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Beyond Understanding By Design (UBD):

A Proposed Framework of Education for the Formation of Nationalist

Consciousness and Towards Social Transformation in the Philippines

About the author: David Michael M. San Juan is an instructor at De La Salle

University-Manila; Komisyon sa Wikang Filipino (Commission on the Filipino

Language)-Mananaysay ng Taon/Essayist of the Year 2009; former officer-in-

charge of the Filipino Department of Colegio San Agustin-High School, Makati;

graduate of Master of Arts in Teaching Filipino at the Philippine Normal

University and Bachelor in Secondary Education at Bulacan State University.

dmmsanjuan@gmail.com

www.kontragahum.blogspot.com

www.supremejedi.wordpress.com

About the paper: Presented in a parallel session at the 2010 De La Salle

University (DLSU) Educators’ Congress (September 30-October 1, 2010; Andrew

Gonzalez Hall, DLSU Campus, Taft Avenue, Manila, Philippines)

About the picture: The picture is from a mural by Filipino National Artist Carlos

"Botong" Francisco titled “Bayanihan.” It was commissioned in 1962 by UNILAB

founder Jose Y. Campos, and currently on display at UNILAB'

s administration

building in Manila.
 3 of 40

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In the tertiary level, subjects in English, Filipino, Literature and Social

Sciences are part of the curriculum of any course. These subjects form part of

the General Education Curriculum (GEC). In 1996, the Commission on Higher

Education (CHED) issued Memorandum No. 59 which sets the GEC minimum

requirements.

According to this document, each college student is required to take up

the following subjects with the specified number of units: English (9 units);
 14 of 40

Filipino (9 units); Literature (6 units); Humanities, Art and Philosophy (6 units);

Social Sciences such as Basic Economics with Taxation and Agrarian Reform,

General Psychology, Politics and Governance with Philippine Constitution and

Society and Culture with Family Planning (12 units) and Rizal’s Life and Works (6

units).

After a year, CHED released Memorandum No. 4, Series of 1997 to create

two sets of General Education Curriculum: one for those enrolled in HUSOCOM

courses (Humanities, Social Sciences and Communication courses such as

Education, Journalism, Liberal Arts, Political Science etc.) and another for those

enrolled in non-HUSOMOM courses (such as Engineering, Chemistry and

Biology). Through this memorandum, the GEC’s coverage for non-HUSOCOM

courses was narrowed down.

General Education Curriculum A (the 1996 GEC) was mandated for

HUSOCOM courses while General Education Curriculum B (the 1997 GEC) was

imposed on non-HUSOCOM courses. The minimum requirements of GEC B,

composed of the following subjects with the specified number of units are as

follows: English (6 units); Filipino (6 units); Humanities, Literature, Arts and

Philosophy (9 units); Social Sciences (12 units) like Political Science,

Psychology, Anthropology, Economics, History etc. (in which the following topics

shall be also included: Taxation and Land Reform, Family Planning and

Population Education) and Rizal’s Life and Works (1 subject, which is equal to

just 3 units).
 15 of 40

GEC B clearly reduced the number of required units in subjects such as

Filipino, English, Literature, Humanities and Social Sciences. The reduced time

and opportunity to develop the student’s “holistic humanity” lessened the

chances of molding cultured, civilized, nationalist and socially conscious citizens.

This dilemma is aggravated by the fact that some schools don’t follow the

minimum requirements set by CHED with regard to GEC subjects which

undeniably help form the students’ nationalist consciousness and promote social

transformation. Last year, newspapers and television stations reported a

suggestion of a group of schools in Northern Philippines to junk the mandated

Rizal subject. In the University of the Philippines, the Rizal subject irks some

students so much that they dub PI 100 (Philippine Institutions 100, the course

code of Rizal subject in UP) as Putang Ina (“Son of a Bitch”) 100. The neoliberal

ideology imposed by the Philippines’ embrace of the IMF-World Bank’s free

market capitalism has taken our education system hostage. Under the hegemony

of neoliberalism, the so-called “major subjects” English, Math and Science are

prioritized while the national language and Social Sciences are sidelined

(Villegas 2007).

