Chapter 4 Strenghts and Weaknesses of Filipino Character.pdf

CHAPTER 4 Strength and Weaknesses of the Filipino Character: A Socio-Cultural Issue Intended Learning Outcomes At the end of this chapter, you should be able to; Discuss the strength and weakness...

CHAPTER 4 Strength and Weaknesses of the Filipino Character: A Socio-Cultural Issue Intended Learning Outcomes At the end of this chapter, you should be able to; Discuss the strength and weaknesses of the Filipino character and, Cite ways by which schools can counteract the weaknesses of Filipino Character Introduction. Schools 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. 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 gives preference to family and friends in hiring, services and even voting. Extreme personalism leads to the 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 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 a sense of urgency. There is high tolerance of inefficiency, poor service, and even violations of one’s basic right. Too patient and matiisin, too easily resigned to his fate, the Filipino is easily oppressed and exploited. 5. Kanya-kanya syndrome,talangka mentality- Done by tsismis, intriga, unconstructive criticism.. it is evident in the good, e.g, the lack of a sense of service among people in the cooperative and community spirit,and in the trampling upon this results in the dampening of other’s rights. 6. Colonial Mentality – Lack of Patriotism, or of an active awareness, appreciation and love of the Philippines and an actual preference for things foreign. 7. Lack of self-analysis and self-reflection The tendecy to be superficial and some what flighty. In the dace of serious personal and social problems, thereis lack of analysis or reflection, and instead satisfication 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. The weaknesses are rooted in many factor; home and 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 intregrity 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 recovery Program: Building a People, Building a Nation. The Filipino character also has weaknesses: 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 pakikipagkapwa- tao 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 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 in Senator shahanis Report, Phlippine schools have to intensify values education in the curriculum.In fact, in response to this report,Values Educationow Edukasyon sa Pagpapakatao in K to I2 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 Edlcation, Culture, and Sports Secretary in 1988-1990. The Values Education Framework was concepthualized 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 subjects beginning with the K to 12 Curiculum in 2013,Values Education was renamed Edukasyon sa Pagpapakatao (EsP) for Grades 1-10 in the Senior High Curiculum (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.