ASSIMILATION- Learning a new culture and forgetting previous
cultural identity
43 DILEMMAS IN ADAPTING TO CULTURE
• CULTURE LAG- Trouble adapting to new culture
• CULTURE SHOCK- Confusion and disorientation in a new culture
44 OTHER CULTURAL CONCEPTS
• ETHNOCENTRISM- Own culture is superior
• XENOSENTRISM- Anything foreign is superior
• TEMPOROCENTRISM- One’s own time is important than of the past
or future
• SUBCULTURE- Distinct culture within a general culture
• COUNTER-CULTURE- Subculture which contradicts larger society
•
45 MULTICULTURAL EDUCATION
• An emerging DISCIPLINE which aims to create equal educational
opportunities for students with diverse racial, ethnic, social class and
cultural groups
• MULTICULTURALISM
PHILOSOPHY that recognizes ethnic diversity within a society
Promotes Cultural Relativism- Culture is diverse and there is no
universal standard for judging it.
46 MULTICULTURALISM
LIBERAL MULTICULTURALISM
• Focus on the celebration of cultural diversity, ethnic variety and
teaching tolerance
• Recognizes pre-existing culture but does not examine hierarchies of
power from cultural interactions
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• Recognizes pre-existing culture but does not examine hierarchies of

power from cultural interactions
• CRITICAL MULTICULTURALISM
• Concerns and focuses on institutions and their different practices
which forms the entire society
• Sees inequalities in power and racism which encourages recognition
of rights and advocates multiculturalization in the society
47 GENDER EDUCATION
• SEX
Biological difference between male and female
Ascribed Status- Given at Birth
• GENDER
Roles, responsibilities and expectations of men and women in the
society. The socially assigned labels define each rights and
responsibilites. Transcribed status- Dictated by society
• PATRIARCHY
Beliefs and values which lay down supposedly relations between men
and women, women and men, men and men and women and
women. Deeply rooted on male dominance as reproduced by the
family, school, church, media and political exercises
• GENDER EQUALITY
Male and female have equal opportunities to realize their full human
rights and contribute and benefit from developments
PARITY and EQUITY are building blocks of quality education

48 GENDER EDUCATION
• CONCLUSIONS ABOUT GENDER
• Gender is a matter of cultural/social definition as to what is
considered masculine and feminine
• Gender relations describe the social meaning of male and female,
thus what is considered appropriate and inappropriate behavior and
activity for men and women
• The social meaning of being male or female is a result of history,
economy, religious beliefs and political exercises of the society
• Gender roles which are learned and may be changed overtime vary
widely within and between cultures
49 MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
• EQUALITY OF ACCESS
• Girls and boys are given equitable opportunities to gain admission to
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• EQUALITY OF ACCESS
• Girls and boys are given equitable opportunities to gain admission to
formal, non-formal, or alternative approaches to basic education
• EQUALITY IN THE LEARNING PROCESS
• Girls and boys are given equitable treatment and attention and have
equal opportunities to learn. Materials are free of stereotypes and
gender bias.
•
•
50 MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
• EQUALITY OF EDUCATIONAL OUTCOMES
• Girls and boys enjoy equal opportunities to achieve and outcomes
are based on their individual talents and efforts
• EQUALITY OF EXTERNAL RESULTS
• Career opportunities and earnings with similar qualifications
regarding of gender is equal
•
• IMPLICATION: Parity in enrollment and greater gender equality in
schooling can coexist with inequalities outside education
•
•
51 HUMAN RIGHTS EDUCATION
• HUMAN RIGHTS
Moral and legal entitlement, based on universal values that provide
values principles and standards to safeguard one in his being a
human
• UDHR- Universal Declaration of Human Rights
• Enumeration of the rights of a human being based on universal
norms applicable to every society
• Three fundamental Human Rights:
• Life, Liberty, Security
52 HUMAN RIGHTS EDUCATION
• HUMAN RIGHTS
The 1987 Constitution
• Natural rights
• Political rights
• Civil rights
• Rights of an accused (Miranda rights)
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 • Rights of an accused (Miranda rights)
53 HUMAN RIGHTS EDUCATION
• CHALLENGE IN HUMAN RIGHTS EDUCATION
HRE needs to focus on the values, principles and standards of human
rights and how they can be translated into day-to-day actions that
become a way of life and ultimately a human rights culture.
54 HUMAN RIGHTS EDUCATION
• HUMAN RIGHTS ARE UNIVERSAL AND INDIVISIBLE
Human rights are comprehensive and applies to everyone without
distinction of color, sex, country, wealth or opinion.
Ideals Of Humanity When Human Rights Are Fully Recognized:
• DIGNITY
• FREEDOM
• EQUALITY
• JUSTICE
55 ENVIRONMENTAL EDUCATION/ EDUCATION FOR SUSTAINABLE
DEVELOPMENT
• SUSTAINABLE DEVELOPMENT
The will to improve the quality of life at present without sacrificing the
future by reconciling economic growth, cultural development and
environmental protection
• EDUCATION FOR SUSTAINABLE DEVELOPMENT (UN DECADE
2005-2014)
Dynamic and collective effort to educate people to gain the lifestyle,
values and behaviors necessary to create a sustainable future