The English language’s situation in the tertiary level curriculum is unique

because while GEC B reduced the number of required units for English, it

remains the dominant medium of instruction in GEC subjects, contrary to the pro-

Filipino policy adopted by CHED Memo No. 59, Series of 1996. Many universities

offering non-HUSOCOM courses also require their students to take up more than

6 units of English (as much as 12 units in some schools). Meanwhile, most

 16 of 40

schools also offer English Literature instead of Philippine Literature for the

required 3-unit Literature class in the GEC B. The curriculum’s anti-HUSOCOM

bias led not a few students to doubt the relevance of HUSOCOM subjects

(excluding English) in the age of globalization.

Lost Hope of the Motherland

A scrutiny of some comments2 in Tristan Cafe Forum, an online forum

where students post messages, can give us a peek on the students’

contemporary attitude toward subjects that develop nationalist consciousness

and the value of social transformation. In the said online forum, a student using

the alias jmxtreme said: “There are many subjects in college that is required to

be taken but is totally irrelevant to the student'

s course...Too many filipino

subjects.” Another with the nickname chr1sta7 lamented that: “i'

m an engineering

student and i should take 8 theology subjects, 4 filipino subjects, 4 pe3, art

appreciation, world history, etc etc... what a waste of money and time. we are

obliged to take these subjects, subjects that are irrelevant and we'
re not even

interested in...”

Another student, parengheyt, voiced out his anger against what he claims

as “unnecessary subjects”: “Marami talagang mga subject na hindi na kailangan

like rizal, history... pag-magdedesign ka ba ng building kailangan mo munang

alamin ang history... thats what i called idiotcracy.” (“There are really many

unnecessary subjects like Rizal, History. If you’re going to design a building, do

2
The comments were lifted from the online forum verbatim. When necessary, translations of comments
were provided.
3
Physical Education
 17 of 40

you need to know history first...That’s what I called idiotracy”). Meanwhile,

Kris_charm_2005 revealed a shocking secret: “Thank God!... wala akong Filipino

subjects...(“I don’t have any Filipino subjects...”) The reason why some schools

add subjects like filipino... is to make money... we can learn a lot from it but the

question is can we apply it to our jobs one day...”

These student comments show that a number of contemporary Filipino

students lack nationalist consciousness and concern for social transformation.

They fail to understand the value of HUSOCOM subjects in these two

educational goals. They just see education as a means to land a profitable job –

a necessary tool for personal gain – rather than as an instrument for national

development and social transformation too.

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Looming Age of Automatons in A World of Marketization

What Mr. Glenn Holland said in the film “Mr. Holland’s Opus” (1995)

remains relevant in the Philippine context: “Well, I guess you can cut the arts as

much as you want, Gene (the school principal). Sooner or later, these kids aren'
t

going to have anything to read or write about...You people create a new

generation of children who will not have the ability to think or create or listen...”

Another legendary teacher, Mr. Chipping in the film “Goodbye Mr. Chips” (1939)

has mentioned a related dilemma: “I know the world’s changing. I see old

traditions dying one by one. Grace, dignity, feeling for the past. All that matters

4
The northernmost island of the Philippines (an uninhabited one)
5
A municipality in Ilocos Norte where a number of beach resorts are located.
6
A fruit endemic to the Philippines.
7
Kultura is a chain store located in various SM malls nationwide, which sells Philippine souvenirs,
costumes etc.
 19 of 40

today is a fat banking account. You’re trying to run the school like a factory for

turning out moneymaking snobs.” This captures the problem of the current

market-driven education system: it considers education as a tool of personal

financial advancement, instead of an instrument for the socio-economic

redemption of everyone. Concern for the common good has been relegated to

the waste bins of history in favor of a consumerist/marketized education which

creates “a new generation of highly individualistic students” (Villegas 2007). “With

the rise of capitalism, knowledge has become a commodity sold and bought in

the market of the capitalists,” Villegas added (2007). Thus, upon graduation, the

student’s main goal is to secure the most well-paying job that will allow him to

“recover his investment.”

Shelving Constitutional Educational Goals

It seems that the constitutional goals of education as enunciated in Article

XIV of the Philippine Constitution have been forgotten: “Section 3. (1) All

educational institutions shall include the study of the Constitution as part of the

curricula. (2) They shall inculcate patriotism and nationalism, foster love of

humanity, respect for human rights, appreciation of the role of national heroes in

the historical development of the country, teach the rights and duties of

citizenship, strengthen ethical and spiritual values, develop moral character and

personal discipline, encourage critical and creative thinking, broaden scientific

and technological knowledge, and promote vocational efficiency.”

