Janelle Louise G. Deducin EDUC 102 - W Dr.

Ruth Ortega-Dela Cruz

Learning from Nora C. Quebral: Holistic Development Through Critical Communication

Education

Education is a dynamic and transformative process, especially for college students

pursuing a Bachelor of Science in Development Communication at the University of the
Philippines. In formulating a philosophy of education tailored to this unique academic
journey, the emphasis lies in fostering holistic development through critical communication
education. This philosophy is underpinned by the conviction that education should transcend
the mere transmission of knowledge, striving instead to cultivate intellectual acumen,
emotional intelligence, social awareness, and ethical responsibility.

At the heart of this educational philosophy is a commitment to a holistic approach,

recognizing that students are not simply vessels to be filled with information but individuals
with intellectual, emotional, and social dimensions that demand attention. This necessitates
an integrated curriculum that extends beyond the boundaries of traditional disciplinary silos.
For instance, courses in development communication can be enriched by interdisciplinary
connections with social sciences, psychology, and ethics, providing students with a
comprehensive understanding of the multifaceted nature of their field.

Furthermore, the philosophy advocates for active learning as a fundamental

pedagogical principle (Freire, 1970, 121). Education should be a dynamic process, one where
students engage in meaningful experiences that go beyond theoretical abstractions. In the
context of development communication, this could involve practical applications of
theoretical knowledge through internships, fieldwork, and collaborative projects. Such
experiential learning not only reinforces academic concepts but also equips students with the
practical skills and insights necessary for their future roles as communication professionals.

Inclusivity and diversity are integral components of this philosophy, reflecting the rich
tapestry of perspectives present in a globalized world. An inclusive educational environment
embraces the diversity of voices, cultures, and experiences within the student body (Fuchs,
2016). This is achieved by curating a curriculum that incorporates diverse perspectives and
by inviting guest speakers from different backgrounds. Additionally, fostering open
discussions on global issues encourages students to critically examine their assumptions and
broaden their worldview.

Critical thinking and reflection serve as the cornerstones of this philosophy, aligning
with the principles of progressivism, constructivism, and humanism. The emphasis on critical
thinking encourages students to question assumptions, analyze information, and develop
informed opinions (Scapp, 2003). Assignments that prompt reflective essays or discussions
challenge students to examine their preconceived notions about communication and
development, fostering intellectual growth and self-awareness.

The philosophy of education presented here resonates with the core tenets of
progressivism, as it emphasizes experiential learning, problem-solving, and active
engagement. Similarly, the constructivist perspective is evident in the focus on active learning
and the application of knowledge, recognizing that students construct their understanding
through experiences and interactions. Humanism finds expression in the holistic approach,
valuing the development of intellectual, emotional, and social dimensions, thereby facilitating
personal growth and self-actualization.

The philosophy of education for students in BS Development Communication at the

University of the Philippines advocates for holistic development through critical
communication education. This philosophy, rooted in active learning, inclusivity, and critical
thinking, aligns seamlessly with educational philosophies such as progressivism,
constructivism, and humanism. By embracing this holistic approach, educators can inspire
and empower the next generation of development communication professionals to navigate
the complexities of their field with resilience, adaptability, and a deep commitment to
positive societal change.

References

Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.

Fuchs, C. (2016). Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and

Habermas in the Age of the Internet. University of Westminster Press.

Scapp, R. (2003). Teaching values : critical perspectives on education, politics, and culture. RoutledgeFalmer.