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57 TRIFOCALIZED SYSTEM OF EDUCATION

58 TRIFOCALIZED EDUCATION SYSTEM
• BASIC EDUCATION (DEPED)
• Elementary and secondary education
• Managed by the DEPARTMENT OF EDUCATION
• R.A 9155- Basic Education Act of 2001
• TECHNICAL-VOCATIONAL EDUCATION (TESDA)
• Vocational Education and training
• Managed by the TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY
 • Managed by the TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY
• R.A 7796- TESDA Act of 1994
• HIGHER EDUCATION (CHED)
• Education in community colleges, universities and special colleges
• Managed by the COMMISSION ON HIGHER EDUCATION
• R.A 7722- Higher Education Act of 1994
•
•
59 PHILOSOPHY OF THE 2002 BASIC EDUCATION CURRICULUM
• Core Values Of Philippine Basic Education (As a support to the
schools’ vision which is advanced by the mission)
• Maka-Diyos (Godly)
• Maka-Tao (Mindful of humanity)
• Maka-Kalikasan (Respectful of nature)
• Maka-Bansa (Patriotic)
NOTE: The school should communicate the VMGO to stakeholders by
inculcating it to activities, programa and projects.
The inclusion of Makabayan subjects aims to:
• Understand Philippine history with genuine appreciation of local
cultures, crafts, music and games
• Promote a constructive healthy patriotism
• Develop personal and social awareness, empathy and firm
commitment to common good
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61 MAJOR PARADIGM SHIFT IN EDUCATION

• Learner centered and learner-oriented curriculum
• Teacher becomes facilitator/motivator of learning
• From rigid and fixed criteria of student selection to more open and
multiple standards taking into account the students Multiple
Intelligence
• From prescribed pedagogy to flexible teaching styles
• Contextualized learning
• Pre-organized to contextualized but meaningful themes useful to
learners
• From local to globalization of knowledge interfaced with local wisdom
• From traditional pedagogies to more modern strategies with the use
of interactive technologies
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 of interactive technologies
62 MAJOR PARADIGM SHIFT IN EDUCATION
• Holistic and integrated approach to Education
• From knowledge as the only outcome to the development of values,
attitudes, skills and competency
• From knowledge-dominated curriculum to emotional learning and
values education
• From rigid subject matter to interdisciplinary to multi-disciplinary
approaches to problems and issues
• Lifelong learning for all
• From limited access to time-bounded and space limited education to
borderless education for all in the learning society
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64 CURRENT TRENDS IN SOCIAL SCIENCE EDUCATION

