The Significance of the New Integrated Subject of "Makabayan" in the Philippine Secondary Education : In terms of the Development of Values Education

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Other Title
  • フィリピン中等教育におけるマカバヤン導入の意義 : 価値教育の展開を中心に
  • フィリピン中等教育におけるマカバヤン導入の意義--価値教官の展開を中心に
  • フィリピン チュウトウ キョウイク ニ オケル マカバヤン ドウニュウ ノ イギ カチ キョウカン ノ テンカイ オ チュウシン ニ

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The Philippines emphasize Values Education, which had characterized the Philippine Education after the new era of the Philippine Revolution in 1986. "Values," invisible and not easy to evaluate, has ever sustained Filipinos' dignity and self-esteem as the democratic country in Asia. The 2002 Basic Education Curriculum (BEC), however, restructured the curriculum into five learning areas, Filipino, English, Science, Mathematics and Makabayan. Makabayan is the integrated learning subject composed of Philippine history and politicaleconomic system, local cultures, crafts, arts, music and games. Especially the secondary level Makabayan stresses Philippine history and political-economic system, and International relations. Makabayan, meaning love for the country, asks students to develop a healthy personal and national self-identity that has been the aim of Philippines Values education. Philippine Values education seems to succeed in combining the development of personality and nationalidentity. The strengthening of nationalism is needed to encourage the people's motivation of the national development. Philippine Values education, on the other hand, trusts in UNESCO's framework of Values Education that makes the Filipino Values legitimate in school. Specifically speaking, Makabayan is a "laboratory of life" or a practice environment for holistic learning and may suggest the ideal way to develop humanity and nationalism, which would never turn into a narrow sectionalism, separatism or chauvinism. Although the Philippines has opened the new possibility of Values Education, its feature suggests that education would never be free from the past and traditional values. The Philippine Values Education, strengthening both the spiritual national unification and the practical human development in a democratic society, might give us a suggestion to open up the new trend of World education, or education for the Global Citizens.

Journal

  • 飛梅論集

    飛梅論集 4 127-149, 2004-03-22

    Graduate School of Human-Environment Studies, Kyushu University

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