 20 of 40

This provision proves that the Philippine Constitution considers

HUSOCOM subjects as vital components of the education system, contrary to

what the marketization of education does. Strengthening the HUSOCOM

offerings of the General Education Curriculum is a way of strengthening

nationalist consciousness and promoting social transformation. Meanwhile,

weakening HUSOCOM subjects, as what the current curriculum does, also

weakens the foundation of nationalist consciousness and sidelines social

transformation as an educational goal. Nowhere in the Constitution can one find

a reference on maximizing profit as an educational goal, but such is everyone’s

main objective in these times due to the watering down of the GEC. Such

dilemma is aggravated by the hegemony of English in the country.

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“Kolorum” in Philippine history refers to any politico-religious organization, at times a millenarian
movement, that mixes folk religious beliefs with simplistic and usually ideology-lacking political and
actual rebellion against foreign invaders, specifically the Americans.
9
The first national secret organization established by Andres Bonifacio and two other patriots aimed at
liberating the Philippines from Spanish colonization through a revolution.
10
Available online: http://www.scribd.com/doc/32721186/Renato-Constantino-The-Miseducation-of-the-
Filipino
 29 of 40

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Available online: http://www.angelfire.com/la2/prose/Tagpr.html
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Available online: http://www.diokno.org/wp-content/uploads/2008/01/a-nation-for-our-children.pdf
13
Available online: http://www.scribd.com/doc/22690624/The-MYTHS-WE-LIVE-by-Late-Senator-
Lorenzo-Tanada
 30 of 40

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Available online: http://tungkab.wordpress.com/2009/06/13/talumpati-ni-punong-mahistrado-reynato-s-
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15
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16
Before the Spanish colonization, the typical Philippine houses in some areas are transportable.
 31 of 40

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& “Juana Change18” by Juana Change

A novelty song describing the miserable state of the Philippines due

to rampant corruption. Advocates national unity against corruption

and toward social transformation through collective action.

D. “Handog ng Pilipino sa Mundo19” (“The Filipino People’s Offering to

The World”)

A post-Edsa I anthem glorifying the peaceful uprising that

overthrew the US-backed Marcos dictatorship. Emphasizes multi-

sectoral unity toward social transformation.

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Available online: http://www.youtube.com/watch?v=hVy8WZghwxk&feature=related
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Available online: http://www.youtube.com/watch?v=HlluSckZBOk
 32 of 40

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• “The Wind That Shakes The Barley” – an English film that tackles the civil

war in Ireland through the prism of an ideological conflict between two

brothers

• “Veronica Guerin” – an English film about an investigative journalist who was

assassinated by gun men of a drug cartel in Ireland for publishing revealing

articles against powerful drug lords (based on a true story)

• “Voces Inocentes” (“Innocent Voices”) – a Spanish film about the civil war in

El Salvador; focuses on the recruitment of child soldiers by the government

side

• “Capitalism: A Love Story” – an English documentary on the roots of the

international financial crisis and some alternative ways to resolve it.

 33 of 40

• “Sicko” – an English documentary that analyzes the anti-poor health care

system of the United States; gives insights on establishing a truly universal

health care system

• “Battle of Algiers” – a French language film on the Algerian war of national

liberation against France

• “Orapronobis” or “Fight For Us20” – a Filipino film tackling the return of

government fascism after the overthrow of the dictator Ferdinand Marcos

• “Mila” – a Filipino film on the life, love and struggles of a public school

teacher who joined the national teachers’ strike in the 1980s (based on a true

story)

• “Mga Munting Tinig” (“Small Voices”) – a Filipino film narrating the

experiences of a young teacher in a far-flung area who inspired her students

to develop their talents and excel despite their poverty and other social

problems in their community

• “Vox Populi” (“Voice of the People”) – a Filipino film that depicts the amorality

and immorality of Philippine elections

• “Sigwa” (“Rage”) – a Filipino film on the First Quarter Storm (the peak of

student activism in the Philippines)