• Global Education
• Learning problems and issues across national boundaries
• Peace Education
• Affirms personal and global responsibilities for the promotion of
peace, cooperation, disarmament, justice, non-violence, resolution of
conflict, respect for
• Multi-cultural Education
• Exploration of concepts trough cultural diversity and understanding.
Develops tolerance as key to learning to live together.
65 CURRENT TRENDS IN SOCIAL SCIENCE EDUCATION
• Civic/Citizenship Education
• Focuses on the study of basics in our democratic-political community
and constitutional order
• Environmental Education
• Fosters vision for sustainable development, care for environment and
ecological responsibility
• Gender Studies
• Promotes gender equality and harnesses women’s role in
development
66 CURRENT TRENDS IN SOCIAL SCIENCE EDUCATION
• Human Rights Education
• Promotes understanding of human rights to exalt dignity and worth of
every human person
• Development Education

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every human person

• Development Education
• Strives for quality of economic, social and political developments
regardless if the country is developed or developing
• Population Education
• Sees the interconnection of population growth, distribution and
migration to the environment and development
67 CURRENT TRENDS IN SOCIAL SCIENCE EDUCATION
• Future Studies
• Anticipates the future and copes with its challenges and imagines
probable futures
• Transformative Education
• Educational process that brings deep and significant changes in an
individual which is brought about by curricular and policy reforms in
schools
68 EDUCATION FOR GLOBAL CITIZENSHIP
• Education For Global Citizenship
• Developing the capability for thoughtful and responsible participation
in political, economic, social and cultural life
• Civic Education
• Learning for effective participation in democratic and development
processes both local and national levels
69 8 MDGs
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72 EDUCATION FOR GLOBAL CITIZENSHIP

COMPONENTS OF CIVIC EDUCATION FOR DEMOCRACY
qCIVIC KNOWLEDGE AND UNDERSTANDING
• Understand their roles, rights and responsibilities as citizens
• Know their social, economic, civil and political rights
qCIVIC SKILLS (Intellectual and Participatory skills)
• Using knowledge for informed participation in civic and political
processes
qCIVIC VALUES AND DIPOSITION OF CITIZENSHIP
• Being responsible in exercising rights and responsibilities

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73 EDUCATION FOR GLOBAL CITIZENSHIP
COMPONENTS OF CIVIC EDUCATION FOR DEMOCRACY
qCIVIC ENGAGEMENT
• Volunteeristic efforts to address issues, solve problems and interact
with institution of representative democracy
• Working to make a difference.
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75 EDUCATION FOR MORALITY

MORAL CERTITUDE
CONSCIENCE
• The judgment of the intellect on the goodness or evil of an act
performed or about to be performed.
qCERTAIN
• The judgment about the goodness or evil of a particular action that is
made without fear of being mistaken.
qDOUBTFUL/PERPLEXED
• Suspension of judgment on the moral goodness or evil of an action
because the intellect cannot see clearly whether it is good or bad.
76 EDUCATION FOR MORALITY
MORAL CERTITUDE
CONSCIENCE
qPROBABLE
• Dwells so between the Certain and the Doubtful that it partakes
something of both.
• Imperfect ascent to a proposition by fully choosing a part with an
explicit or implicit notice that the contrary may be eligible.
qLAX
• Judges without sufficient reason that a certain action is not, or is only
slightly, sinful.
• Fails to see a sin when actually there is one, or tends to minimize its
seriousness
77 EDUCATION FOR MORALITY
MORAL CERTITUDE
CONSCIENCE
qSCRUPULOUS
• Decides that an action is sinful based on weak or insufficient reasons.
• Tends to see sins when there are none.
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• Decides that an action is sinful based on weak or insufficient reasons.

• Tends to see sins when there are none.
qCALLOUS
• The insensitive
• Criminal mind
qPHARISAICAL
• Conscience marked by hypocritical censorious self-righteousness.
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79 EDUCATION FOR MORALITY

MORAL DISCERNMENT
qFORMAL COOPERATION
• When someone intentionally helps another person carry out a sinful
act.
qMATERIAL COOPERATION
• When a person's actions unintentionally help another person do
something wrong.
qDOUBLE EFFECT
• A single action has two foreseen effects—one “good”- intended, the
other “evil”-tolerated.
• When an act would probably yield “bad” but is outweighed by “good”.
80 EDUCATION FOR MORALITY
MORAL DISCERNMENT
qLESSER EVIL
• When faced with selecting from two unpleasant options, the one
which is least harmful should be chosen
qHEDONISM
• Doing an immoral act to prioritize pleasure
qUTILITARIANISM
• Doing an immoral act or socially unacceptable act to prioritize
usefulness to more people
qALTRUISM
Disinterested and selfless concern for others.
Doing good acts without expectations of return
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82 POSITIVE FILIPINO TRAITS

• Bayanihan system or spirit of kinship and camaraderie
A Filipino community spirit and cooperation wherein a group of
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• Bayanihan system or spirit of kinship and camaraderie
A Filipino community spirit and cooperation wherein a group of
individuals extends a helping hand without expecting any
remuneration.
• Damayan system
Sympathy for people who lost their love ones.
• Familism/Familialism or close family relations
Giving highest importance to family above other thing.
• Fun-loving trait
There’s always something to be happy about, a reason to celebrate.
• Hospitality
Being receptive and generous to guests.

83 POSITIVE FILIPINO TRAITS

• Compassionate
Filipino trait of being sympathetic to others evenif the person is a
stranger.
• Regionalism
Giving more priority orpreference in giving favors to his province mate
before others.
• Friendly
Sincerity, loyalty, kindness and being sociable.
• Flexible or magaling makabagay
the ability to adjust to the norms of other group.

84 POSITIVE FILIPINO TRAITS

• Religious
Strong conformance to their religious belief in action and in words.
• Respect to elders
Being courteous both in words and in actions to the people of older
people.
• Remedyo attitude
Being creative and resourceful. The ability to do things that are next to
impossible.
• Matiyaga
Tenacity and strong determination in every undertaking.
• Utang na loob

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 Tenacity and strong determination in every undertaking.
• Utang na loob
A feeling of obligation to repay someone who extended assistance to
another which may take place in undetermined time and in whatever
way.

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86 NEGATIVE FILIPINO TRAITS

• Bahala na atitude
Retreating or withdrawal from certain undertaking and leaving
everything to God to interfere and determine the outcome of his deeds.
• Colonial complex or blue-seal mentality
Showing high admiration and preference toforeign produced goods
over local ones.
• Crab mentality
An attempt to “pull down”someone who has achieved success beyond
the others.
• Euphemism
Substituting a word or phrase that is thought to be offensive or harsh
with a mild and acceptable one in order to not offend or hurt another
person.
• Filipino time
“always late”, a Filipino attitude of impreciseness towards time.
87 NEGATIVE FILIPINO TRAITS
• Gaya-gaya attitude
Imitating or copying other culture specifically in mode of dressing,
language, fashion or even haircut.
• Jackpot mentality
The “get rich quick” mentality of some Filipinos who would rather
engage in fast ways of acquiring money than through hard work and
sacrifice by getting in lottery, joining raffle draws and other.
• Kapalaran values
Filipino trait of accepting his fate by believing that everything is written
in his palm.
• Mañana habit
Delaying or setting aside a certain task assigned on the next day
although it can be done today.
88 NEGATIVE FILIPINO TRAITS
• Ningas-cogon
88 NEGATIVE FILIPINO TRAITS
• Ningas-cogon
Being enthusiastic only during the start of new undertaking but ends
dismally in accomplishing nothing.
• Oversensitive
Tendency to be irritated easily or hurt upon hearing some criticisms or
comment.
• Lack of sportmanship
Not accepting defeat in competitions but rather putting theblame either
to their opponents or to the sport officials.
• Pakikisama
Submitting oneself to the will of the group for the sake of camaraderie
and unity.
• Tsamba lang attitude
Simplicity by declaring that his/her accomplishmentsare results of luck
and not from perseverance and ability.

89 MARAMING SALAMAT PO!

“WHEN YOU ARE TIRED WITH WHAT YOU’RE DOING, ALWAYS GO
BACK TO YOUR REASON WHY.”
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