• “Filipinas” – a Filipino film that tackles family problems of a middle class clan

in the time of globalization; relates family problems with national concerns

20
The original Latin title means “Pray for us” but the foreign distributor used “Fight for us” instead.
 34 of 40

• “Illuminados Por El Fuego” (“Enlightened By Fire”) – a Spanish film that

narrates the sacrifices of Argentine soldiers in their failed attempt to defend

“Islas Malvinas” or “Falkland Islands” against British invasion

• “Millions” – an English film narrating the story of a child that got millions of

pounds from a bag thrown by a stranger who happens to be a member of a

criminal syndicate; tackles the dilemmas posed by amorality and immorality

in a time of greed

• “It’s A Free World” – an English film that tackles the ill effects of globalization

to the peoples of the First and Third Worlds; discusses illegal immigration,

labor contractualization and other related problems

• “V for Vendetta” – an English film that depicts the evils of tyranny,

censorship, surveillance, biological terrorism etc. and man’s capability to fight

such evils

• “The Magic Gourd” – a Chinese film that narrates the adventures of a young

boy who fished a “magic gourd” out of a lake, a “magic gourd” that literally

grants all his wishes

• “Goodbye Lenin” – a German film that narrates the developments in East

Germany after the Berlin Wall’s fall; a family drama which contains enough

material to compare the socio-economic systems of socialism and capitalism

 35 of 40

• “Avatar” – an English film depicting the civilization of the N’avi people who

protect a magical forest which a band of invaders want to conquer ; a critique

of capitalism, militarism and globalization

• “All The King’s Men” – an English film describing the transformation of an

honest candidate to a shrewd politician in his failed attempt to transform the

corrupt system of pragmatic politics

• “South of the Border” – a film analyzing the contemporary socio-economic

and socio-political situation of Latin America

Other Doables: Little Reforms Matter

In the bestseller “The Tipping Point,” Gladwell (2000) described “how little

things can make a big difference.” He discussed the “Law of the Few” which

states that before an idea attains widespread popularity, a few dedicated people

must support and disseminate it until it reaches what he calls as “the tipping

point.” Gladwell also coined the term “stickiness factor” to refer to the

characteristics of an idea that compels people to maintain close attention to it,

thereby improving its chances to reach “the tipping point.”

In the endeavor to form a nationalist and socially conscious educational

framework, the “stickiness factor” can be created by using the power of media.

Nationalist- and values-oriented Filipino programs such as “Tatak Pilipino” (a

multi-awarded and now defunct TV magazine program on Philippine arts and

culture that started in the late 1980s, with Jim Paredes of the APO Hiking Society

band and broadcaster Gel Santos Relos as hosts), “Hiraya Manawari” (a

 36 of 40

children’s Filipino-themed fairy tale series inculcating values such as love,

respect, simplicity, courage, honesty etc.), “Sineskwela” (a kid-oriented show that

features scientific lessons in the Filipino language), “Bayani” (a children’s TV

series on Philippine heroes, featuring time-traveling children who participate in

“making history”), “Batibot” (the best rated children’s show in the 1990s,

considered as the Philippines’ answer to America’s “Sesame Street”) etc. should

be revived. Such mostly child-oriented shows will surely build strong foundations

in the minds and hearts of Filipino children toward their future education.

In the secondary and tertiary levels, it is suggested that the English

literature class be reoriented in such a way that the focus will be on Third World

Literature, rather than Anglo-American literature, so as to further broaden the

consciousness of students on various social problems that their developing world

is battling. Grammar lessons in both English and Filipino should be enriched by

using texts in social sciences (especially Philippine history and culture). This will

further hone the students’ social awareness while learning grammatical rules at

the same time. Meanwhile, it is also suggested that Philippine economics

textbooks be reoriented to reflect the ideas put forward by Renato Constantino in

“The Nationalist Alternative” and by Alejandro Lichauco in “Nationalist

Economics.” These books advocate the development of economic self-reliance

as a tool for achieving national progress. Thus, they clash with failed anti-

nationalist economic models which the country has been implementing since its

post-war independence. Constantino’s and Lichauco’s books are excellent

sources or guides for transforming the country’s over-all socio-economic model.

 37 of 40

Finally, it is suggested that a digital library of nationalist and socially conscious

literature be made available through a government-owned website for free. It’s a

pity that as of September 2010, not one of the nationalist Senator Recto’s

speeches can be found in any website. Such lack of online presence helps

explain the youth’s apathy toward nationalist and socially conscious literature.

Perhaps an online database could encourage today’s youth to become

nationalist and socially conscious like the youth of the 1970s.

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